Our Special Educational Needs Information Report

Special Educational Need and Disability (SEND) Information Report

Scole CEVC Primary School


Part of the Norfolk Local Offer for Learners with SEN



 Welcome to our SEND information report which is part of the Norfolk Local Offer for learners with Special Educational Needs and Disability (SEND). We have a legal duty to publish information on our website about our policy for pupils with SEN.  The information published will be updated annually. 

 A summary of our School Offer for Learners with SEN can be found at the end of this report.  This provides an overview of the provision we offer. If you wish to discuss any SEN matters the best people to contact are:

Claire Vosper – Headteacher 

Vicki Read – SENCo

Sue Auckland – SEN Governor.

Alternatively, if you think your child may have a SEND please speak to their class teacher.

If you have specific questions about the Norfolk Local Offer please go directly to their site by clicking here

Our Approach to Teaching Learners with SEN

 At Scole 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 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

 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 and staff continually assess ensuring that learning is taking place.


How does the school know if a pupil has a special educational need (SEN) or requires extra help?


There are four areas of SEN:

  1.   Communication and Interaction
  2.   Cognition and learning
  3.   Social, mental and emotional health
  4.   Sensory and/or physical

 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 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 ScolePrimary School 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.


Assessing SEN at Scole Primary School


Class teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning. At Scole Primary School we ensure that assessment of educational needs directly involves the learner, their parents/carer and their teacher. The Special Educational Needs Co-ordinator (SENCO) will also support with the identification of barriers to learning.


What specialist services and expertise are available or accessed by ScolePrimary School?


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 available here.


Parents will be consulted and asked for their permission for the school to refer a pupil to an outside professional, e.g. a Speech and Language Therapist or an Educational Psychologist.


How accessible is the school environment?

 The majority of the school building is wheelchair accessible. It has disabled changing and toilet facilities.


How will pupils be supported at Scole 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 ScolePrimary School are proud of our teachers and their development.  The Teacher Standards are available here


Our teachers will use various strategies to adapt access to the curriculum including:


  • Visual timetables
  • Additional resources such as writing frames, the use of ICT, coloured overlays etc.
  • Differentiated learning objectives
  • Providing plenty of opportunities for multi- sensory practical learning.
  • Positive behaviour rewards system


There is a teaching assistant in all classes for part or the whole day, depending on the age or need of the pupils.  As well as supporting learning within the class, teaching assistants may also carry out small group interventions such as Sound Discovery or one to one catch up programmes such as Toe by Toe or Precision Monitoring. 


Each learner identified as having SEN, is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. 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.


How does the school, parents and pupil know if the support is effective?


Monitoring progress is an integral part of teaching and leadership within ScolePrimary school. 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 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 a Statement or 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.


The SENCO collates the impact data of interventions, to ensure that we are only using interventions that work. Intervention data is shared with the Tree cluster so all SENCOs in our cluster are able to select high quality provision.


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 Tree 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.



What support does Scole Primary offer for a pupils overall wellbeing?


At ScolePrimary School we are committed to helping all children stay safe and healthy, enjoy their time at school and to help them to grow into mature and caring young people who make a positive contribution to the school and wider community.  We do this by providing an emotionally secure environment that prevents bullying and provides help and support for children (and their families) who may have problems.


For more information on our anti bullying policy click here.


All staff are trained to identify signs of anxiety and emotional problems.  These problems may be discussed with the parents and a plan is developed to deal with them, involving specialist where needed. 


How are pupils included in activities outside the classroom, including school visits?


All students at Scole Primary School have access to all activities offered by the school and where necessary, additional adult support will be available to assist pupils with SEN at after school activities and on school trips. Parents will be asked to meet with school staff to plan appropriate support where necessary.


How is the pupil prepared and supported to join the school or transfer to a new school or setting?


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.  Scole 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.


Our Reception teacher will work closely with parents and pre-school settings to ensure the smooth transition for all pupils at the beginning of their school career. 


