Special Educational Needs and Disabilities (SEND)
The school's SENDCOs are Mrs Dolby and Mrs Fletcher. They are contactable via email at send@foxhill.bradford.sch.uk
To view all of our school policies related to SEND, please visit the School Policies page
​
​
​
​
​
​
​
​
​​
​
​​
​
​
​
​​
​​​At Foxhill Primary School, all children regardless of their gender, ethnicity, social background, religion, physical ability or educational needs are treated as valued individuals.
​
'As the Phase 1 Lead and SENCo at Foxhill Primary School, I have had the privilege of working in a role that allows me to directly impact the educational experiences of all children. Having been part of the Foxhill community for several years, I am passionate about creating an inclusive environment where every child is empowered to thrive. I firmly believe that strong Inclusive Practice is crucial in helping children reach their full potential, and I find the role of SENCo to be incredibly rewarding.In my role, I oversee the strategic development of SEN policy and provision, ensuring that we remain up-to-date with the latest legislation and best practices. I am committed to the continuous development of myself and my team, regularly seeking training opportunities to ensure we are well-equipped to meet the diverse needs of our students and support their families.Currently, I am completing the NPQ SENCo, which has proven to be an invaluable resource in further enhancing my skills and supporting my leadership in this area. I am dedicated to the success and well-being of each child at Foxhill, and I work tirelessly to ensure that our school remains an inclusive, welcoming, and nurturing environment for all.'
Mrs Dolby
Mrs Fletcher
SEND Governor
Kate Tavana
‘As Phase 2 leader, Deputy Designated Safeguarding Lead and Pupil Premium Lead I have the privilege of being able to make a difference to some of our most vulnerable pupils. I believe all children should feel supported, encouraged and driven to want to learn and achieve their best. Children are all individuals and have differing needs, which I feel as a school we strive to meet. Foxhill is a fully inclusive school, where children can thrive and enjoy learning. In my role as SENDCo, alongside Mrs Dolby, I oversee quality first teaching within classrooms whilst also providing scaffolding where appropriate. We closely monitor the progress of our SEND children and look at further interventions, methods and strategies to develop their learning, emotional and mental well-being. It’s important for us to act quickly to support our families and young people. I have completed the National SEND Qualification and an NPQ in Senor Leadership, both of which helped me to develop my own leadership skills in order to help enhance SEND at Foxhill. '
​
​​'SEND and inclusion is of paramount focus and importance at Foxhill. I have over a decade of experience working with young people with special educational needs in an alternative education setting and am delighted to be able to bring my skills and knowledge to my role as SEND Governor.
As a teacher and SENCO, I understand the impact that quality provision can have on a child’s educational experience. I meet with Mrs Dolby and Mrs Fletcher every term to review the SEND policy, report, action plan and provision at Foxhill whilst also looking at the impact of this. We believe every child deserves access to inclusive, quality first teaching where they can succeed.'
SENDCO
SENDCO
Send Report
​
Schools have to publish an Annual SEND Information Report on their website which provide details about how they implement their policy for children and young people with SEND. Please find Foxhill’s SEND report attached below.
Local offer
By clicking the links below, parents and carers can view Foxhill Primary Schools Local Offer and the Local Offer from Bradford, which provides families with information about how children with special educational needs (SEND) are nurtured and catered for within our school in order to reach their full potential.
​
​​
Please click on the link below for further information about what Foxhill can offer for children with SEND.
​
Parental Feedback
The parental feedback below is based on our most recent questionnaire sent to our SEND parents.
SEND REGISTER AND MONITORING LIST
At Foxhill Primary School, we have a monitoring list which is an integral part of our SEN Register. It is used to identify and monitor pupils who are facing barriers to learning, even if they do not yet require special educational provision. These pupils are closely observed, and their progress is reviewed termly.A child on the SEN Register is identified as having a special educational need that requires tailored provision to support their learning. This means that specific interventions or support will be provided to meet their individual needs. When a child is placed on the SEN Register, they are provided with an Individual Support Plan (ISP). This plan outlines specific strategies and interventions tailored to address the child's unique learning needs.For children and young people who are not on the SEN Register, their learning needs are addressed through whole-school educational strategies. This includes differentiation and reasonable adjustments within the classroom to ensure all pupils can access the curriculum and make progress.A child on the SEN Register may be placed at SEND Support or may have an Education, Health and Care Plan (EHCP).· SEND Support provides additional tailored interventions and strategies to meet the child's individual needs.· An EHCP is for children with more complex or severe needs, and it outlines a detailed plan for the child's support across education, health, and social care.
ISPs and Provision maps
At Foxhill Primary School, we take a structured and comprehensive approach to supporting our children with Special Educational Needs and Disabilities (SEND). Provision Maps are created for each class and across the whole school, serving as a key tool for tracking and reviewing the needs of our students. These maps form the foundation of our termly Pupil Progress meetings, where we evaluate the progress of individual students and adjust our approach as necessary. In line with the SEND Code of Practice, we have developed a process for engaging both parents and children in their learning journey. Each child on our SEN register has an Individual Support Plan (ISP), which outlines the meaningful, personalised outcomes we aim to achieve. These plans are reviewed termly to ensure they continue to meet the evolving needs of each child.Additionally, all staff at Foxhill have received comprehensive training on working with children with SEND. We foster a collaborative approach, with staff regularly meeting with the SENCo’s to ensure the needs of the children they support are being met effectively. This ongoing professional development and open communication ensure that we are all working together to provide the best possible support for our pupils.
CUSP and INCLUSION
The composite goals of any curriculum should be the same for all pupils. For those who require additional support, they will take several smaller steps towards these. The goals only change when children experience cognitive impairment which makes the content inaccessible even with scaffolding. Truly ambitious inclusive practice starts with taking consideration of the needs of the most vulnerable learners through quality first teaching. CUSP curriculum which is knowledge-rich, which has clearly identifiable cumulative learning and vocabulary instruction and which is built on the principles of cognitive and neuroscience enables teachers to be ambitious about making learning accessible for all. The ambition in our curriculum doesn’t change for the first 20% - we simply offer more scaffolding to ensure that every pupil succeeds within it. The single most important factor in this is the carefully chosen language which frames the concepts that we want to teach and this should be rich, coherent and systematically revisited. The clear lesson structures, routines and predictability which underpin the CUSP approach are supportive of all vulnerable learners, including the neurodiverse and those with SEMH needs.
The EHCP process for parents
An Education, Health and Care plan (“EHC plan”) is a legal document which describes a child or young person’s special educational needs, the support they need, and the outcomes they would like to achieve.The special educational provision described in an EHC plan must be provided by Bradford Local authority. This means an EHC plan can give a child or young person extra educational support. It can also give parents and young people more choice about which school or other setting the child or young person can attend. An EHC plan can only be issued after a child or young person has gone through the process of an Education, Health and Care needs assessment. You can find out more in the video below:
​
https:​//www.youtube.com/watch?v=wfTJPTN7YLg.
​
​​
Disabled Access to and Within School
​
-
All play areas are accessible by wheelchairs / pushchairs
-
Main access is easily accessible by wheelchairs / pushchairs
-
All outside areas are gated and fenced
-
Provision of disabled toilet & shower room
-
Fox Club building has disabled access and facilities
-
Parking space for disabled in the carpark
-
Ramps between Early Years unit and outside play areas
-
SEND pupils are monitored during fire evacuations