SEND Information Report and SEND Policy
Part of the Norfolk Local Offer for Learners with SEND
Welcome to our SEN information report 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 and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN. The information published must and will be updated annually. Further, the background information that underpins the contents of this report is set out in the 2015 SEN Code of Practice regulations; these can be found by using the following link:
What do we mean by the term ‘SEN’?
At different times in their school life, a child or young person may have a special educational need. The 2015 SEN Code of Practice defines SEN as:
“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.”
What are the different types of SEN?
1. Communication and interaction - Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives. Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
2. Cognition and learning - support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
3. Social, emotional and mental health difficulties - children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, selfharming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
4. Sensory and/or physical needs - some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. Information on how to provide services for deaf blind children and young people is available through the Social Care for Deafblind Children and Adults guidance published by the Department of Health. Some children and young people with a physical disability (PD) require additional on-going support and equipment to access all the opportunities available to their peers.
Who can I talk to regarding my child’s learning needs or disability?
At Lakenham Primary School we are committed to ensure that our pupils receive an educational experience that allows all children to progress and achieve. We therefore have a committed, dedicated team to ensure that this vision becomes a reality.
Contacts at the school include:
1. Your child’s class teacher
2. The Assistant Head and Inclusion Leader – Mr C Georgiou
3. The Parent Support Advisors – Mrs A Pownall and Miss K Pelling
4. The Deputy Head Teacher – Mr M Wigg
5. The Head Teacher – Mrs C Williams.
How are different types of SEN identified?
a. Initially concerns may be raised by parents or carers, teachers, teaching assistants and/ or the learner themselves. The class teacher will then complete a ‘SEND referral form’ and pass this onto to the SENCO. This will lead to an initial discussion involving these individuals in order to accurately identify any issues and to establish a plan to move forward. At this point a suite of diagnostic tests may also be applied. If deemed necessary, support from a medical professional maybe advised.
b. The progress and attainment of the pupil will then be monitored closely by the class teacher, and discussions will be held, as necessary with the pupil, parent/ carer and SENCO.
c. Once a term has passed, or indeed sooner if considered necessary, if appropriate progress and attainment are now evident, the pupil may simply be monitored and assessed with the same rigor as the rest of the teaching group. However, if progress and attainment are still a concern, further diagnostic tests may be performed. Further, our SENCO may enlist support from other professionals, including an Educational Psychologist or an Advisory Support Teacher. If deemed necessary, support from a medical professional may also be advised.
d. If a pupil is then diagnosed as having SEN, discussions between the class teacher, pupil, parent/ carer and SENCO and, if necessary, other professionals will lead to the creation of a ‘Personal Support Plan’ (PSP). A copy of this document will be kept by the parent/ carer, class teacher and the SENCO, and will feature targets, strategies to be used and an anylsis of impact. The child will be added to our SEND register.
e. The SEND register is then monitored and maintained by our SENCO.
f. If the child has particularly complex needs, an Education, Health and Care Plan (EHC Plan) may be recommended. This may, in relevant circumstances, be used to support an application to a special school. More information regarding EHC plans can be found via the link below.
g. All pupils identified with SEN will then be monitored and assessed through each term, and the provision that they are afforded will be adapted accordingly.
What do we do to support learners with SEN at Lakenham Primary School?
Every teacher in every school is a teacher of SEN. The daily provision of ‘Quality First’ teaching, incorporating personalized approaches to meet the needs of the individual, is the first step in responding to the needs of children with SEN. Our teachers will use various strategies to adapt access to the curriculum and to illicit rapid learning gains; these might include using, though not exclusively:
1. Different objectives for different learners – this can be useful for some children in some lessons
2. Scaffolding – such as the use of writing frames in literacy and the use of examples and partially completed number sentences or problems in maths
3. Tasks of varying difficulty – including the use of access tasks and extension activities
4. Varied starting points – recognising that different children have different strengths and learning preferences
5. The provision of printed instructions
6. The provision of printed checklists – these may consist of success criteria, level descriptors or marking ladders
7. The use of independent learning activities, mixed ability pairings and groups
8. The provision of specific learning equipment and writing aids
9. The use of intervention programmes beyond the classroom to bolster the learning that takes place within class
10. Bespoke provision in our dedicated learner support room, ‘The Bridge’
11. Direct input from externally based professionals including Educational and Clinical Psychologists, ASD and dyslexia specialists, CAMHs professionals, The Unthank Family Centre and Family Matters.
What funding is available for SEN?
Lakenham Primary School receives funding directly to the school from the Local Authority to support the needs of learners with SEN; this currently equates to £65,101. Norfolk schools now have access to ‘high needs top up funding’ which is applied for by individual schools to bolster support for pupils with a much greater need.
How does the school find out if support is effective?
Monitoring progress is an integral part of teaching and leadership within Lakenham Primary school. Parents/carers, pupils and staff are involved in reviewing the impact of any interventions for learners with SEN.
We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and children are involved in each step. If particular strategies or programmes of study are not working for a particular child, they can be changed. 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 learner has an Education Health and Care Plan (EHC plan,) the same termly review conversations take place, but the EHC plan will also be formally reviewed annually, or sooner, if considered necessary. Progress data of all learners is collated by the whole school and monitored by teachers, senior leaders and governors. Our school data is also monitored by the Local Authority and Ofsted.
What other opportunities exist to support my child’s learning?
All learners should have the same opportunity to access extra-curricular activities. At Lakenham Primary School in 2018 - 2019 we are offering a range of additional clubs and activities. These can be found on clubs timetable area of our website!
How are children prepared for the next step in their education?
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. Lakenham 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. Transition to secondary schools will be discussed in the summer term of their Year 5, to ensure time for planning and preparation.
How can parents and carers have input into the provision, policies and procedures at Lakenham Primary School?
Lakenham Primary School is committed to working with as a school community. Together we can shape and develop provision for all of our learners ensuring achievement for all. This SEN report declares our annual offer to learners with SEN, but to be consistently effective it needs regular input from parents/carers, learners, governors and staff. Please do not hesitate to discuss your thoughts, opinions and ideas with us; we want to hear them! On a more formal basis, regular coffee mornings or evening will be organised and delivered by our SENCO, giving parents the opportunity to share their thoughts and ideas.
Admission arrangements for pupils with SEN or disabilities
Children with an Education, Health and Care Plan follow the transfer arrangements set out in the SEN Code of Practice and associated regulations and are not subject to the general admission arrangements. Other children without an EHCP and will be subject to the general admission arrangements.
Where else can I find useful information?
The Norfolk SEND Local Offer
The Norfolk Early Help service
Speech and Language services in Norfolk
The Norfolk SEND Partnership
The 2015 SEND Code of Practice https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
Emotional and mental health services for children/ CAMHS https://www.norfolk.gov.uk/care-support-and-health/health-and-wellbeing/childrenshealth-and-wellbeing/mental-health-camhs