SEN Report

Special Educational Needs provided for at Foresters

  • All children, regardless of their specific needs, are supported to make the best possible progress at Foresters.
  • Foresters is as fully inclusive as possible and children from the four broad areas of need are catered for.
  • The broad areas of need being Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties and Sensory and Physical Needs.
  • In addition Foresters has an Opportunity Base for children with Autistic Spectrum Disorders. This has its own separate admissions policy. Children attending the Opportunity Base have a diagnosis of Autistic spectrum Disorder. All children attending the Opportunity Base have a Statement or Education Health Care Plan and are placed here by the Local Authority. Children do not transfer between the mainstream and the opportunity, although there are sometimes opportunities for reverse integration depending on need.

Information and Guidance/Points of Contact

Who should I contact to discuss the concerns or needs of my child?

Foresters is committed to working in partnership with parents and will listen to any concerns parents may wish to raise.

  • Class Teacher - is the first point of contact. They monitor the progress of each child and liaise with key staff about interventions needed.
  • Key Stage Coordinator/Early Years Foundation Stage Coordinator- deals with concerns which cannot be dealt with by the class teacher.
  • SENCO - Ms Clare Caffrey
  • Family Support Worker - Mrs Sarah Moore
  • Deputy Head Teacher and Head of Base - Mrs Julia Merritt
  • Head - Mr Havard Spring
  • SEN Governor

Assessment, Planning and Review/Partnerships for Progress

How does the school know how well my child is doing?
How will I be kept informed about how well my child is doing?
How regularly will I be updated on my child's progress?
Will I know if my child is not making progress and what will happen?

  • Targets are set in reading, writing and maths for each pupil, which are monitored termly.
  • Class teachers attend a pupil progress meeting each term to discuss the progress of each pupil. The rates of progress are monitored and those pupils not making the expected rate of progress are identified. Strategies will be put in place in order for the identified pupils to reach their expected outcomes.
  • Ongoing teacher assessment strategies are used to determine progress and attainment.
  • Termly review meetings are held with the class teacher and SENCO, to which parents are invited. These track progress towards outcomes and evaluate interventions.
  • Diagnostic marking is used in literacy and maths and provides feedback to pupils.
  • Parents are invited to parents’ evening regularly to discuss progress, attainment levels and expected outcomes, with the class teacher and SENCO if appropriate.
  • Parents are kept informed about their child's progress at the twice yearly parent's evenings.
  • Children with statements or EHC Plans have an annual review, where progress is discussed and targets set. Written reports are provided and sent out in advance. Children are invited to contribute to this review.
  • Annual review targets are reviewed termly and a written report is sent to parents.
  • An annual report to parents/carers is written by the class teacher which details the achievements, strengths and areas of development in the different curriculum areas.
  • A Family Support Worker is available to support families as needed. Parents may self-refer.
  • Additional support may be provided after discussions with key staff, parents/carers, pupil and where relevant, external agency.
  • The school identifies the needs of SEN pupils on a provision map. This identifies all support given within school and is reviewed regularly and changes made as needed, so that the needs of children are met, and resources are deployed as effectively as possible.
  • The school will seek external support/advice for children continuing to experience significant difficulty – this may involve an application for an Education Health and Care Plan assessment.
  • School staff may informally discuss progress with parents/carers as needed
  • Governors are provided with attainment and progress information. They act as ‘critical friends’ and challenge staff to use their best endeavours to raise standards further.

Curriculum and Teaching Methods ( including groupings / interventions )

What is the curriculum and how is it taught?
How will the curriculum be adapted to meet the needs of my child?
How flexible can teachers be in meeting the needs of my child?
Is there any additional support available to help my child reach his/her expected outcomes?

  • The National Curriculum is an entitlement for all children.
  • Class teachers are responsible for the learning of all children in their class and they ensure all children receive Quality First Teaching.
  • Teachers are skilled at adapting and differentiating the curriculum to take account of individual pupil needs.
  • Teachers are able to take into account different learning styles and use them to ensure they meet the needs of all the children in their class.
  • The school follows the Cornerstones Curriculum. The Deputy Head has responsibility for leading on the curriculum and in consultation with Key Stage Coordinators ensures coverage of the National Curriculum programmes of study.
  • Where possible, all curriculum areas are embedded within the topic.
  • Maths, Phonics, Spelling, Punctuation and Grammar, PSHE, RE are taught as separate subjects.
  • First hand experiences through visits are explored when topics are planned.
  • Grouping arrangements are organised carefully to maximise learning opportunities for all.
  • Additional adults may be used to support groups but independence is encouraged.
  • Children may be identified as benefitting from intervention programmes. Progress within these programmes is carefully monitored.
  • A range of intervention programmes in the areas of literacy, numeracy, language, social, emotional, and motor skills are available to support individuals and groups and there are staff trained to deliver them. The use of intervention programmes complements the Quality First Teaching that all children receive.
  • The effectiveness of the intervention programmes is monitored by assessing their impact. Intervention programmes are continually under review.
  • Advice from educational  agencies such as the Learning Support Service, Autistic Spectrum Disorder Service, Educational Psychology, Speech, Language and Communication Service, Behaviour Support and health agencies such as Speech and Language Therapy, Occupational Therapy and CAMHS may be sought.
  • Specialist teaching is available in both key stages. In Key Stage 1 Reading Recovery is available. In Key Stage 2 1-1 tutoring. Decisions regarding access to this specialist input is based on need.

