SPECIAL EDUCATIONAL NEEDS FAQ's

Welcome to our Special Educational Needs pages. At Chingford Foundation School (CFS) we work with parents/carers and their children to ensure that all of our students achieve the best possible outcomes in all areas of their school life. We are a mixed comprehensive school with an inclusive ethos; we seek to maximise and support the potential of all of our students to ensure they make excellent progress. We are passionate about what we do in the Inclusion Department and want your child to get the most out of life at CFS and get the help they need to access what our school offers. As a community school we support children from the local area to attend CFS and become part of our school community. Every student receives the support they need to access the school’s facilities, the curriculum and other opportunities offered. We want our students to feel happy, safe, engaged and supported to achieve the best possible outcomes. At CFS we value all students and want to provide them with a high-quality education based on a broad curriculum offer which supports the student to attain appropriate life skills and independence whatever their need.

What are our Beliefs and Values?

Chingford Foundation School seeks to create an inclusive community where all students from the local area are welcomed regardless of gender, orientation, disability, race, religion or belief. We believe that every teacher is a teacher of every young person, including those with SEND, and are therefore your child’s most important educational resource in their drive to be successful learners. We are passionate about including students with SEND in all aspects of school life; this is core part of the CFS Way and its CARE values.  

• Genuinely caring for the welfare, education and experience of students with neurodiversity 
• A determination to ensure that students with SEND have that self-belief and self-esteem to succeed – and for staff to be ambitious in their expectations of all students with SEND.  
• To foster and develop a culture of respect in which the many unique attributes of SEND and neurodiversity are seen for the many strengths such young people offer society – and, indeed, the many things that neurotypical people struggle more with.  
• To ensure that children with SEND have an equality of access to the curriculum and all the opportunities the school has to offer. 

Underpinning these values is the over-arching aim of the school - to provide a ‘firm foundation for life’ – and CFS is committed in its mission to do so for all students. 

 However, when considering a placement, we must also consider whether CFS is compatible with the child’s age, ability and aptitude and that their attendance is not incompatible with the efficient education of other students in the school and is an efficient use of the Local Authority’s resources.

Chingford Foundation School supports students with a wide variety of learning and other needs: for example, dyslexia, moderate learning difficulties, dyscalculia, literacy and numeracy problems, memory problems, autism and speech and language difficulties. We work with both students and parents to ensure learning needs are supported in a timely manner in order to support progress.

Chingford Foundation School houses a Resourced Provision which supports students with Speech, Language and Communication needs with a small number of places for students with Autism Spectrum Condition. This provision has space for approximately 26 students. Students within the provision are able to access a range of support: for example, Lego Therapy, counselling, Art Therapy, Zones of Regulation and one-to-one Speech and Language Therapy. The Resourced Provision employs a Speech and Language Therapist and specialist support staff who carry out a wide range of interventions. All children accessing this provision need an Education and Health Care Plan.

Whatever your child’s need we make sure we work with you and other outside agencies where applicable to ensure that your child makes the best possible progress across all areas of their development.

How does CFS meet / cater for my child’s needs? 

The SEN Code of Practice defines SEND as:

“A child or young person has SEN if they have a learning difficulty or a disability which calls for special education provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty if he or she:

1. a)            has a significantly greater difficulty in learning than the majority of others the same age, or
2. b)            has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16s institutions.”

Provision mapping 

 The school has a ‘wave’ model where provision is determined by assessment following a referral to Inclusion. See figure 1 below. 

 Wave 1 is 'inclusive quality first teaching for all' and takes into account the learning needs of all pupils in the classroom. It covers high-quality inclusive teaching, supported by effective whole-school policies and frameworks, clearly targeted to all pupils’ needs and prior learning. See Quality First Teaching policies and documents for further details. 

Wave 2 is Wave 1 plus additional and time-limited interventions provided for some children who need help to accelerate their progress, to enable them to work at or above age-related expectations. This usually takes the form of a structured programmed of small-group support, carefully targeted and delivered by teachers or teaching assistants (TAs) who have the skills to help pupils achieve their learning objectives. This can occur outside (but in addition to) whole-class lessons, or be built into mainstream lessons as part of guided work. Most students in receipt of these provisions will be indicated as K (SEN support) on SIMS. 

