SEND - Pulham Primary

Search
Go to content

Main menu:

Key Info

Special Educational Needs and Disability


SEN information report 2017-18
Pulham C.E.V.C Primary School
Contributing to the Norfolk Local Offer for Learners with SEN

Introduction
Welcome to our SEN information report which is part of the Norfolk Local Offer for learners with special educational needs (SEN). As part of the Children and Families Bill 2014, all schools have a legal duty to make available their local SEND Offer to families which details how they can support children and young people with a special educational need and/or disability (SEND). It is a requirement that this is published and reviewed annually. The required information is set out in the SEN regulations
At Pulham C.E.V.C 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.

Raising Concerns
If you think your child may have special educational needs, which is creating a barrier to their learning, please speak to their class teacher in the first instance. You could also contact Mrs Vicki Read, our SENCo, or Mrs Simone Goddard, our Headteacher on 01379 676313 or email the school office. If you have specific questions about the Norfolk Local Offer please look at the Frequently Asked Questions

Approach to teaching learners with SEN
Pulham C.E.V.C Primary School is an inclusive school and we believe in participation for all. We celebrate all members of our community, aspiring for them to actively participate in their own learning, encouraging individual creativity and setting no limits on achievement.
We create a learning environment which is flexible enough to meet the needs of all members, supporting them to make the best possible progress regardless of individual need.  
To accomplish these aims, we consider a Special Educational Need to be well defined as a barrier to learning and alongside this we offer a broad and balanced curriculum with high quality teaching. We provide effective support for children with special educational needs and disabilities, starting from our first contacts with parents and carers when a child enters our school. We make sure that additional needs are identified early and we offer a range of provision according to identified needs. We work with a range of other professionals to make sure that all children receive the support they need to do well at school.
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.
We continually assess progress and attainment of all learners, ensuring that learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings and follow up intervention for individuals.

