Fittleworth Church of England Village School CE School

SEND Information Report March 2026.

About us

As an inclusive school we support all children. We provide access to a broad and curriculum for all pupils, who, at any time, might need additional support with regard to their academic, emotional, social, or physical and mental health needs. Equity of opportunity is an essential reality for all of our children.  We provide child centred, supportive, nurturing learning environments, enabling all pupils to maximise progress. Across our school, all staff work in accordance with the guidance provided in the Special Educational Needs & Disability (SEND) Code of Practice 2014 and Keeping Children Safe in Education September 2025.

SEND contact details

If your child has been identified as having additional needs, has a disability, or you would like to know more about what we can offer, then please feel free to contact us. Our named Inclusion Manager (Inclusion Manager - Special Educational Needs & Disability Co-ordinator) is Mrs Louise Hayter (lhayter@fittleworth.school).

Fittleworth Church of England Village School: 01798 865419

Mrs Debbie Burnett (head teacher), Mrs Sarah Blackwood (Senior Teacher) & Mr James Russell (Senior Teacher), are also available to offer advice/support and to hear your views.  Class teachers are highly trained in adaptive learning experiences and as your child’s class teacher, we would highly recommend you approach them with any concerns you may have. They too, can be contacted on the above telephone numbers.

West Sussex Local Authority also maintain a SEND directory known as the Local Offer.  This can be accessed at:  https://westsussex.local-offer.org/

What kinds of Special Educational Needs and Disabilities are provided for at this school?

Fittleworth Church of England Village School is an inclusive, mainstream primary school.  Our aim is to ensure that every one of our children thrive and meet their full potential, adaptions are made for all, regardless of need.  The emotional, social, and mental wellbeing of all members of our school community is at the heart of all we do; the wellbeing of every child and their family matter to us.

Currently, we support children in all four areas of special educational need (cognition and learning, social, emotional, and mental health, communication and interaction and physical/sensory need).  We support families in need, looked after children and young carers, , children who have English as a second language and those at risk of exclusion.

How do we identify a child who may have a special educational need or disability?

Children may have an identified need on entry to school, or may develop a need requiring special educational provision at any time throughout their school career. All teachers at our school are responsible for developing a secure knowledge of each child in their class, through discussion with parents and by monitoring progress through gentle, regular assessment.

Across our school, we maintain a dynamic SEND register to ensure children are receiving the adaptions and support they require to access every part of our school day.   Our SEND register has clear entry and exit data.  As parents, you will be consulted if we feel it is appropriate to add your child to the SEND register. We use the basis of the SEND Code of Practice to add a child to our SEND register, namely section 6.15: A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.

All children at our school receive the same high‑quality universal provision as a foundation. We discuss all children in our school in termly ‘Pupil Progress Meetings’ that involve collaborative conversation and sharing of assessment between the class teacher, SENCO and head teacher. If we have concerns about a child’s development or progress—such as if they are not working in line with their peers or their progress is slow—the class teacher will monitor a child through the  Graduated Approach.

Within this approach, we identify the specific concerns and outline the additional adaptations that will be put in place and trialled. Each child is given individual outcomes (goals) so that their progress can be closely monitored. This is always done in consultation with parents. We value both child and parent/carer voice as an important part of the process.

The Graduated Approach involved a cycle of four elements. 

• Assess
• Plan
• Do
• Review

We assess where we believe a child is at.  We plan how to best support them.  We ensure the support is carried out (we ‘do’ it) and then we review how this impacted a child’s progress.

For children who do not make progress against these initial APDR cycles the school, alongside parents, will make the decision to add a child to our Inclusion Register as ‘SEN Support’  We will also decide whether external referrals to clinicians or more specialist practitioners and teams are appropriate. If progress remains slow or, the gap between their functioning and that of their peers remains, then further clinical information about the child’s needs are needed to inform approaches, responses, and interventions. This data is recorded on our school system “Brom Com” and is called by the Local Authority each term.  Once the child reaches this stage of our register, they will receive an Individual Learning Plan (ILP), which is based upon the APDR cycle.  This document outlines the very specific outcomes set for this child and the expected progress points.  Often these plans include advice from outside agencies.  These plans are shared with parents.

