SEND information Report 2021-2022
Part of the Norfolk Local Offer for learners with SEND (for more information about the Norfolk Local Offer please see Norfolk Schools Website)
Welcome to our SEND information report which is part of the Norfolk Local Offer for learners with Special Educational Needs and/ or Disability. All governing bodies of maintained schools have a legal duty to publish information on their website about the implementation of the governing body's policy for pupils with SEND. This information is updated annually.
If you want to speak to a member of staff about our provision or have a concern about SEND please contact Mrs Saddleton our SENDCo via the school office or email her at email@example.com
Our Approach to Teaching Learners with SEND
At North Wootton Primary School we believe in participation for all. We want all children to participate in the full range of learning and opportunities provided by the school. We aim to create an inclusive culture in our school and respond positively to the diversity of children's backgrounds, interests, experience, knowledge and skills. In order to do this we take into account the individual child and their needs as voiced by the child and their parent/carer.
We aim to create a learning environment which is flexible enough to meet the needs of all of our children. We value high quality first teaching for all learners and actively monitor teaching and learning in our school. This is facilitated through a rigorous performance management structure for experienced staff and a detailed mentoring program for newly qualified teachers. Regular observations of teaching and book scrutinies are carried out by the Principal, Deputy Principal, SENDCo and subject leaders, with written and verbal feedback used to support teachers' development.
North Wootton is on a level site with easy access to all areas, both inside and outside, for children with mobility or visual problems. There is a special toilet and bathroom facility with an electric changing table. Ramps have been installed where needed to allow access to classrooms. Handrails and steps are available in the pupils' bathrooms where necessary to enable children to use the facilities as independently as possible.
Covid Compliance – Alongside our general school guidance and Risk Assessments we continue to require staff working closely with these (or any other child) to wear a mask or visor and sit alongside the child not facing them. Perspex screens have been installed in several areas so that 1:1 support can be carried out safely.
Where a child needs help with feeding or personal care, the staff involved will wear full PPE (visor and/or mask, gloves and apron) which will be disposed off in line with the school policy.
How we identify children with SEND
At different times in their school career, a pupil may have a special educational need. The Code of Practice states:
`A child 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 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 learner is identified as having SEND, we will provide provision that is `additional to or different from` the normal differentiated curriculum, intended to overcome the barrier to their learning.
Our SEND profile for 2021-2022 shows that we have just under 10% of children on our SEND register. This includes 5 children with Education Health and Care Plans (EHCP`s) and 1 child with an application for an EHCP ongoing.
The new code of practice divides SEND into the following 4 areas:
Communication and Interaction
Cognition and Learning
Social, Emotional and Mental Health difficulties
Children may have a special educational need which is incorporated in more than one of the above areas and indeed their need may change over time. At North Wootton Academy we currently support children with-in all four of the above SEND categories.
Class teachers, support staff, parents/carers and pupils themselves will be the first to notice a difficulty with learning. We believe it is crucial to identify these needs as early as possible. Once a concern has been identified there will be discussion between some / all the following as appropriate:
Pupil (dependent on the age and ability of the child)
Previous establishments if appropriate
Other agencies who are already involved with the pupil e.g. speech and language service.
At North Wootton we ensure that the assessment of special educational needs directly involves the child, their parents/carers and the class-teacher. The SENDCo will also support with the identification of barriers to learning.
As part of our provision for pupils with special educational needs, we may decide to seek advice from specialist teams. Those available include:
Speech and language therapists
Educational Psychologist through a company called `Respectrum` or through the local education authority.
Specialist Learning Support Teacher to assess and identify specific learning difficulties e.g. dyslexia (Respectrum)
Community Paediatricians – these are accessed through a referral from a GP backed by the school.
Support from the Autistic Support Team and the privately run `Respectrum` team who support children with Autistic Spectrum Disorder.
Support from the school nursing team.
Support from the Norfolk Sensory Support Team for children with vision or hearing needs.
Access to laptops etc through the `Access through Technology` Team.
Access to support for children who have been involved in situations concerning domestic abuse through the `Pandora Project`.
Visits from SEND professionals including educational psychologists, Speech and Language Therapists etc and staff from Children's Services have been allowed from September 2020 as long as they have followed the school's Covid Risk Assessment and Guidelines.
Before Lock down the SENDCo attended termly SENDCo meetings with other staff from schools with –in the Eastern Multi Academy Trust. At these meetings a range of topics are discussed including:
Training needs and opportunities for teachers and non-teaching staff
Advice to support a child with a particular need can also be discussed and good practice shared with others.
