Inclusion and SEND

Inclusion is not an initiative at Furzedown, it is a fundamental part of the school’s identity Inclusion Quality Mark report (2025)

Furzedown Primary school ensures that every child, regardless of their individual needs or any challenges they may encounter, benefits from inclusive teaching that enables them to make strong progress and reach their full potential, while also fostering a genuine sense of belonging within the school community.

We celebrate the uniqueness of every child and are committed to nurturing each individual. We provide an inclusive, broad and balanced and engaging curriculum that is carefully adapted to meet a wide range of needs and abilities. We are committed to providing high-quality education for all, enabling every child to achieve their very best.

Inclusion Quality Mark

We are extremely proud to be an Inclusion Quality Mark (IQM) Centre of Excellence.

This award recognises exemplary, sustained and high impact inclusive practice within a school. The award celebrates schools that regard inclusion as an ongoing and evolving commitment, embedding it across all aspects of teaching, leadership and engagement with the wider community.

Quotes from the report

Furzedown Primary School is a thriving, inclusive community where every child is known, valued, and supported to succeed. Its commitment to equity, diversity, and inclusion is not confined to policies, but it is embedded in every decision, interaction, and classroom experience.
At the heart of Furzedown’s practice is a deep commitment to equity and belonging. The values underpinning school life, respect, responsibility, empathy, and perseverance, are not tokenistic; they are visible in classrooms, corridors, and conversations. Children speak confidently about their rights and responsibilities, and relationships between staff and children are characterised by mutual respect and warmth.
Inclusion is not an initiative at Furzedown, it is a fundamental part of the school’s identity.
Furzedown understands that equity requires more than equal treatment, it requires targeted action to remove barriers and open up opportunities.
Parental engagement is a key strength of the school. The Leadership Team has worked hard to build trusting and respectful relationships with families, who speak positively about their children’s experiences and the inclusive nature of the school.
Children are proud of their school and speak confidently about their learning, their friendships, and their hopes for the future.

furzedown primary school report june 2025 002 .pdf

Magic Breakfast

Furzedown are delighted to be working in partnership with Magic Breakfast to provide healthy breakfasts every day to all of our pupils so that they are settled and ready to learn.

Magic Breakfast believe that every child should thrive and that having a hunger focused breakfast improves wellbeing and children's engagement with learning.

We provide all children and young people in the school community with a healthy and nutritious start to their day.

Link to Magic Breakfast website

Magic Breakfast

Inclusion Manager and SENDCo

Everyone at Furzedown plays a role in supporting children with additional needs, which is led by the Inclusion Manager and SENDCo, Mrs Lindsey Snook

Contact details:
Phone: 02086723480
senco@furzedown.wandsworth.sch.uk

Special Educational Needs and Disability (SEND)

Children Mental Health and Wellbeing

English as an Additional Language (EAL)

Pupil Premium

How will I know how my child is doing and how will you help me to support my child's learning?

Please feel free to make an appointment to meet with your child’s class teacher. Class teachers know your child really well, can share the progress your child is making and can offer suggestions on how to further support their learning at home.
We hold regular Parent workshops to offer information, advice and strategies on how to support your child’s learning at home.
Parents evening takes place twice a year. These meetings will inform you of your child’s progress and ways to support with their learning at home.
Individual formal reports are distributed at the end of the year. The report will outline the progress of your child and how you can support them in the next academic year.
Children identified as requiring SEN Support or who have an EHCP, will have a SEND Support Plan detailing individual targets and provision the school is putting in place to further support the child. The class teacher will discuss and share this with parents during a longer structured conversation. The SEND Support plans are reviewed termly.
If a child has support from outside professionals, they may have individual targets set for them by the professional which will be reviewed regularly and shared with the parent.
Parents may be invited into school to meet with outside professionals working with their child.
Children with an Education Health and Care Plan (EHCP) have a statutory annual review meeting once per year. Parents, teachers, the Inclusion team and any other professionals working with the child will be invited to these meetings to review progress towards their individual outcomes as outlined in the EHCP.

How do you assess and review my child’s progress?

