St. Faith’s is a small primary school which is situated on the edge of Winchester in the beautiful historic setting of St. Cross. We are strongly committed to excellence in teaching and learning by providing diverse opportunities and a balanced curriculum within a Christian environment. Please see the Headteacher's Welcome in 'About Us' for more. Please contact the school for a guided tour.
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St Faith's
Church of England Primary School
Together: We Learn, We Share, We Pray, We Care with Courage, Trust, Love and Hope
National Autistic Society - advice and guidance for children with autism
ADHD UK - Homepage - ADHD UK - advice and guidance for children with ADHD
British Dyslexia Association - advice and guidance for children with dyslexia
Dyspraxia UK - Specialist occupational therapy - advice and guidance for children with dyspraxia
Dyscalculia - British Dyslexia Association - advice and guidance for children with dyscalculia
Tourettes Action - advice and guidance for children with tics and Tourettes symptoms
Toilet Training advice - A guide for parents/carers to support children and young people with toileting
Managing school refusal - a resource for families with children experiencing school attendance barriers
Hampshire's Children and Adolescent Mental Health Services (CAMHS) - Hampshire Child and Adolescent Mental Health Service (CAMHS), a NHS specialist service that aims to help young people aged 5 -18 years
Hampshire County Council's Pathway for special educational needs support - The Local Authority's Pathway for special educational needs support
Hampshire's SEND Support Guidance for Schools - Ordinarily Available Provision and special educational needs and disabilities support guidance
Hampshire SENDIAS - Impartial SEND Advice & Support
Hampshire Specialist Parenting Support Service - practical parenting support and advice
Hampshire's Local Offer for services and information for children with SEND and/or disabilities - The Local Authority's information about the help and services available for children and young people (aged 0 to 25 years) with special educational needs and disabilities (SEND) in Hampshire
St Faith’s are committed to ensuring that every child makes good or better progress and successfully reaches their potential. Children are identified as having SEND (Special Educational Needs and Disabilities) through a combination of approaches, including liaison with previous schools, monitoring of academic performance and concerns raised by teachers and parents.
We use tools, such as the Dyslexia Screening Test, Lexplore & Sandwell Early Numeracy Test to pinpoint a child’s needs and develop the best support for them to ensure good progress. In the SEND Code of Practice 2014, a child with SEND is defined as a pupil whose learning difficulty or disability requires special educational provision that is different from and additional to the support normally available to pupils of the same age.
If you have a concern about your child’s learning, please don’t hesitate to contact your child’s teacher, who will report directly to the SENDCo, if necessary. In line with the Code of Practice, St Faith’s uses The Graduated Approach to monitor SEND support, a reflective cycle which aims to ensure that pupils with SEND are given effective intervention to remove barriers to learning.
An essential stage of the cycle where teachers gain a growing understanding of a pupil’s needs through assessment, monitoring and advice from external specialists.
After the thorough assessment and in partnership with the SENDCo, teachers can begin to plan effective teaching strategies and targeted provision. This additional support is grounded in high-quality teaching within the classroom, a standard which St Faith’s is able to achieve through our smaller class sizes and experienced teaching staff.
The targeted provision and interventions for a child are carried out by trained Learning Support Assistants (LSA), using specialised programmes and resources. The support remains the responsibility of St Faith’s are committed to ensuring that every child makes good or better progress and successfully reaches their potential. Children are identified as having SEND (Special Educational Needs and Disabilities) through a combination of approaches, including liaison with previous schools, monitoring of academic performance and concerns raised by teachers the teacher and good communication with the LSA delivering the intervention is vital.
The last part of the reflective process which allows teachers to evaluate which intervention produces the best outcomes and ensure continual progress. New targets are devised and review meetings with parents are held to communicate the result of the provision and establish next steps.