It is hoped that these will resume as soon as safely possible on online alternatives set up.
The SENDCo also accesses support and training through an organisation run by an Educational Psychologist called `Willow Tree Learning`.
At North Wootton we employ full and part-time teaching assistants (TA`s) who support children in class. Some also have more specialist training and/ or experience and deliver intervention programmes either on a 1:1 basis or with small groups of children. As part of our provision we use the following interventions:
Talk Boost (speech and language support – early years)
Daily diary writing
ELSA (emotional literacy support) which promotes the emotional wellbeing of children)
ELKLAN (speech and language support)
Precision Teaching of letter sounds, keywords, numbers etc
We also use support staff in the afternoons to follow up on any subject based difficulties identified in the morning lessons.
Some teaching assistants work more closely with children who have high levels of special educational need. This includes individual and small group support.
What we do to support learners with SEND at North Wootton
At North Wootton every teacher is required to adapt the curriculum to meet the needs of the children in his/her class in line with the expectations set out in The Teacher Standards 2012.
In order for this to happen, staff receive training and support to ensure that they provide good wave 1 provision (quality first teaching). They also identify and deliver wave 2 support (short term support interventions) alongside other support staff where appropriate. Wave 3 support (individualised support and interventions for the higher need pupils) is implemented by support staff under the guidance of the class teachers, SENDCo and school Principal. All interventions are monitored for impact with assessments at the beginning and the end of each block of support.
Recent training has included:
Staff training package bought from Andrew Whitehead covering Dyslexia, ADHD and SEND in the Early Years.
Deaf Awareness training
Support for writing SMART targets (specific, measurable, attainable, relevant, time – based)
PECS – Picture Exchange Communication System (specific staff only)
Moving and Handling training for children with mobility difficulties
Training on the use of The Norfolk Assessment Pathway (NAP steps)
As part of our provision teachers will use various strategies to adapt access to the curriculum including:
breaking tasks down into small steps
using technology to record ideas etc
use of a visual timetable
behaviour reward systems
adults used to scribe ideas
use of coloured pens to highlight text
Each learner identified as having SEND, is entitled to support that is `additional to or different from` a normal differentiated curriculum. The type of support is dependent on the individual learning needs and is intended to overcome the identified barrier to learning. The support currently offered is detailed on a provision map which describes the interventions offered, when they will take place and by whom. This is reviewed regularly and changes according to the needs of the learners at that time.
All children on the Special Needs Register have individual targets set for them following the Assess, Plan, Do and Review system outlined in the Special Needs Code of Practice (2014). The targets are set using the school- based progression document and for children with higher levels of need, they are linked to the Norfolk Assessment Pathway (NAP). These targets are the basis for daily 1:1 or small group sessions and are assessed every half-term as a minimum. A weekly record of targets covered and outcomes is kept by the Teaching Assistants working with the children.
Should this tracking highlight continuing or widening gaps in a pupil's learning, the SENDCo will have a discussion with the parents/carers about the need for support from external agencies. This may ultimately lead to the application for an Education Health and Care Plan if it is considered appropriate.
The role of Parents/Carers
We work closely with parents and operate an open door policy to encourage them to contact teachers easily. Children with an EHCP have an annual review that involves parents/carers, school staff, outside agencies (if applicable) and the child's EHCP co-ordinator. As part of the review the opinions and ideas of the child are also collected and recorded as a `One-Page Profile`. In addition to the yearly review, there are termly parent teacher meetings and a written report at the end of the year. In addition, children with significant special needs have a daily diary which is written by support staff to enable parents/ carers to know what their child has achieved that day.
Parents/carers are actively encouraged to contact class teachers and the SENDCo via the office or by email to discuss any questions or concerns.
We also offer regular curriculum awareness sessions on phonics, maths etc to give parents information to help support their children at home. Parents are also encouraged to join the Parent Teacher Association and attend the range of events they organise. Parental help in the classroom, for trips, pedestrian training etc is also encouraged.
Looked After Children
It is recognised that a high percentage of children who are being looked after by the local authority have learning needs. At North Wootton the SENDCO is also the Designated Teacher for Looked After Children and this ensures that any needs are identified early and strategies put in place to overcome them
Funding for SEND
All schools including North Wootton receives funding directly into their budget to support the needs of learners with SEND. The amount of money is calculated using `proxy indicators` which include levels of deprivation and previous attainment. The amount we have received for the financial year 2021 – 2022 has yet to be confirmed.
