Our SEND information report contributing to the Local Offer. Last reviewed in September 2022. Date of next review: September 2023.
Homefield Primary School’s contribution to the Local Offer for SEND 2022-23
SEND Information Report 2022-2023
Part of the Norfolk Local Offer for Learners with SEND
Welcome to our SEND information report which is part of the Norfolk Local Offer for learners with Special Educational Needs and Disabilities (SEND). We have a duty to publish our policy for pupils with SEND. The information published will be updated annually and is very much a working document that can be added to at various points throughout the year. The required information is set out in the SEND Code of Practice (C.O.P) January 2015 which can be found in the useful links at the bottom of this page.
At Homefield Primary School we are committed to working together with all members of our school community. We would welcome your feedback and future involvement in the co-production of our offer, so please do contact us.
The best people to contact this year are:
Special Educational Needs Co-ordinator-SENDCo: Miss Penny Studley
- Lynn Lees (SEND Governor)
- Miss Kerry Read (Headteacher)
- Mrs Paula Clarke (Parent Support Advisor)
If you have specific questions about the Norfolk Local Offer please look at the Frequently Asked Questions by clicking on the SEND pages of the Norfolk Schools website. Alternatively, if you think your child may have SEND please speak to their Class Teacher or contact Penny Studley, our SENDCo, on 01493 661691 or email firstname.lastname@example.org
Overview of our approach to learners with SEND
At Homefield Primary School we believe in participation for all, giving all pupils the opportunity to be the best they can be. We want all adults and children to participate in learning, and we celebrate all members of our community. We have an inclusive culture at our school, and we aim to be responsive to the diversity of children’s backgrounds, interests, skills, experience and knowledge.
We value high quality teaching for all learners and actively monitor teaching and learning within 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, ensuring that learning is taking place.
The Code of Practice considers the areas of SEND under four broad areas:
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health difficulties
- Sensory and/or physical
1.How do we identify and assess children with SEND?
At different times in their school career, a child or young person may have a special educational need. The Code of Practice defines SEND as:
“A child or young person has SEND 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.”
If a pupil is identified as having SEND, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning.
Pupils can fall behind in school for lots of reasons. They may have been absent from school, or they may have attended lots of different schools and not had a consistent opportunity to learn. Sometimes they may be worried about different things which may distract them from learning and some pupils may have little or no English when starting school.
At Homefield CofE VC Primary School we are committed to ensuring that all pupils 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 pupils have Special Educational Needs. Only those with a learning difficulty that requires special educational provision will be identified as having SEND.
Our SEND profile for 2021-22 shows that we have 14.1% (30 pupils) of pupils identified as having SEND, and 1.4% of pupils on roll have Education, Health and Care Plans and one has recently been approved.
50% are identified as having SEND linked to cognition and learning.
27% are identified as having SEND linked to communication and interaction.
20% are identified as having SEND linked to behaviour, emotional and social difficulties.
3% are identified as having SEND linked to physical disability and/or sensory needs.
13.5% (4 pupils) is identified as having SEND linked to Autistic Spectrum Disorder.
These figures represent the primary need of the child and pupils may also have a secondary need that is not represented in this data.
Class teachers, support staff, parents/ carers and the learner themselves will be the first to notice a difficulty with learning. At Homefield Primary School we ensure the assessment of educational needs directly involves the learner, their parents/ carers and the teacher. The SENDCo will also support with the identification of barriers to learning.
Our school tracking system is called Insight. Teachers use the system to track the progress of the pupils in their class. As teachers assess pupils, they update the tracking system to reflect the working levels of each learner. By monitoring this process we hold Pupil Progress meetings to discuss any pupils that may not be progressing at the expected rate. This may lead to a piece of intervention work being carried out within school. Alternatively, this may identify a learner that needs to be placed on the school’s SEND register for more in-depth monitoring and intervention both internally and externally.
In our school and cluster we have access to various specialist teams including but not exclusive to:
Learning Advisory Teachers,
Speech and language therapists,
Dyslexic Outreach Support (DOS),
The Newberry Child Development Centre,
School 2 School support
We have access to services, universally provided by Norfolk County Council, which are described on the Local Offer website for Norfolk. Click below for the link
2. How do we support and monitor learners with SEND at Homefield Primary School?
2a) How do we support and assess children with SEND
Every teacher is required to adapt the curriculum to ensure access to learning for all children in their class. We aspire to delivering ‘Quality First Teaching’ to deliver the curriculum.
We employ Teaching/ Learning Support Assistants, who under the guidance of the class teacher, may deliver interventions as needed, monitored by our SENDCo.
Our teachers and Support Assistants will use various strategies to adapt access to the curriculum and make adjustments for all learners, this might include using:
- Visual timetables
- Writing frames
- I-pads, laptops or alternative recording devices
- Digital spell checkers
- Electronic reading pens
- Reading overlays
- Adapted writing tools
- Consideration of lighting in the learning environment
- Peer buddy systems
- Positive behaviour reward systems
- Quiet work stations
- Attention to seating position within the class
Each learner identified as having SEND, 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.
