SEN Information Report for Spooner Row Primary School
Part of the Norfolk Local Offer for Learners with SEN.
Welcome to our SEN information report which is part of the Norfolk Local Offer for learners with Special Educational Needs (SEN). In accordance with the Children and Families Bill 2014, all governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body’s policy for pupils with SEN. This information will be updated every year. You can find details of The Children and Families Bill 2014 here.
Have your say.
This report sets out our annual offer to children with SEN, but to be effective it needs the views of all parents/carers, learners, governors and staff. So please engage with our annual process to ‘assess plan, do and review’ provision for SEN and contact any of the people below with your views.
Name of SENCO: Miss Bryony Best email@example.com
Name of SEN governor: Mrs Trisha Colchester firstname.lastname@example.org
Name head teacher: Miss Bridget Hanton email@example.com
Our Approach to Teaching Learners with SEN.
At Spooner Row Primary School we believe in achieving success together. We work hard to create an inclusive culture in our school where all adults and children participate in learning and where we welcome and celebrate diversity.
We value high quality teaching for all children and actively monitor teaching and learning in the school. For more information on how we do this, please see our Curriculum and Learning policy by clicking here.
We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community. We continually assess children’s learning to ensure that they all make good progress. Our whole school tracking system (Pupil Asset) monitors the progress of every child. Our teachers meet regularly in school; with our Wymondham cluster schools and with other schools in Norfolk to monitor and moderate the learning and progress of our children.
We have an ‘Academy Improvement Plan’ which develops learning for all and gives details of our planned continued professional development (CPD) opportunities for all staff. An outline of our plan for 2017-18 can be found here.
How we identify SEN.
At different times in their school life, a child or young person may have a special educational need (SEN). The Code of Practice states:
“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
(a) Have a significantly greater difficulty in learning than the majority of others of the same age; or
(b) Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”
If a learner is identified as having SEN, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, with the intention of overcoming the barrier to their learning.
Children can fall behind in school for all sorts of reasons. They may have been absent from school, they may have been to lots of different schools and not had a consistent opportunity to learn. They may not speak English very well or at all, they may be worried about things that distract them from learning. At Spooner Row Primary School we are committed to ensuring that all children have access to learning opportunities, and for those who are at risk of not learning, we will intervene. This does not mean that all vulnerable children have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.
Our school SEN profile for 2017-18 shows that we have 10% of children identified as having SEN.
9% of those have an Education, Health and Care Plan (EHCP) which is 1% of our total school population.
55% of our children with SEN are identified as having their main SEN linked to Cognition and Learning.
45% of our children with SEN are identified as having their main SEN linked to Communication and Interaction.
0% of our children with SEN are identified as having their main SEN linked to Physical and Sensory.
0% of our children with SEN are identified as having their main SEN linked to Social, Emotional and Mental Health
Additionally 18% of our children with SEN are identified as having Global Learning Delay.
How we assess SEN.
Class Teachers, support staff, parents/carers and the child themselves may notice a difficulty with learning. At Spooner Row Primary School, we ensure that assessment of educational needs directly involves the child and their parents/carer. The Special Educational Needs coordinator (SENCO) will support class teachers with the identification of barriers to learning. We have an agreed range of assessment tools available, which we share with the Wymondham cluster of schools. To see a list of those assessments click here.
If you are ever worried that your child may have a SEN or need some reassurance, please speak to their class teacher or contact our SENCO, Miss Best. We will be happy to discuss your concerns with you.
For some learners we may want to seek advice from specialist teams. In our school and cluster we have access to various specialist services including those universally provided by Norfolk County Council, which are described on the local offer website here.
As a school we commission support from:
· Educational Psychologist
· School to School Support for complex needs
· Locksley School for behaviour
· Access Through Technology (ATT)
· Speech and Language Therapy
· Dyslexia Outreach
What we do to support learners.
Every class teacher will adapt the curriculum to ensure access to learning for all children in their class. The Teacher Standards (2012) detail the expectations on all teachers, and we at Spooner Row Primary School are proud of our teachers and encourage their development.
Our Teachers will use various strategies to adapt access to the curriculum, this might include using:
· Visual timetables
· Writing frames
· New technology (e.g. iPads, recording devices)
· Positioning within the classroom (where they sit)
· Use of coloured overlays/paper
· Reminder cards
· Broken down instructions
We also employ 7 Teaching Assistants who deliver a variety of interventions and support learners in class. A brief outline of some of the interventions we use can be found here. Each learner identified as having SEN is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. The type of support we provide will depend on the individual learning needs and is intended to enable access to learning and overcome the barrier to learning identified. This support is shown on a provision map, which lists the interventions and actions that we use to support learners with SEN across the year groups. We modify the provision map as our children and their needs change. The provision map for 2017-18 is available here. At Spooner Row Primary School we share our provision map and work closely with our colleagues in the Wymondham cluster, so that we can demonstrate what we offer for learners with SEN. We are also able to promote consistent practice across all the schools in our cluster ensuring equality of opportunity. As a team we have developed a Cluster Policy for SEN, which is available here.
Funding for SEN.
The Wymondham cluster of schools also receives funding from the Local Authority which is distributed as ‘top up’ funding for children who require support that exceeds that available to the school.
How do we find out if the support we provide is effective?