Wave 3 is Wave 1 plus increasingly individualized programmes, based on independent evidence of what works, applied using the Graduated Approach- Assess-Plan-Do-Review. Wave 3 describes additional targeted provision for a minority of children where it is necessary to provide highly-tailored interventions to accelerate progress or enable children to achieve their potential. This may include one-to-one or specialist interventions. Most students in receipt of these provisions will be indicated as K (SEN support) or E (Education, Health and Care Plan) on SIMS

How learners with SEND are identified at CHINGFORD FOUNDATION SCHOOL

1. On transition primary schools share their information with the school during formal visits and through CFS attendance at meetings with the parent during the last year of primary school. In the case of EHCP students a member of the Inclusion Team will attend the last Primary School Annual Review.
2. Teachers can refer students they have concerns about to the department through a referral system which helps identify students who may have SEND and need support.
3. The requirement of additional support is identified through thorough and individualised assessment of the students, including: observation, regular teacher assessment, testing and diagnostic assessment.
4. We will communicate any concerns and consult with all stakeholders, including through: Student Progress Meetings, Parents’ Evening meetings, Form Tutor review meetings, target setting with students and individual student support meetings.
5. We will monitor the progress of all students during the year and intervene whenever the progress of a student is below expectation.
6. We will ensure that you are informed of what we are doing for your child and what progress they are making throughout their time at the school.

How will I know how my child is doing?

1. On arrival at CFS, all students undertake baseline assessment.
2. We use appropriate, intervention-specific assessment tools when students have taken part in an evidence-based intervention. You will be informed regularly regarding your child’s progress.
3. Student progress, attitude to learning and any concerns are tracked and parents are regularly informed of progress.
4. We hold Student Progress Meetings, involving the Form Tutor, during which we review the progress of students with SEN.
5. Individual student support meetings are held with staff and parents, along with the school Parent’s Evenings; we work closely with parents to obtain their views and help shape provision for students.
6. SEN intervention staff review progress with students and seek their views through our keyworker scheme or by liaison with teaching staff and students.

How will you help my child with their learning? 

1. Students with SEN are inclusively educated within an age appropriate class with their peers. Where students have EHCPs or more specific needs that require a smaller and more nurturing environment CFS offers smaller group teaching for some students who have more complex needs.
2. Teaching and resources are differentiated within the classroom to ensure students are able to achieve objectives.
3. The learning environment within the classroom and tailored teaching styles support the student’s journey towards independence.
4. If additional support is identified students take part in planned, evidence-based intervention, as necessary.
5. Support is personalised and targeted.
6. All teachers receive CPD on the best evidence-based ways of supporting SEN students and ensuring the curriculum offered is calibrated to student need.
7. Adults working with a student with SEN communicate regularly to ensure a consistent approach to teaching and learning 

What support will there be for my child’s overall wellbeing?

1. The Inclusion Teamwork with students on a 1-1 basis and in groups to develop social and emotional skills if required.
2. All EHCP students and a selected number of other SEN students are provided with a keyworker who supports them during their school journey.
3. All Extra-curricular activities are targeted to develop and enhance well-being – all students take part in ‘Drop-Down’ Days and other whole school events.
4. Specific interventions include:  Social skills, Zones of Regulation and Lego Therapy.
5. The department employs a school counsellor, an art therapist and an educational psychologist who are on hand to provide support where needed.
6. The SENCO facilitates communication to ensure all those working with the student, including the student themselves and the family, are aware of the support being implemented through the
7. The Inclusion Department supports parents and/or students as needed.
8. Students are educated for the vast majority of the day in their class with peers, including opportunities for mixed-ability collaboration
9. The School Counsellor, key workers and the SENCO are available for parents/carers to respond to queries, concerns and, on the rare occasion, any crisis the student may be facing.

What specialist services and expertise are available at or accessed by the school?

1. The inclusion team seeks advice from a variety of outside agencies:

• The Behaviour and Child Missing Education Team,
• Speech and Language therapist
• Educational Psychologist
• Medical Professionals – Occupational Therapy and Physiotherapy
• Counselling and bereavement support
• Whitefield’s Outreach
• CAMHs

2. CFS sources appropriate support wherever necessary from Waltham Forest Local Offer

What training have the staff, supporting students and young people with SEND, had or are having?

