Updated September 2016

Special Educational Needs and Disability (SEND)

Here at Fremington Community Primary and Nursery School we are committed to offering an inclusive curriculum with equal opportunities to ensure that all pupils regardless of race, creed, gender, ability or disability make the best possible progress, reaching their own potential, supporting and caring for them in every aspect of school life. We endeavour to make each child feel a sense of belonging and worth.

Fremington School also has a Pastoral Team that consists of;

  • Ian Blair: Deputy Head/ Pastoral Leader/Pupil Premium Lead /Child In Care Lead
  • Melissa Floyde: SENDCo- currently on Maternity leave- Mrs Rachel Horwood is covering her absence
  • Julie Williams: SEND Governor/ Thrive Lead Practitioner
  • Julia Adamson: Parent Support
  • Carla Daniel/Laura Simpson: PSHE Co-ordinator

Descriptions of the roles and responsibilities with regards to SEND can be found in our school SEND policy.

Pupils have special educational needs if they have a learning difficulty or disability which calls for special education provision to be made for him/her namely provision which is additional to or different from that normally available in a differentiated curriculum. Fremington Community Primary and Nursery School regards pupils as having a Special Educational Need if they:

  • a) Have a significantly greater difficulty in learning than the majority of pupils of the same age, or;
  • b) Have a disability which prevents or hinders him/her from making use of facilities of a kind generally provided for others of the same age
  • c) Are under compulsory age and has special educational needs if they fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them (Section 20 Children and Families Act 2014)

Our Special Educational Needs (SEN) pastoral team oversee and review the provision for children with additional needs, ranging from those with specific learning needs, behavioral issues and children who just need a helping hand along the way.

We liaise closely with outside agencies which help to provide us with more specific expertise that we can use to ensure we provide an inclusive education.

Through our highly trained teachers and learning support assistants we cater for children with needs relating to:

  • Cognition & learning difficulties
  • Communication & interaction difficulties
  • Social, emotional & mental health difficulties
  • Physical &/or sensory difficulties

Our full SEND Policy can be downloaded from the "Useful Download& list at the bottom of the page.

At Fremington we strive to offer our children a wide range of support and interventions in the "Useful Download& list at the bottom of the page you will find an overview of our SEND provision and an overview of the training our staff have had.


The majority of all children’s needs are met through daily quality first teaching; this includes work which is carefully matched to a child’s ability to help support groups or individuals with SEND to ensure that they can access the full curriculum. The progress of every child is tracked across the curriculum along. A range of assessment tools are used including teacher observations, and these are formally recorded at least once termly. Teachers meet with parents termly to discuss pupil progress and will meet with pupils themselves to establish how they feel about the progress they are making.

Teaching Staff have regular progress meetings with the Head to identify and discuss and children who are making below expected progress. The progresses of identified groups of pupils are also tracked vigorously by the Senior Leadership Team.

At times when expected progress is not being made interventions are planned to meet the specific needs of a pupil. These Interventions are tracked using class Intervention Tracking Grids and each Intervention is vigoriusly monitored against the individual impact on each child's learning.Interventions are delivered in either a small group or 1:1, depending on the needs of the child. Parents are informed of additional interventions their child is involved, either through informal chats with the class teacher, parents evenning, written confirmation or where a child’s needs are more complex through the Devon Assessment Framework (DAF) My Plan document. If your child is recgnised as having additional Special Educational Needs they will have an individual school based My Plan with personal targets that are specific, measurable, agreed upson with all stakeholders, realistic and time-based.

At Fremington Community Primary and Nursery School we value the social and emotional development of our children as highly as their academic attainment. This is why we pride ourselves on our approach to learning which ensures all children feel valued and respected. We use a range of strategies, including the Thrive approach to build self-esteem in our pupils and provide them with the tools they need to be resilient learners. We strongly believe in ‘Pupil Voice’ and endeavour to involve the children in managing and developing their own learning through the use of pupil conferencing.

Fremington School provides professional training opportunities and support to enable all staff to improve the teaching and learning of children, including those with SEND.