Access to Learning and the Curriculum

Are there any special features or strategies to help children learn?
How do I know my child's particular need will be met?

  • Children are involved in their own learning and are able to feed into the topic.
  • Children are aware of their targets and next steps. They receive feedback on progress towards targets through discussions with teachers and diagnostic marking. Self-evaluation is also encouraged.
  • Daily phonics lesson, using ‘Letters and Sounds’ across Early Years Foundation Stage and Key Stage 1.
  • Lessons are differentiated to meet the needs of all learners.
  • Learning walls in classrooms support the learning of literacy and maths.
  • ICT is used to support learning, including computer programmes such as RM Maths.
  • Some classes/identified pupils may be allocated support staff and have access to guided group work.
  • External agencies such as the Learning Support Service can provide advice and may offer individual or group tuition depending on a pupil’s individual need.
  • All classes have a visual timetable on display which details the daily planned activities. Some pupils have their own visual timetable.
  • The school’s physical environment is accessible to all learners, including those with disabilities.
  • Reasonable adjustments are made to help pupils to learn. For example, some pupils may use special equipment such as pencils grips, sound amplification systems and sloped writing desks.
  • Behaviour support assistants are available to support classes.
  • Trained Emotional Literacy Support Assistants (ELSAs) may work with individuals so that they are in a position to focus on learning when in class.
  • Children may be identified as benefitting from social skills groups.
  • There is a sensory room which can be used to support children with relaxation.

Tests and Assessments : Access Arrangements

What arrangements are available for pupils to access tests and assessments?
How will I know if my child qualifies for additional support or time to access tests?

  • Year 6 pupils may be assessed to determine whether individuals may qualify for additional time.
  • Some pupils for statutory tests (Year 2 and 6) access them in a smaller environment and support for reading tests or writing for pupils may be requested, as appropriate and to comply with test guidelines.
  • School adheres to current access arrangements for Key Stage 1 and 2 statutory tests
  • Class teachers will inform parents/carers whether their child qualifies for additional support or time to access tests.
  • Booster and revision groups are run throughout the school year.

Social and Emotional Support

How does the school help my child to feel comfortable and safe and manage social situations?
How does the school help develop my child's social and emotional skills?
What is the school's policy on bullying?

  • All classes follow a structured PSHE (Personal, Social, Health end Economic education). The PASS (Pupil Attitudes to School and Self) is undertaken yearly. This helps to identify children who would benefit from small/group interventions to develop their social and emotional skills (SEAL groups)
  • Foresters follows the Golden Rules. These are taught through assemblies and in class. Golden time and golden certificates celebrate children who keep the Golden Rules.
  • Use of rewards and sanctions.
  • Family Support Worker- to support families with difficulties.
  • Trained Emotional Literacy Support Assistants (ELSAs) may work with individuals.
  • Dramatherapy is available on a referral basis.
  • Behaviour support assistant available to work with children struggling with behaviour.
  • Groups to develop social skills and/enhance self-esteem.
  • Lunchtime and after-school clubs e.g. sports activities, computer, games
  • Additional support for children who are struggling at playtime
  • Use of social stories, particularly in the Opportunity Base.
  • Nurture group with trained adults for children in a selected year group who would benefit.
  • Home/School liaison.
  • Visual timetables/symbols.
  • Strong ethos of pastoral care (Family Support Worker, ELSAs)
  • Anti Bullying Policy and procedures – focus on vulnerable groups
  • Bullying in any form is anti-social behaviour and will not be tolerated in our school. We believe that everyone has the right to be safe and secure while in our school and we consider any instances of bullying as a serious infringement of those rights.
  • Instances of bullying will always be dealt with according to our Behaviour Policy and any other relevant policies. All alleged instances of bullying will be fully investigated when reported. They will always be dealt with by a member of the Senior Leadership Team.
  • E-safety and cyber bullying is addressed at an age appropriate level
  • Transition preparation

Early Help Support in the Community (Tier 2)

  • Access to Emotional Literacy Support assistants within school for any children we feel may benefit.
  • Trained adults in Drawing and Talking therapeutic approach
  • Nurture group for selected year group
  • Social skills groups as required eg focusing on friendship, anger management, self-esteem, emotions
  • Dramatherapy
  • Intensive Interaction
  • Outside mentors
  • Family Support worker runs various parenting groups eg Theraplay

Accessibility to Premises and Facilities

What facilities are in the school to assist children with disabilities move around the building and take part in lessons?
How do I know my child will be able to access all lessons?

