Your child does not need a formal diagnosis to receive additional support in primary school. If you or your child's class teacher identifies a need, reasonable adjustments can be made to support your child. 

Once a child's needs are identified, we use our observations, data, pupil voice conversations and parents' views to identify priority targets. We usually only choose to address 3 targets at a time, as this is the most manageable amount. We then create a plan of what we will do to support the child in achieving those targets. After a minimum of 6 weeks, we review the progress made and set new targets. 

At Foxton, we use our assessment portal Insight to create Learning Plans that document this Assess, Plan, Do, Review cycle. We hold parent meetings to discuss these plans with you once a term. 

Learning Plan example:

No two children with ADHD are the same, but it is worth giving some examples of common strategies and provisions we may offer at Foxton for children with ADHD, to name a few:

• wobble cushions
• fidget toys
• chewable toys
• frequent movement/learning breaks
• Sensory Circuits
• visual timetables
• individualised transitions