Monitoring progress is an integral part of teaching and leadership within Spooner Row Primary School. Parents/carers, pupils and staff are all involved in reviewing the impact of interventions for learners with SEN. We follow the ‘assess, plan, do, review’ model and make sure that parents/carers and children are involved in each step. Before any additional provision is selected to help a child, the teacher, parent/carer and learner will agree what they expect to be different following any intervention. A baseline will be recorded, which will be used to establish whether the intervention has made a difference. We look closely at the impact data of interventions, to make sure that we are only using interventions that work.
Children, parents/carers and their teaching and support staff will be directly involved in reviewing progress. This review might be built in to the intervention itself, or it could be a formal meeting held once a term, where we all discuss progress and next steps. If a learner has an Education Health and Care Plan (EHCP), the same review conversations take place each term with the EHCP being formally reviewed annually.
How else will I know what progress my child is making?
There are various other ways that parents at Spooner Row Primary School will know how their child is progressing at school. All children in the school receive a written report once a year, detailing attainment, progress and targets or next steps. We have Parent Evenings twice a year, which we encourage all parents to attend. We value the informal verbal feedback between parent and teacher as and when necessary. We have daily contact through the ‘home-school’ reading diary, which many parents and staff use as a way of passing on information and asking questions. Parents are always welcome to come into school and look through their children’s work. We have weekly ‘Good work’ assemblies where we celebrate the achievements of children from each class. All parents are welcome to attend this. We have a ‘Celebration’ assembly at the end of every term, where children who have made an outstanding effort that term are congratulated.
Progress data of all learners is collated by the whole school and monitored by teachers, SENCO, headteacher and governors. We also take part of the cluster moderation with other schools in the Wymondham area to ensure that our judgments stand up to scrutiny. Our school data is also monitored by the Local Authority and Ofsted.
Also the voice of the child is seen as integral to progress and their views and opinions about their own progress and further support requirements are taken very seriously as are the views and opinions of parents. At Spooner Row we greatly value the views of parents. We pride ourselves on our ‘open door’ policy and are always happy to discuss any concerns that you have regarding your child’s learning. We believe in keeping parents in the picture. We like to address issues before they become problems. We will voice our concerns at an early stage so we can work together to overcome any difficulties. For those parents who are unable to get into school and speak to the teacher, we are happy to communicate with you via telephone or email.
Other opportunities for learning.
At Spooner Row Primary School we believe that all children should have the same opportunity to access extra-curricular activities.
In 2017-18 we are offering a range of additional clubs and activities including:
Equality and wellbeing.
Our Single Equality Scheme is reviewed by all staff and governors every 4 years. It is informed by the Equality Act 2010. This legislation places specific duties on schools, including the duty not to discriminate, harass or victimise a child or adult linked to a protected characteristic defined in the Equality Act and to make ‘reasonable adjustments’.
The Equality Act 2010 definition of disability is:
“A person has a disability for the purposes of this Act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to-day activities.”
This definition of disability includes children with long term health conditions such as asthma, severe allergies, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Children and young people may therefore be covered by both SEN and disability legislation. To view our Single Equality scheme click here.
How will we improve the social and emotional development of your child?
In order to fulfil their potential, we believe that a child needs to feel safe and happy at school. Spooner Row Primary is a small school; our staff pride themselves on getting to know all the children well. Our pupils are very welcoming and accepting. We encourage and celebrate this. As part of the ‘learning plan’ for children with SEN we will work together with families to produce a ‘one page profile’ so that we can understand the child as a person, learn about their interests, their likes and dislikes and the things that will help them to succeed at school.
All classes in our school use ‘Go-Givers’ cross-curricular lessons linked to PSHE and Citizenship issues to develop children’s spiritual, moral, social and cultural learning and support speaking and listening. For those children who require additional support with their social and emotional well-being, we run a weekly ‘nurture group’.
As a school we have created a positive culture to prevent bullying and to tackle it when it occurs. All forms of bullying and harassment are dealt with promptly, firmly and consistently and are in line with relevant Norfolk LA policies. See our anti-bullying policy here.
Preparing for the next step.
Transition is a part of life for all learners. This can be transition to a new class, having a new teacher, or moving on to another school. Spooner Row Primary School is committed to working in partnership with children, families and other providers to ensure positive transitions occur. Planning for transition is a part of our provision for all learners with SEN. Moving classes will be discussed with you and your child at their summer term. Transition to secondary schools will be discussed in the summer term of Year 5, to ensure time for planning and preparation. Year 6 children will receive further support from their respective secondary schools and this will include visiting the schools for transition days and having staff visit Spooner Row. If children require even more support during this time then an enhanced transition can be developed in partnership with the secondary school to allow more visits and time to ensure children are prepared and confident for the move.
What support can we offer parents?
At Spooner Row Primary School we have a ‘Friends’ group who always welcome new members. They organise activities for the children throughout the year and raise money for school funds.
Within the cluster we have a Pastoral Care Manager (Parent Support Adviser) Tina Bell, whose role is to support parents and signpost them to relevant services. Tina can be contacted through the school or via email at firstname.lastname@example.org To read the PSA leaflet, click here
Parent Partnership Services (PPS) offer free, confidential advice, information and support to parents and carers about special educational needs. Find out more about the support they offer locally here.
Family Voice is a collective of parents and carers of children with special and additional needs who aim to make sure that parents' voices are heard when it comes to planning and decision making about services for our children in Norfolk.
To see a glossary of terms, click here