How do we provide for children with SEND?

- monitoring of provision

- assessment

- reviewing progress

- teaching

- adaptions

a) How is the provision monitored for its effectiveness?

Children who have been highlighted as requiring extra support or intervention are monitored against personalised outcomes linked to the adaptions or intervention they are receiving via their ILP. Clear baselines are determined for all outcomes set so that we can easily track progress made.  Termly learning walks occur so that leaders can be sure adaptions and interventions are being run and maintained.  ‘Book Looks’ are also completed to ensure adapted learning is available for learners.

b) What are the school’s arrangements for assessing and reviewing progress of children with SEND?

We follow the Code of Practice’s cycle of ‘Assess, Plan, Do, Review’. Teachers and the Inclusion Manager regularly assess the progress of children receiving support against their personal outcomes. Opportunities to regularly revisit new learning from interventions within whole class teaching helps to embed new skills learnt.

Reviewing outcomes can be fluid, depending on progress made. Class teachers review outcomes on a half termly basis so that support can be put in place in an appropriate and timely manner. ILPS are reviewed and re-written termly and shared with parents.  Parents are encouraged to be a part of this process and add their views to the documents shared with them.

c) What is the school’s approach to teaching children with SEND?

Across our School, all children receive high quality class-based teaching, this is reviewed regularly and robustly throughout each term. As part of this Quality First teaching, the class teacher will provide adapted work based on the needs of the child. If it is felt that a child is not making expected progress then a graduated response will be adopted using the Assess, Plan, Do, Review approach. We offer a wide variety of evidence-based interventions as well as adult supported group work which is carefully monitored to ensure that there is an impact on children’s learning. All support is recorded on an individual learning (ILP).  The format used, depends on the level of support an individual is receiving. ILPs outline the expected outcome of the support; these are formally reviewed termly but are seen as a fluid document.  We also deliver therapy specified by outside agencies and endeavour to incorporate these targets into everyday teaching.  Changes may be made to provision before the review date set.

d) How does the school adapt the curriculum and learning environment for children with SEND?

The type of support needed for each child to make good progress will depend on the needs of the child.

Adaptions are considered at every level and extend further than solely academic progress.  For children with additional need, we will consider adaptions against every school-based experience.  At our school, we tailor learning so that every child can take part, succeed and feel confident. Teachers make thoughtful, needs‑led adaptations within lessons—such as breaking tasks into smaller steps, providing visual prompts, offering alternative ways to record work, or giving additional adult support when needed. We use flexible groupings, carefully chosen resources and a calm, structured classroom environment to reduce barriers and help children stay focused. These adaptations are part of everyday teaching, ensuring pupils with SEND learn alongside their peers while receiving the personalised support that helps them thrive.

We use the Education Endowment Foundation Five a Day principle as a basis for our adaptive practice. EEF blog: The Five-a-day approach: How the EEF can support | EEF

e) What additional support is available for children with SEND?

We offer a range of support to ensure children with SEND can access learning and make good progress. This includes high‑quality, differentiated teaching in every classroom, targeted small‑group interventions, and individual support tailored to specific needs. Our staff work closely with external professionals—such as speech and language therapists, educational psychologists and health specialists—to provide additional guidance where needed. We also use personalised strategies, supportive resources, and regular check‑ins to help children feel secure and confident in school. All support is reviewed regularly with parents to ensure it continues to meet each child’s needs effectively.

f) How does the school enable pupils with SEND to engage in the activities of the school (including physical activities) together with children who do not have special needs?