As a school, we can and have applied to the Norfolk Virtual School for SEND for additional `top up` funding to support children with an EHCP and those without an EHCP who have considerable needs. Decisions on the distribution of the SEND funding is decided by a panel of people (which is made up of Local Authority staff, cluster supervisors and SENDCo`s). This funding is used to support children through the following:
providing specialist equipment e.g. writing slopes, reading rulers, coloured overlays
providing specialist support
providing additional 1:1 adult support for individuals with high level needs
providing support for groups to develop learning, ease transitions etc
Unfortunately, due to huge cuts in SEND funding it is becoming increasingly difficult to support children with high levels of need appropriately in mainstream schools.
How do we find out if this support is effective?
Monitoring progress is an integral part of teaching and leadership at North Wootton. We follow the `assess, plan, do, review` model to ensure that interventions are effective and our provision meets the needs of pupils with SEND. Data is recorded termly or after an intervention is completed and this is reviewed by the Principal and senior staff, including the SENDCo and governors.
Class teachers are responsible for monitoring the progress of the children in their class/set to help to identify where progress is causing concern. All children on the Special Needs Register have individual targets set for them. These are set using the school- based progression document and for children with higher levels of need they are linked to the Norfolk Assessment Pathway (NAP). These targets are the basis for daily 1:1 or small group sessions and are assessed regularly.
The SENDCo monitors data for all children on the SEND register at least termly to ensure appropriate provision is in place. Book scrutinise and pupil interviews are also used to ensure the appropriateness of provision.
For children with high levels of need, their progress is targeted and tracked using the Norfolk Assessment Pathway (NAP steps) for Word Reading, Writing, Number and Calculations. These break down the objectives into small steps so that progress is more achievable.
Other Opportunities for Learning
At North Wootton all learners have the same opportunity to access the wide range of extra-curricular activities. These are offered on a half-term or termly basis and details can be found on the school website and via emails sent directly to parents. School will endeavour to adapt the provision if necessary or provide the support needed.
The Equality Act 2010 places specific duties on schools not to discriminate, harass or victimise children with characteristics defined in the Equality Act and to make `reasonable adjustments`.
The Equality Act 2010ndefinition of disability is:
“A person has a disability for the purpose of this act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on his/her ability to carry out normal day-to day activities”.
The definition of disability in the Equality Act includes children with long term health conditions such as asthma, diabetes, epilepsy and cancer. Children with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and those with SEN. Children may therefore be covered by both SEN and disability legislation.
For more information about the Equality Act, please click here.
Preparing for the next step
We are committed to ensuring a smooth transition to and from North Wootton Academy. To this end the SENDCo and Early Years staff, make visits to pre-school providers and do `Home Visits` during the term before the children start school. This enables staff to meet the children on familiar ground and to gather as much information as possible from the providers. We also offer extra transition visits in addition to those offered to all children, for any child with a special need. These visits may be with their parents and/or with their pre-school staff if it is felt these would be beneficial.
Transition meetings for parents and staff from school and pre-school are also held so that information, records, concerns etc can be shared and strategies put in place to ease transition. Transition booklets with photos of staff and the indoor and outdoor learning environments are made and sent to as many pre-school providers as possible. Children with SEND will receive their own copy so that parents can refer to it during the long summer break.
If children leave North Wootton other than at the end of Year 6, we ensure records are transferred and if there have been particular issues we contact the receiving school to discuss these.
At Year 6 when children transfer to High School there are good links with the three main High schools in King`s Lynn and transition systems are in place. Transition meetings are held either as part of an annual review of an Education Health and Care Plan or in addition to these if necessary. These are currently being carried out remotely using TEAMS. Records are passed on and visits from High School Staff enable a more informal transfer of information. These visits also enable the children to meet staff they will have at High School which can be very reassuring for them. All High Schools have transition visits as standard from between two days and a week and in addition, extra visits for children with special educational needs are arranged if needed.
When children move classes/ phases within the school, there are systems in place to ensure they are prepared for the changes they will encounter. These include taking photographs of staff and different areas of the school they will be using and having extra visits to the classrooms, playground, lunch hall etc.
Have your say
This SEND report declares our provision for our children with SEND. However, to make it effective we need the views of parents/carers and to this end we ask that you engage with our annual process to `assess, plan, do and review` our SEND provision by contacting us with your views!
Our SEND Governor is Clare Chapman who can also be contacted via the school office.
Norfolk Education Authority –www.norfolk.gov.uk/SEN