Accessibility and Inclusion
Special Educational or Medical Needs
In June 2020 Fourfields was awarded the Inclusion Quality Mark with Flagship Status, having previously been a Centre of Excellence for 3 years.
In June 2023 we were once again named a Flagship School for Inclusion following an assessment day. You can read the evaluation HERE which is extremely positive about the fabulous provision at our school.
Please click HERE to read a fantastic article about the award and the work we carry out here in school to achieve the flagship status.
We hope to make all our children welcome so that they look forward to their school day. Every child is different and we view differences as an opportunity for adults and children alike to learn more about themselves.
If your child has a disability, he or she will be treated no less favourably than other applicants for admission. We make reasonable adjustments to ensure that pupils with disabilities are not placed at a substantial disadvantage. Our Accessibility Plan describes the arrangements we have already made, and the further proposals planned, to improve physical access to the school, access to the curriculum and access to written information.
The school has a policy for supporting children with special educational needs which is revised every year. Our aim is for all children to have access to all aspects of school life, as far as is reasonable and practicable. Please click HERE to access a copy of this policy.
We aim to prevent disabled pupils in our school being placed at a disadvantage. We will take all reasonable steps to ensure that people with a disability are not treated differently without lawful justification. We will make reasonable adjustments for disabled pupils and we will know we have succeeded when disabled pupils are fully participating in school life.
In order for effective partnership working between home and school to take place, we anticipate that parents will want to:
- inform the school at the earliest opportunity if their child has a disability and the exact nature of it;
- provide the information the school needs to plan effectively for the child to be a full member of the school community;
- acknowledge that when deciding whether an adjustment is reasonable, one of the factors the headteacher must consider is the effect of the proposed change on all members of the school community;
- recognise the importance of school and home working in partnership.
The named co-ordinator, who is responsible for overseeing assessment and provision, is Mrs E Cunningham. The governor responsible for Special Educational Needs, whose name is available on request from the school, is elected each September. If there is any concern about a child's progress in learning, then parents are encouraged to contact the class teacher to discuss the nature of the difficulty and how the school can work together with the parents to meet the needs of the child.
From September 2014 all schools need to provide details of their SEND 'local offer' as well as that of the local authority. Please click HERE to access the Cambridgeshire County Council Local Offer, and HERE for our School's Local Offer.
If you wish to make a complaint about our SEND provision in relation to your child, please see our Complaints Procedure.
Inclusion Team Newsletters
We are very proud to be able to share with you our first Newsletter from our Inclusion Team.
A group of parents who have children with Special Educational Needs have helped us to put this together in their regular forum with Mrs Cunningham.
In this edition, we hope this gives you an insight into what life is like if you have a child with ASD.
Please see below for our Summer term newsletter.
There are, amongst the Fourfields community, many able children who are talented in different areas of the curriculum and it is the school’s intention to ensure that these children are well catered for.
Children who are identified as being particularly able in core subjects (i.e. English or Mathematics) are entered on the school’s register for more able children. During the course of the typical school day, these children will work in ability groups and/or class sets for ability. By adopting these forms of organisation the class teacher can group children of similar abilities and provide more challenging curricular activities to meet their particular needs. In addition, the class teacher can provide group and individual targets to ensure that children in these ability groups are achieving at the appropriate level.
During the course of the school year attainment and progress for children is analysed using a variety of assessment methods including standardised tests, dictation exercises and other home made tests.
Senior members of the teaching staff regularly monitor the quality of teaching and learning throughout the school and they will judge the effectiveness of the teachers’ provision for the more able children by observing the teacher led activities and the independent activities which take place in the classroom. This monitoring process is used to ensure that the teachers have high expectations of the children on the more able register.
We identify more able children in many ways. These include teacher assessments, SATs and optional SATs results and profile scores.
Education Inclusion Family Advisor Newsletters