Identifying Pupil’s Barriers to Learning
At different times in their school career, a pupil may have a special educational need. The special educational needs Code of Practice defines special education needs 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.”
If a learner is identified as having SEN, here at Pulham School, we will make provision that is ‘additional to or different from’ the regular differentiated curriculum with the intention to overcome the barrier to their learning.
Categories of SEN include:
·         Cognition and Learning
·         Social Emotional and Mental Health
·         Communication and Interaction
·         Sensory and/or Physical
Learners may experience difficulty in their learning for a variety of other reasons, not all being a special education need, for example, school absence, attendance at a number of schools, speaking English as an additional language or worrying about different things that distract them from their learning.  
At Pulham C.E.V.C Primary School we are committed to ensuring that all these learners too have full access to learning opportunities and for those who are at risk of not making progress, we will intervene. These students are identified as vulnerable learners not automatically having a SEN.
Only those with a learning difficulty that requires special educational provision will be identified as having SEN.
Assessing SEN at Pulham
Class Teachers, support staff, parents/carers and the learners themselves will be the first to notice a difficulty with learning. At Pulham C.E.V.C 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 (SENCo) will also support with the identification of barriers to learning.
Some of the ways identification may occur is through:
·         Liaison with pre-school/ previous school
·         Pupil performance is below age expectations
·         Concerns raised by parent
·         Concerns raised by teacher
·         Health diagnosis through paediatrician
Parents can approach their child’s class teacher at any time if they are worried about their child.
Parents are kept informed at all stages in the process of identification and assessment of needs. They are invited to meet the SENCo and participate in discussions of support planned for their child. They can obtain advice on how to help at home with any particular aspect of parenting.
We have a variety of assessment methods and tools available, including:
  • ‘Sound     Discovery’ and ‘Catch Up’ phonics assessment materials
  • Observations     of the child in class and recreational times
  • Salford     reading age assessment
  • Vernon’s     spelling age assessment
  • BPVS     (British Picture Vocabulary Scale) for identifying early Literacy     difficulties
Specialist services and expertise available at or accessed by our school
Pulham C.E.V.C Primary School as part of the Harleston Cluster, have commissioned for 2016 -17, support from Educational Psychology services.  This is paid for by the Cluster and the support available is shared by all 5 schools in the Cluster. We have access to services universally provided by Norfolk County Council, which are described on the Local Offer website  
Parents and carers are given copies of any specialist assessment reports and can discuss them with the SENCo or class teacher. Parents and carers are usually invited to meet the Educational Psychologist or Advisory Specialist on the day of an assessment or observation. Parents or carers need to give permission for their child to access these services.
If a child has a complex special educational need or disability they may have an Education Health and Care Plan (EHCP). This plan specifies the type and level of support needed for the pupil. The local authority is responsible for creating the plan through liaison with parents/carers, the pupil, SENCo and other professionals.
Support available for children with special educational needs
Excellent Classroom Teaching – often referred to as Quality First Teaching (QFT), at Pulham CEVA Primary School, every teacher adapts the curriculum to ensure access to learning for all children in the class. The Teaching Standards detail the expectations on all teachers, which include
·         Ensuring that the teacher has the highest possible expectations for your child and all pupils in their class.
·         Ensuring that all teaching is based on building on what your child already knows, can do and can understand.
·         Putting in place different ways of teaching so that your child is fully involved in learning in class. This may involve using practical learning strategies, visual timetables, enlarging resources, writing frames, peer support, I-Pads or lap tops.
·         Putting into place specific strategies (which may be suggested by the SENCo or other outside specialists) to support your child to learn, such as adapted materials/physical aids, e.g. sloped writing desks, coloured overlays, pencil grippers.
·         Carefully planned pupil groups to enable specialist teaching.
·         Using positive behaviour rewards systems.
·         Deploying additional adults/Teaching Assistants to support children with additional needs within the class.
Specific small group work
These groups may be run in the classroom or in an alternative learning space. They may be run by a teacher or a trained learning support assistant.
These are often called intervention groups. Interventions are intended to provide a short burst of support when required. Currently children take part in the following programmes Catch Up and Sound Discovery for reading, Nessy and Attack for spelling and Numicon Closing the Gap for numeracy amongst others. Very often these programmes are tailored to individuals by our experienced staff.
For children with specific barriers to learning that cannot be overcome through Quality First Teaching and Intervention groups
In such cases, your child will have been identified by the class teacher, SENCo, or you will have raised your concerns, as needing more specialist input instead of or in addition to excellent classroom teaching and intervention groups.
You will be asked to discuss your child’s progress and needs to plan possible ways forward. You may also be asked to give your permission for the school to refer your child to a specialist professional, e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself to understand your child’s particular needs better and be able to support them more effectively in school.
The specialist professional will work with your child to understand their needs and make recommendations, which are likely to include: making changes to the way your child is supported in class and giving support to set, monitor and reset targets which will include their specific specialist expertise.
For those children whose learning needs are severe, complex and life-long
This specified individual support is usually provided via a Statement of Special Educational Needs or an Education Health Care Plan (EHCP). This means your child will have been identified as needing a particularly high level of individual support.
The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs. This is a legal process and you can find more details about this in the Local Authority (LA) based Local Offer here.  
After the school have sent in the request to the LA (with a lot of information about your child, including some from you), they will decide whether or not they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report together outlining your child’s needs. Your child will be part of this process. If the LA does not think your child needs this, they will ask the school to continue with the current support at the school.
After the reports have been sent in, the LA will then decide if your child’s needs are severe, complex and lifelong. If this is the case, they will write an Education Health Care Plan, which will outline the number of hours of individual/small group support your child will receive from the LA, how the support should be used and what strategies must be in place. It will also have short and long term goals for your child. An additional adult may be used to support your child with whole class learning, run an individual 1:1 programme or run small groups that involve your child.
Funding sources for this support
The school budget, received from Norfolk LA, includes money for supporting children with SEND.
The local authority also supplies funding to clusters of schools and we form part of the Harleston cluster. Through discussion Headteachers, SENCos and Governors agree to the amount allocated to each school.
The amount allocated to Pulham Primary School for the financial year 2017/18 is £7287.
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. We have a team of teaching assistants who are funded from the SEN budget and deliver programmes designed to meet groups of children’s needs. 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.
