SEN Information Report for Edward Worlledge Primary School 2016-17
Part of the Norfolk Local Offer for Pupils with SEN
Welcome to our SEN information report which is part of the Norfolk Local Offer for pupils with Special Educational Needs (SEN.) 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. The information published must be updated annually. The required information is set out in the draft SEN regulations which can be found here.
At Edward Worlledge Primary School we are committed to working together with all members of our school community. This local offer has been produced with pupils, parents/carers, governors, and members of staff. We would welcome your feedback and future involvement in the review of our offer, so please do contact us.
The best people to contact this year are:
Name of SEN governor: Emma Storey/ Claire Wadham
Name of SENCO: Hollie Brown/Pam Branch
Name of Parent governor: Sarah Taylor
Name of Head: Dawn Kightley
If you have specific questions about the Norfolk Local Offer please look at the Frequently Asked Questions by clicking on the SEN pages of the Norfolk Schools website. Alternatively, if you think your child may have SEN please speak to their Class Teacher or contact Becks Marpole our SENCO on 01493 603462
Our Approach to Teaching Pupils with SEN
At Edward Worlledge Primary School we believe in participation for all. We want all adults and children to participate in learning and we celebrate all members of our community. We want to create an inclusive culture in our school and we aim to be more responsive to the diversity of children’s backgrounds, interests, experience, knowledge and skills.
We value high quality teaching for all pupils and actively monitor teaching and learning in the school. For more information on our approach please see our teaching and learning policy which is available on the School Website or from the school office.
Our School Improvement and Development Plan is about developing learning for all and details are planned continued professional development (CPD) opportunities for all staff. An overview of our plan for 2016-17 can be found on the School Website.
We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community. We monitor progress of all pupils, and staff’s continuous assessment ensures that learning is taking place. Our whole school system for monitoring progress includes half termly pupil progress meetings, work and planning scrutinies and discussions with staff.
Learning for all
How we identify SEN
At different times in their school career, a child or young person may have a special educational need. The Code of Practice defines SEN is:
“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:
- have a significantly greater difficulty in learning than the majority of others of the same age: or
- 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.”
If a pupil is identified as having SEN, we will usually provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning.
Pupils can fall behind in school for lots of reasons.
They may have been absent from school or they may have attended lots of different schools and not had a consistent opportunity to learn. Sometimes they may be worried about different things which may distract them from learning and some pupils may have little or no English when starting school. In this case their acquisition of English language is tracked and interventions put in place to accelerate their learning and progress where possible.
At Edward Worlledge Primary School we are committed to ensuring that all pupils 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 pupils have Special Educational Needs. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.
Our SEN profile for 2015-16 shows that we have 20% of pupils identified as having SEND: 17% are classed as SEND, whilst 4% have a statement of Educational Needs (that or an Education, Health and Care Plan.
Out of the cohort with SEND:
27% have Autistic Spectrum Disorder (ASD)
10% of pupils are identified as having a Specific Learning Difficulty (SpLD)
32% have speech, language and communication needs
47% have physical or sensory disability
8% have Attention Deficit and Hyperactivity Disorder (ADHD)
Assessing SEN at Edward Worlledge Primary School
Class Teachers, support staff, parents/carers and in many cases, the pupil themselves will be the first to notice a difficulty with learning. At Edward Worlledge Primary School we ensure that assessment of educational needs, directly involves the pupil, their parents/carer and of course their Teacher. The Special Educational Needs Co-ordinator (SENCO) will also support with the identification of barriers to learning. We have a range of assessment tools available along with an updated tool kit for 2015-16, which we share with our cluster of schools.
For some pupils we may want to seek advice from specialist teams. In our school and cluster we have access to various specialist services. We have access to services universally provided by Norfolk County Council, which are described on the Local Offer website.
Edward Worlledge Primary School as part of the Gorleston C39 Cluster have also commissioned for 2015-16 support, as required, from:
Educational Psychologist (EP)
Advisory Learning Support Teachers (ALST)
Speech and Language Therapist (SALT)
What we do to Support Pupils with SEN at Edward Worlledge Primary School
Every Teacher is required to 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 Edward Worlledge Primary School are proud of our Teachers and their development. The Teacher standards are available on the School Website.
Our Teachers will use various strategies to adapt access to the curriculum, this might include using:
- Visual timetables and prompts
- Writing frames/ prompts
- Tablets and computers
- Peer working
- Positive behaviour rewards system
Each pupil identified as having SEN, is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. Progress towards individual or group targets will be monitored and reported to parents at least termly.
The type of support is dependent on the individual learning needs, and is intended to enable access to learning and overcome the barrier to learning identified. This support is described on a provision map, which although does not detail the individual pupil names, describes the interventions and actions that we undertake at Edward Worlledge Primary School to support pupils with SEN across the year groups. We modify the provision map regularly, and it changes every year, as our pupils and their needs change.
