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SEND

Our SEND information report contributing to the Local Offer. (Last reviewed in September 2020)

Homefield Primary School’s contribution to the Local Offer for SEN 2021-22

SEN Information Report 2021-2022

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 and Disabilities (SEN-D). We have a duty to publish our policy for pupils with SEN-D. 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 SEN-D Code of Practice (C.O.P) January 2015 which can be found on our website.

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-SENCO: Miss Penny Studley
Email: missstudley@homefieldprimary.co.uk

  • Mrs Hannah Willis (SEN-D Governor)
  • Mrs Elaine Glendinning (Headteacher)
  • Mrs Paula Clarke (Pastoral Mentor)

If you have specific questions about the Norfolk Local Offer please look at the Frequently Asked Questions by clicking on the SEN pages of the Norfolk Schools website. Alternatively, if you think your child may have SEN please speak to their Class Teacher or contact Penny Studley, our SENCO, on 01493 661691.

Overview of our approach to learners with SEN-D

At Homefield Primary School we believe in participation for all, giving all pupils the opportunity to shine. 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 SEN-D under four broad areas:

  1. Communication and interaction
  2. Cognition and learning
  3. Social, emotional and mental health difficulties
  4. Sensory and/or physical

1.How do we identify and assess children with SEN-D?

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-D 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.”

If a pupil is identified as having SEN, we will usually 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.  In this case their acquisition of English language is tracked and interventions put in place to accelerate their learning and progress where possible.  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 SEN.

Our SEN profile for 2021-22 shows that we have 14.1% (30 pupils) of pupils identified as having SEN, and 1.4% (2 pupils) of those have Education, Health and Care Plans and one has recently been approved.  

50% (15 pupils) are identified as having SEN linked to cognition and learning.

13.5% (4 pupils) are identified as having SEN linked to communication and interaction.

20% (6 pupils) are identified as having SEN linked to behaviour, emotional and social difficulties.

3% (1 pupil) are identified as having SEN linked to physical disability and/or sensory needs.

13.5% (4 pupils) is identified as having SEN linked to Autistic Spectrum Disorder.

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 SENCO will also support with the identification of barriers to learning.

Our school tracking system is called Insight. Teachers use the system day-to-day 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 SEN 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:

Educational Psychologists,

Learning Advisory Teachers,

Speech and language therapists,

The Newberry Child Development Centre,

Silverwood (CAMHS),

Nelson’s Journey,

Ormiston Trust,

Family Action,

School health,

Family Focus

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

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

2. How do we support and monitor learners with SEN at Homefield Primary School?

2a) How do we support and assess children with SEN-D

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 deliver interventions as needed, monitored on the provision map, as coordinated by our SENCO.

Our teachers and Support Assistants will use various strategies to adapt access to the curriculum, this might include using:

  • Visual timetables
  • Writing frames
  • I-pads, laptops or alternative recording devices
  • Peer buddy systems
  • Positive behaviour reward systems
  •  

Each learner identified as having SEN-D, 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 SENCOs in the Lynn Grove cluster and has attracted interest from across the county. It helps the SENCO work with the teachers to plan the next steps of learning for pupils with additional needs.   

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 these may be run in small groups or on a one-to-one basis.

This support is described on a Provision Map.  We are then also able to promote consistent practice across all the schools in our cluster, and where possible share training and expertise to benefit all of our learners.

The Provision Map is also available to be shared with the governors, primarily between the SENCO and SENCO 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 meeting held at school, chaired by the SENCO, 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.

Pupils with SEN-D can often benefit from some nurture support.  Within Homefield, we have an experienced Pastoral Mentor, Mrs Clarke, who is based in the Sunshine Room at school.  Mrs Clarke provides a haven for learners who need some extra emotional support which in turn benefits their ability to learn back in the classroom.  A learner with SEN-D may benefit from attending a nurture session to develop social interaction skills.  When a child receives this additional support it is recorded on the school’s Provision Map as a way of building up a bigger picture of how a learner’s needs are being met.  Mrs Clarke is also fully trained to support pupils with identified emotional issues.

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 SEN-D.

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 SEN-D, 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 annually.

The SENCO 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 2020-21 totalled in the region of:

Advisory Teacher:  £2400

Educational Psychologist:  £1500

Specialist Advisory Teacher support (Special Needs and Autism):  £1200

We also employ 8 FTE Learning Support Assistants who deliver the interventions in the provision map as co-ordinated by our SENCO.

3. Wider opportunities for learning

All pupils should have the same opportunity to access extra-curricular activities.  At Homefield CofE VC Primary School in 2021 - 2022 we are offering a range of additional clubs and activities.  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 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.

4. How can we prepare children with SEN-D for their next steps?

Transition

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, training provider or moving in to employment.  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 SEN.  Moving classes will be discussed with you and your child at their summer term review meeting.  Pupils with SEN transition to secondary schools will be discussed in the summer term of their Year 5, to ensure time for planning and preparation.

5. Questions

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 SEN-D report declares our annual offer to learners with SEN, 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 SEN.

6. Complaints

If you have a complaint to make regarding any area of SEND provision, which cannot be resolved by the SENCo in the first instance, please follow the school's Complaints Procedure, which can be found under the School Policies tab. 

7. Funding for SEN

Homefield Primary School receives an amount of funding directly to the school from the Local Authority to support the needs of learners with SEN. 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.