Together Everyone Achieves More
Wreningham School is committed to Safeguarding
And Promoting the Welfare of children
SEN Information Report
for Wreningham VC Primary School 2015-2016
Contributing to the Norfolk Local Offer for Learners with SEND: www.norfolk.gov.uk/SEND.
Introduction
Welcome to our SEN Information Report which is part of the Norfolk Local Offer for learners with Special Educational Needs and Disabilities. All school governing bodies have a legal duty to publish information on their website about the policy on SEN and this must be updated annually.
At Wreningham VC 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 welcome your comments on our offer so please do contact us. The best people to contact are:
Headteacher: Mr RP Jones
Special Educational Needs & Disabilities Co-ordinator (SENCO): Ms JK Leader
SEN Governor: Mrs J Billham
Our Approach to Teaching Learners with SEN
Wreningham VC Primary is committed to providing a full and effective education to all pupils and embraces the concept of equal opportunities for all - Learning for all.
· Develop a culture of inclusion valuing high quality teaching for all learners with teachers using a range of effective differentiation methods.
· Monitor the progress of all learners and continually assess pupils ensuring that learning is taking place. Pupil progress meeting are held at least termly – and usually each half term.
· Employ a collaborative approach with learners with SEN or disability, their families, cluster schools and other local authority professionals.
· Set appropriate individual targets based on prior achievement, high aspirations and the views of the learner and the family.
· Make efficient and effective use of school and cluster resources
· Have regard to the Code of Practice (2014) for the identification, assessment, support and review of SEN.
· Adhere to the requirements of the Equality Act (2010) and the Children & Families Act (2014)
National data suggests children with SEN can be more susceptible to bullying. We have a pro-active approach to behaviour management and bullying – We are a TELLING school. This means that anyone who knows that bullying is happening is expected to tell the staff. See our Behaviour Policy for full details.
How we Identify SEN
At different times in their school career, a child 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
education provision to be made for him or her. A child of compulsory school age has a learning difficulty or disability if he or she:
a) Has a significantly greater difficulty in learning than the majority of others the same age; or
b) Has a disability which prevents or hinders him or her from making use of facilities of a kind generally
provided for others of the same age in mainstream schools or mainstream post-16 institutions.’
Pupil progress meeting are held each half term. Attainment and progress tracking data is used to identify pupils with slow or no progress. A combination of teacher knowledge of the child together with assessments including PUMA tests, PIRA test, Single Word Reading Tests, Single Word Spelling Tests, Sound Discovery unit assessments, Lexia Reading profile scores help identify progress. Where pupils’ progress is significantly slower than that of their peers, or fails to match their previous rate of progress, despite high quality teaching targeted at specific areas of difficulty, it may be that the child has SEN. 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. Only those with a learning difficulty that requires special educational provision will be identified as having SEN. These pupils will be listed in a school SEN Register.
Information will be gathered, including seeking the views of parents and the pupil, as well as from teachers and assessments. There can be a many reasons for learners ‘falling behind.’ These may include absences, attending lots of different schools, difficulties with speaking English, or worries that distract them from learning. The school understands that children who experience these barriers to learning are vulnerable. This does not mean that all vulnerable learners have SEN.
SEN profile Summer Term 2015 - SEN Level of Need
3 pupils - High (with a Statement of Special Educational Need)
7 pupils - Moderate/High
In addition, 8 pupils Low (a monitoring stage)
This profile is made up of the following groups and includes the low level SEN children (pupils may be in more than one group):
14 pupils SEN linked to Cognition and Learning including maths, reading, writing, spelling.
7 pupils SEN linked to Social, Emotional and Mental Health including Attachment Disorder, Eating Disorder, ASD, ADHD, anxiety and depression.
8 pupils SEN linked to Communication & Interaction including speech and language difficulties, language processing difficulties, problems with social interaction.
3 pupils SEN linked to Sensory and/or physically including partially sighted, disability affecting mobility, hearing difficulties.
What should I do if I think my child may have Special Educational Needs?
If you have any concerns regarding your child’s progress or well being then please speak to either your child’s class teacher or Ms Leader (SENCO) to discuss your concerns.
Support for children with Special Educational Needs
If a learner is identified as having SEN, we will provide support that is ‘additional to’ or ‘different from’ the differentiated approaches and learning arrangements normally provided as part of high quality, personalised teaching intended to overcome the barrier to their learning.
This support may involve adapting the curriculum or the environment and is set out in the school Provision Map, which describes the interventions and actions that we take to support learners with SEN across the year groups. We modify the provision map regularly and it changes every year, as our learners and their needs change.
Strategies to adapt access to the curriculum may include:
· Visual timetables
· Writing frames
· Highlight strips and coloured paper
· Peer buddy systems
· Positive behaviour rewards system.
Our provision map is shared with other schools in our cluster, as are assessment tools. In this way we learn from each other, develop a wider understanding of different SEN, and share training opportunities to improve the support we offer our learners. When providing support that is ‘additional to’ or ‘different from’ we engage in a four-stage process:
Assess, Plan, Do and Review:
Assess – this involves taking into consideration all the information from discussions with parents or carers, the child, the class teacher and assessments.
Plan – this stage identifies the barriers to learning, intended outcomes, and details what additional support will be provided to help overcome the barriers. Parents are actively invited to be involved at every stage of producing an Intervention Plan. Decisions will be recorded on the Intervention Plan and will form the basis for termly review meetings, or more frequently dependent on the child, held as part of Parent/Teacher Consultations. As appropriate to their age and stage of development, children are involved in the writing and assessment of their intervention plans via children/staff conferences. This is completed in the second week of each new term.