Clubs, trips, and activities offered to our pupils are fully accessible to all. Where necessary, we will seek advice to support children in particular lessons such as PE and we also ensure that outside providers follow the advice given. Where an activity may not be suitable for children we will make ‘best endeavours’ to adapt it so that all pupils receive a similar outcome.

Children work alongside each other and children with SEND are not segregated from children without SEND.

g) What support is available for ensuring the emotional and social development of pupils with SEND (Special Educational Needs and Disabilities)?

We care deeply about the social, emotional, and mental health needs of all the children at Fittleworth Church of England Village School.  As a small school, we  build strong relationships with all our children and families. The Inclusion Manager takes additional responsibility for building a relationship with each child & family on the SEND register for the children to feel free to share emotional and social concerns and to build strategies together to solve problems. Pastoral support can also be provided by the child’s class teacher, as well as accessing a Local Authority Family Support Worker where appropriate. We have a trained ELSA (Emotional Literacy Support Assistant) who is available to work with children referred through Pupil Progress Meetings.

We are a fully inclusive school with a detailed positive behaviour policy that enables children to be aware of our high expectations. We work closely with those children who struggle to manage their behaviour, to ensure that they have opportunities to express themselves appropriately.  We adopt a no shame or judgement policy when supporting our children and work hard to develop the acceptance of others around different needs.

For children who require more specialised support, where funding allows, we can access play therapists and community liaison services.

Who is the named SEND contact?

Our SEND named contact is Mrs Louise Hayter 

What specific expertise is available for those with SEND?

Staff receive regular professional development which will include a focus on inclusion and SEND support. For example, all staff undertake auto injector pen training annually, and the school nurse will deliver training on other health issues.  Staff have completed training on a range of mental health, social and behaviour issues. Most recent SEND training for staff from outside agencies (2025-2026) has been in supporting dyslexia, working memory, autism, behaviour and precision teaching techniques.  There is ongoing training in adaptive teaching via staff meetings.

What specialist equipment and facilities are there for children with SEND?

An accessible parking space is available.  There is a ramp facility to allow easy access into the main school building.

We have a large field and garden area.

We have a small medical room, which can be used for personal care, with it’s own toilet.

We work with a variety of outside agencies to provide specialist equipment and facilities for children with SEND to ensure that they can fully access the curriculum.

For more information, please see the school’s Accessibility Plan.

Admission of disabled students

Access to all classrooms is possible via our playground entrances. Our site is on one level and maintains good access to all areas.

Accessibility is supported through our accessibility plan (see school website) and under our duty of care stated in the Disability and Equality Act 2010.

What steps do we take to prevent pupils with SEND being treated less favorably than other pupils?

a. To eliminate unlawful discrimination, harassment, and victimisation:

We ensure that we are offer Continuing Professional Development for teachers and staff members, focusing on adaptation, reasonable adjustments, equality of access, teaching and learning to ensure progress and safeguarding for all. Staff are reminded of reasonable adjustments required for certain individuals as necessary e.g., discussed during Pupil Progress meetings with the class teacher, Head teacher and the Inclusion Manager - and Senior Leadership Team meetings focus on the strategic development of these areas.

The Head teacher and Staff Governor have regular liaison with governors, which informs and updates on current areas. There is a named governor who monitors SEND provision on a termly basis. The Inclusion Manager and SEND governor meet termly to review current school priorities around SEND.

b. To advance equality of opportunity.

We complete in‐depth analysis of attainment and progress data and adapt teaching and learning as necessary. Exam access arrangements are organised. Auxiliary aids currently include iPads, laptops, writing slopes, special handwriting pens, colour overlays and any others as necessary.

Lessons are regularly observed to ensure accessibility and progress against Ofsted standards.

c. To foster good relations.

Across the School, we pride ourselves on building proactive, positive relationships with our families. 

A thorough transition programme with secondary schools at the end of Year 6 in preparation for secondary school is particularly important, and we work hard with the SEND team at all feeder secondary schools.

