SEND Local Offer
SEND Information Report 2017-2018
Part of the Norfolk Local Offer for learners with SEND
Welcome to our SEND information report which is part of the Norfolk Local Offer for learners with Special Educational Needs and/or Disability. All governing bodies of maintained schools have a legal duty to publish information on their website about the implementation of the governing body’s policy for pupils with SEND. This information is updated annually.
If you want to speak to a member of staff about our provision or have a concern about SEND please contact Mrs. Saddleton our SENDCo via the academy office.
Our Approach to Teaching Learners with SEND
At North Wootton Academy we believe in participation for all. We want all children to participate in the full range of learning and opportunities provided by the school. We aim to create an inclusive culture in our school and respond positively to the diversity of children`s backgrounds, interests, experience, knowledge and skills. In order to do this we take into account the individual child and their needs as voiced by the child and their parent/carer.
We aim to create a learning environment which is flexible enough to meet the needs of all of our children. We value high quality first teaching for all learners and actively monitor teaching and learning in our school. This is facilitated through a rigorous performance management structure for experienced staff and a detailed mentoring program for newly qualified teachers. Regular observations of teaching are carried out by the head teacher, deputy head and subject leaders, with written and verbal feedback used to support teacher`s development.
How we identify children with SEND
At different times in their school career, a pupil may have a special educational need. The Code of Practice states:
“A child 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 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.”
If a learner is identified as having SEND, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning.
Our SEND profile for 2016-2017 shows that we have 10.5% of children having SEND including 5 children with Education Health and Care Plans (EHCP`s) and 1 child with a Statement of Special Educational need which will be transferred to an EHCP at his next annual review. The needs of these children include Autistic Spectrum Disorder (ASD), physical difficulties, mobility issues and educational difficulties.
The new code of practice divides SEND into the following 4 areas:
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health difficulties
- Sensory/physical needs
Children may have a special educational need which is incorporated in more than one of the above areas and indeed their need may change over time. At North Wootton we currently support children with-in all four of the above SEND categories.
Assessing SEND at North Wootton Academy
Class teachers, support staff, parents/carers and the pupils themselves will be the first to notice a difficulty with learning. We believe it is crucial to identify these needs as early as possible. Once a concern has been identified there will be discussion between some/all of the following as appropriate:
- Class teacher
- Previous establishments if appropriate
- Other agencies who are already involved with the pupil e.g. speech and language service
At North Wootton we ensure that the assessment of special educational needs directly involves the child, their parents/carers and the classteacher. The SENDCo will also support with the identification of barriers to learning.
As part of our provision for pupils with special educational needs we may decide to seek advice from specialist teams. Those available include:
- Speech and language therapists both NHS and a private therapist who is employed by the KES cluster
- Educational Psychologist
- Behaviour support through ‘The Short Stay School for Norfolk’
- Specialist Learning Support Teacher to assess and identify specific learning difficulties
- Support to develop Social Skills through ‘The Short Stay School for Norfolk’
- Community Paediatricians – these are accessed through a referral from a GP backed by the school
- Support from the Autistic Support Team
- Support from the school nursing team
- Support for Children with ADHD from the ‘Starfish’ team
- Access to a counsellor through the KES cluster
- Access to laptops etc through the ‘Access through Technology’ Team
- Access to support for children who have been involved in situations concerning domestic abuse through the ‘Pandora Project’
The SENDCo attends half-termly SENDCo cluster meetings with other staff from schools who feed into King Edward VII Academy. At these meetings a range of topics are discussed including:
- assessment tools
- training needs and opportunities for teachers and non-teaching staff
- effective resources
Advice to support a child with a particular need can also be discussed and good practice shared with others.
At North Wootton Academy we employ full and part-time teaching assistants who support children in class and deliver intervention programmes. As part of our provision we use the following interventions:
- ELS (Early Literacy Support)
- Sound Discovery
- Talk Boost
- Daily diary writing
- Sandford maths
We also have teaching assistants who work more closely with our children with high levels of special educational need. This includes individual and small group support.
What we do to support learners with SEND at North Wootton
At North Wootton every teacher is required to adapt the curriculum to meet the needs of the children in his/her class in line with the expectations set out in The Teacher Standards 2012.
In order for this to happen staff receive training and support to ensure that they provide good wave 1 provision (quality first teaching). They will also identify and deliver wave 2 support (short term support interventions) alongside other support staff where appropriate and wave 3 support (individualised support and interventions for the higher need pupils). All interventions are monitored for impact with assessments at the beginning and end of each set of intervention.
As part of our provision teachers will use various strategies to adapt access to the curriculum including:
- breaking tasks down into small steps
- using technology to record ideas, etc.
- use of a visual timetable
- writing frames
- behaviour reward systems
- adults used to scribe ideas
- use of coloured overlays
- support through the ‘Thrive’ program for children with social, emotional and/or behavioural difficulties
Each learner identified as having SEND, 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 overcome the identified barrier to learning. The support currently offered is detailed on a provision map which describes the interventions offered. This is reviewed regularly and changes according to the needs of the learners at that time.
