Support for children who have special educational needs and disabilities (SEND)
Norfolk Community Primary School is a very inclusive school. That means that we work hard to meet children’s individual needs. We believe that all children should enjoy school, and make progress in a wide range of subjects, whatever their ability level.
In line with our equality policy we are determined to meet our Public Sector Equality Duty under the Equality Act 2010. Our school is fully accessible for children and adults with disabilities. Our SEND policy is available on the policies section of this website.
Provision for pupils with special educational needs and disabilities is co-ordinated by Mrs Rachel Walker and Ms Eve Goodgrove – our SENCo (Special Educational Needs Coordinators.)
If your child is identified by you, or someone at school, as having special needs we will work with you to discuss and deliver extra support. The class teacher will plan activities that will break the learning down a little more for your child, perhaps using pictures, sentence makers and word lists to support.
For some children whose needs are social, emotional or behavioural the support may include strategies to:
- help them share, take turns and get on with others in the class.
- use de-stressing techniques to manage times that are difficult for them in the school day.
- discuss their behaviour choices and help them understand the feelings of others.
It’s a really important part of our SEND policy to work with parents and carers, getting their perspective on their child’s experiences at school and at home. We have regular mentoring meetings with children, which parents are invited to. We use these meetings to review children’s progress and set new targets.
If children require high levels of additional support it may be that we work with parents or carers to request an Education, Health and Care Plan from the local authority. Some information about these plans is available from the Gov.uk website by following this link:
What’s available in Sheffield?
The link below will take you to the “Local Offer” site which is a directory of all the services for children with special educational needs and disabilities and their families.
Special Educational Needs and Disability Information Report Norfolk Community Primary School
- At Norfolk Community Primary School we cater for pupils with a wide range of Special Educational Needs and Disabilities. These include:
- General learning difficulties
- Specific learning difficulties e.g. dyslexia
- Speech, Language and Communication needs
- Autism Spectrum Disorder
- Behaviour, Emotional and Social Difficulties
- Hearing and visual Impairment
- Mental health
- Physical disabilities
We are aspirational in our expectations for all children, regardless of their needs and aim to support their learning to ensure all pupils are able to meet their full potential with good quality first teaching, and targeted inclusive intervention.
2.Identification and Assessment of Pupils with Special Educational Needs and Disabilities (SEND)
At Norfolk Community Primary School we are fully compliant with the regulations of the 2014 Children and Families Act and the Special Educational Needs and Disability Code of Practice 0-25 years June 2014. These regulations promote a common and graduated approach to identifying, assessing and providing for students’ special educational needs. Needs are assessed over a period of time by staff working in class using academic and social-emotional attainment. In the first instance planning will be adapted to better meet the pupil’s needs and the pupil may take part in class based interventions run by a trained member of staff. Teachers are expected to look carefully at how they organise their lessons, the classroom, resources and teaching methods that are used. So all teachers will consider a number of options and choose from a range of activities to identify the most appropriate ways to help each student learn. We follow a model of assess, plan, do and review to ensure pupils make at the least adequate progress and are able to successfully access the National Curriculum. If this does not prove successful then the staff will meet with parents to discuss placing the child on the SEND register. At this stage the pupil may take part in interventions outside of the classroom and if required a referral will be made with the parents/carers to external agencies to support the difficulties that a student may be experiencing. External agencies include School 2 School Support, the Early Years Inclusion Team, Educational Psychology, Speech and Language Therapy Service, the Autism Team, MAST, (Multi Agency Support Team) and the school nurse. Working in conjunction with the child’s parents/carers staff can support the referral of children, through the family GP, to other NHS services; for example Ryegate Children’s Centre or the CAMHS team (Children and Adolescent Mental Health Service). The SENCo and Inclusion Team will support the class teacher in gathering information and will help to co-ordinate the pupil’s special educational provision, working with the pupil’s parents or carers, teachers, and teaching assistants. The pupil will also receive an individual target/s and time limited adult-led interventions which will be monitored half termly. Pupils Progress with be discussed with parents/carers at least termly during assertive mentoring meetings where both parent/carer voices and the pupils voice will be heard. Further to this, pupils with complex needs may have or apply for a statement/EHC Plan (Educational and Health Care Plan). The full SEND Policy is available on the schools website in the policies section. All teachers and support staff receive in-service training in identifying and supporting students who require an education offer that is additional to and different from the differentiated curriculum offered to all students. The Inclusion Department are on duty in room 15 at all times. We have a number of small work rooms available for small group work and one to one work. An inclusion room is also open at lunch times for students who struggle with unstructured times.
- Policies on Provision for pupils with SEND and EHC Plans (Education, Health and Care)
Staff at the school work together to regularly evaluate the effectiveness of provision through:
- Standardised testing
- Baseline screening and review of pupils Speech and Language skills in early years
- Lesson observations, learning walks, book scrutiny and teachers marking to measure progress
- Discussion with pupils, parents and Carers
- Review of interventions half termly
- Pupil progress meetings held termly
- Governors meetings
Assessing and reviewing progress:
- Progress of pupils with SEND is analysed and shared with the whole staff.
- Where necessary a key worker will be allocated to work with the family and a Pastoral Support Plan will be drawn up with the family where short and long term targets are set and reviewed. These plans are also used for pupils who are at risk of exclusion.
- Pupils and parents attend termly reviews named as ‘All About Me’ meetings.
