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Fox Hill Primary School - Integrated Resources

Description

Fox Hill Primary School provides integrated resources for children with learning difficulties and other complex needs.

We are a 21 place integrated resource. Our places are mainly taken by children with complex and multiple learning difficulties.

Children are allocated a place in our resource by the Local Authority Special Educational Needs team, and come from a variety of settings from no setting at all, mainstream and special schools.


Who to contact

Telephone
0114 2313469
E-mail
enquiries@foxhill.sheffield.sch.uk
Website
School Website
Notes

Fox Hill Primary School provides integrated resources for children with learning difficulties and other complex needs.

We are a 21 place integrated resource. Our places are mainly taken by children with complex and multiple learning difficulties.

Children are allocated a place in our resource by the Local Authority Special Educational Needs team, and come from a variety of settings from no setting at all, mainstream and special schools.

Parent Organisation
Fox Hill Primary School

Where to go

Name
Fox Hill Primary School
Address
Keats Road
SHEFFIELD
Postcode
S6 1AZ

When is it on?

Time of day
Afternoon
Morning
Days
Monday, Tuesday, Wednesday, Thursday, Friday

Inclusion Information

Wheelchair Access
No
Supports special needs and disabilities
Yes
Special needs and disabilities experience
Speech, Language & Communication needs
Down's Syndrome
Visual impairment
Autistic Spectrum Disorder
Profound & Multiple Learning Difficulty
Severe Learning Difficulty
Hearing impairment
Moderate Learning Difficulty

Other Details

Age Range
4 years to 11 years
Facilities
  • Quiet Area
  • Secure setting
  • Visual aids

Local Offer

Description

SENCO is Anne Robson, who also works at Monteney Primary

email: arobson@monteney.sheffield.sch.uk

SEN governor is Dave Sandilands

Contact Name
Anne Robson
Contact Telephone
0114 2313469
Contact Email
arobson@monteney.sheffield.sch.uk
Links
School Website
School Prospectus
Local Offer Age Bands
Primary (4-10 years)
SEN Provision Type
Specialist

Schools Extended Local Offer Response

If you are a specialist setting what other admissions criteria do you use? 

The Local Authority allocates places for pupils

Please state the number of pupils on your roll and your average class size 

There are currently 15 children in the resource, 5 in KS1, 10 in KS2

How does the setting identify learners with SEN? 

Children in the Integrated Resource are already identified as having  special educational needs (SEN). They must have a statement of SEN to access the provision

The specialists that support our children, and therefore identify additional needs are:

  • Educational psychologist
  • Learning Support Service
  • Speech and Language therapy
  • Hearing and Vision impaired services

We also liaise with the Health service, the Child and Adolescent Mental Health Service (CAMHS) and Ryegate Children’s Centre.

