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If you have any concerns about your child, please speak to your child’s class teacher; you do not have to wait for a parent’s evening.
At Scole Primary School, class teachers meet regularly with the head teacher and Special Educational Need Co-Ordinator (SENDCo) to review the needs and progress of the children.
Children of concern are discussed at whole staff meetings, during the SENDCos weekly visit to the school and informally on a day to day basis. At these times we share concerns and discuss options for support, ensuring that additional needs are identified early.
Children are carefully assessed. Teacher observation, marking of work and collecting a range of evidence are all vital in fully assessing a pupil, so that class based support and any other intervention can be carefully adapted to the individual child. The following are also respectfully considered:
Any concerns raised by parents are shared with the SENDCo and the head teacher, both are happy to meet with parents. Please contact them on 01379 740654 or by email firstname.lastname@example.org.
In addition to this Norfolk County Council publish their Local Offer (LINK to just show as ‘Norfolk’s Local Offer’ https://www.norfolk.gov.uk/children-and-families/send-local-offer) online which has some useful information about SEND, the support you can expect, plus contacts and resources available.
The level of support your child will receive will depend on their needs. Class teachers will be able to explain the additional support in place. In addition, the SENDCo is willing to make arrangement to meet at any time during the year.
Additional support, for those experiencing barriers to learning is delivered as follows.
High Quality Classroom Teaching
The most valuable tool we have for all our pupils is high quality class teaching. This is the best model of inclusion for children with SEND.
This excellent classroom teaching, often referred to as Quality First Teaching (QFT), is how every teacher adapts the curriculum to ensure access to learning for all children in the class. A document mapping this provision is updated every term. The information on this is the same as that shared with parents and students by the class teacher.
Targeted Small Group or One to One work (Interventions)
We have intervention groups for those children who need a boost, to fill gaps in learning or to ‘catch up’. These children can be those with an identified Special Educational Need (SEN) but could also be pupils highlighted by teaching staff as in need of some short-term support.
These groups may run in the classroom or in an alternative learning space. They may be run by a teacher, trained teaching assistant or the SENDCo. We use an interesting range of published programmes as well as putting together our own bespoke packages for particular needs.
The need for this provision is reviewed at least termly.
Further specialist support
If a pupil is not making the progress we would expect despite QFT and short-term intervention we will talk with you about further assessment, more intervention time, greater involvement from the SENDCo, the specifics of your child’s SEN and possibly the involvement of other specialist professionals. At this point your child will be recognised as having ‘SEN support’ and will benefit from the careful monitoring of the SEND register.
When specialist support is sought, this helps us all understand further your child’s particular needs and to plan positive ways forward. We work with a range of other professionals to make sure that all children receive the support they need to do well at school, these include Speech and Language Therapists (SALTs), Occupational Therapists (OTs) and Educational Psychologists (EPs).
At times of more formal assessment, including the statutory SATs for example, those children who benefit from having adult readers, scribes, additional time or other specific support will be provided with what is appropriate in line with the support they have on a day to day basis. If there are reasons for a child to be ‘dis-applied’ from formal assessment this can be discussed and actioned too.
Education Health care Plans
For those children whose learning needs are severe, complex and life-long we will endeavour to support via application to the Local Authority to assessment for an Education Health Care Plan (EHCP). (Link to the EHCP information page on the Norfolk Local Offer https://www.norfolk.gov.uk/children-and-families/send-local-offer/support-for-learning/education-health-and-care-ehc-plans). We would work on such an application together and once in place it states outcomes and actions that education and health professionals are required to provide. These plans are reviewed annually and can continue through to age 25.
At different times in their school career, a pupil may have a special educational need. The SEN Code of Practice (2014) (https://www.gov.uk/government/publications/send-guide-for-parents-and-carers) definition of SEN is having ‘a learning difficulty or disability which calls for special educational provision to be made for them. A child has a learning difficulty or disability if they have a significantly greater difficulty in learning than others of the same age or have a disability which hinders them from making use of educational facilities as provided for others of the same age.’
Parents/carers, class teachers, support staff, and the learners themselves will be the first to notice a difficulty with learning. At Scole Primary School we ensure that identification and assessment of educational needs directly involves the learner, their parents/carer and their teacher. The special educational needs co-ordinator (SENDCo) will also support with the identification of barriers to learning using a variety of assessment methods and tools, for a range of learning barriers.