  • This includes regular whole school training on SEN issues, such as Specific Learning Difficulties, Dyslexia, Attachment difficulties, Passive Intervention and Prevention, introduction to Thrive and Speech and Language Difficulties. This years focus for whole staff training will be on understanding how to improve Working Memory through both quality first teaching strategies and specific intervention. Promoting Independence in Learners, as well as developing awareness of Autism and supporting children in school with Communication and Interaction needs.
  • All teaching staff have had recent training with the school Educational Psychologist in meeting the needs of children with SEN through the use of SMART Targets. Teachers are confident and competent in identifying individual needs and setting targets.
  • Individual teachers and support staff has access to training run by outside agencies that are relevant in meeting the needs of specific children in their class or interventions they are running.
  • The SENCo and Literacy Lead attend the Dyslexia Network meetings with the Devon Literacy Support Team
  • The SENCo is currently just finishing the National Award for SEN Co-ordination (October 2016); The KS1 Leader; Sarah Bolton, Nursery Leader; Cordelia Angless and Key Stage 2 Teacher Amy Walters, all also hold this qualification.
  • Learning Support Assistants are able to engage in a range of training as part of their professional development, to enable them to respond to the needs of the individual children they are working with. To ensure the continuation of development, the school has put in a training programme across this year with our school Educational Psychologist. This training programme was put together by the SENCo at a local SENCo Network meeting alongside other SENCos, as a result of identifying need across school settings.
  • The SENCo and Lead Thrive Practitioner host termly Behaviour Network and Thrive Supervision meetings in the family room. Where members of the Behaviour Support Team and other school teachers, Learning Support Assistants and SENCos come to learn new strategies and share good practice.
  • At Fremington we valued the wellbeing of both the children and staff. Each term staff working with children with emotional challenges are able to attend supervsion sessions with Early Help for Mental Health.

All interventions are recorded onto class Intervention Tracking Maps, which track specific targeted intervention for individual pupils, across each term. These intervention Tracking Maps are monitored vigorously, alongside individual intervention impact sheets, to ensure children are making progress and highlight any children still not making the level of progress expected with the additional support.

When a child’s needs are more complex, or when they fail to make expected progress for over a term, where appropriate and with the consent of parents we will at times liaise with outside agencies and health professionals to ensure a child is able to receive support specifically tailored to their needs. As a school we work closely with a range of agencies to ensure we have advice from people who have more specific areas of specialism. Where a child has a My Plan, they have direct targets linked to the impact of intervention.


We have very strong relationships with local feeder schools and work hard to ensure children are well prepared for transfer onto secondary school. All children have the opportunity to visit their new school prior to transfer and where necessary children can have additional visits and tours, with an individual transition plan, so they are confident and excited about moving on. Where children have additional Special Educational Needs, the SENDCo from the secondary school is invited to be a part of transition meetings in the Spring and Summer term of year 6 and a part of the My Plan, Plan, Do, Review process.

If, as a parent, you are concerned about your child and have not been approached by school staff then you are encouraged to speak to the class teacher in the first instance. In the unlikely event that you do not get a satisfactory response then you are welcome to ask to see either the Head Teacher or the SENCo to discuss your concerns.

The SENCo holds regular Family Drop Ins in the Family Room on Monday-Wednesday at 8:45-9:30, where you can pop in for a chat and raise any concerns.

You can also contact DIASS (Devon Info Advice & Support for SEND) - formally known as Parent Partnership at

Our school is a completely inclusive school that takes its duties as outlined in the Equality Act 2010 very seriously. Detailed risk assessments are completed for all trips away from the school premises are carefully risk assessed ensuring all children’s needs are taken into consideration whether they are medical, sensory, communication, physical or cognitive needs. All children, regardless of their needs are welcome and encouraged to participate in all activities, trips and residentials. We take pride in the inclusiveness of our school and are proud of the fact that we are celebrate differences and support each other in all we do.

At Fremington Primary school we have disabled access to almost all classrooms within the school. We also have disabled changing and toilet facilities within the main school building. The safety of all pupils is a priority of ours at all times and we have good security to ensure all children are kept safe within the grounds. There is a Disabled Parking space availible in the main carpark and a ramp up to the school entrance. We endeavor to meet the needs of everyone and always welcome suggestions for improvements where possible.

At Fremington School we believe there is no-one who understands your child's needs as well as you and therefore we actively encourage you to discuss your child's needs with us regularly: you do not have to wait for the next Parents' Evening!

To encourage all parents to be engaged in their child’s education, we hold a range of formal and informal events across the year including parent consultations, coffee afternoons whereby you are invite to look at your children’s learning, Key Stage performances, as well as family workshops. Parents are also welcomed into school to help with trips, swimming or listening to readers.

The SENCo and lead Thrive Practioner hold regular Family 'Drop In' sessions, in the school Family Room, every Monday-Wednesday at 8:45-9:30, where parents and carers can pop in during the school run and have a chat about any concerns they may have, leading to the early identification of needs and for support to be put into place. When appropriate, this may lead to additional meetings to ensure the needs identified are met.

Parents with children with SEN are a part of the My Plan, Plan, Do, Review process and their input is crucial in meeting the needs of the children, we value the importance of working with home to meet their goals. Were multi-agencies are involved, parents are invited to attend Team Around the Child (TAC) meetings and My Plan reviews to ensure the voice of all stakeholders is included in the process.

