Special Educational Needs and Disabilities

SEN Information Report for Drayton CE Junior School 2016-17

Part of 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.) 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: Rev David Wells

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 CofE 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 responsive to the diversity of children’s backgrounds, interests, experience, knowledge and skills.

We value high quality teaching 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. 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
  • 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 t identified as having SEN.

Our SEN profile for 2016-17 shows that we have 12% of children at Drayton C of E Junior School identified as having SEN, and 2% of the children in the school have a Statement of Educational Needs (or Education Health and Care Plans).

Of those children identified with SEN, their primary needs are categorised as follows:

  • 41% Cognition and Learning
  • 26% Communication and Interaction
  • 30% Social, emotional and mental health difficulties
  • 3% Physical and/or Sensory

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 2016-17 is £53,883.

Our cluster of schools also receive funding from the Local Authority which is distributed as ‘top up’ funding for learners who require support that exceeds that available to the school. The cluster funding for 2016-17 is £175,244.

Assessing SEN

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, as part of our schools cluster, also receives support for 2015-16 from a list that includes:

  • Educational Psychologists
  • Advisory Support Teachers
  • Parent Support Advisor
  • Speech and Language Therapists
  • Autistic Spectrum Disorder (ASD) Team
  • Point 1 – Ormiston Families
  • Occupational Therapists

As a school we are also able to commission support from The Locksley School (The Short Stay School for Norfolk) and ‘School to School’ support which allows us to access the expertise from a number of complex needs schools.

We also employ a variety of Teaching Assistants who deliver the interventions on the provision map as co-ordinated by the SENCO.

What we do to Support Learners with SEN

Every Teacher 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
  • ICT based devices or other alternative recording devices
  • Peer buddy systems
  • Positive behaviour rewards system

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, and it changes throughout the year, as our learners and their needs change.

At Drayton C of E Junior School we share the provision map with our colleagues in the cluster so that we can learn from each other, and demonstrate what we offer for learners with SEN. We also aim to promote consistent practice across all the schools in our cluster ensuring equality of opportunity.

Our provision map will be shared with Governors who will then be able to ensure that we monitor the impact of these interventions on learning across the school.

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. This is also clearly reflected in the way that IEP’s have now been replaced by Learning Profiles. 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. A baseline assessment will also be completed 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 once a term (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 termly 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. Intervention data is shared with the cluster so all SENCOs in our cluster are 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 2016-17 we offer 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 in to 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 we would encourage all parties to engage with the annual process to ‘assess, plan, do and review’ our provision for SEN.

Useful links

www.norfolk.gov.uk/children-and-families/send-local-offer

www.norfolksendpartnershipiass.org.uk

www.gov.uk/government/organisations/department-for-education

www.familyvoice.org.uk