2017 -18 SEN Information Report and SEN Policy.
Part of The Norfolk Local Offer For Children With SEN.
This report is written with reference to the UN Convention on the Rights of the Child ; in particular Articles 12,18, 23 and 29.
Welcome to our SEN information report and SEN Policy, which is part of the Norfolk Local Offer for learners with Special Educational needs (SEN). All governing bodies of maintained schools and maintained nursery schools have a legal duty to publish this information on their website. The information report is designed to be read alongside our Bignold Accessibility Plan, Bignold Equalities Statement and Supporting Pupils with Medical Conditions policy, all of which are also published on our website.
The document will be updated annually.
At Bignold School we are committed to working together with all members of our school community. This information report and policy has been produced with, and reviewed with pupils, parents/carers, governors and members of staff. We would welcome feedback and future involvement in the review of our offer, so please do contact us.
Anita Clarke - Special Educational Needs Coordinator (SENCO), Inclusion Manager, responsible for whole school SEND strategy and Nursery-year 3
Tel: 01603 625721
Emma Chapman – Assistant Special Educational Needs Coordinator (SENCO), responsible for years 4-6
Tel: 01603 625721
Emma Corlett – SEN and Local Authority Governor
Chris Newman – Headteacher
Tel: 01603 625721
What is Our Approach to Teaching Learners with SEN?
The vision of our school family is one of excellence in every way for every single child. We aim to create an inclusive culture in our school and to be responsive to the diversity of children’s backgrounds, interests, experience, knowledge, skills and abilities.
We value children as individuals and want them to make informed choices and to become independent thinkers. We encourage and develop high self-esteem and self-confidence in the children. Through high quality teaching (which can support learners with a wide range of needs and abilities) and by encouraging active learning, we strive to create a positive and stimulating learning environment with a broad and balanced curriculum, relevant to each individual and enriched with a wide range of experiences to enable every child to aim high.
We monitor the progress of learners, and staff continually assess, ensuring that learning is taking place. Our whole school system for monitoring includes regular pupil progress meetings, weekly team meetings and discussion across the staff team. Our staff have regular opportunities for training in the areas of progress and assessment.
For more information on our approach please see our Teaching and Learning policy by clicking here.
Our School Improvement Plan gives details about developing learning for all members of our community. A copy of the plan can is available upon request.
Where do we receive Funding for SEN from?
Bignold primary receives funding directly to the school from the Local Authority to support the needs of learners with SEN. This is described in an SEN memorandum. The amount of funding received for the financial year 2017-2018 is £146,451.
The Hewett Cluster of schools also receives funding from the Local Authority which is distributed as ‘Top Up’ funding for learners who require support that exceeds that available to the school. Schools from the 5 cluster schools can apply for funding from this stream. The Hewett Cluster funding for 2017-2018 is £182,762
NOTE (these monies are awarded in line with the financial year and NOT the school year).
The Hewett Cluster of schools are committed to working together to improve learning for all, and are able to share resources, training and moderate provision for learners with SEN.
The Hewett cluster of schools includes:
What is a Special Educational Need?
The Department for Education Code of Practice (January 2015) defines SEN as:‘A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age.’
If a learner is identified as having SEN, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning.
The Picture of SEN at Bignold.
Our SEN profile for 2017/2018 shows that we currently have 50 children (11% of the school population) identified as having SEN and of those, 5 children (1% of the school population) have, or are under referral for a Statement or an Education Health and Care Plan. This is slightly below the national and Norfolk averages.
Types of SEN provided for at Bignold
The types of SEND that we provide for at Bignold include:
- Speech and Language Difficulties
- Social, Emotional and Mental Health Difficulties
- Autistic Spectrum Conditions
- Learning Difficulties
- Medical Conditions (including Physical Disabilities)
- Attention Deficit Hyperactivity Disorder
- Complex Difficulties
- Moderate Learning Difficulties
How Do We Identify SEN?
At Bignold Primary School and Nursery, pupils are identified as having special educational needs through a variety of ways including the following:
• Liaison with pre-school/previous school
• Child performing below age expected levels
• Concerns raised by parent/carer
• Concerns raised by the child themselves
• Concerns raised by teacher: for example, behaviour or self-esteem is affecting performance
• Liaison with external agencies: for example Speech and Language Therapists, Social Workers
• Health diagnosis through paediatrician
Assessing SEN at Bignold Primary School.