Is your setting physically accessible to all learners? 
  • The Integrated Resource (IR) is sited in the school building. It is organised into two classes, a younger class (FS2-Y2) and a KS2 class
  • The younger side has access to outdoor provision and have a largely continuous provision-based approach
  • There is a small set of stairs to access the IR, and another small set of steps outside to access the playground
  • The school is currently undergoing a new build so will be rehoused in a much more accessible building in 2015
  • Visual timetables are in continual use. There is a significant amount of communication aids, prompts and signage/labelling in the classrooms
  • The interactive whiteboards are at a height that children can access
  • There is a specific changing area for the younger children who need it
  • There is a fence around school.  There is a child gate on the infant IR main door and a door which can only be opened using a key fob into the junior IR
  • The main entrance to the school building can only be opened by staff using a key fob
  • There is a ‘Thinking Room’ in the IR, a smaller space which can more easily be kept quiet, however it is not suitable to use as a room when children are in crisis as it needs to also be a stimulating learning area
How does your setting adapt the curriculum for learners with SEND? 
  • The curriculum is entirely designed and differentiated for children with SEND
  • Children’s learning is assessed using B Squared and this is used to identify the next small steps for each child
  • There are annual statement reviews that parents attend. There are also termly Individualised Education Programmes for each child, wherein the objectives are derived from the statement. These give individual targets, and are shared with parents
  • The class teacher plans the learning
  • There is a significant amount of emphasis put on Personal, Social and Emotional Development in the IR, which is also assessed using B Squared small steps
What training have your staff received to support learners with SEND? 
  • Staff are Makaton trained, as well as having received a variety of different, relevant training, e.g. in autism, Down Syndrome, attachment, Early Years, Team Teach, assessment and moderation for children with SEN
  • We liaise with the school nurse and other health specialists to meet the needs of our children with health needs
  • The SENCO has the National SENCO award
How do you communicate with and involve families? 
  • The school regularly communicates with families by phone calls, review meetings, parent evenings and text messages. Some children have a specific home/school communication book, and all children have a reading record book for parents to comment in
  • Parents are involved in the annual statement review process and reviewing progress towards targets for their children. They also receive a termly Individualised Education Program with small step targets taken from the statement
  • We use translators to help communicate with parents whose first language may not be English. We also translate written material wherever possible
How does the setting evaluate the effectiveness of its provision for learners with SEN and how often does it do this? 
  • The school regularly evaluates its effectiveness for all children
  • Regular observations of lessons are carried out as well as planning scrutinies, book scrutinies and learning walks to evaluate the provision within school
  • We have half-termly pupil progress reviews where each year group discusses the progress of all children with leadership and identifies specific actions for vulnerable groups including children identified as having SEN
  • The school also carries out regular monitoring visits to ensure that the provision is effective for all children
  • There are links with other specialist settings which allow observation, discussion and reflection
What support do you provide for the learners' overall wellbeing? 
  • The high staffing ratio allows the adults to know the children closely so understand when a child is struggling or their behaviour changes
  • The pastoral team will support where appropriate
  • Each term we have ECM (Every Child Matters) meetings which discuss children’s needs/behaviour/home circumstances, any changes in their behaviour and concerns that staff may have as well as attendance. These can then lead to pastoral intervention, discussions with parents or MAST (multi agency support team) involvement
What kind of behavioural interventions do you use? 
  • The majority of the IR staff are Team Teach trained
  • As our children’s needs are complex, we frequently liaise with the Educational Psychologist for advice
  • The behaviour system used by the whole school is also used in the IR, although this is followed in a way to suit our children’s needs
  • Children may have a Positive Handling Plan drawn up for them
How do you ensure learners with SEND are included in non-classroom based activities? 
  • Within the school, learners with identified SEN are able to access the same activities as other children as much as possible
  • The IR also gets involved in different activities in school time (e.g. the recent athletics event at the English Institute of Sport) to allow pupils to access them. Transport issues mean that access to after school activities is not usually possible
Do you offer Breakfast Clubs, After School Clubs or Holiday Clubs? Please specify. 
  • Breakfast Clubs are available
  • After School Clubs are available
  • Holiday Clubs are available
How do you consult with and involve learners in their education? 
  • The school council allows children to share their views and is representative of all members of our school community, including the IR
  • Children get the opportunity to give their views and opinions of school and their learning through the pupil voice part of the statement review. In some cases, the child might attend their statement review meeting
How do you prepare learners with SEND to progress to, from and within your setting? 
  • There is always very careful integration for our pupils in the IR, both for those coming to our IR and for those leaving it for a different setting. This includes meetings, visits and liaison with parents
Do you have an online prospectus? Are there open days for families and learners? 
  • Visits into school can be arranged by contacting the school, and are warmly encouraged
Does your setting offer any additional services for learners with SEND? 
  • We liaise with other settings to evaluate our provision and develop our knowledge and skills in children with SEND. These are usually Special Schools, both primary and secondary

Last Updated
24/05/2018
Keywords
school, integrated resource, Autism, learning difficulties, hearing, vision, communication, SENCO, SEN, speech, language, disability, disabilities
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