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Local Offer - SEN

SEN Information Report for Colman Infant School 2018 - 2019
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 Special Educational Needs and Disability Regulations 2014 which can be found here 

 

At Colman Infant School we are committed to working together with all members of our school community. This local offer was originally 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:

 

Penny Craft SEN Governor
Katherine Morley SENCO and Deputy Headteacher
Matthew Gamble Headteacher

 

If you have specific questions about the Norfolk Local Offer please follow this link. Alternatively, if you think your child may have SEN please speak to their Class Teacher or contact Katherine Morley on 01603 491010 or 01603 473418.

Our Approach to Teaching Learners with SEN 

At Colman Infant 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 teaching for all learners and actively monitor teaching and learning in the school. Our school improvement plan is about developing learning for all and details our planned continued professional development (CPD) opportunities for all staff.  

 

We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community.  We monitor the progress of all learners, and staff continually assess to ensure that learning is taking place.  Our whole school system for monitoring progress includes regular pupil progress meetings.

 

At Colman Infant School, we value:

Learning for all.

How we identify SEN 

At different times in their school career, a child or young person may have a special educational need.  The Special Educational Needs and Disability Code of Practice: 0 - 25 states that:

“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:

  1. have a significantly greater difficulty in learning than the majority of others of the same age: or
  2. 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.”

Further details can be found here

If a learner is identified as having SEN, we will make provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning (see the National Curriculum Inclusion statement https://www.gov.uk/government/collections/national-curriculum )

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. They may not speak English very well or at all, they may be worried about different things that distract them from learning. At Colman Infant School we are committed to ensuring that all learners have access to 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.

Where progress continues to be less than expected the teacher, working with the SENCO, will assess whether the child has SEN. In deciding whether to make special educational provision, the teacher and SENCO will consider all the information gathered from within school, the views and experience of parents and pupil alongside national data. For higher levels of need there are arrangements in place to draw on more specialised advice from external agencies. The Special Educational Needs and Disability Code of Practice 0 – 25 years identifies four broad areas of need:

  • Communication and interaction
  • Cognition and learning
  • Social, emotional and mental health difficulties
  • Sensory and/or physical needs

Where a pupil is identified as having SEN, parents must be formally notified and schools should take action to remove barriers to learning and put effective educational provision in place. This SEN provision takes the form of a four-part cycle – Assess, Plan, Do, Review and is known as the graduated response.

Requesting an Education, Health and Care Needs Assessment 

SEN support should be adapted or replaced depending on how effective it has been in achieving the agreed outcomes. If issues persist then the school or parents should consider requesting an Education, Health and Care needs assessment. This may result in the production of an Education, Health and Care plan.

Colman Infant School SEND Profile 2018-19

Barrier to learning

Number of learners at SEN Support

Percentage of school population at SEN Support

Number of learners with a Statement / EHCP

Percentage of school population with a Statement /EHCP

Total

Number

Cognition and Learning

1

0.5%

0

0%

1 (0.5%)

Communication & Interaction

8

4.5%

2

1.1%

10 (5.6%)

Social, Emotional & Mental Health

0

   0%

0

0%

0 (0%)

Sensory and/ or Physical

0

   0%

8

4.5%

8 (4.5%)

Total

9

5.0%

10

5.6%

19 (10.6%)

Assessing SEN at Colman Infant School 

Class Teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning.  At Colman Infant School we ensure that 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 which we share with our cluster of schools.

For some learners we may want to seek advice from specialist teams. Schools also have access to those services universally provided by Norfolk County Council, which are described on the Local Offer website available here

 

Colman Infant School as part of the Norwich Central Cluster have also commissioned S2S support and Educational Psychology and Specialist Support for the year 2018 - 2019.

 

Here at Colman Infant School we have a team of 15 Teaching Assistants and 2 Higher Level Teaching Assistants who support learning in class and deliver the interventions in the provision map as coordinated by our SENCO.

 

In addition we employ a part-time EAL teacher (Trish Andrews, Wednesday morning) and a specialist Speech and Language Learning Support Assistant (Catherine Situmorang, Wednesday and Friday).

 

Our Parent Support Adviser, Geraldine Preston, is based at Colman Junior School and can be contacted by phone or email: 07795 225289     gpreston@colmanjunior.norfolk.sch.uk    

What we do to Support Learners with SEN at Colman Infant School 

Every Teacher is required to adapt the curriculum to ensure access to learning for all children in their class. The Teacher Standards 2012 detail the expectations of all teachers, and are available here

Our Teachers will use various strategies to adapt access to the curriculum, this might include using:

  • Visual timetables
  • Coloured overlays
  • Writing frames
  • I-pads, lap tops or other alternative recording devices
  • Positive behaviour reward 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 individual needs, and is intended to enable access to learning and overcome the barrier to learning identified.  This support is recorded on a provision map which describes the interventions and actions that we undertake at Colman Infant School 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.  The current provision map for 2018-2019 can be seen below.