Class teachers, support staff, parents/carers and the learners themselves will be the first to notice a difficulty with learning. At Bignold we ensure that assessement of educational need, directly involves the learner, their parents and their teacher. In the first instance we will monitor a child in the classroom to try to work out clearly what the need is. The child may then receive some small group teaching to see if a little push can help them overcome their difficulties. In many cases this is enough to help them catch up. If difficulties persist then we may involve other professionals from beyond school (see below) to assess and offer advice and support. The Special Educational Needs Coordinator (SENCO) will also support with the identification of barriers to learning. We have a range of assessement tools available, and will talk to you about them as appropriate to your child’s needs.
What services can be accessed to support my child?
Specialist services provided directly through school, cluster and local Authority funding:
- Educational Psychologist
- Advisory Support teacher
- Behaviour Support
- Family partnership worker
- Thrive practitioners
- Autistic Spectrum team
- Access through Technology
- Attendance Welfare officer
- Children’s Services
- School to School Support (S2S)
- SRB (Specialist Resource Base) outreach support and short-term placements
• Speech and language services
• Children and adolescent mental health service (CAMHS)
• School nursing team
• Occupational therapy
The SENCO will coordinate these services on behalf of the school and provide up to date information about school progress and key events to other services involved in supporting your child. Information sharing among the team working with your child is key to their ongoing success. If your child is working with services beyond school it is useful for us to know so that we can support your child effectively both in school and by providing useful information to support a holistic understanding of your child.
Other services including those provided by charitable organisations may be accessed specific to your child’s needs.
Supporting Children with SEN at Bignold Primary.
Each learner identified as having SEN, is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. Provision for every child is based on their particular needs, is flexible and will change over time. It will be designed to support learning and also emotional wellbeing. Provisions across the school are identified on a provision map, which is modified regularly, and changes every year according to the needs of learners.
The SENCO also works closely with other SENCO’s in the cluster schools to review and share practice and provision.
In school the class teacher will take responsibility for the daily provision for your child, supported and advised by the SENCO where necessary. Children’s needs will be specifically targeted and outcomes identified on a ‘Learning Support Plan'. Where SEN involves behaviour a specific behaviour plan will be drawn up. Your child will then be added to our Special Needs Register, which will allow us to carefully monitor their needs and progress.
Our aim is to make your child as independent in their learning as possible. Clear differentiation is part of normal classroom practice and will be extended to support your child. Such differentiation may include: changes to the curriculum, planning, resources, group size, time and outcomes. In a very few cases children may go to another class more suited to their learning needs in some areas. Others may have some degree of additional adult support at points through the school day.
We also have a range of intervention programmes, both in and beyond the classroom to support your child’s learning.
It may be that your child needs some specialist equipment or resources; we will work with colleagues from the NHS and outside agencies to provide these. These may be provided from the school budget, from health colleagues or through specialist partners. Each case will be individual.
What SEN training and experience do staff have at Bignold?
We have a range of expertise to support your child’s learning, emotional, mental and social development. These include:
- Speech and language support, including ELKAN, Time to Talk, Talkboost and Talk tools
- Sound Discovery
- Numbers First
- Fine and gross motor skills development
- Social communication programmes
- 1:1 Pastoral support at a variety of levels
- Nurture Groups
- Specific support for English as an additional language (EAL)
We also have staff who are trained in:
- Norfolk Steps Programme
- Supporting Dyslexia Level 2
- National Award for SEN Co-ordination
Further training will be accessed according to the needs of children in school.
Medical training to support pupils with medical care plans is organised as needed. Where children require a health care plan, it is the responsibility of the parent to provide such a plan to the school.
What happens if we cannot meet a child’s SEN needs?
There are a very small number of children where we are unable to meet their needs through the interventions described above, or from the budget provided by the school and cluster. In these cases a referral for an Education, Health and Care Plan may be necessary. This will allow the option of specialist placements in the future. We will take advice from other professionals and involve you fully in the discussions.
If we feel that your child fits the criteria and may benefit from an alternative specialist placement we will discuss this fully with you and other professionals
Extra-Curricular Opportunities for Learning.
All learners should have the same opportunity to access extra-curricular activities. Details of what is offer can be found on our website or by asking at the school office.
We are committed to making reasonable adjustments to ensure participation for all so please contact our activities coordinator, Izzy Graham, to discuss specific requirements.
Monitoring Your Child
Your class teacher is available to share day to day information with you. Where information is more sensitive or private in nature then please make an appointment to speak to the teacher.