We welcome all parents who would like to come into school and support children. We require all parents volunteering in school to have a Disclosure and Barring Service (DBS) check which is a quick and simple online check which can be arranged through the school office in advance.

At Fremington School we recognise that some children have additional emotional and social needs that need to be cared for, developed and nurtured. These needs can present themselves in different ways, including behavioural difficulties, anxiety and communication difficulties.

We have 10 licensed ‘Thrive’ practitioners spread across all key stages at Fremington School, 3 of which are on the Senior Leadership Team. We have a strong ethos about supporting the whole wellbeing of the child and this is underlying in all of our approaches to learning, helping children to feel safe, happy and ready to learn.

All children receive a PSHE (Personal, Social and Health Education) within their curriculum in order to support their development. This can be adapted to meet each individual classes needs through the use of a whole class ‘Thrive’ screener, which in turn allows class teachers to work towards relevant targets. Children who require additional support may receive individual Thrive intervention sessions.

For some children with more complex needs, personalised provison allows access to extra social support groups and intervention. Adults working with these identified children may use a range of approaches tailored to meet their needs e.g. Social Stories, Comic Strips, Theraputic Stories, Drawing for Talking, Attachment Based Mentoring and Emotional Literacy Support.

We have a trained 'Relax Kids' teaching assistant who delivers specifically identified small group sessions of 'Chill Skills', focusing on managing stress and anxiety through the use of clinically proven strategies.

There is a ‘Games Club’ available at lunchtimes for children who find it difficult on the playground which focuses on building confidence, promoting communication and teaching friendship skills. Sometimes 1:1 lunchtime and playtime support is needed to help children develop these skills in order to become more independent.

There are also a range of extra-curricular groups available throughout the school year which all children are invited to attend.

At Fremington School we recognise that transitions can be challenging for a child with SEND, therefore we actively take steps to ensure that any transition is as stress free and smooth as possible.

If your child is joining us from another school:

  • If your child has a Statement of SEND or an EHC Plan the SENDCo will contact the previous school and discuss this with the SENDCo, where possible and if booked in advance the SENDCo will make every effort to attend meetings with the school prior to the child’s arrival.
  • Your child will be able to visit our school, meet their new teacher and stay for sessions as appropriate.
  • Parents will be invited to attend a visit/tour to meet the Teacher, Headteacher and SENDCo (if appropriate)
  • You may be given an opportunity for additional visits where appropriate to help to prepare your child for their move to the school.
  • We endeavour to ensure all records are sent to us from the previous school in good time

Moving class within school:

  • All Information (Including SEND records) will be passed on and shared with the new class teacher in advance and in most cases a planning meeting will take place with the new teacher.
  • Every child will have a Transition morning to meet their new teacher and class. Parents are also invited to meet their child’s new teacher after school on transition day.
  • Your child may participate in a transition group or be able to visit the new class with their support adult more frequently where appropriate, creating Transition Booklets and spending time with their new teacher sharing learning and getting to know them.

Moving to Secondary School:

  • If your child has a Statement of SEND or an EHC plan then the SENDCo from the secondary school can be invited to attend the annual review meeting in Year 5 and Year 6.
  • The SENDCo and class teacher will discuss the specific needs of your child with the SENDCo of the child’s secondary school. Where appropriate, a transition review meeting with the secondary school SENDCo will be planned of which you will be invited to attend.
  • Where possible, children with SEND will be able to visit their new school on several different occasions, and in some cases staff from the new school may come and visit.
  • In some cases a transition book may be created with the child to help remember things about their new setting and the new adults they have met and focused learning relating to change and transition will take place in order to support understanding.
  • Records relating to your child’s SEND provision will be passed on to the Secondary School

Where can I find information on where the local authority’s local offer is published?

As part of the SEND Code of Practice Devon County Council have published the Local Offer which you can view by clicking here.

Useful Websites

Speech and Language useful websites:

Support for parents

Treatment of complaints from parents of children with SEN concerning the provision at school

Children, staff and parents are expected to listen carefully and respectfully to each other. In the rare event where an issue arises, parents should, in the first instance, speak with their child’s class teacher in order to resolve any concerns. If a parent believes that their concern has not been resolved or is of a more serious or sensitive nature, an appointment should be made via the office to see the Headteacher. The Headteacher will then investigate and report back on the results of the investigation. In the unfortunate event that an issue is not satisfactorily resolved, parents should then take up their concern with the Chair of the Local Governing Body. A copy of the school’s Complaints Procedure is available on request from the school office.

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