 

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

Colman Infant School Provision Map 2018 - 2019

PROVISION

YR

Y1

Y2

Language Intervention

 

Talk Boost

Early Language and Interaction Group

Reading and Language Intervention

Speech and Language Support 1:1

 

Talk Boost

Language and Interaction Group

Reading and Language Intervention

Speech and Language Support 1:1

 

 

 

Reading and Language Intervention

Language and Interaction Group

Speech and Language Support 1:1

 

 

 

 

Literacy Intervention

Reading and Language Intervention

RWInc. 1:1

 

 

Reading and Language Intervention

Precision Monitoring

RWInc. 1:1

Additional supported reading 1:1

 

 

 

Writing booster group

Reading and Language Intervention

Precision Monitoring

RWInc. 1:1

Additional supported reading 1:1

 

 

Targeted in-class Maths Support

Numicon

 

Numicon

The Number Box

Individual/Group targeted activities 

 

Numicon

The Number Box

Individual/Group targeted activities 

 

Co-ordination Programmes

Write Dance

Dough Disco

Write Dance

Write from the Start

Finger Olympics

 

Write Dance

Write from the Start

Finger Olympics

 

EAL Provision

 

EAL 1:1/Group work

 

 

EAL 1:1/Group work

 

 

EAL 1:1/Group work

 

Sensory Support

 

Sensory resources

Sensory Circuits

 

Sensory Resources

Sensory Circuits

 

Sensory resources

Sensory Circuits

Zones of Regulation

 

 

Social, Emotional, Behavioural support

 

Positive Play

 

Positive Play

 

 

Positive Play

Transition support

 

 

Short Term and Working Memory

 

 

Magic Memory

Magic Memory

Other

Deaf Resource Base (Teacher of the Deaf and Signing Support Assistant)

Sign Along

 

Deaf Resource Base (Teacher of the Deaf and Signing Support Assistant)

Sign Along

 

 

Deaf Resource Base (Teacher of the Deaf and Signing Support Assistant)

Sign Along

 

Funding for SEN 

The Local Authority receives money from central government each year to fund schools. This is called the Dedicated Schools Grant and it is split into three parts or ‘blocks’: Early Years Block, Schools Block and High Needs Block. Part of the Schools Block and all of the High Needs Block is set aside to pay for support and provision for learners with SEN.

The funding received from the Local Authority each year to facilitate the needs of pupils requiring additional SEN support varies between each school, informed by a set of indicators. The level of funding is not adjusted during the financial year to reflect any changing demand for SEN provision. The amount our school receives is detailed in an annual SEN memorandum. This financial year, 2018 - 2019, it totalled £130,544.  

The school leadership through consultation with the SENCO and Governing Body decide on how this funding will be deployed to meet the range and level of need for pupils with SEN across the whole school. 

All schools are allocated a nominal £4,000 for each child’s basic education. Schools are expected to provide up to a notional £6,000 for each child with SEN to meet their additional needs. If a pupil’s support costs more than this, the school may apply to the Local Authority for additional funding.

There is also additional 'top-up' funding available for pupils who have a high level of need who require an Education, Health and Care Plan (EHCP).This money is allocated by the Local Authority through a banding system.

How do we Find Out if this Support is Effective? 

Monitoring progress is an integral part of teaching and leadership within Colman Infant school.  Parents/carers, 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 parents/carers and children are involved in each step. When any additional provision is selected to help a child, the SENCO, Teacher and parent/carer will discuss what they expect to be different following this intervention. A baseline will also be recorded, which can be used to compare the impact of the provision.

 

Children, Parents/Carers and their Teaching and Support Staff will be directly involved in reviewing progress. This review may be built into the intervention itself, or it can be a formal meeting held at least once a term, where progress and next steps are discussed. If a learner has an Education Health and Care 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 evidence informed, effective interventions that have a positive impact on outcomes for children.

 

Progress data of all learners is collated and monitored by Teachers, Senior Leaders and Governors. Moderation opportunities within the cluster 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 Colman Infant school in 2018/19 we are offering a range of additional clubs and activities.  

We are committed to making reasonable adjustments to ensure participation for all, so please contact our School Secretary to discuss specific requirements.  Please email Mrs Sylvia Trotter office@colmaninfant.norfolk.sch.uk or telephone 01603 491010.

 

All staff at Colman Infant school have regular training on 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. Colman Infant School is committed to working in partnership with children, families and other providers to ensure positive transitions occur.

 

Planning for transition is a part of our provision for all learners with SEN. Moving classes will be discussed with you and your child at their summer term review meeting.  Transfer from Pre-School provision to Colman Infant School and from here on to junior schools will be discussed throughout the year of transition to ensure time for planning and preparation.

Have your Say 

Colman Infant School is our school and together we can shape and develop provision for all of our learners ensuring achievement for all. This report declares our annual offer to learners with SEN, but to be effective it needs the views of pupils, parents/carers, governors and staff. So please engage with opportunities to ‘assess plan, do and review’ provision for SEN.

Useful links