Parent’s evenings/pupil progress meetings, take place each term and you will be offered an opportunity to discuss your child’s end of year report in the summer term.
If your child is identified as needing a Learning Support Plan, which identifies specific outcomes and targets or a behaviour plan, this will be discussed and reviewed with you at regular intervals.
For children with a Statement of Educational Need / Education, Health and Care plan (EHC) you will have a termly review meeting with the SENCO and class teacher and other professionals as appropriate. One of these meetings will be a more formal Annual Review meeting.
Monitoring Impact of Provision across the School.
Monitoring progress and impact is an integral part of teaching and leadership at Bignold. The impact of interventions is regularly reviewed following the ‘Assess, Plan, Do, Review’ model. Before any intervention is put in place an outcome will be agreed and a baseline recorded which can be used to compare the impact.
The SENCo collates the impact data of interventions, to ensure we are only using interventions that work. Intervention data is shared with our cluster schools, allowing us to select high quality interventions.
Progress data of all learners is collated across the school and monitored by teachers, senior leaders and governors. Cluster and County moderation also occurs to ensure that our judgments stand up to scrutiny. Our school and cluster data is also monitored by the Local Authority and OFSTED.
How do we involve children with SEN in their learning?
All children with SEN are included in planning for provision for their SEN that is appropriate to their age. This will include sharing specific targets with them, asking what helps them to learn at school and involving them in decisions about extra support that could be available to them.
We use the Norfolk ‘Feelings and Wishes’ tools to help children to express their emotions about school.
For those children who have an Education Health and Care Plan, or a Statement of Special Educational Need, we ask for their views on school and the provision made for them. This is then shared at the annual review meeting.
How do we support the parents of children with SEN?
The two SENCOs have an open door policy for parents, but on occasions it will be necessary to make an appointment. They are also available by email.
Our Family Partnership Support Officer, Berry O’Rourke, is available to support parents with a range of help – attending appointments, filling out forms, parent courses. She is on the school gate most mornings and can also be contacted through the school office.
Transition is a part of life for all learners. This can be transition to a new class in school, having a new teacher, or moving on to another school. Bignold Primary School and Nursery is committed to working in partnership with children, families and other professionals to ensure transition is positive.
For every child transition will look slightly different to meet their particular needs and we will plan accordingly, but in all cases:
- We will talk to you and your child about what will happen
- We will ensure full and clear information is passed on to other professionals
- We will develop resources such as transition books or passports if this is appropriate
- In Nursery and Reception a staggered entry system is in place, with home visits, meetings for parents and experience days for children
- In year 6 children have transition days to high school; extra days can be arranged for children who require further support. Staff from other schools will also be invited to meet your child at school
- Where children have a Statement of educational need / EHC plan the receiving schools will be invited to review meetings to develop a transition plan
- If appropriate we will provide transport and adult support to accompany children on visits to a new school
For further details about Education Health and Care Plans and what Norfolk County Council offers, please look at the Local SEND Offer website.
All staff at Bignold have regular training 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 projected 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 (her) ability to carry out normal day to day activities.”
The definitions of disability In the Equality Act include 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 people and those with SEN. Children and young people may therefore be covered by both SEN and disability legislation.
- Bignold is a single storey building and wheel chair accessible
- Disabled parking spaces are available
- We have disabled toilets that are large enough to accommodate changing
- Visual timetables are available in every classroom
- We ensure that the learning environment is fully accessible and inclusive for all learners
For further information please see our Accessibility Plan here.
How do we support children who are looked after by the Local Authority and have a SEN?
The school has a designated teacher for LAC, they will liaise and work closely with The Virtual School for Children in Care. This would include attending, leading and contributing to PEP (Personal Education Plan) meetings, in order to make sure that looked after children are receiving the best possible support for their SEN.
What happens if I am unhappy about the provision for my child?
If you feel that your child is not receiving appropriate provision for their special educational needs, there is a procedure in place for you to complain about this. This is set out in our Bignold Complaints Policy, which can be found here.
Is Bignold The Setting For Your Child?
If you are considering applying for a place at Bignold primary school, and your child has SEN, then the first action to take is to telephone or email the school and arrange an initial visit with the SENCO. She will be happy to meet with you and answer any questions you may have and to show you around.
Both the above are independent bodies run by volunteers and offering support and advice for families of children and young people with SEN.
www.dfe.gov.uk government website where information about national policy on SEN can be found.