SEN Information Report

September 2025 - July 2026

Pupils with Special Educational Needs at Fairchildes September 2025 - July 2026

	Children receiving SEND support	Children with EHCPs
Fairchildes	92 (21.1%)	33 (7.6%)

The current range of disabilities within Fairchildes

The school has children with a range of disabilities which include Autistic Spectrum Disorder, ADHD, MLD, Hearing Impairment, Visual Impairment and physical needs. Some pupils have medical conditions such as Epilepsy, Chronic Allergies and Sickle Cell Anaemia. When children enter school with specific disabilities, the school liaises with LA professionals & previous settings for assessments, support and guidance for the school and parents/carers.

We have a number of children who have asthma and all staff are aware of these children. Inhalers are kept in the classrooms and a record of use is noted.

Some children have allergies or food intolerances/cultural food choices. We have our own independent caterers who are able to meet the needs of children with specialist diets in an inclusive environment. Some children also use specialist cutlery.

All medical information is collated and available to the relevant staff, with a designated member of staff responsible for their monitoring.

All medication is kept in a central safe and secure place which has easy access for First Aiders and staff members. Consent forms for the administration of medicine are filled in by parents, outlining the condition and dosage of medication. All medication that is given is recorded.

How has SEN been identified at Fairchildes this year?

When a child is making significantly slower progress than their peers or is struggling to achieve their predicted potential they could be considered to have Special Educational Needs (SEN). Early intervention is essential for progress however it is important to avoid mislabelling a child with additional needs and to remain focussed on meeting their needs.

In partnership with the Class teacher, SENCO, SLT and parents we considered any barriers to learning.

Barriers could include:

Absences or lateness
Changing schools or moving house
Difficulties in speaking English
A temporary illness or injury e.g. a broken arm
Worries or concerns such as a family bereavement
Being a young carer

We know that children who experience these types of barriers may be vulnerable students but this does not mean they should be identified as a child with SEN.

The learning of all children at Fairchildes Primary School is regularly and rigorously assessed.

Data meetings were held termly and progress and attainment was monitored. Additional support was put in place to support children who had been identified through the progress meetings.

The SENCO/SLT followed up with children who had received QFT and additional support in school and had not made expected progress.

The Educational Psychologist was able to support teachers in developing or adjusting their practice for targeted children who were identified with significant special educational needs.

Inclusion meetings were held each half term and the information collected was used to support assessments regarding whether a child had additional needs.

Senior leaders regularly reviewed children’s work through book looks, data meetings and observations within each year group and fed back to individual teachers. Through this process individual children were identified for further support.

The three schools within the FACT Trust moderated across all year groups during the Autumn and Spring Term.

Formal Assessment was also used to identify needs:

Phonics screening in Year 1
SALT assessments
Talk Boost Assessments
Fine motor skills assessment

Children were added to the SEN register if their ability was significantly below their peers and a short-term barrier could not account for their lack of progress or attainment. Parents were involved in decision making and reviews of decisions were held regularly.

This year has seen a continued rise in referrals to CAMHS and since September 2024, nine referrals have been submitted. In addition, four requests for referrals have been submitted to GPs for neurodiversity assessments.

SEND support this year

Provision for children in school

Speech and Language

Better Days SALT Services have been commissioned to provide speech and language therapy support for pupils with EHCPs and initial speech and language assessments for children from Reception to Year 6.

Better Days therapists provide in-school support and review progress for pupils within our Pathways provisions, as well as for pupils with EHCPs in our mainstream school. Our Communication Coordinator works alongside therapists in both the 360 and Encompass provisions, supporting review meetings and intervention sessions.

For new referrals within the mainstream setting, the current waiting time for Better Days SALT services is approximately 2–3 weeks. Referrals are submitted online by our Communication Coordinator.

NHS speech and language therapists contribute to needs assessments for children who are undergoing the EHCP assessment process.

During the summer term, all Nursery children were screened using the Little Link online programme. This helped us to identify children who would benefit from additional speech, language and communication support, allowing us to put appropriate SALT interventions in place at an early stage.

Our Communication Coordinator also continued to deliver the ICAN Talk Boost programme to a KS1 group. All children participating in the group made good progress.

Throughout the year, all Reception children have had access to weekly language groups, with children identified as requiring additional support attending more targeted daily sessions.

Nursery children have also benefited from twice-weekly language and communication support groups, helping to develop their understanding, vocabulary, listening and communication skills.

Occupational Therapy

In-school OT support has been provided to individuals and small groups throughout the year. This has included the Funky Fingers programme and targeted sensory programmes for identified children who needed additional support to develop their fine motor, sensory and self-regulation skills.

School staff have also implemented recommendations from previous OT assessment, ensuring that strategies and approaches are embedded into one child’s daily school routines and provision.

Encompass children received Occupational Therapy input through their EHCPs, following the NHS OT service moving to clinic-based appointments only. One child received an OT assessment during the Summer Term, and two children received OT support from Sterling OT Services.