1. CFS has a regular CPD training programme for all teaching staff
2. Support from Outside Agencies to deliver whole staff training e.g. Visual impairment, SaLT, Autism awareness training, hearing impairment, visits and advice given by a range of outside agencies
3. All staff, teaching and support, have regular Level 1 training in Child Protection
4. Regular Inclusion team meetings and training sessions
5. Targeted training to meet individual specific needs as required
6. All TAs have regular training and CPD sessions on areas of interest to help build the Inclusion Department’s expertise. Recent training includes sensory circuits, Autism and Speech and Language issues, Zones of Regulation and Restorative Justice.

How will you help me to support my child’s learning?

1. Parents’ Evening meetings with subject teachers
2. Form Tutor review meetings
3. Individual student support parental consultations for young people identified as having a Special Educational Need; we work closely with parents and the young person to obtain their views and help shape their individual provision 
4. ‘Open-door’ policy with SENCO
5. Relevant information about how parents can support their child at home is shared at regular intervals
6. Annual reports to parents
7. EHCP annual review meetings
8. Inclusion Team coffee mornings

What happens if my child is making less than expected progress? 

Teachers are responsible and accountable for the progress and development of the students in their class, including where students access support from teaching assistants or specialist staff. High quality teaching, scaffolding and differentiation for individual students, is the first step in responding to students who have or may have SEN. High quality teaching of all students, including those with special educational needs, is a whole‐school responsibility and we understand that additional intervention and support cannot compensate for quality first teaching. Where a pupil is making less than expected progress the first response must always be high quality teaching targeted at their areas of weakness. Where progress continues to be less than expected, teachers will work with the SENCO to assess whether a child has SEN. This may be triggered by a teacher observing: 

 

• progress is significantly slower than that of their peers starting from the same baseline 
   
• progress fails to match or better the child’s previous rate of progress 
   
• progress fails to close the attainment gap between the child and their peers 
   
• widening of the attainment gap 

Once a potential special educational need is identified, four types of action should be taken to put effective support in place – Assess, Plan, Do, Review – this is the graduated approach called SEN Support. Where a child continues to make little or no progress, despite well-founded support that is matched to the child’s area of need, the school will consider involving specialists, including those from outside agencies.  

Monitoring, Evaluation and Impact 

In all cases, the concept of progress is essential in determining if a child's needs are being met. Adequate progress is defined in a number of ways, including: 

• the attainment gap between the learner and their peers closes 
• the child’s previous rate of progress improves 
• access to the full curriculum is enabled via progression routes 
• improvements in self-help, social or personal skills are evident 
• improvements in the child’s behaviour are evident 

The outcomes associated with successful practices are: 

Students who: 

• Receive the Inclusion interventions and support according to their learning needs 
• Make at least the expected amount of progress over each key stage 
• Are engaged in their learning and enjoy attending school 

 School leaders and teachers who: 

• Understand the range of Inclusion interventions available to support students’ learning 
• Are clear what the referral procedures are for each type of Inclusion intervention 
• Participate fully in the referral procedures and keep appropriate records of impact 
• Are committed to supporting students to make at least the expected amount of progress 
• Contribute towards the school reaching its agreed headline targets for each Key Stage 

 

How will I be involved in discussions about and planning for my child’s education?

1. You will be invited to Parents’ Evening meetings with the subject teachers
2. You will attend Form Tutor Review meetings 
3. There will be individual parental consultations for students identified as having SEN, and you will be encouraged to help shape provision for your child in consultation with the Inclusion Team
4. You will be able to contact the SENCo, Speech and Language Therapist or Deputy SENCo should you have any issues with your child’s education that you would like advice or help with.

How will my child be included in activities outside the classroom including school trips?

1. All students from Year 7 are expected to actively participate in the life of the school through attendance in extracurricular activities
2. All students whatever their level of need are expected to participate in school trips or to have the opportunity to participate if they so wish.  
3. We offer targeted extra-curricular activities, such as Lunch Club which supports social development and interaction; Spelling club to develop literacy; Reading and handwriting clubs, Lego Therapy– these are accessible to all students, but selected students are directed to attend
4. Suitable arrangements are made for students to access all other extracurricular activities e.g. additional 1-1 support if required

 How accessible is the school environment? 

1. We meet the statutory requirements of the Disability Discrimination Act (DDA), 1995. See Accessibility Plan for additional information.
2. We meet the statutory requirements of the Equalities Act (2010) through the Single Equalities Scheme.
3. Resources and teaching are differentiated according to individual student needs.
4. We access support from outside agencies, such as Whitefield’s Outreach Advisory teachers, CAMHS, Educational Psychologists, and Psychometric testing for example.
5. Appropriate members of staff regularly take part in training and disseminate this as required.