Pupil progress meetings are held each term. From this individual special needs are highlighted, teachers decide on adjustments within the class for those pupils and appropriate targets.  If pupils needs require support beyond QFT these are included in the school’s termly special needs provision map which identifies needs, appropriate interventions and targets.
Measuring the Progress of your Child in School
Your child’s progress is continually monitored by his/her class teacher, this is in the context of the whole school progress tracking from entry through to Year 6 using a variety of measures.
His/her progress is reviewed formally every term in Reading, Writing and Maths.
If your child is in Year 1 and above, but is not yet fully accessing the National Curriculum a more sensitive assessment tool is used which shows their level in more detail and will also show smaller but significant steps of progress. The levels are called ‘P’ levels.
At the end of each Key Stage (i.e. at the end of Year 2 and 6) all children are required to be formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and the results are published nationally.
The progress of children with an EHC Plan is formally reviewed at an Annual Review with all adults involved with the child’s education.
The SENCo will also check that your child is making good progress within any individual work and in any group that they take part in.
As referred to above pupils who are not making expected progress are identified through termly pupil progress meetings, led by the Headteacher. 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.
The school SENCo meets with the Governor responsible for SEND each term to discuss progress. Progress of our SEN learners is included in the termly report given to governors by the headteacher.
How we know that support is having impact
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 SENCo, 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.
Children, their Teaching and Support Staff and SENCo will be directly involved in the reviewing process. This review can be built into the intervention itself, or it can be at the termly meeting, where we all discuss progress and next steps. If a learner has an Education Health Care Plan (EHC Plan,) the same termly review conversations take place, but the EHC plan will be formally reviewed annually.
Progress data of learners is collated by the whole school and monitored by Teachers, Senior Leaders and Governors. We are also part of the Harleston cluster where schools work together to monitor the progress of children with SEN and the impact of intervention and funding. This is reported to Cluster Governors, the Local Authority and Ofsted. The SENCos in the Cluster work closely together and meet every half term.
Effectiveness can be measured in many ways, including the following, 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 may increase.  
Very often pupils move off the SEN register when they have ‘caught up’ or made sufficient progress.
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 SENCo and discuss pupil progress.
Other Opportunities for Learning/Inclusion that ensures with SEND are included in all activities at Pulham school.
At Pulham C.E.V.C school in 2017/18 we are offering a range of additional clubs and activities. These can be found on our website and change on a termly basis.
All learners at Pulham School have the same opportunity to access extra-curricular activities and other school activities including residential visits.  
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.
Access to after school clubs and school trips is provided as of right and support is organised where required. It is a requirement that any such provision, including independent providers, must cater for pupils with SEND, making any reasonable adjustment necessary, in line with the Equality Act of 2010.  
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/her 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.
Support and Training for School Staff
We identify training needs and plan accordingly for the professional development of teachers and support staff. Our SENCo informs staff of SEN developments and devolves information from cluster and county training opportunities.
Sound Discovery and Catch Up interventions 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.
Support for pupil’s overall well-being
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 in our care and take bullying very seriously. We teach anti-bullying as part of our PSHE curriculum, our anti-bullying policy can be found on our school website. There are 2 nurture groups run each week for KS1 and KS2 pupils.
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 SENCo for further advice and support. This may involve working alongside outside agencies such as Health practitioners and Children’s Services, and/or the Behaviour Support Team. The school also has access to a team of Pastoral Support Workers and Parent Support Advisors within the cluster.
The school is fully 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 planned for.
Support for behaviour, avoiding exclusion and increasing attendance
Maintaining excellent attendance, punctuality and behaviour is an on-going priority at Pulham School because of the proven impact these have on the learning of all pupils.  
This principle is supported by our robust attendance and behaviour policies that focus on positive strategies, rewards and incentives. We endeavour to inform parents regularly, usually at our termly learning conferences, about the child’s attendance, behaviour and punctuality.
Additionally pupils are rewarded for good behaviour on our weekly ‘Golden table’ and notably good learning behaviours are recognised at our weekly celebration assemblies. Where attendance is becoming a concern, parents are encouraged to discuss attendance issues with the Headteacher and/or the cluster parent support advisor (PSA), attendance letters are sent to parents/carers of those pupils with attendance issues and support is requested from the local authority attendance team when necessary.
Preparing for pupil’s next steps
We recognise that ‘moving on’ can be difficult for a child with SEN and are committed to working in partnership with children, families and other providers to ensure that any transition is as smooth as possible.  
When moving into our reception class - Initial contact is made with the setting previously attended and with the parents, as soon as we are notified that a pupil is transferring into our school. Our reception teacher will visit the child in their pre-school setting along with the year 6 pupil who will be their buddy once at school. Children are invited for a number of taster sessions in the Summer term and parents are invited to attend a meeting with the reception teacher. Parents are invited to contact the school at any other time to ask questions and discuss concerns.
When moving to another school - We will contact the new school’s SENCo and ensure he/she knows 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.
When moving classes in 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 undertake a ‘transition day’ to work within their new class in the Summer Term prior to transition.
When moving form Year 6 to High School - The SENCo and Year 6 staff will meet with the High School SENCo/representatives 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. Opportunities to familiarise pupils with their new school are organised as part of the transition process throughout the year by all high schools locally, i.e. science days, invitations to student productions and treasure hunts as well as the more formal ‘transition days’ at the end of the Summer Term. Some of these transition days facilitate additional opportunities specifically targeted at the more vulnerable pupils.
The voice of our parents and carers
At Pulham C.E.V.C Primary School we pride ourselves on building positive relationships with parents/carers. We are open and honest with parents and invite them to make an appointment with their child’s class teacher or the SENCo if they have concerns or questions.
Parents are asked to complete a questionnaire annually, responding on various issues including provision, communication and pupil progress. Parents are also encouraged to visit Parentview on the OFSTED website. Additionally parents will be part of the group to review the SEN report for the school annually along with the SENCo and governors. In the event that parents are not satisfied with the outcomes of discussions or their child’s progress, parents should follow the school complaints procedure.
Useful links for further information, advice and contacts for SEND issues.

 
Copyright 2016. All rights reserved.
Back to content | Back to main menu