Special Educational Needs
SEN Information Report for Alderman Swindell Primary School and Nursery 2015-16
Welcome to our SEN information report which is part of the Norfolk Local Offer for learners with Special Educational Needs (SEN). All governing bodies 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 is updated annually. The required information is set out in the SEN and disability code of practice (2015) which can be found here.
At Alderman Swindell Primary School and Nursery 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:
Mr Martin Peterson – SEN Governor
Miss Belinda O’Brien – SENCo
Miss Alison Hopley – Head teacher
If you have specific questions about the Norfolk Local Offer please look at the Feedback section on the Norfolk County Council Local Offer website by clicking here. Alternatively, if you think your child may have SEN please speak to their Class Teacher or contact Miss O’Brien our SENCo on 01493 842055
Our Approach to Teaching Learners with SEN
At Alderman Swindell Primary School and Nursery 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, interest and experience knowledge and skills.
We value high quality teaching for all learners and actively monitor teaching and learning in the school. For more information on our approach please see our teaching and learning policy by clicking here.
Our school improvement plan is about developing learning for all and continued professional development (CPD) opportunities for all staff are planned.
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 learners through effective formative assessment ensuring that learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings, and staff engage in coaching and supervision.
At Alderman Swindell Primary School and Nursery we are committed to:
Shaping the future through our children by;
Creating a safe, happy place where EVERYBODY can learn and achieve success.
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 defined 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 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.”
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.
Learners can fall behind in school for lots of reasons. They may have been absent from school, they may have attended lots of different schools and not had a consistent opportunity to learn. They may not speak English very well or at all, they may be worried about different things that distract them from learning. At Alderman Swindell Primary School and Nursery we are committed to ensuring that all learners 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 learners have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.
SEN Profile 2015-16
Our SEN profile for 2015-16 shows that we have 11 % of children identified as having SEN, and 1.4 % of those have a Statement or a new Education Health and Care Plan (EHCP). The main area of need for children identified as having SEN is:-
4.3% linked to cognition and learning
83% linked to communication and interaction
13% linked to sensory and/or physical needs
0% linked to social, emotional and mental health difficulties
Assessing SEN at Alderman Swindell Primary School and Nursery
Class Teachers, Support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning. At Alderman Swindell Primary School and Nursery we ensure that assessment of educational needs, directly involves the learner, their parents/carers and of course their teacher. The Special Educational Needs Co-Coordinator (SENCo) will also support with the identification of barriers to learning.
For some learners we may want to seek advice from specialist teams. In our school we have access to various specialist services including:
- East Coast Community Healthcare (ECCH) which includes support from a speech therapist
- Child and Adult Mental Health (CAMHS) based at the Silverwood Child and Family Centre
We have access to services universally provided by Norfolk County Council, which are described by the Local Offer and includes support from:
- Virtual School for Sensory Support (VSSS)
Alderman Swindell Primary School and Nursery has commissioned for 2015-16 support from:
- The Child and Educational Psychology Practice Ltd (CEPP)
- Sue Sengupta – Autism Advisory Support
Our SENCo is ‘Reading Recovery’ trained and has a post graduate certificate in specific learning difficulties dyslexia. We employ two 0.6FTE specialist teachers who are ‘Reading Recovery’ trained to deliver the Every Child a Reader (ECaR) programme and 6 FTE additional Learning Access staff who deliver the interventions in the provision map as co-ordinated by our SENCo. Many of our TAs are Fischer Family trust trained and we have one TA who is undertaking ‘1st Class @ Number’ training. To support emotional development for well being and learning we use ‘The Thrive’ approach. Three of our staff are fully licensed Thrive practitioners, two of which are also licenced to work with families. To support children with speech and language we have three Elklan under 5s trained staff and two more undertaking training. During the summer holiday we created a dedicated suite of rooms for teaching children with SEN.
Each class has at least 1 full time TA who supports children with SEN in class. As well as our MSA team our Learning Access staff have staggered lunch hours to support SEN children with lunchtime.
What we do to Support Learners with SEN at Alderman Swindell Primary School and Nursery
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 Alderman Swindell Primary School and Nursery are proud of our Teachers and their development.
Our Teachers will use various strategies to adapt access to the curriculum this might include using:
- Visual timetables
- Writing frames
- Netbooks and other ICT equipment
- Computer program ‘Reading Eggs’
- Computer program ‘Mathletics’
- Recording devices
- Positive behaviour rewards system
- Increased use of visual aids
- Illustrated dictionaries/spellcheckers/word banks
Each learner identified as having SEN is entitled to support that is ‘additional to or different from’ normal differentiated curriculum. The type of support is dependent on the individual learning needs, and it 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 learner names, describes the interventions and actions that we undertake at Alderman Swindell Primary School and Nursery to support learners with SEN across the year groups. We modify the provision map regularly, and it changes every year, as our learners and their needs change. Modifications also occur as new knowledge and understanding of neuroscience and SEN emerges.
At Alderman Swindell Primary School and Nursery we share the provision map with our colleagues in the Great Yarmouth cluster (GY7) so we can learn from each other, and demonstrate what we offer for learners with SEN. We also aim to be 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.
Funding of SEN
Alderman Swindell Primary School and Nursery 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 we received for 2015-16 is £96 193.00.
The GY7 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. The GY7 cluster funding for 2015-16 is £240 311.00.
Funding from GY7 cluster is devolved to the school according to a formula agreed by the GY7 cluster Head Teachers.
The Great Yarmouth Cluster of schools aim to work together to improve learning for all, and we are able to share resources, training and moderate provision for learners with SEN.
How do we Find Out if this Support is Effective
Monitoring progress is an integral part of teaching and leadership within Alderman Swindell Primary School and Nursery. Parents/carers, pupils and staff are involved in reviewing the impact of 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. Before any additional provision is selected to help a child, the SENCo, Teacher, parent/carer and learner, 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 may be built in to the intervention itself, or it may 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 (ECH plan) 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.
Progress data of all learners is collated by the whole school and monitored by Teachers, Senior Leaders and Governors. We are also part of the GY7 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 learners should have the same opportunity to access extra-curricular activities. At Alderman Swindell School and Nursery in 2015-16 we are offering a range of additional clubs and activities.
We are committed to making reasonable adjustments to ensure participation for all, so please contact our extended school co-ordinator, Mrs Shirley Wihl on 01493 842055, to discuss specific requirements.
All staff at Alderman Swindell Primary School and Nursery 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 victimize a child or adult linked to a protected characteristic defined in the Equality Act and to make ‘reasonable adjustments.’
At Alderman Swindell Primary School and Nursery we abide by the provisions of the Equality Act 2010.
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 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 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 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, training provider or moving in to employment. Alderman Swindell Primary School and Nursery 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. Moving classes will be discussed with you and your child at their summer term review meeting. Transition to junior schools or reception at another setting will be discussed, if applicable, in the spring term of their Year 2, to ensure time for planning and preparation.
Have your say
Alderman Swindell Primary School and Nursery is our community school. 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 effective it needs the views of all parents/carers, learners, governors and staff. So please engage with our annual process to ‘assess, plan, do and review’ provision for SEN.
For impartial information, advice and support you can contact Norfolk SEND Partnership (formerly Parent Partnership). Telephone: 01603 704070 Email: email@example.com