  • The building and playground are accessible to wheelchair users.
  • Disabled toilet.
  • Semi-open plan building with classrooms off a central resource area.
  • Awareness of sensory issues.
  • Reasonable adjustments are made by staff to ensure children with disabilities can access all lessons.
  • Trips will be planned taking into account the needs of children with disabilities.
  • Transition preparation.

Working with others

Who does the school work with?
How are these accessed (referrals; criteria)
How does the school work with other agencies?
How will I be informed?

  • Foresters works with a number of services including:
    • Educational Psychology Service
    • Learning Support Service
    • Traveller Education Service
    • Sensory Impairment Service
    • Behaviour Support Service
    • Speech Language and Communication Needs Service
    • Speech and Language Service
    • Autism Spectrum Disorder Service
    • Dramatherapy
    • Special Educational Needs (SEN) Team at the LB of Sutton
    • Parent Partnership
    • Occupational Therapy
    • School Nurse
    • Child and Adolescent Mental Health Service
    • Children’s Services
    • English as an Additional Language Service
    • Voluntary services
  • The SENCO liaises with class teachers, leadership team, Family Support Worker and parents to prioritise referrals to these services.
  • Referrals to services may also come about following pupil review meetings
  • Staff (usually the SENCO or class teacher) discusses the referral to a service with parents/carers
  • Parents views will be sought and they may be invited or can request to meet with the service.
  • Reports and recommendations are shared with parents and expected outcomes and strategies to meet those outcomes are planned.


How will the school help my child settle with confidence and manage change as they move between schools and year groups?

Early Years Tranition

  • SENCO/Head of Base and/or class teacher attend transition meetings for pupils with SEN making the transition from pre-school to Nursery or Reception. Class teacher visits child in setting.
  • Parents are invited to a pre-admission meeting.

Moving on at Year 6

  • Key staff and often some Year 7 students from the secondary school visit Foresters to speak to the Year 6 pupils transferring to their school.
  • All pupils in Year 6 are invited to a familiarisation day at their secondary school. Children are prepared for the visit and given information in advance as necessary.
  • Additional visits to the secondary school may be arranged for individuals or groups eg base pupils.
  • Transition arrangements are planned at Year 6 Statement/Education, Health and Care Plan reviews. Secondary schools are invited to attend.
  • SENCO attends Year 6 to Year 7 SEN transfer meeting.
  • Use of social stories/transition books.
  • A planned programme of transition, which may include dramatherapy to help prepare children.
  • Class teacher/ SENCO meets with key staff from new school
  • One page profiles/communication passports for identified pupils are written for pupils to share with secondary schools.
  • Information transferred in advance of move.

Moving Schools

If your child is moving to another school we will:

  • contact the school SENCo and ensure he/she knows about any special arrangements or support that need to be made for your child.
  • make sure that all records about your child are passed on as soon as possible
  • make a transition book/social story for them if we feel it will help
  • prepare a one page profile for the new school

If your child joins us from another school we will:

  • contact the school SENCo to find out any special arrangements or support that needs to be made for your child.
  • Meet with parents to discuss any concerns and plan any support.

Moving Classes

  • A hand over meeting will take place between the present and the new teacher
  • Transition visits to new classes are planned in the second half of the summer term. Identified pupils have a number of additional visits to the new class .
  • Social stories and transition books for children who would benefit.
  • Meet the teacher meetings take place early in the autumn term which give a chance for parents to find out about arrangements for such things as homework, the curriculum topics and reading expectations.

Extended School Day

  • Magic breakfast club from 8.30am every morning
  • After school clubs - Sports - Football, netball, basketball and athletics
  • Music - Flute
  • Play Centre at Amy Johnson school - children are collected from Foresters

Other Headings and Comments

Web-link to the school website:

The following policies (and others) can be accessed through the website:

  • SEN policy
  • Behaviour and anti-bullying policy
  • Other policies are available in school and can be requested including:
    • Inclusion policy
    • Positive handling
    • Access plan
Evaluation of SEN Information report 2015-16
Contextual Information for 2015-16

Number of pupils on roll

255 (214 mainstream, 41 base)

Number of pupils on SEN Register

80 (39 mainstream, 41 base)

Number of pupils at School SEN Support


Number of pupils at SEN Support Cognition and Learning ( CL )


Number of pupils at SEN Support Communication & Interaction ( CI )


Number of pupils at SEN Support Physical Disability (PD )


Number of pupils at SEN Support Social, Emotional and Mental Health ( SEMH )


Number of pupils with Statements/EHCPsCognition and Learning (CL )


Number of pupils with Statements/EHCPs Communication & Interaction ( CI )

44 (3 mainstream, 41 base)

Number of pupils with Statements/EHCPs with Physical Disability (PD )


Number of pupils with Statements/EHCPs for Social, Emotional and Mental Health (SEMH)


 Has communication between key staff and home been effective and how do you know?

