Our SENDCO is:

Vikki Scott ('s team photo'
Vikki Scott (


Fitzwilliam Primary School’s Contribution to the Local Offer with Wakefield Local Authority

At Fitzwilliam Primary School we provide teaching and learning which enables all children to gain access to a broad, balanced and appropriately differentiated curriculum. We strongly believe in the role of Quality First Teaching and Curriculum Entitlement for all children.

Our aim is to ensure all children are supported in order that they may work confidently towards reaching their full potential. The Principles of the SEN Code of Practice 2014 set out the following guidance:

  • A child with special educational needs should have their educational needs met
  • The views of the child should be sought and taken into account during any
    decision making
  •  The early identification of children’s needs and intervention to be put into place to support them
  •  A greater choice and control for young people and parent’s support
  • Collaboration between Education Health and Social Care services to provide
  • High quality provision to meet the needs of children with SEN
  • Become confident young children with a growing ability to communicate their
    own views and ready to make the transition into compulsory education (5:1)
  • To become confident individuals living fulfilling lives

At Fitzwilliam we pay close regard is paid to the three key principles of inclusive education:

  • Setting suitable learning challenges
  • Responding to pupils’ diverse learning needs
  • Overcoming potential barriers to learning and assessment for individuals and groups of pupils Fitzwilliam Primary School is an inclusive school and may offer the following range of provision to support children with SEND.

