Newton Flotman SEN Policy 2020
SEN Information Report for Newton Flotman Primary School 2020 – 2021
Part of the Norfolk Local Offer for Pupils with SEND
Welcome to our SEN information report which is part of the Norfolk Local Offer for pupils 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 policy for pupils with SEN. The information published must be updated annually. The required information is set out in the draft SEN regulations which can be found here.
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 this year are:
Name of SENCO: Aileen Bale
Name of Head: Adam Riley
If you have specific questions about the Norfolk Local Offer, please look at the Frequently Asked Questions by clicking on the SEN pages of the Norfolk Schools website. Alternatively, if you think your child may have SEN please speak to their Class Teacher or contact Aileen Bale, our SENCO, on 01508 470379.
Our Approach to Teaching Pupils with SEN
At Newton Flotman Primary School 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, interests, experience, knowledge and skills.
We value high quality teaching for all pupils and actively monitor teaching and learning in the school. For more information on our approach please see our teaching and learning policy which is available on the School Website or from the school office.
Our School Improvement and Development Plan is about developing learning for all and details are planned continued professional development (CPD) opportunities for all staff.
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 pupils, and staff’s continuous assessment ensures that learning is taking place. Our whole school system for monitoring progress includes half termly pupil progress meetings, work and planning scrutinies and discussions with staff.
At Newton Flotman Primary School, we value Learning for All
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:
- 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 pupil is identified as having SEN, we will usually provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning.
Pupils can fall behind in school for lots of reasons. They may have been absent from school or they may have attended lots of different schools and not had a consistent opportunity to learn. Sometimes they may be worried about different things which may distract them from learning and some pupils may have little or no English when starting school. In this case their acquisition of English language is tracked and interventions put in place to accelerate their learning and progress where possible. At Newton Flotman Primary School we are committed to ensuring that all pupils 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 pupils have Special Educational Needs. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.
Our SEN profile for 2020-21 shows that we have 15% of pupils (17 children) identified as having SEN, and 29% (5 children) of those have Education, Health and Care Plans (EHCP). The percentage of children with EHCPs in the school is 4%
42% of those pupils are identified as having SEN linked to cognition and learning.
35% of those pupils are identified as having SEN linked to communication and interaction.
6% of those pupils are identified as having SEN linked to behaviour, emotional and social difficulties.
12% of those pupils are identified as having SEN linked to physical disability and/or sensory needs.
6% of those pupils are identified as having SEN linked to Autistic Spectrum Disorder.
Assessing SEN at Newton Flotman Primary School
Class Teachers, support staff, parents/carers and in many cases, the pupil themselves will be the first to notice a difficulty with learning. At Newton Flotman Primary
School we ensure that assessment of educational needs, directly involves the pupil, their parents/carer and of course their Teacher. The Special Educational Needs Co-ordinator (SENCO) will also support with the identification of barriers to learning. We have a range of assessment tools available.
For some pupils we may want to seek advice from specialist teams. In our school and cluster we have access to various specialist services. We have access to services universally provided by Norfolk County Council, which are described on the Local Offer website.
Newton Flotman Primary School has commissioned support from a range of external agencies for assessment and diagnosis where appropriate.
We also employ 2 Full Time Equivalent and 4 Part Time Learning Support Assistants who deliver the interventions co-ordinated by our SENCO.
What we do to Support Pupils 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.
Our Teachers will use various strategies to adapt access to the curriculum; this might include using:
- Visual timetables
- Writing frames
- I-pads, computers or other alternative recording devices
- Peer systems
- Positive behaviour rewards system
- differentiated planning
- meetings with parents
- Individual Behaviour Plans
- care plans
- adult TA support
- small groups support (when possible)
- training planned for staff for dyslexia and ASD
- support for hearing impaired child
- remote learning from SALT, social support
Each pupil identified as having SEN, is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. Progress towards individual or group targets will be monitored and reported to parents at least termly. The type of support is dependent on the individual learning needs, and is intended to enable access to learning and overcome the barrier to learning identified. This support will be detailed on a provision map, which although does not state the individual pupil names, describes the interventions and actions that we undertake at Newton Flotman Primary School to support pupils with SEN across the year groups. We modify the provision regularly, and it changes, as our pupils and their needs change.
Our provision map is shared with our IEB who ensure that we monitor the impact of these interventions on learning across the school.
Funding for SEN
Newton Flotman Primary School receives funding directly to the school from the Local Authority to support the needs of pupils with SEN.
How do we Find Out if this Support is Effective?
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 pupils 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 pupil (where appropriate), 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 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 pupil has an Education Health and Care Plan (EHCP) or statement of special educational needs the same termly review conversations take place, but the EHCP 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 pupils is collated by the whole school and monitored by Teachers, Senior Leaders and Governors. Our school and cluster data is also monitored by the Local Authority and Ofsted.
Other Opportunities for Learning
All pupils should have the same opportunity to access extra-curricular activities. At Newton Flotman Primary School we usually offer a range of additional clubs and activities and a list of these is available on the school website and from the school office. Please note that due to Covid-19, our extra-curricular activities are more limited than we are usually able to offer.
All staff at Newton Flotman Primary School have regular updates 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.”
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 a 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 a part of life for all pupils. 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. Newton Flotman 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 pupils with SEN. Moving classes will be discussed with you and your child at their summer term review meeting. Pupils with SEN transition to secondary schools will be discussed in the summer term of their Year 5, to ensure time for planning and preparation.
Have your say
We can shape and develop provision for all our pupils ensuring achievement for all. This SEN report declares our annual offer to pupils with SEN, but to be effective it needs the views of all parents/carers, pupils, governors and staff. So please engage with our annual process to ‘assess plan, do and review’ provision for SEN.