As part of our provision we offer a range of different levels of support as outlined earlier in this document. We work closely with parents and operate an open door policy to encourage parents to contact teachers easily. We also offer regular curriculum awareness sessions on phonics, maths etc, parent teacher meetings termly and written reports yearly. Parents are also encouraged to join the Parent Teacher Association and attend the range of events they organise. Parent help in the classroom, for trips, pedestrian training etc is also encouraged. In addition to this several of our children with significant special needs have a daily diary which is written by support staff to enable parents/ carers to know what their children have achieved that day.
Children who are showing signs of emotional and/or social difficulty can access support through the ‘Thrive’ programme for which there are two qualified practitioners in school.
Funding for SEND
All school including North Wootton receives funding directly into their budget to support the needs of learners with SEND. The amount of money is calculated using `proxy indicators` which include levels of deprivation and previous attainment. The amount we received for the 2016/17 financial year is £65,403. In addition to this North Wootton belongs to the KES cluster which received £297,285 funding to support children and young people with special educational needs for the same period. As a school we can apply to the cluster panel (which is now made up of head teachers, Governors and SENDCos) for additional funding. This funding can be used to support children through the following:
- providing training for staff
- providing specialist equipment
- providing additional adult support for individuals with high level needs
- providing support for groups to develop learning, ease transitions, etc.
How do we find out if this support is effective?
Monitoring progress is an integral part of teaching and leadership at North Wootton. We follow the `assess, plan, do, review` model to ensure that interventions are effective and our provision meets the needs of pupils with SEND. Data is recorded termly or after an intervention is completed onto our tracking system and this is reviewed by the head teacher, senior staff, including the SENDCo and governors. Class teachers are responsible for monitoring the progress of the children in their class/set to help to identify where progress is causing concern.
Children currently with an Education Health and Care Plan (EHC plan) or Statement of Educational Need have a formal review meeting once a year (minimum) with all professionals involved in their plan, to review progress, set new targets etc. There are also termly reviews (minimum) of the Individual Education Plans (IEP’s) used to set targets, monitor progress etc.
Other Opportunities for Learning
At North Wootton Academy all learners have the same opportunity to access the wide range of extra-curricular activities. These are offered on a half-term or termly basis and details can be found on the school website and via emails sent directly to parents. School will endeavour to adapt the provision if necessary or provide the support needed.
The Equality Act 2010 places specific duties on schools not to discriminate, harass or victimise children with characteristics 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 purpose of this act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on his/her ability to carry out normal day-to day activities”.
The definition of disability in the Equality Act includes children with long term health conditions such as asthma, diabetes, epilepsy and cancer. Children with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and those with SEN. Children may therefore be covered by both SEN and disability legislation.
For more information about the Equality Act, please click here.
Preparing for the next step
We are committed to ensuring a smooth transition to and from North Wootton. To this end the SENDCo and Early Years staff, make visits to pre-school providers and do ‘Home Visits’ during the term before the children start school. This enables staff to meet the children on familiar ground and to gather as much information as possible from the providers. We also offer extra transition visits on top of the six sessions offered to all children, for children with a special need who can come with their parents and/or with their pre-school staff if it is felt these would be beneficial.
Transition meetings for parents and staff from school and pre-school are also held so that information, records, concerns etc can be shared and strategies put in place to ease transition. Transition booklets with photos of staff and the indoor and outdoor learning environments are made and sent to as many pre-school providers as possible. Children with SEND will receive their own copy so that parents can refer to it during the long summer break. As a cluster we are involved in a project to improve transition into school and this has included the provision of ‘Tapestry’ ( an online recording and assessment system) and funding to provide specific teaching assistants to liaise with parents on a daily basis.
If children leave North Wootton Academy other than at the end of Year 6 we ensure records are transferred and if there have been particular issues we contact the receiving school to discuss these.
At Year 6 when children transfer to secondary school there are good links with the 3 main high schools in King’s Lynn and transition systems are in place. Transition meetings are held either as part of an annual review of a Statement or Education Health and Care plan or in addition to these if necessary. Records are passed on and visits from high school staff enable a more informal transfer of information. These visits also enable the children to meet staff they will have at high school which can be very reassuring for them. All high schools have transition visits as standard from between 2 days and a week and in addition extra visits for children with special educational needs are arranged if needed.
For children moving classes within the school there are systems in place to ensure they are prepared for the changes they will encounter. These include taking photographs of staff and different areas of the school they will be using and having extra visits to the classrooms.
Have your say
North Wootton Academy is a community school. This SEND report declares our provision for our children with SEND. However to make it effective we need the views of parents/carers and to this end we ask that you engage with our annual process to ‘assess, plan, do and review’ our SEND provision by contacting us at firstname.lastname@example.org or email@example.com
Our SEND Governor can also be contacted via the academy office.