If your child has an Education, Health and Care Plan, this will specify the support needed for your child and this will be reviewed at least annually, in school, to ensure that the plan is still appropriate for your child and to make any changes.
For all other children with an identified additional need, named within our SEND register or not, the type of support given to your child will be reviewed at least termly, by the class teacher, head teacher, SEN higher level teaching assistant (HLTA) and SENDCo and you will have the opportunity to discuss this at termly meetings with the class teacher.
During the school day the work will be differentiated so that your child will be able to access the curriculum provided for all children in the class.
A variety of resources will be available and your child will be involved in making decisions around adjustment. Both the teacher and teaching assistant will provide support in groups or individually within the classroom.
Individual strategies for SEND pupils are planned and reviewed at least termly, these will apply to activities all around school as well as in the classroom and throughout the school day, not just in class teaching times.
At Scole we allocate funds carefully to the variety of support offered; 1:1 support, small group support, specialist support from outside agencies and time for the Special Educational Needs Coordinator to work with pupils, parents, class teachers and teaching assistants. We also buy equipment and resources where appropriate and our teaching assistants attend courses to support their work with pupils.
The school budget received from Norfolk LA includes money for supporting children with SEND. For the year 2020/2021 this is £27,213. In addition the school applies termly to the Local Authority for pupil specific’ financial support, called ‘Element 3 funding and in exceptional circumstances further funding from the local authority can be applied for.
We ensure that the needs of all children who have special educational needs are met to the best of the school’s ability with the funds available. The budget is allocated on a needs basis. The children who have the most complex needs are given the most support, often involving an additional adult.
Where a SEN child is also registered as pupil premium they will benefit additionally from the funding allocated to that group.
At Scole School in 2020/21 we are offering a range of additional clubs and activities. These can be found on our website.
All learners at Scole School have the same opportunity to access extra-curricular activities and other school activities including residential visits. All staff take seriously their obligation to make reasonable adjustment for all pupils, including those with SEN and those with a disability, to be able to access all activities if they wish, in line with the Equality Act of 2010.
School trips are accompanied by a high ratio of adults to children and more individualised support is arranged where necessary. A risk assessment is carried out prior to any off site activity and sometimes a pupil specific risk assessment will be in place too, for this parents would be asked to advise and contribute.
Your child’s progress is continually monitored by their class teacher, this is in the context of the whole school progress tracking from entry through to Year 6.
Effectiveness can be measured in many ways, for example, pupils are successful in meeting targets, pupils make progress academically against national/age related expected levels, the gap is narrowing and they are catching up with their expected age levels, verbal feedback from the teacher, parent and pupil consistently suggests improvement and reading age and spelling age scores increase.
We follow the ‘assess, plan, do, review’ model and try to ensure that parents/carers and children are involved in each step. Before any additional provision is selected to help a child, the SENDCo, Class Teacher, and Teaching Assistant delivering the intervention and learner, agree what they expect to be different following this intervention. Parents/carers may also form part of these discussions. A baseline will be recorded, which can be used to monitor the impact of the provision.
Very often pupils move off the SEND register when they have ‘caught up’ or made sufficient progress that indicates they have adapted to or overcome the barrier to learning. At this point, progress is still carefully observed.
Pupils who are not making expected progress are identified through termly SEN focus staff meetings or one to one meetings between class teacher and SENDCO. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression.
Parents are kept updated through the Autumn and Spring Term learning conversation evenings, as well as the Summer term full report. The termly changes in QFT and interventions for those on the SEND register, can be shared at parent’s evenings. For a few pupils with multi-level needs we write an Individual Education Plan (IEP), this is reviewed in the same way and is always shared by the SENDCo with parents.
Parents and carers are given copies of any specialist assessment reports and can discuss them with the SENDCo or class teacher. Parents and carers are invited to meet visiting professionals, such as the Educational Psychologist, on the day of an assessment.
We offer an open door policy where parents/carers are welcome any time to make an appointment to meet with either the class teacher or SENDCo and discuss pupil progress.
We regularly discuss and identify staff training needs related to the needs of the children in school at the time.
