Welcome to our SEN information report which is part of the Norfolk Local Offer for learners with Special Educational Needs (SEN.) All governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN. The information published must be updated annually. The required information is set out in the SEN Code of Practice (July 2014). Please click here to access this.
At Drayton C of E Junior 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. The best people to contact this year are:
Name of SENCO: Mr Matthew Richards
Name of Head: Mr David Oldham
Name of SEN Governor: Mrs Rachel Ward
You can access the Norfolk Local Offer by clicking here. Alternatively, if you think your child may have SEN please speak to their Class Teacher or contact
Mr Richards, the SENCO, on 01603 867504.
Our Approach to Teaching Learners with SEN
At Drayton C of E Junior School we believe in participation for all. We want all adults and children to participate in learning and we celebrate all members of our community. We want to create an inclusive culture in our school and we aim to be more responsive to the diversity of children’s backgrounds, interests, experience, knowledge and skills.
We value high quality, inclusive education for all learners and actively monitor teaching and learning in the school. We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community. The curriculum extends beyond the academic and provides for learner’s broader development enabling them to develop and discover their interests/talents. We monitor progress of all learners and staff continually assess progress to ensure that sufficient learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings.
How we identify SEN
At different times in their school career, a child or young person 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 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:
- 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 or mainstream post-16 institutions.” p15/16
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.
Learners can fall behind in school for lots of reasons. They may have been absent from school, they may have attended lots of different schools and not had a consistent opportunity to learn. It might also be that they are worried about a variety of different things that distract them from learning. At Drayton C of E Junior School we are committed to ensuring that all learners have access to the best learning opportunities, and for those who are at risk of not learning, we will intervene. This does not mean that all vulnerable learners have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.
Our SEN profile for 2020-21 shows that we have 16.0% of children at Drayton C of E Junior School identified as having SEN, and 1.5% of the children in the school have an Education Health and Care Plan (EHCP). This compares to the current national figure of 15.4% with SEN and 3.3% EHCP’s.
Of those children identified with SEN, their primary needs are categorised as follows:
51% Cognition and Learning
13% Communication and Interaction
29% Social, emotional and mental health difficulties
7% Sensory and/or physical needs
It should be noted that many of our children have needs that fit into more than one of the above categories.
Funding for SEN
Drayton C of E Junior School receives funding directly to the school from the Local Authority to support the needs of learners with SEN. This is described in an SEN memorandum. The amount of funding we received for 2019-20 is £81,824.
Our school also receives ‘SEND High Needs Top Up Funding’ from the Local Authority which is ‘top up’ funding for learners who have an EHCP or require support that exceeds that available to the school. If an application is accepted and funding agreed, then the amount that we receive will depend on the ‘band’ of need that the specific child falls into.
Class Teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning. At Drayton C of E Junior School we ensure that the assessment of educational needs, directly involves the learner, their parents/carer and of course their Teacher. The Special Educational Needs Co-ordinator (SENCO) will also support with the identification of barriers to learning. We have a range of assessment tools available and these are updated in consultation with our cluster of schools.
For many 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 provided by Norfolk County Council, which are described on the Local Offer website available here.
Drayton C of E Junior School also receives support for 2020-21 from a list that includes:
Advisory Support Teachers (through Core Consultation process)
Speech and Language Therapists
Autistic Spectrum Disorder (ASD) Team
Point 1 – Ormiston Families
Medical Needs Team
As a school we are also able to access support from The Short Stay School for Norfolk (SSSfN) which allows us to utilise the expertise from a number of complex needs school.
We also employ a variety of Learning Support Assistants who deliver a variety of interventions on the provision map as co-ordinated by the SENCO.
What we do to Support Learners with SEN
Every Teacher endeavours to provide ‘Quality First Teaching’ and is required to adapt the curriculum to ensure access to learning for all children in their class. The ‘Teacher Standards’ detail the expectations on all teachers and are available here.
