Special Educational Needs & Disabilities

SEN Information Report and Policy for Newton Flotman Primary school 2018-19

Part of the Norfolk Local Offer for Learners with SEN


Our SEN Information Report is part of the Norfolk Local Offer for learners with Special Educational Needs (SEN). All school governing bodies have a legal duty to publish information on their website how the school runs its policy for pupils with SEN. The information published must be updated annually.

At Newton Flotman Primary School 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 via the school office, 01508 470379 this year are:

Name of SEN Governor:

Name of SENCO: Mr Adam Riley

Name of Headteacher:  Mr Adam Riley

If you have specific questions about the Norfolk Local Offer please look at the Frequently Asked Questions by clicking here. Alternatively, if you are concerned your child may have SEN please speak to their Class Teacher or the headteacher who is currently our SENCO.


Our Approach to Teaching Learners with SEN

Our ethos statement:        At Newton Flotman Primary School, we all

Love  Enjoy  Accept  Respect  Nurture

Newton Flotman Church of England Primary School is an inclusive learning community, which is based on Christian values, such as love and forgiveness, acceptance and respect, nurture and enjoyment. Our children feel safe and valued within a creative and supportive environment.

Every child is encouraged to be independent and to reach their full potential in all areas of the curriculum.

This means that at Newton Flotman Primary School we believe in participation for all. We celebrate all members of our community. We want to create an inclusive culture in our school and we aim to be responsive to the diversity of children’s backgrounds, interests, experience, knowledge and skills.

We value high quality teaching for all learners and actively monitor teaching and learning in the school. The progress and attainment of all learners is closely monitored and staff continually assess ensuring that all children are moving forward on their learning journey. Our whole school system for monitoring progress includes regular pupil progress meetings, SEN review meetings and staff engage in coaching and supervision.


Our SEN profile for 2018-19:

In November 2018 we had 14 (12%) children overall identified as having SEN.

The SEND Code of Practise January 2015 identifies four areas of SEN, Communication and Interaction; Cognition and Learning; Social, Emotional and Mental Health; Physical and/or Sensory Needs.

Whilst many children and young people have difficulties that fit one area, some have needs that span multiple areas.  For the purpose of this profile we have identified their primary need.

Primary Need Graph


Included in these figures is two children who have an Education and Health Care Plan.


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 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.”

If we believe a learner has SEN, we will offer provision that is ‘additional to or different from’ the normal differentiated curriculum, and this is intended to overcome or remove the barrier to their learning. Further clarification can be found in the SEND Code of Practice.

Learners can fall behind in school for lots of reasons and may require special provision, but may not be classified as having SEN. For example, they may have been absent from school, or may have attended lots of different schools and not had a consistent opportunity to learn. English may not be their first language or they may be worried about different things that distract them from learning.

At Newton Flotman Primary School we are committed to ensuring that all learners have access to rich learning opportunities, and for those who are at risk of not progressing with their learning, we will help to overcome barriers. This does not mean that all vulnerable learners have SEN. Only those with an identified barrier to their learning, specific difficulty or disability that requires special educational provision will be identified as having SEN. Special educational provision for some children with SEN may be the same as for those without.


Assessing SEN at Newton Flotman Primary School

Assessment of educational needs is a joint process, directly involving the learner, their parents/carer, Class Teacher and the Special Educational Needs Co-ordinator (SENCO). We have a range of assessment tools available, which we share with our cluster of schools.

For some learners we may want to seek advice from specialist teams. In our school and cluster we have access to various specialist services and we have access to services universally provided by Norfolk County Council, which are described on the Local Offer website available here.

Newton Flotman Primary School, as part of the Long Stratton Cluster for 2018-19 also has support from:

Educational Psychologist, Advisory Support Teacher, Speech Therapist, Dyslexia Assessor, Dyslexia Outreach Service.

We also employ 11 teaching assistants  who provide in class support and deliver the interventions on the provision map, as co-ordinated by our SENCO.

Current interventions include:

Working to crack the code with Project X Code

Working to crack the code with Project X Code

Project X Code, Precision Teaching and targeted phonics to help with reading and spelling; 1st Class @ Number and targeted maths; Bucket Time for communication attention, Speech and Language Therapy (SALT),Social Play-based,

Nurture in the Rainbow Room

Nurture in the Rainbow Room



Lego Based Therapy for Communication and Volcano in my Tummy to help with managing emotions; and Teorderescu Motor Programme and fine motor skills groups to help improve handwriting.


Click here to find out more.

Click here to find out more.

We now have a fully trained ELSA Teaching Assistant who runs interventions in the Rainbow Room and also works with responsive needs in school to support conflict resolution and restorative work.

What we do to support learners with SEN at Newton Flotman Primary School

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 Newton Flotman Primary School are proud of our Teachers and their development.

We will use various strategies to adapt access to the curriculum, this might include using:

Visual timetables, writing frames, computers, peer buddy systems and seating plans, positive behaviour rewards system, spelling lists and desk charts

Each learner identified as having SEN is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. This support depends on the child’s learning needs, and aims to give better access to learning and overcome their barriers.

Provision map: Additional support is plotted on a provision map which details interventions that take place to support any learners who may have fallen behind, who may or may not have an SEN. We update the provision map regularly, because our learners and their needs change.

The provision map is shared with our colleagues in the Long Stratton Cluster so we can learn from each other, and demonstrate what we offer for learners with SEN. We also try to give equal opportunities across all the schools. We can share training and specialist skills.

