Special Educational Needs and Disability
information report 2017-18
C.E.V.C Primary School
to the Norfolk Local Offer for Learners with SEN
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
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.
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
Approach to teaching learners with SEN
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
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.
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.
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
Pupil’s Barriers to Learning
times in their school career, a pupil may have a special educational need. The
special educational needs Code of Practice defines special education needs
“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
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.”
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.
of SEN include:
Cognition and Learning
Social Emotional and Mental Health
Communication and Interaction
Sensory and/or Physical
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.
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.
with a learning difficulty that requires special educational provision will be
identified as having SEN.
SEN at Pulham
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
approach their child’s class teacher at any time if they are worried about
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:
Discovery’ and ‘Catch Up’ phonics assessment materials
of the child in class and recreational times
reading age assessment
spelling age assessment
(British Picture Vocabulary Scale) for identifying early Literacy
services and expertise available at or accessed by our school
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
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
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,
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.
small group work
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.
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.
with specific barriers to learning that cannot be overcome through Quality
First Teaching and Intervention groups
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.
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.
children whose learning needs are severe, complex and life-long
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
(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.
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.
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.
for this support
budget, received from Norfolk LA, includes money for supporting children with
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.
allocated to Pulham Primary School for the financial year 2017/18 is £7287.
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.
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.
the Progress of your Child in School
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.
progress is reviewed formally every term in Reading, Writing and Maths.
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
of children with an EHC Plan is formally reviewed at an Annual Review with all
adults involved with the child’s education.
will also check that your child is making good progress within any individual
work and in any group that they take part in.
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
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
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
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
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.
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
pupils move off the SEN register when they have ‘caught up’ or made sufficient
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
Other Opportunities for Learning/Inclusion that ensures with SEND are
included in all activities at Pulham school.
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
at Pulham School have the same opportunity to access extra-curricular
activities and other school activities including residential visits.
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.
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.
Act 2010 definition of disability is:
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
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
Training for School Staff
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.
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
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.
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.
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
behaviour, avoiding exclusion and increasing attendance
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
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.
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
for pupil’s next steps
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.
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
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
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.
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
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.
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.
for further information, advice and contacts for SEND issues.