At Edward Worlledge Primary School we share the provision map with our colleagues in the C39 Cluster so we can learn from each other, and demonstrate what we offer for pupils with SEN. We are also able to promote consistent practice across all the schools in our cluster ensuring equality of opportunity.
Our provision map is shared with Governors who are able to ensure that we monitor the impact of these interventions on learning across the school.
Supporting Emotional and Social Development
We recognize that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiety and being uncommunicative.
All classes teach PSHE (Personal, Social, Health end Economic education) within the curriculum to support this development. However, for those children who find aspects of this difficult we can offer the following:
Support from our Behaviour and Inclusion Mentor
Support for families from our Parent Support Advisor
Drawing and Talking sessions
Referrals to CAHMS
Measures to prevent bullying
All teachers and pupils will be made aware of the seriousness of bullying and the responses to be taken when it happens. Pupils should also be encouraged to report incidents of bullying beyond the school premises. Staff will take seriously any reports or incidents of bullying and always respond to them. It will be made clear to pupils that bullying must be reported immediately. The school can only act when it is informed about alleged incidents.
Funding for SEN
Edward Worlledge Primary School receives funding directly to the school from the Local Authority to support the needs of pupils with SEN. This is described in an SEN memorandum. The amount of funding we received for 2015-16 is £244,995 which includes £100,000 allocated to our ASD SRB
The C39 cluster of schools also receives funding from the Local Authority which is distributed as ‘top up’ funding for pupils who require support that exceeds that available to the school. The C39 cluster funding for 2015-16 is £349,501 plus an additional £73,673 learning support delegation.
All schools in the C39 cluster have signed a governance agreement which helps us work together. We have also written our Cluster policy for SEN.
The C39 Cluster of schools is committed to working together to improve learning for all, and we are able to share resources, training and moderate provision for pupils with SEN.
If you would like any further information on SEN in the C39 cluster please contact our cluster SEND host Mrs Dawn Kightley:email@example.com
How do we Find Out if this Support is Effective?
Monitoring progress is an integral part of teaching and leadership within Edward Worlledge Primary school. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for pupils with SEN. We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and children are involved in each step.
Before any additional provision is selected to help a child, the SENCO, Teacher, parent/carer and pupil (where appropriate), agree what they expect to be different following this intervention. A baseline will also be recorded, which can be used to compare the impact of the provision.
Children, parents/carers and their Teaching and Support Staff will be directly involved in reviewing progress. This review can be built in to the intervention itself, or it can be a formal meeting held at least once a term, where we all discuss progress and next steps. If a pupil has an Education Health and Care Plan (EHC plan) or statement of special educational needs the same termly review conversations take place, but the EHC plan will also be formally reviewed annually.
The SENCO collates the impact data of interventions, to ensure that we are only using interventions that work. Intervention data is shared with the C39 cluster so all SENCOs in our cluster are able to select high quality provision.
Progress data of all pupils is collated by the whole school and monitored by Teachers, Senior Leaders and Governors. We are also part of the C39 cluster moderation group so can ensure that our judgements stand up to scrutiny. Our school and cluster data is also monitored by the Local Authority and Ofsted.
Other Opportunities for Learning
All pupils should have the same opportunity to access extra-curricular activities. At Edward Worlledge Primary School in 2015-16 we are offering a range of additional clubs and activities. A list of these is available on the school website and from the school office.
All staff at Edward Worlledge Primary School have regular updates on the Equality Act 2010.
This legislation places specific duties on schools, settings and providers 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 210 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.”
Section 1(1) Disability Discrimination Act 1995
This definition of disability in the Equality Act includes children with long term health conditions such as asthma, 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.
Preparing for the next step
Transition is a part of life for all pupils. This can be transition to a new class in school, having a new teacher, or moving on to another school, training provider or moving in to employment. Edward Worlledge 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 pupils with SEN. Moving classes will be discussed with you and your child at their summer term review meeting. For the next two years only some pupils will transfer from Southtown Primary school or other local infant schools until our reorganisation to Primary school is complete in July 2017. Pupils with SEN transferring at the end of Year 2 will be given some extra sessions at their new school in preparation for transition.
For all other pupils with SEN transition to secondary schools will be discussed in the summer term of their Year 5, to ensure time for planning and preparation.
Specialist Resource Base
Edward Worlledge Primary School currently hosts a ten place Specialist Resource Base (SRB) for pupils with ASD. This SRB is a part of a county wide provision and information can be found using the link below.
Have your say
Edward Worlledge Primary School is a Local Authority maintained school. We can shape and develop provision for all of our pupils ensuring achievement for all.
This SEN report declares our annual offer to pupils with SEN, but to be effective it needs the views of all parents/carers, pupils, governors and staff. So please engage with our annual process to ‘assess plan, do and review’ provision for SEN.
Norfolk Childrens Service/SEND