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.

Learning Logs: In addition, learners identified with SEN have a personalised Learning Log, giving an individual history of support and assessments, together with current specific targets and desired outcomes to help overcome their barriers to learning and enable progression. These are shared with the children and parents/carers as they are reviewed.

One Page Profiles: we have adopted a person centred planning approach using One Page Profiles.  These give children with SEN an opportunity to reflect on their learning, to think about what they enjoy and what motivates them and to have a say in how they want to be supported.  These are also shared with parents/carers who can contribute to them.

“Sometimes I like to have a go on my own, if I need help I can ask a friend.” pupil

“Sometimes I find it hard to concentrate so I like to work in the library.” pupil.

Child-Parent Workshops: Children who are receiving SEN support, have an EHC plan or are involved in an intervention are invited to bring their parents to a fun and practical workshop to celebrate difference, uniqueness and to challenge children’s view of themselves and their learning.  These are held regularly by the SENCO whereby a short update on SEN news is given to the parents before the children join them for the workshop.

“Enjoyable and worthwhile.” parent

How do we find out if this support is effective?

Graduated Approach Image

We follow the ‘assess, plan, do, review’ graduated approach and ensure that parents/carers and children are involved in each step. Before choosing which ways to help a child, the SENCO, Teacher, parent/carer and learner, agree what they expect from this help. Monitoring progress is an integral part of teaching and leadership within Newton Flotman Primary school. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEN. We make use of before and after data to assess impact – this may be numbers and scores, but it could also be observations or views of the child, family and staff.

Children, Parents/carers and their Teaching and Support Staff will be directly involved in reviewing progress. If a learner has a Statement of SEN or an Education Health and Care Plan (EHCP), it will also be formally reviewed annually.

Teacher-SENCO Meetings these take place termly so that the SENCO can monitor provision within the class and get an update on the progress/impact of provision for children on the SEN regsiter.  These meetings also give the teacher the opportunity to discuss and concerns of other children within their cohort.

Progress data of all learners is put together for the whole school using our online tracking system (Pupil Asset) and monitored by teachers and the leadership team. A termly SEN Report details progress, attainment and gives headlines and actions as part of the monitoring process.

Governors monitor overall figures to make sure that the school is performing well. We are also part of the Long Stratton cluster moderation group, so we can check that our judgments are correct. Our school and cluster data is also monitored by the local authority and Ofsted.

Funding for SEN

Newton Flotman Primary School receives funding directly to the school from the local authority to support the needs of learners with SEN. The amount of funding we receive for 2018-19 is £37,451

The Long Stratton cluster of schools also receives funding from the local authority which is distributed as ‘top up’ funding for learners who require support that exceeds what is available to the school. The Long Stratton cluster funding for 2018-19 is £36,815 (April – Sept 18)

All schools in the Long Stratton cluster have signed a governance agreement which helps us work together. We have written our Cluster policy for SEN which is available here.

The Long Stratton Cluster of schools is committed to working together to improve learning for all, and we are able to share resources, training and moderate provision for learners with SEN. If you would like any further information on SEN in the Long Stratton cluster please contact our co-ordinator: Lesley Payne at Saxlingham Nethergate.

Other opportunities for learning

All learners should have the same opportunity to access extra curricular activities. At Newton Flotman Primary School in 2018-19 we are offering a range of additional clubs and activities. These are published by newsletter, and information can be obtained from the school office. You can get an idea of what is available in the School Prospectus, available here.

We are committed to making reasonable adjustments to ensure participation for all, so please contact us to discuss specific requirements.

All staff at Newton Flotman Primary School 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 protected 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 ability to carry out normal day-to day activities.” (From 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. Children and young people may therefore be covered by both SEN and disability legislation.

Preparing for the next step

Transition is a part of life for all learners. This can be moving on to a new class in school, having a new teacher, or moving on to another school and beyond school. Newton Flotman Primary School works hard with children, families and other schools to make sure transitions are smooth.

Planning for transition is a part of our provision for all learners especially those with SEN. Moving classes will be discussed with you and your child at their summer term review meeting. Transition to secondary schools will be discussed throughout Year 6 and often before, personalised visits are arranged if necessary, as part of a person centred approach to transition.  All new teachers will receive a copy of the child’s latest One Page Profile and updated Learning Log.

Have your say

Newton Flotman Primary School is a community school. We want all of our learners to be able to achieve. We need to know what learners and their families think so we can keep improving what we offer. We ask for feedback at all meetings.

Have you found the information you were looking for? How could we improve our offer? Give us your thoughts and feedback here.

If you are not happy with what we are doing, come and talk to us about it – to the Class Teacher, to the SENCO or to the Head Teacher. We have procedures for the very rare occasions when someone needs to make a complaint, which you can find here. It would be a good idea to get in touch with the Norfolk Parent Partnership, a charity organisation that offers support, advice and mediation.

Useful links

We aim to be your best link, but there are others here:

For information: Norfolk SEND Local Offer:  –http://www.norfolk.gov.uk/SEND

For advice and support: Parent Partnership –  www.norfolksendpartnershipiass.org.uk/

For the law and the guidance we follow: Department for Education – www.dfe.gov.uk

Useful information for parents – www.specialneedsjungle.com


Updated 27th September 2019

Next Review September 2020


Useful Links

SEND Code of Practice



Norfolk SEND Strategy 2019 to 2022