Our Teachers will use various strategies to adapt access to the curriculum, this might include using:
- Visual timetables
- Writing frames
- i-pads, lap tops or other alternative recording devices
- Peer buddy systems such as co-operative learning groups
- Positive behaviour rewards system
- Coloured overlays/backgrounds/font type & size
- Ace Spelling Dictionaries
Each learner identified as having SEN, 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 enable access to learning and overcome the barrier to learning identified. This support is described on a provision map which describes the interventions and actions that we undertake at Drayton C of E Junior School to support learners with SEN across the year groups. We modify the provision map regularly as our learners and their needs change.
Our provision map will is carefully monitored and used, alongside other data/information, to ensure that we assess the impact of these interventions on learning across the school. TA’s also keep ongoing records of the progress of children within their intervention groups so that we can make changes/adaptions where necessary.
At Drayton C of E Junior School, we aim to provide a curriculum that supports learners to develop their character, including their resilience, confidence and independence.
We also regularly meet with our colleagues in the cluster schools (as well as a wider network of schools through termly Essential SENCO Network Meetings and SEND forums) so that we can learn from each other, share resources and demonstrate the effectiveness of what we offer for learners with SEN.
How do we Find Out if this Support is Effective?
Monitoring progress is an integral part of teaching and leadership within Drayton C of E Junior School. Pupils and staff are involved in reviewing the impact of interventions for learners with SEN. We follow the ‘assess, plan, do, review’ model and ensure that children and parents are involved in each step. Before any additional provision is selected to help a child, the SENCO, Teacher, parent/carer and learner, agree what they expect to be different following this intervention. This will be done in line with any outside agency reports/recommendations. A baseline assessment will also be completed where possible in order to consider the impact of the provision.
Children, parents and the teaching and support staff will be directly involved in reviewing progress. This review can be built in to the intervention itself, or it can be a formal meeting held at least twice a year (usually as part of whole school parent consultations), where we all discuss progress and next steps. If a learner has an Education Health and Care Plan (EHC plan,) the same review conversations take place, but the EHC plan will also be formally reviewed annually.
The SENCO collates the impact data of interventions, to ensure that we are only using interventions that work. Interventions are often shared with the cluster so all SENCOs in our cluster are better able to select high quality provision.
Progress data of all learners is collated by the whole school and monitored by Teachers, Senior Leaders and Governors. We also take part in moderation with our feeder Infant School so we can ensure that our judgements stand up to scrutiny. Our school data is also monitored by the Local Authority and Ofsted.
Other Opportunities for Learning
All learners should have the same opportunity to access extra-curricular activities. At Drayton C of E Junior School in 2020-21 we hope to offer (when restrictions are lifted) a range of additional clubs and activities. There are also opportunities for children with SEND to take part in special PE days/activities organised for our cluster schools. Full details of all of these activities are available from the school office.
All staff at Drayton C of E Junior School adhere to the Equality Act 2010. This legislation places specific duties on schools, settings and providers including the duty not to discriminate, harass or victimise a child or adult linked to a protected characteristic 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 purposes of this Act if (s)he has a physical or mental impairment which has a substantial and long-term adverse effect on his 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.
For more information about the Equality Act, the protected characteristics or duties on public bodies, please click here.
Preparing for the next step
Transition is a part of life for all learners. This can be transition to a new class in school, having a new teacher, or moving on to another school, training provider or moving into employment. Drayton C of E Junior School is committed to working in partnership with children, families, schools and other providers to ensure positive transitions occur.
Have your say
Drayton C of E Junior School is actively involved in its local community. We will shape and develop provision for all of our learners ensuring achievement for all. This SEN report declares our annual offer to learners with SEN, but to be effective it needs the views of all parents/carers, learners, governors and staff. So please engage with the annual process to ‘assess, plan, do and review’ our provision for SEN.
www.ymcanorfolk.org (Family Matters)
Last Reviewed December 2020