Our Local Offer Documents

Social Skills programmes/support including strategies to enhance self‐esteem and aspirations
  • Working and Growing Together is the philosophy underpins our curriculum. This promotes independence and a “can do“ attitude to learning.
Access to a supportive environment – ICT facilities/equipment/resources (inc. preparation)
  • All resources are available to the children and are labelled appropriately. The children are encouraged to access them during their lesson activity and once they have completed the task they learn how to tidy away.
  • Resources are up‐dated regularly. Within the last academic year, new laptops, iPads and Chrome Books were introduced which the children are able to access within daily sessions.
  • Resources are adapted to meet the needs of all children, including those with Visual Impairment.
  • Our outside provision is outstanding, supporting all areas of the Early Years Curriculum.
  • We are currently developing our whole school approach to outdoor learning, supporting all areas of the new National Curriculum.
Strategies/programmes to support speech and language
  •  We provide 1:1 language enrichment support in our Foundation Setting for identified children through early intervention methods.
  • We will have the support of speech therapist once a week (depending on agreed schedule) based in our Foundation Stage Setting to identify and support children as they join our school.
  • We will refer children and support children to the Speech and Language service and work with the professionals to follow programmes adapted for the child.
  • We use Makaton signing to support communication when appropriate
Access to strategies/programmes to support Occupational Therapy/Physiotherapy needs
  • We would support any referrals to these services and work with the professionals to provide resources as required or implement programmes as needed.
  • We deliver a Fit to Learn programme that focuses on the development of fine and gross motor skill coordination. A trained Educational Support Assistant delivers the programme assessed by the SENCO.
Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)
  • We operate an open-door policy whereby parents/carers can speak to a key teacher before/after the morning and afternoon sessions. For parents who are working full time we are happy to speak over the telephone when convenient or make an appointment available that would be more convenient time.
  • During the transition of children from Primary to Secondary School we visit the school with the children and where appropriate create Transition Plans so that the child can meet their new teacher, setting and understand the changes to their school life. We also do this during the year if a child in any cohort is moving schools to ensure that the transition is smooth and that the new school is fully supported with meeting the needs of the child.
  • We hold an Open Mornings, Open Afternoons and INSPIRE Mornings for parents. This gives you an opportunity to come and work with your child and see how well they are working at school.
  • We have a Learning Mentor who will support children to reduce anxieties and develop their self-esteem through well planned support.
  • Our Learning Mentor can also sign-post parents to additional support for themselves and their child if they should opt for further guidance.
  •  Regular newsletters and planning overviews are provided to parents so that they are aware of what is happening in school and providing them with a planning overview each half term to inform them what their child will be learning.
Strategies to support/develop literacy
  • The environment (inside and outside) is set out to provide plentiful opportunities to support early literacy in our Foundation Stage Setting.
  • We teach the Ruth Miskin; Read, Write Inc Phonics programme from Foundation Stage into KS1. Following Letters & Sounds we deliver a Support for Spelling programme that begins in KS1 (Year 2) up to Year 6.
  • We involve parents by providing you with your child’s weekly spelling for every half term to support them with new words.
  • We use sequenced lessons within literacy-based lessons to support children in their development of reading and writing for longer and shorter texts based around books and topics that we deliver.
  • For children who may require more support with writing we offer and implement intervention that our School Advisory Teacher supports our children with alongside members of our Teaching Assistant staff.
  • We encourage children to read regularly at home and in school to support their phonic and decoding skills as well as teaching them strategies to understand what they have read. At home, they will read a phonetically decodable book that is matched to their needs.
  • We provide group support in class with the teacher and teaching assistant to develop and strengthen skills across the curriculum.
  •  We can provide a handwriting intervention called Speed Up. It focuses in on the fine motor skill coordination of handwriting and ‘speeds up’ the child’s pace of writing. We can use our external support assistant to support children were appropriate. All members of the support staff have received training in this area.
  • We can provide overlays to support children with Dyslexia alongside interventions and adaptations to the work presented.
Strategies to support/develop numeracy
  • The environment (inside and outside) is set out to provide plentiful opportunities to support in our Foundation Stage Setting.
  • We believe the use of Numicon provides a firm grounding in their understanding of number and quantity.
  • We also ensure that concrete resources are readily available to all children in all year groups during their maths lesson in order to allow their knowledge to build on the processes as well as development their independent strategies.
  • We offer an opportunity for parents to attend maths workshops so that they understand how we teach calculations to a specific age group and ability.
  • We have a range of resources that support children in accessing the mathematical curriculum.
  • Within KS1 and KS2 we can deliver an intervention called 1st Class Number. This programme is a light touch mathematical intervention that supports children to make accelerated progress.
  • We provide group support in class with the teacher and teaching assistant to develop and strengthen skills across the curriculum.
Strategies to support /modify behaviour
  • We adopt a Core Values approach. Children are aware of the Four core values of Respect, Responsibility, Resilience and Recognition.  Children have the daily challenge to meet their class and/or whole school targets to be placed onto the recognition board. At the end of the week children receive reward time after the whole school assembly, celebrating the chosen Recognition Workers
  • In school we use strategies to promote understanding of appropriate behaviour through Restorative Practice.
  • The children are encouraged to value their own journey to success which leads to a sense of pride in their own achievements. All staff encourage a ‘can do’ attitude and scaffold this in a variety of ways.
  • Inappropriate behaviours are addressed immediately and strategies agreed with parents.
  • We adhere to a comprehensive behaviour policy which is available to parents and are happy to talk through strategies as the need arises.
Provision to facilitate/support access to the curriculum
  • We plan a personalised curriculum as appropriate.
  • We adapt resources and the environment as required with the support of appropriate professionals.
  • The school provides a teaching assistant for each year group in order to further support the children’s learning and access to the curriculum
Strategies/support to develop independent learning
  • Children are supported in their journey to independence through carefully planned activities and support from the appropriate professionals.
Support/supervision for personal care
  • Additional lunchtime supervisors are employed as required in accordance to needs.
  • Additional educational teaching assistants can be employed to support the 1:1 programme that may be required for children.
Planning and Assessment
  • Staff plan in accordance with the National Curriculum and Early Years Framework to ensure all children’s needs are met through the curriculum delivery.
  • Differentiated tasks allow children to achieve their own potential.
  • Assessments are completed by teaching staff during regular intervals to measure the rate of progress and identifies the key areas that require further support.
  • Assessments by teaching staff are moderated in school and externally.
  • Our tracking systems enable us to monitor the progress of children accurately.
Liaison/Communication with Professionals/Parents, attendance at meetings and preparation of reports
  • Our Headteacher and SENCO have overall responsibility for liaison with all necessary parties so that lines of communication are maintained.
  • Supporting Me To Learn Plans (SMTLP) are drawn up when appropriate and targets are shared with parents/carers and the child. They are encouraged to contribute to these. SMTLP’s are reviewed termly by both parents and teachers.
  • For children with an Education, Health and Care Plan (ECHP), formerly known as a Statement of SEN, then the SENCO will arrange annual reviews providing parents with an invitation to attend the meeting and place their views about their child and their needs during the meeting.
  • Teaching staff members will hold two parent’s evenings during the school year to update you on progress and support that your child receives.
  • Annual reports are provided about your child’s progress.
  • Access to Medical Interventions
  • Parents liaise with their GP and staff are trained as necessary by the appropriate medical professional.

Website Links