The TAs involved in intervention are highly experienced and the SENDCo has the National Award for SEN co-ordination. In combination with detailed individual planning we use a number of structured programmes; to name a few,
Outside services are employed too. Scole Primary School commissions support from Judith Carter’s Educational Psychology organisation Willow Tree learning. For speech therapy services we work with NHS East Coast Community Health service (ECCH) in the first instance and occasionally commission private speech services. We access the sensory occupational therapy services SENSI and Open Arms Sensory Support and have access to services universally provided by Norfolk County Council, which are described on the Local Offer (https://www.norfolk.gov.uk/children-and-families/send-local-offer).
We are an inclusive school and welcome diversity. All staff believe that high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children.
We care about the social and emotional well-being of each child and take bullying very seriously. We teach anti-bullying as part of the school ethos and our anti-bullying policy can be found on our school website.
A key stage 1 and key stage 2 nurture, well-being and self-esteem based intervention is available for groups of children who need some specific social and emotional support. We also work with Simon Andrews from Hearts and Minds, he provides pupil and family support through therapeutic activities and counselling.
The class teacher has overall responsibility for the pastoral, medical and social care of each child in the class, therefore this is the parents’ initial point of contact. If further support is required, the class teacher liaises with the SENDCo for further advice and support, this happens when needs are complex, when the child is in local authority care (LAC) and/or when there are, in addition, safeguarding concerns. This may involve working alongside outside agencies such as the Education of Vulnerable Groups Achievement and Access Service, Health practitioners and Children’s Services.
The school is accessible to pupils with SEND. The school is wheelchair accessible with a disabled toilet in the main building. The school produces an annual Disability Access Plan to ensure that this provision is regularly monitored and developed.
When a child joins our school or a need is identified at Scole, we endeavour to ensure we get the appropriate training, updates and support available to us, through the relevant services.
Our SENDCo, holds the statutory qualification and informs staff of SEN developments; they attend the Local Authority termly SEN forums, cluster SEN events and is a member of the SEN Network run by Willow Tree Learning. Most recently, the whole staff benefitted from Sensory training run by the Occupational Therapy team at SENSI and learned about specific literacy barriers with and experienced teacher of SEN and Specific Literacy Difficulties (SpLD).
Some interventions used, for example, Sound Discovery and Catch Up require specialist training in order to be delivered effectively. Any staff leading these interventions have been appropriately trained either by experienced staff within the school or by an external provider. Additionally, the SENDCo is trained in the use of a number of assessment tools.
We recognise that ‘moving on’ can be difficult for any child and this seems particularly true for those with SEN and we are committed to working in partnership with children, families and other providers to ensure that any transition is as smooth as possible.
As a child gets ready to move into our Reception class initial contact is made with their previous setting and with the parents. Children are invited for a number of taster sessions in the Summer term and parents are invited to contact the school at any other time to ask questions and discuss concerns. Any relevant information is shared with other members of staff and the SENDCo when appropriate.
As a child gets ready to move to a new school we will contact the SENDCo there and ensure they know about any special arrangements or support that needs to be made for your child. We will make sure that all records about your child are passed on as soon as possible. We will strongly support transitional visits to the new setting.
As a child moves into a new class within school, information will be passed on to the new class teacher in advance and a planning meeting will take place with the new teacher. Children will have opportunities to meet their class teacher and be involved in ‘transition days’ to work within their new class in the Summer Term prior to transition.
On high school transition the SENDCo and Year 6 staff will be in contact with the high school SENDCos to discuss the specific needs of your child and what provision needs to be made. Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school, we encourage this happening as early as possible. Opportunities to familiarise pupils with their new school are organised as part of the transition process throughout the year by all high schools locally. Some of these transition days facilitate additional opportunities for vulnerable learners.
At Scole Primary School, we respect and value your understanding of your child’s needs and wishes. We aim to involve you throughout decision making processes and to keep you informed of the support your child is having. We encourage you to meet with us as often as you feel necessary and we really notice the positive impact of parents working equally alongside us.
Parents are encouraged to express opinion through Parentview on the OFSTED website. In the event that parents are not satisfied with the outcomes of discussions or their child’s progress, parents should speak to the head teacher.
Please do not hesitate getting in touch with us.
At Scole Primary School your first point of contact is always the class teacher. Our SEND Co-Ordinator is Maryanne Peters. You can also speak to or email the school office at email@example.com. The head teacher is also very happy to discuss any concerns, there is also our school governor with responsibility for SEND, Marureen Eade.
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