Do – providing the support – extra assistance for learning or learning aids – as set out in the Intervention Plan. Strategies used to support the teaching of children with SEN can include any of the following: Talk Boost; Sound Discovery; Lexia Reading; Effort Chart; Project X reading & writing; Pre-learning Maths; Targeted Maths support.
Review – measuring the impact of support provided, and considering whether changes to that support need to be made. All of those involved – learner, their parents or carer, teacher and SENCO - contribute to this review. This stage then informs the next cycle, if necessary. Meetings with Teachers and Teaching Assistants (TAs) to discuss progress of learners are held weekly, as well as half termly Pupil Progress Meetings with the Senior Leadership Team.
This additional support intervention will be tailored to meet the child’s needs, and will target the area of difficulty. This support may be provided in class or in another area of the school, on a 1-to-1 basis or as part of a small group of learners with similar needs. These interventions may be run by a teacher or a trained teaching assistant. The support provided, and its impact in class, will be monitored closely and shared regularly with the child and with their parents or carers.
For some learners, we may want to seek advice from specialist teams. In our school and cluster we have access to various specialist services. We have access to services universally e.g. Speech and Language Therapy, Social Services provided by Norfolk County Council, which are described on the local offer website available here
http://www.schools.norfolk.gov.uk/
Wreningham as part of the Wymondham Cluster of Primary Schools have commissioned support from:
Educational Psychologist
Specialist Teacher
School Counsellor
Short Stay School for Norfolk – Child Support Service
We employ six FTE Teaching Assistants who deliver the interventions in the provision map as co-ordinated by the SENCO.
Staff training and expertise:
We aim to keep our teaching staff well trained. Recent training had included: Norfolk Steps; Sound Discovery; Talk Boost; Speech therapy; Nurture group training (1 TA); Thrive – emotional and mental wellbeing; ELKLAN communication (2 TAs, SENCO + 1 class teacher) Questioning (All staff); Safeguarding (All staff).
While the majority of learners with SEN will have their needs met using school Intervention Plans, some may require an Education Health and Care Plan (EHC), which replaces a Statement of Special Needs.
Funding:
Funding comes directly from the LA to the school to support the needs of learners with SEN. The cluster also receives funding from the LA which is distributed as ‘top-up’ funding for learners who require support that exceeds that available to the school. Each school in the cluster applies for funding for individual children according to their need. The total amount of ‘top up’ funding we received for 2015 is £7940. All cluster schools work together have an agreed ‘Wymondham Cluster SEND Policy’ as well as a ‘Wymondham Cluster SEND Funding Application Guidance’ available here.
The Cluster are committed to working together to improve learning for all, and we are able to share resources, training and moderate provision for learners with SEND.
Assessing the impact of intervention:
The interventions used will be those that are proven to make difference for most learners. A baseline assessment will take place at the beginning of an intervention – this will provide the point of reference for measuring progress made by a child – and a target outcome set (eg an improvement of reading age by six months).
Regular reviews will take place to ensure that the intervention is having the intended effect. Should progress be less than anticipated, the frequency, intensity and intervention may be adapted. Where difficulties persist despite high quality interventions and appropriate adjustments, advice and support may be requested from other professionals with parental consent.
Where a child has an Education, Health and Care plan (EHC), there will be an annual review held in addition to the termly review meetings, taking into account the views of the child, their parent or carer, and all other professionals involved with the child.
Other Opportunities for Learning
All learners should have the opportunity to access extra-curricular activities. We are committed to making reasonable adjustments to ensure participation for all, so please contact our extended school co-ordinator to discuss specific requirements.
At Wreningham VC Primary we regularly offer the following:
Football
Drama
Jo Jingles Music F/Stage & KS1
Senior Sports KS2
Infant Sports F/Stage & KS1
Computer programming
Art Club
Sewing
Recorders
Table tennis
In the Locality
Jazz/street dance/contemporary
Archery
Badminton
Trampolining
Wall climbing
Martial Arts
Gymnastics
Rainbows/Brownies/Guides/Beavers/Cubs/Scouts
Preparing for the next step
During the last term of each academic year transition planning meetings will take place for all children changing class. For children with an additional need, meetings will begin earlier in the year. These meetings are to discuss your child’s strengths, interests and any additional needs they may have. They will share ways that those additional needs are being met, including what has worked well and what has not been so successful.
Where your child will be starting a new school, the SENDCO and teacher(s) will meet with the SENDCO and teacher(s) at their new school.
The records to track your child’s academic and social achievements, attainment and progress (including results from any assessments and reports from the health service or other professionals) together with information about any additional support that has been provided for your child will be shared.
We recognise that transition is an important time for all children but especially so for a child with SEN. Consequently we work closely with parents, children and staff to ensure these transitions run as smoothly as possible. Planning for transitions will take place in the summer term and arrangements for transition for High School for pupils will be planned according to the individual needs.
We have a designated teacher for Looked After Children who liaises with the social worker and the Virtual Head to draw up a Personal Educational Plan and this links to the school’s Intervention Plan. The SENCO and class teacher attends regular LAC reviews.
Have Your Say
Wreningham VC Primary is in the heart of our community. We can shape and develop provision for all of our learners ensuring achievement for all. This SEND report declares our annual offer to learners with SEND, but to be effective it needs the views of all parents / carers, learners, staff and governors. Please engage fully with us to ‘assess, plan, do and review’ provision for SEN.
If you have any comments relating to the provision offered by the school, please contact Ms Leader (SENCO) at
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Wreningham VC Primary Information Report
June 2015