Fairfield High School

      SEND Report

      The school has a comprehensive policy on SEND, which is regularly updated in the light of changing Government legislation to ensure all pupils (SEND) are treated as favourably as other pupils. All members of staff, in conjunction with the authorities, (Governing Body and LA) have a responsibility to ensure that every pupil has an equal opportunity to attain their maximum potential in all aspects of the curriculum. It is recognised throughout the school that special educational needs occur at all levels of ability and may be temporary, or long term.

      The school welcomes the help and support of the parents/carers in meeting the SEN of their daughters.

      Admissions

      The admission arrangements of the school provide for the admittance of pupils with respect to the published criteria regardless of SEN or disability. Pupils with sensory impairment, learning difficulties or most medical conditions are catered for. The school does not have any additional resource facilities in this respect, but we work closely with the Local Authority (LA) Support Services.

      Parents are advised that the LA’s accessibility audit has identified that the school is unsuitable for pupils with major mobility problems. There is no lift access to some parts of the first and second floors and there are different levels within some floors. There is an accessible toilet and shower in the Sports Hall, and accessible toilets within the main school building.

      Fairfield High School for Girls is fully committed to equal opportunities through the promotion of equality and diversity. Discrimination of any type is unacceptable. Full details of this policy can be found copy of this plan can be found in the INFO – Documents and Policies – Admissions section of our website.

      Learning and Teaching

      All pupils, including those with SEND, experience quality first provision in the classroom, resulting in a high quality education for all. Staff have regular training on effective differentiation. Staff are made aware of pupil’s additional needs and employ practical strategies to support pupils in lessons. In-class support is provided by Teaching Assistants. For some pupils, additional interventions are appropriate to meet their needs. These may be in small groups or one to one. Where pupils are withdrawn from lessons the focus is on a range of additional support linked to their assessed needs.

      Summary of Accessibility Plan

      This document is drawn up in accordance with the Equality Act. The key objective is to reduce and eliminate barriers to access to the curriculum and the physical environment and enable full participation for all. A full copy of this plan can be found in the INFO – Documents and Policies – General section of the website.

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