Pupils are aware of a key member of staff they can talk to who will listen to any concerns and act upon them if necessary. The Class teacher is the primary contact for parents and carers.

Appointments can be made with the Inclusion Manager to discuss any need a child may have.

What arrangements are there for consulting and involving parents and carers of children with SEND?

The first point of contact should be with the child’s class teacher, they spend the most time with children and, apart from the parent, are the most aware of their needs.  If further advice is required, appointments can be made with the Inclusion Manager. Parents are actively encouraged to be partners in their child’s education through informal discussions, telephone contact, individual learning plans, consultation evenings, formal meetings with the class teacher and/or Inclusion Manager, progress reviews and yearly written reports. The school believes that a ‘parent partnership’ between the teacher, parent and child is a valuable tool to include all parties and improve a child’s educational journey. 

Parents are offered the same “mainstream” parents meetings experiences, these happen twice a year.  These sessions focus on the child’s everyday experiences and on their achievements and strengths.  They focus less on the additional needs themselves.  Parents can make longer meetings, away from other parents to discuss these more specific issues at any time throughout the academic year.

What are the arrangements for consulting children with SEND about, and involving them in their education?

The thoughts and ideas of pupils are very important to us. All children can share their views in various ways during regular pupil conferencing and surveys.

With regard to SEND, children are involved in the review of their outcomes as well as the development of their next steps.  We listen carefully to how these children feel they learn best and this is reflected within their provision. We believe that placing the child at the heart of their provision develops advocacy in our children, a vital life skill.

What are the arrangements for parents of children with SEND who may wish to complain about provision?

In the first instance parents/carers should speak to the class teacher to express any concerns they may have for their child. If unhappy with the response they should then make contact with the Inclusion Manager or head teacher where an informal discussion will take place to try to resolve any concerns.

Complaints from parents or carers in relation to SEN and the provision in place are managed within our school complaints procedure (see complaints policy).  The local authority can be contacted if it is considered that a complaint has not be dealt with adequately:

https://westsussex.local-offer.org/information_pages/227-complain-about-a-school-college

For families in receipt of an EHCP who have specific complaints about the plan, its procedures or content, the local authority should be contacted In accordance with the SEND Code of Practice:

https://westsussex.local-offer.org/information_pages/156-compliments-complaints-and-referrals-in-regards-to-education-health-and-care-plans-ehcp

How does the school/governing body involve health, social services, LA Support Services, and others in meeting the needs of children with SEND and supporting their families?

We have good links with a range of support services such as Speech and Language therapists, Educational Psychologists, School nurse services, Occupational therapists, Family Support Workers, Play therapists and other professionals. These links are maintained through face-to-face meetings, telephone support or via email.

What are the contact details for support services for the parents of children with SEN, including those for arrangements made in accordance with section 32?

Impartial information to support parents/carers can be found at https://westsussex.local-offer.org/services/7 and details of the Local Offer can be found at https://westsussex.local-offer.org/

Alternatively, you can make an appointment to speak to the Inclusion Manager to discuss the support available in the area.

What are the school’s arrangements for supporting children with SEND in transferring between phases of education?

All children in Year Six have access to a thorough transition to secondary school programme, allowing them to explore feelings and ask questions in a familiar setting.  We offer regular consultation with parents/carers on how we can best meet the needs of their child when they are joining or leaving our school. We will also endeavour to ensure that we provide several opportunities for the child and parent to have supported visits to a new setting. We will also consult with teaching staff, support staff and other lead professionals as to how we can best support the academic, medical, and social needs of an individual child.

The Inclusion Manager and Early Years Lead visit Nursery settings and liaise with settings from the summer term before school entry, to ensure that a successful transition to school can be planned and supportive teams are already in place through APDR cycles if relevant.

Where is the Local Authority Local Offer published?

The local authority’s Local Offer can be found at https://westsussex.local-offer.org/

If you have difficulty accessing this information, then do make an appointment to see the Inclusion Manager for help.