Teachers are continually gathering feedback and assessment information for every child by measuring small steps of progress towards the daily learning objectives.
Each term class teachers make assessments and the data is recorded on Sonar.
Child progress meetings take place three times a year where your child’s progress and attainment are discussed with the class teacher, Senior Leadership Team and the Inclusion Manager. The Inclusion Manager attends every Child Progress meeting in order to help monitor the progress of children identified with a SEND need and to identify if there are children who may require additional support but who are not yet identified as requiring SEN Support.
Children identified as requiring SEN Support or who have an EHCP, will have a SEND Support Plan detailing individual targets and provision the school is putting in place to further support the child. The class teacher will discuss and share this with parents during a longer structured conversation. The SEND Support Plans are reviewed termly.
If a child has support from outside professionals, they may have individual targets set for them by the professional which will be reviewed regularly and shared with the parent.
Parents may be invited into school to meet with outside professionals working with their child.
Children with an Education Health and Care Plan (EHCP) have a statutory annual review meeting once per year. Parents, teachers, the Inclusion team and any other professionals working with the child will be invited to these meetings to review progress towards their individual outcomes as outlined in the EHCP.

What should I do if I am concerned about my child’s progress or special educational needs?

Initially please speak to your child’s class teacher as your first point of contact. Class teachers know your child really well, will share the progress your child is making and can discuss with you the strategies they are using to support your child best.
If your child is not making expected progress or if you have further concerns after an agreed period of time despite these strategies in place, we will arrange a meeting with your child’s class teacher and the school’s Inclusion team. During this meeting we will discuss what is going well and what we are each concerned and agree on next steps. During this meeting we may discuss exploring further avenues of support for your child which may include the possibility of referring your child to other professionals on your behalf. For example, your child may benefit from Speech and Language Therapy Service or Occupational Therapy Service. Your child will not be referred to any outside agency without prior discussion with you about your child’s needs and without your consent.
For further support after speaking with your child’s class teacher, please contact the Inclusion Manager.

How will you support my child’s medical needs?

Parents and carers are asked to complete a medical form, and all relevant information about pupils’ medical needs is securely recorded and managed using the school’s Meditracker system.
Significant medical needs are discussed in detail with the child’s parents or carers, alongside all relevant staff working closely with the pupil, to ensure a clear and coordinated approach to support.
Where a child has a Health Care Plan, it is securely uploaded to Meditracker and shared with key staff working closely with the pupil to ensure appropriate support is in place.
Teachers will take into account the needs of pupils with medical conditions that they teach. All staff will know what to do and respond accordingly when they become aware that a pupil with a medical condition needs help
Those staff who take responsibility to support pupils with medical conditions will receive sufficient and suitable training and will achieve the necessary level of competency before doing so.
Furzedown is clear about the need to actively support pupils with medical conditions to participate in school trips and visits, or in sporting activities, and not prevent them from doing so.
The school will consider what reasonable adjustments need to be made to enable these pupils to participate fully and safely on school trips, visits and sporting activities.
Risk assessments will be carried out so that planning arrangements take account of any steps needed to ensure that pupils with medical conditions are included. In doing so, pupils, their parents and any relevant healthcare professionals will be consulted.
We are committed to minimizing the risk of any child suffering allergy-induced anaphylaxis whilst at school through a whole school approach to the care and management of allergies within our school community. Whilst we are not able to guarantee a completely allergen free environment, we will seek to minimise the risk of exposure, encourage self-responsibility, and plan for effective response to possible emergencies

How do you do to make the school environment and curriculum accessible for all children?

All reasonable adjustments are made to ensure physical accessibility.
Environmental adaptations are made for learners with ASC Autistic Spectrum Condition and/ or Sensory needs. For example, children may be given access to a personal space in the classroom where visuals are kept to a minimum. Work stations are can be used to help children develop focus and attention skills, as well as increased independence.
Visual cues are used throughout the school, to support children with communication difficulties.
Children may be provided with specialist equipment, such as move ‘n’ sit cushions, ear defenders, writing slopes, specially adapted stationery to enable them to fully engage with and access the lessons.
Some children receive support from Vision and Hearing Services to ensure that the learning environment and resources are appropriately adapted to enable optimal access to learning.
All children have access to laptops, tablets and a range of resources to support different SEND needs.
ICT equipment is updated regularly with adaptations for SEND children where necessary.
Depending on the child’s need, the school can provide additional support or extra time during formal examinations.