We use a toolkit to help to identify and assess pupils with additional needs. The kit is called the MOP (Measuring Outcomes Pack). It was devised by the SENDCos in the Lynn Grove Cluster and has attracted interest from across the county. It helps the SENDCo work with the teachers to plan the next steps of learning for pupils with additional needs.
All learners on the SEND register have a Support Plan in place to identify, implement and review personal targets that are reviewed at least half-termly, though this may be more frequent depending on the needs of the child. Support Plans are devised alongside the child and their parents or carers to ensure the views of all those involved in the child's care are included.
Interventions offered may be run by teachers or teaching assistants, these could focus on phonics, writing, reading, maths, working memory or speech and language, amongst others and these may be run in small groups or on a one-to-one basis.
This information is available to be shared with the governors, primarily between the SENDCo and SENDCo governor at termly meetings, who are able to ensure that we monitor the impact of these interventions on learning throughout the school.
Where progress remains a concern, despite any interventions that are being delivered internally, a learner would then be considered for discussion with other professionals at a meeting called SST (School Support Team meeting). This is a termly meeting held at school, chaired by the SENDCo, where learners’ needs can be discussed with other professionals. Along with our internal Pastoral Mentor we can plan the best course of action for each learner within our school.
Within Homefield, we have an experienced Parent Support advisor, Mrs Clarke, who provides a haven for learners who need some extra emotional support which in turn benefits their ability to learn back in the classroom. Parents and learners with SEND may benefit from advice and support from Mrs Clarke.
Our behaviour policy is built on building positive relationships to create a safe and respectful learning environment for all pupils. A child's welfare is of paramount importance to us and safeguarding and child protection is at the forefront of all we do. Our holistic, listening culture allows pupils to feel safe, valued and confident to share their emotional and learning needs with all adults in school.
2b) How do we find out if this support is effective?
Monitoring progress is an integral part of learning and leadership within Homefield Primary School. Pupils and staff are involved in reviewing the impact of interventions for learners with SEND.
We follow the “assess, plan, do, review” model, and aim to ensure that everybody is involved in each step. A baseline is recorded before each intervention, which is used to compare the impact of the provision.
We meet parents of all pupils, including those with SEND, at Parent Evenings to discuss and review progress and next steps. If a learner has an Education, Health and Care Plan (EHC plan) it will also be formally reviewed at least once annually.
The SENDCo and Assessment Co-ordinator collate the impact data of interventions to ensure that we are using interventions that make an impact.
Homefield CofE VC Primary School has also commissioned support from the Child and Educational Psychology Practice (CEPP) and from Respectrum Advisory Services Limited which for the academic year 2021-2022 totalled as below:
Advisory Teacher: £450
Educational Psychologist: £550
We also employ 10 FTE Learning Support Assistants who support interventions alongside their classroom roles under the guidance of the class teachers.
3. Wider opportunities for learning
All pupils should have the same opportunity to access extra-curricular activities. At Homefield CofE VC Primary School we offer a range of additional clubs and activities during and after school. A list of these is available on the school website and from the school office.
All staff at Homefield CofE VC Primary School have regular updates 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 SEND, but there is a significant overlap between disabled children and young people and those with SEND. Children and young people may therefore be covered by both SEND and disability legislation.
4. How can we prepare children with SEND for their next steps?
Transition is a part of life for all pupils. This can be transition to a new class in school, having a new teacher, or moving on to another school. Homefield CofE VC Primary 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 pupils with SEND. When needed, pupils with SEND transition to secondary schools will be discussed in the summer term of their Year 5, to ensure time for planning and preparation. The SENDCo, alongside the Year 6 teacher, will hold meetings with the feeder High Schools to discuss pupils with additional needs. Should pupils transition between settings at other points in their Primary education, arrangements are made for this to be as seamless as possible.
Have your say
Homefield Primary School is a school for our community. We can shape and develop provision for all 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 everybody. So please engage with us to promote the “assess, plan, do, review” model in our provision for SEND.
If you have a complaint to make regarding any area of SEND provision, which cannot be resolved by the SENDCo in the first instance, please follow the school's Complaints Procedure, which can be found here.
7. Funding for SEND
Homefield Primary School receives an amount of funding directly to the school from the Local Authority to support the needs of learners with SEND. Extra funds may be directed from the school budget to "top up" this provision.
The amount received is dedicated towards supporting the pupils with additional needs to achieve the best progress they can.
Spending is predominantly used to access external support from specialist agencies, such as CEPP and Respectrum. Access to educational psychologists, advisory learning support teachers and autistic specialists is part of this. We may also get access to specific SRBs (Specialist Resource Bases) for pupils with additional needs, but this is through application and is at the discretion of the SRB Lead.
We can apply for additional High Needs Funding from Norfolk County Council for pupils with severe, additional needs, but the success of this is at the discretion of the Local Authority.
8. Useful links