- Annual reviews take place for children with a statement or are on a EHC plan.
- Multi agency meetings are held regularly.
- For families where needed, home school books can be set up as can correspondence through phone calls and letters home.
The school’s approach to teaching pupils with SEND includes all pupils working in a mainstream classroom for the majority of the school day. This requires careful differentiation and regular involvement from the inclusion team to remove barriers to learning. The external agencies we work with are: School2 School Support, Speech and Language team including Mainstream and Specific Language Impairment Services, Educational Psychology Service, CAMHS, Autism Team, Visual Impairment Team, Hearing Impairment team, Early Years Inclusion Team, Occupational Therapists and MAST professionals. Information on individual pupils SEND is kept secure in school. This information is in the process of being transferred to a secure electronic database this will be accessible by all teachers and will be regularly updated.
Provision is allocated according to a pupil’s individual need using an Access, Plan, Do and Review approach. Where gaps and barriers are identified school provides support through:
- A morning wake up shake up gym accessed by pupils to ease transition.
- Children who require ‘breaks’ during the afternoon are agreed upon and given
- There is disabled access throughout the school there is a lift to access the second floor
- Daily 1:1 reading
- Motor skills programme
- Fresh Start and Read, Write Inc for Key Stage Two pupils
- Additional Reciprocal reading
- Fischer Family Trust
- Language Enrichment Activity Programme
- Vocabulary Improvement Programme
- Narrative Improvement Programme
- ESCAL Reading Volunteer Programme
- Provision for ICT help with writing
- Additional provision on working with others and social interaction
- 1-1 mentoring around specific issues
- Students with marked specific learning difficulties are given 1-1 support
Staff always attempt to plan and organise trips and events that are accessible to all. Pupils with challenging needs will be individually risk assessed and parents/carers consulted about how their child can best supported to access the activity.
- Expertise and training of staff
School staff are trained in a range of different areas in order to support a wide range of learning and emotional needs in school. The training includes: Cued articulation, Communicate in Print, pre teaching of topic vocabulary and Numicon. School work with Fusion School 2 School Support to support pupils with learning difficulties. Training around mental health and wellbeing is currently being delivered to a small number of professionals through locality training. Some teaching assistants are also trained in interventions which are used in school to support individuals and small groups of learners. All staff are trained in Read, Write, inc. Where specialist support is required teachers work with the inclusion team and families to complete referral forms for outside agencies, or prepare evidence for parents to take to other professionals. Where required arrangements will be made to support families in attending appointments this includes staff accompanying parents and carers to appointments. Medicines management and administration is delivered by two trained staff form as set out in the schools medicines policy.
- Equipment and facilities used to support our pupils
The school has a designated school budget to supply equipment and provide facilities for pupils with SEND. This budget is also used to provide training to staff and to employ teaching assistants.
- Working in collaboration with parents
At Norfolk Primary School we offer an open door policy and actively encourage parents and carers to speak with the teacher, engage in the classroom every morning during morning work and speak with our inclusion and senior leadership team. Parents and carers are encouraged to engage in our school community through regular arts and crafts events, workshops and coffee afternoons.
- The pupil voice
All pupils attend, and participate in annual reviews. Pupils are able to give feedback on the interventions they have accessed and be able to reflect on how they have been supported in their learning. All pupils attend a termly assertive mentoring meeting where they reflect on previously set targets and set new targets for themselves alongside relevant staff members and their families. These targets will include social, emotional and academic targets.
- 9. Arrangements relating to complaints from parents
School has an open door policy every morning parents are encouraged to first speak with the pupil’s class teacher or teaching assistant. Alternatively, families are able to speak with a member of the Inclusion Team or Senior Leadership Team as required. Parents/carers are also able to contact the schools governing body contact details can be found on the school website.
- The Governing Body
The SENCO meets regularly with the SEND governor to discuss support and its impact on learning. They are also informed termly in the governor’s report as part of this report the impact of interventions and external agencies are analysed and reported on.
- The schools arrangements for supporting pupils with SEN in transferring between phases of education or in preparing for adulthood and independent living.
Home visits are carried out in nursery (Foundation Stage One) and again when transitioning into Foundation Stage Two. Family members are invited into school to meet the pupil’s class teacher and teaching assistant and to see their new classroom at the end of each year. Stay and play sessions are held in nursery when pupil’s first join us. There are two transition mornings each year for pupils to spend in their new classroom with their new class teacher and teaching assistant. Any pupil with more complex needs will be invited to more sessions and will be offered a more individualised transition programme. When pupils transition within/ between Key Stages class teachers will meet together to discuss all pupils their targets, needs, successes and areas for development. Teachers have access to pupils SEND files and information and reports are passed on from external agencies and from any interventions the pupils have taken part in.
When pupils transition to secondary school wherever possible the SENCO and/or a member of the inclusion Team from that Secondary Schools will attend the Year 6 annual reviews of pupils with a Statements or an EHC plan. The SENCo, inclusion team and class teacher will liaise with partner secondary schools in the summer term to identify and plan to support students with known SEND. Parents of Y6 pupils with SEND can speak to the SENCo at the Y6 assertive mentoring meetings during the summer term or prior to applying for a place. All files are photocopied and sent to the secondary school.
- 13. Information on where the local authorities Local Offer is published
A link to the schools’ and Local Authority’s Local Offer can be found on the school’s website. To locate the Local Authority Offer follow;