How are the school’s resources allocated and matched to pupil’s special educational needs?


Scole Primary School receives funding directly to the school from the Local Authority to support the needs of learners with SEN.  The Diss Cluster of schools also receive funding from the Local Authority which is distributed as ‘top up’ funding for learners who require support that exceeds that available to the school. All schools in the Diss Cluster have signed an agreement which helps us work together.  The Diss Cluster of schools are committed to working together to improve learning for all, and we are able to share resources, training and moderate provision for learners with SEN. 


Pupils will be allocated resources based on their individual need. If, in exceptional circumstances, the school considers that a pupil needs extra resources it can apply to the cluster for additional funding.



Useful links


SEN in Norfolkwww.norfolk.gov.uk/SEN


Norfolk SEND Partnership –  http://www.norfolksendpartnershipiass.org.uk/


National SEND code of practice: 0 to 25 years – https://www.gov.uk/government/publications/send-code-of-practice-0-to-25


Parent Support advisors – Diss Resource Base, Shelfanger Road, Diss 01379 642425


School Offer Summary

This summary is designed as a tool to support parents and carers in understanding the range of SEN support and provision on offer at Scole Primary School. 


Social Skills programmes/support including strategies to enhance self-esteem

  • ·         Playground buddies
  • ·         Circle time activities
  • ·         Peer mediators – children themselves support one another in resolving any playtime disputes
  • ·         Individual and small group support and intervention from a specialist teaching assistant.
  • ·          
Access to a supportive environment – IT facilities/equipment/resources etc.

  • ·         Visual timetables
  • ·         Coloured overlays for reading; coloured interactive whiteboard backgrounds
  • ·         Specialist equipment to access the curriculum e.g. writing slopes, named pencils for coloured blindness, pencil grips
  • ·         IT software provision to enhance curriculum and for interventions e.g. Literacy Toolbox
  • ·         Disabled access ramps
  • ·         Disabled toilet facilities


Strategies/programmes to support speech and language

  • ·         Interventions from a speech and language therapist
  • ·         Talk partners
  • ·         Use of visual strategies to support language


Strategies to maintain regular communication with parents 

  • ·         SEN review meetings
  • ·         Termly progress checks
  • ·         ‘Stay and Play’ parent sessions
  • ·         Reading/maths workshops for parents
  • ·         Work with the Diss Cluster Parent Support Advisors
  • ·         Family assemblies



Strategies to support/develop literacy inc. reading

  • ·         Small group support for guided/shared reading and writing
  • ·         School library open daily for pupils and their families
  • ·         Literacy aids easily accessible in classes
  • ·         Fully trained Sound Discovery teacher assistant.
  • ·         Big Write across the school
  • ·         Literacy Toolbox
  • ·         Differentiated ppelling groups across the school
  • ·         Toe by Toe phonics intervention



Strategies to support/develop numeracy

  • ·         Small group support in class
  • ·         Fully trained Catch Up Numeracy teacher
  • ·         Big Maths across the school
  • ·         Precision Monitoring to support the acquisition of key number facts.
  • ·         Power of 2 intervention



Strategies to support behaviour

  • ·         Use of the school behaviour policy
  • ·         Peer mediation
  • ·         Positive behaviour modelling in classes
  • ·         In class reward systems
  • ·         Support from The Benjamin Foundation
  • ·         Many staff are Norfolk STEPs trained


Strategies/support to develop independent learning

  • ·         IT / Cloud based homework opportunities



Support/supervision at unstructured times of the day

  • ·         Named TA at playtimes
  • ·         Named midday supervisor at lunchtime
  • ·         Named teacher on the gate at the end of the day



Before and After School

  • ·         Rugby Club
  • ·         Football Club
  • ·         Netball Club
  • ·         Let’s Get Cooking
  • ·         Film Club
  • ·         Nature Club
  • ·         Gardening Club
  • ·         KS1 Games Club
  • ·         Art Club


(Review date: September 2019)