Parents of children with SEN were informed about interventions their children received. SEN reviews were held at the end of each term and parents were invited.  SEN review forms were sent home after the meetings. 

Were there any adaptations to the curriculum mid -year for identified children and how successful was this? Was the curriculum you used an effective one for children with SEN and how did you measure this?

The Cornerstones Curriculum has continued to be motivating and effective for children with SEN. Consecutive year groups were paired up so that topics were covered on a two year cycle. This has enabled more successful integration between base and mainstream classes.
There was a focus on increasing the use of multi-sensory approaches to learning. Children responded well to these strategies. Progress and engagement in learning was monitored through termly progress meetings.

Were any specialist strategies particularly effective or are there any you would discard?

Training on supporting children with Specific Learning Difficulties and Dyslexia was provided by the borough and this has helped teachers develop more effective strategies to use in the classroom.
Implementation of Nurture group for specific children to support in social and behaviour difficulties has been successful.

How many children had access arrangements? Did this have an impact on their results?

Access arrangements for 8 Y6 pupils. This allowed them to sit the tests with reduced anxiety and stress and enabled them to do their best within the additional time allowed.

Has there been any evaluation of social and emotional provision and how has this been measured?

All social and emotional interventions, including ELSA are measured before and after. Parents are also consulted about impact. Children make good progress but sometimes they will need to access this support again in the future.  

Have any partnerships been particularly successful? Have any lacked capacity and why?

Partnerships with the Learning Support Team have been successful. Children make good progress with literacy skills, which feeds into curriculum progress. The Speech, Language and Communication Needs Service has worked with a number of children and measurable progress has been made.
Dramatherapy has a positive therapeutic effect on children who access it. Parents speak highly of this support.
Intensive Interaction is also a valuable partnership. This has been very supportive of children's communication skills. In the few cases where children have not responded well it has been stopped and an alternative has been found.

How successful have transition arrangements been?

New teachers attended the summer term SEN reviews with class teachers and parents. SEN information was passed to new teachers and they were guided to important reports etc they needed to familiarise themselves with.
Children had transition visits to their new classes to meet the teacher and spend time in the classroom. They were also provided with transition booklets. This reduced the anxiety and allowed children to settle in their new classes effortlessly.
SENCo met with high school to support the transfer of Year 6 SEN pupil.
Meetings between appropriate staff organised between preschools to ensure SEN children had a smooth transition. Base children and children with statements/EHCPs were well prepared for transition. Visits to schools and meetings with staff took place. They also did transition work in their classrooms.  This has enabled children to transfer happily to secondary school and from pre-schools.
There were difficulties contacting some mainstream secondary schools to hand over information about the children, despite repeated attempts.  

Have you evaluated your SEN Policy ?– include brief feedback

The SEN policy has recently been reviewed and all staff have had training on its implementation.

Data on proportion of pupils with SEN making expected and more than expected progress in Years 2 and 6 and other years.

In Year 6 for reading 82% of pupils with SEN made expected or above expected progress with 66% making above expected progress.
For writing 82% of pupils with SEN made expected or above expected progress with 66% making above expected progress.
For maths 66% of pupils with SEN made expected or above expected progress with 33% making above expected progress.
In Year 2 for reading 82% of pupils with SEN made expected or above expected progress with 64% making above expected progress.
For writing 73% of pupils with SEN made expected or above expected progress with 18% making above expected progress.
For maths 82% of pupils with SEN made expected or above expected progress with 64% making above expected progress.

Attendance of pupils on SEN Support and with Statements/EHCPS

Attendance of the majority of SEN pupils is good.

Exclusions ( as above )

Two children with SEN were excluded for 1 day each. Both had reintegration meetings on their return.

Evidence of successful interventions and interventions which need adaptation

We ran a number of different intervention programmes with good success rates. The following interventions have been particularly successful. Literacy – Reading Recovery, FFT, Booster Phonics, 5 minute box and Literacy toolbox.
Maths – Snap Maths, Power of 2
Emotional literacy – ELSA, Social skills groups, Girls autism group

Summary of Successes and areas for development


  • Parents attending SEN reviews
  • Next class teacher attending SEN reviews in summer term
  • Introduction of communication passports
  • Focus on increased independence for children with SEN in the classroom

Areas for development

  • Extend use of intervention programmes in base
  • Develop further strategies for teachers to use in the classroom to increase inclusion