Mentoring

Checking-in sessions have continued throughout the year, with requests for support coming from parents, children, teachers or social care when needed. Mentors have provided 1:1 mentoring and small-group sessions in the Mentors’ Room, offering children a safe and supportive space to talk, regulate and develop strategies to manage their emotions and relationships.

Our mentors have also provided support to families, particularly in response to the challenges created by the cost-of-living crisis. They have supported families experiencing emotional and behavioural difficulties at home, providing practical and emotional support as well as signposting families to appropriate services and sources of help.

Alongside their direct support for children and families, our mentors have continued to run the pre-loved uniform shop.

Counselling

5 children have received regular counselling sessions during the year.

Animal Therapy Sessions – weekly sessions with Pets and Ponies were provided for children during the summer term.
Our therapy dog, Mabel, is in school four days a week. She visits classes and works with small groups and individual children alongside our Learning Mentors and SENCO. Mabel provides opportunities for children to develop confidence, communication and emotional regulation in a calm and supportive environment.
Learning interventions, IEP and EHCP provision continued.
Children and parents were able to access the pastoral team for help, support, and advice with issues such as sleeping difficulties, friendships, social and emotional concerns, and bereavement. The pastoral team were also able to signpost adults to external services for additional support.

Training and Development 2025-2026

We have an extensive staff at Fairchildes who continuously look to develop their practice and extend their expertise. An ongoing programme of training is in place to ensure that teachers and support staff have appropriate skills and knowledge.

This year training has included:

First Aid/Paediatric First Aid
Safeguarding
Inclusion plans

Neurodiversity
Individual members of staff signed up for relevant training through the National College

Equipment and Facilities

Fairchildes has extensive resources to meet the needs of children with SEN (see our school offer). This year we have continued our use of augmented technology to include: iPads, reading pens and laptops as well as using software such as Times Table Rockstars and Communication in Print (Widgit).

Who should I contact to find out more about SEN at Fairchildes?

Monks Orchard Inclusion Team		Email Address
Mr Gyford	Head of School	ht@fairchildes.croydon.sch.uk
Mrs Keminsky	SENCO	senco@fairchildes.croydon.sch.uk
Mrs Lillo	ELP SENCO	elpsenco@factrust.org
Mrs Lacy	Designated Safeguarding Lead
Mrs Crawford	Attendance	attendance@fairchildes.croydon.sch.uk
Ms England	Mentor
Miss Gifford	Mentor
Ms Pereira	SPIL Counsellor
Ms Howland	Breakfast/After School Club
Miss Tarry	EAL Support
Mrs Wicker	Communications Coordinator
Miss Saunders	Medical Care Plans
Mrs Andrews	Dietary Needs
If you are concerned about your child and feel that he/she needs more support, please don't hesitate to speak to your child's class teacher or to any member of the Inclusion Team	You can contact any of these members of staff through the main school switchboard - 01689 842268 Contact Mr Gyford directly - ht@fairchildes.croydon.sch.uk

Which outside agencies have been accessed through Fairchildes?

The use of outside agencies very much depends upon the individual needs. However, some are frequent visitors to school.

1. The Educational Psychologist

This year our EP has been Dr. J Lawton. She has made regular visits to school this year.

2. Speech and Language Therapy

Children with EHCPs in the 360 Centre have had their speech and language needs met during regular visits from a variety of therapists. The Communications Coordinator joins them in therapy sessions, reviews as well as providing support for 360 children.

3. Occupational Therapy

The OT from Sterling visits the Encompass ASD ELP to review targeted children as well as providing advice to the staff and their parents.

4. Locality SEND Support Scheme

Fairchildes has continued to be part of the Locality SEND Locality Support Scheme this academic year. Fairchildes has also received support for SALT assessments and EP advice. The locality scheme has seen schools in the area benefit from closer working practices that has supported the transition for children going to high school.

5. CAMHS/Community Paediatrician

We refer children to CAMHS or to the community Paediatrician for concerns regarding their mental health or for a diagnostic assessment of ASD and ADHD. Referrals are also made for Emotional Well Being Support via CAMHS.

What do all the abbreviations mean?

ASD Autistic Spectrum Disorder
ADD/ADHD Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
BSS Behaviour Support Service
EHCP Education Health Care Plan
EP Educational Psychologist
EWO Education Welfare Officer
FSM Free School Meals
G&T Gifted & Talented
HI Hearing Impaired
IEP Individual Education Plan
LA Local Authority
LD Learning Difficulties
LSA Learning Support Assistant
MLD Moderate Learning Difficulties
NC National Curriculum
ODD Oppositional Defiance Disorder
OT Occupational Therapy
PRU Pupil Referral Unit
SALT/SLT Speech and Language Therapy
SATs Standard Assessment Tests
SEN Special Educational Needs
SENCo Special Educational Needs Co-ordinator
SLD Severe Learning Difficulties
SpLD Specific Learning Difficulties
SPM Sensory, Physical, Medical
SEMH Social, Emotional and Mental Health
TA Teaching Assistant
VI Visually Impaired