How will the school prepare and support my child to join the school, transfer to a new school or the next stage of education and life?

1. We liaise with local Junior and Primary schools and offer additional meetings, visits and preparation for students who find transition more difficult and need extra support to help them master their new environment
2. Where necessary we create a bespoke transition plan for students who have particular difficulties surrounding their transition to secondary school.
3. Our students take part in Transition Evening, Transition Day, and Summer School activities, with additional support, as necessary. Extra transition events are also laid on if there is a need.
4. EHCP students and their parents are invited to a transition morning event to take pictures, meet our team, familiarise themselves with school routines and explore the school buildings.
5. Through discussions with the students and parents/careers, we identify short, medium and long-term desired outcomes and consider the long-term aspirations of our students.
6. We work closely with all the local colleges and apprenticeship providers to make sure students have the right support to apply for appropriate courses and have the help they need to make good decisions.
7. We incorporate into the curriculum the teaching of basic key skills necessary for a successful educational career and future adult life.
8. We offer social skills interventions for students who need additional support for transition and accompany them on college visits where necessary and hold a careers evening event for students who want to follow an apprenticeship route.
9. We work closely with outside agencies to ensure that students leaving CFS are well prepared for their next placement and life beyond our school community; for example we work with local colleges, Mencap and other organisations to provide support for all students whatever their level of need to find the right post-16 step for them.

How are the school’s resources allocated and matched to Student’s special educational needs?

1. Resources are allocated on the basis of a student’s rate of progress and level of need
2. We have a Teach to the Top approach in lessons where work is not diluted and made less challenging but instead support is put in place to adapt learning to allow all students to achieve the overall learning outcomes. 
3. As required, class-based TAs work alongside the class teacher to support students with SEN
4. Links are forged between subject teachers and intervention staff to ensure continuity of learning and updates on student progress, through verbal and written communication
5. Student provision, targets and outcomes are evaluated regularly and resources are deployed accordingly to ensure the best possible outcomes for all young people 
6. Where necessary students whose learning requires one-to-one support are provided with personalised learning programmes to help support their progress in specific areas of need.

How is the decision made about how much support my child will receive?

The level of support will depend upon the student’s level of need and will be made after consultation with the young person, parents and/or carers

What Are the Roles and Responsibilities of the Inclusion Staff at CFS? 

Key Staff
Vice Principal for Safeguarding & Inclusion	Mr. G. Delbourgo	g.delbourgo@chingfordfs.org.uk
SENCo	Mr C Rountree	Rountree@chingfordfs.org.uk
Deputy SENCo	Mr P Koutoulas	Koutoulas@chingfordfs.org.uk
SEND Administrator	Ms C. Duffy	C.Duffy@chingfordfs.org.uk
Admin Assistant – Exam Access	Ms S Ahmad	Anwar@chingfordfs.org.uk
Lead TA for Numeracy	Ms M Mahmud	mmahmud@chingfordfs.org.uk
Lead TA for Literacy	Ms V Edmunds	edmonds@chingfordfs.org.uk
Speech & Language Therapist	Ms A Duck	duck@chingfordfs.org.uk
Teaching Assistant – Speech & Language	Mrs K Merry	kmerry@chingfordfs.org.uk
EAL coordinator	TBC
Lead TA for EAL
CFS Behaviour Coaches	TBC
SEMH mentor	Ms S Gleed	gleed@chingfordfs.org.uk
CAT School Counsellor	Ms K Stephenson	k.stevenson@chingfordfs.org.uk
Inclusion Centre Manager	Miss C. Cheshire	cheshire@chingfordfs.org.uk
Inclusion Centre Assistant	TBC
Reflection Room (ISR) Officer	TBC
Attendance & Student Welfare Officer (ASWO)	Mr S. Nedd	nedd@chingfordfs.org.uk
Attendance Officer	Ms E. Clarke	eclarke2@chingfordfs.org.uk

How can I find information about the Local Authority’s Local Offer of services and provision for Students and young people with special educational needs and disability?

https://www.walthamforest.gov.uk/service-categories/local-offer

Who can I contact for further information?

For information about the CFS Local Offer, please download the document situated here.

For other further information contact:
SENCO, Mr C Rountree- Rountree@chingfordfs.org.uk
Deputy SENCO - Mr P Koutoulas - Koutoulas@chingfordfs.org.uk 

 

What SEND needs does the school support?