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Homefield's SEND Information Report 2023-2024

Part of the Norfolk Local Offer for Learners with SEND

Last reviewed in January 2024.

Date of next review: January 2025.


At Homefield Primary School we believe in participation and achievement for all, giving all pupils the opportunity to be the best they can be and have a joy of learning, an open heart and a curious mind. 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, celebrating all members of our community.

This SEND Information Report describes the range of provision and support available to support identified children as and when appropriate. This is subject to change depending on budgetary constraints and policy review.

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. 

If you think your child may have SEND please speak to their Class Teacher first and they will be able to support you in how to move forward.

The best people to contact are:

  • Miss Scarlett Everett (Special Education Needs Coordinator - SENDCo) 
  • Mrs Lynn Lees (SEND Governor)
  • Miss Kerry Read (Headteacher)
  • Mrs Paula Clarke (Parent Support Advisor and Thrive Practitioner)
  • Mrs Sarah Howard (SEND TA)

Please email to communicate with us.

You can find information about the Norfolk Local Offer here:


The video below gives a quick overview of what kind of support is available for children with SEND, who to talk to and how to get a SEND Support Plan.

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1. What is SEND?

At different times in their school life, 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:

  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 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. 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.

There are four broad areas of need:

Who identifies if a child needs support? 

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 SEND Profile in 2023-2024 shows that we have 21.7% (51 children) of pupils identified as having SEND. This is above the National average of 13.5%. 

1.3% of pupils on roll have an Education, Health and Care Plan (EHCPs). This is below the National average of 2.5%. 

  • 39.2% are identified as having SEND linked to speech, language and communication and interaction.
  • 31.4% are identified as having SEND linked to social, emotional and mental health.
  • 19.6% are identified as having SEND linked to Autistic Spectrum disorder.
  • 17.6% are identified as having SEND linked to cognition and learning.
  • 3.9% are identified as having SEND linked to physical and sensory needs.

These figures represent the primary need of the child and pupils may also have a secondary need that is not represented in this data.

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

2a) How do we support and assess children with SEND?

The image below shows the graduated approach to supporting children at our school. Please continue reading below to find out what this looks like at Homefield.

Universal: Every teacher is required to adapt the curriculum to ensure access to learning for all children in their class.  We ensure each teacher uses high-quality teaching to deliver the curriculum.

We employ Teaching Assistants, who, under the guidance of the class teacher, may deliver interventions as needed, monitored by our SENDCo.

Our teachers and Teaching Assistants will use various strategies to adapt access to the curriculum and make adjustments for all learners. This might include:

  • Visual timetables
  • Writing frames
  • I-pads, laptops or alternative recording devices
  • Digital spell checkers
  • Electronic reading pens
  • Reading overlays or different coloured paper
  • Larger texts
  • Adapted writing tools
  • Consideration of lighting in the learning environment
  • Peer buddy systems
  • Talking tins to record voices
  • Now and Next boards
  • Symbols and visuals to support learners
  • Calm spaces in classrooms
  • Standing desks
  • Positive behaviour reward systems
  • Quiet work stations
  • Attention to seating position within the class
  • Word mats
  • Sentence stems
  • Worked examples
  • Highlighted key information 
  • Different methods of recording – drawing/annotations
  • Pre-teaching
  • Model texts to see ‘what a good one looks like’ (WAGOLL)
  • Classrooms uncluttered
  • Neutral displays
  • Zones of Regulation
  • Targeted group support


SEN Support: 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. 

Norfolk LA have published Provision Expected at SEN Support (PEaSS) Guidance which outlines all that schools are expected to offer at this level. It can be found here.

We use a toolkit to help to identify and assess pupils with additional needs.  The toolkit is called the MOP (Measuring Outcomes Pack) kit.  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 Student Support Plan (SSP) in place to identify, implement and review personal targets that are reviewed half-termly, though this may be more frequent depending on the needs of the child. Student 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 may be run by teachers or teaching assistants to help children make progress. These could focus on phonics, writing, reading, maths, working memory or speech, language and communication, fine and gross-motor skills, amongst others, and these may be run in small groups or on a one-to-one basis. We have a dedicated SEND TA, Mrs Howard, who works primarily with our children with SEND whose specialist skills and training are used to benefit children across the school. Our Pastoral- Support Adviser and Thrive Practitioner, Mrs Clarke, is dedicated to supporting family's social, emotional, mental and physical wellbeing. 

Where progress remains a concern, despite any interventions that are being delivered internally, a learner would then be considered for discussion (with parental consent) with other professionals at a meeting called Core Consultation.  This is a termly meeting between the SENDCo and professionals from the Inclusion Team (Norfolk LA) and suggestions of next steps in support are discussed and then actioned.

Homefield CofE VC Primary School has also commissioned support from EPSS (Educational Psychology and Specialist Support) who are a multidisciplinary service which enables us to have access to:

  • Educational Psychologists
  • Specialist Learning Support Teachers (SLSTs)
  • Autism Support Team
  • Social, Emotional, Mental Health (SEMH) Support Team

In addition to this, we are able to access support from the following services (some of which are referable by parents via their GP):

  • Access Through Technology
  • Benjamin Foundation – Time For You
  • CAMHS Child & Adolescent Mental Health Services
  • Carers Matter
  • Dyslexia Outreach Support
  • East Coast Community Health Care Speech and Language Team
  • Leeway
  • Nelsons Journey
  • Norfolk Early Help
  • Paediatricians
  • Physiotherapists
  • Point 1 Mental Health
  • Occupational Therapists
  • School 2 School Support
  • School's and Community Team
  • School Nursing Team (Just One Number)
  • Virtual School Sensory Support
  • Young Carers / Carers Matters

The image below outlines this process of assessing a child's needs, planning the appropriate support, allowing teachers and teaching assistants to do the intervention and then reviewing the impact this has had and the progress a child has made before starting the cycle over again.

The progress of children with SEND is 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.


High Needs: If a child has a complex special educational need and/or disability and who needs more support than is available through SEN Support and the PEaSS Guidance, they may require an Education Health and Care Plan (EHCP). This is a legal document which outlines the support the child needs and the outcomes they would like to achieve. The EHCP is reviewed annually, involving the parents and the child throughout the process.


2b) How do we find out if this support is effective?

Monitoring progress is an integral part of learning and leadership within Homefield CofE VC 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 in learning. Separate Student Support Plan meetings are held to review the steps within this plan. If a learner has an Education, Health and Care Plan (EHCP) 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. 


2c) How do we support children with medical needs?

Pupils with medical needs will be provided with a detailed Individual Health and Care Plan, compiled in partnership with medical professionals, parents/carers and if appropriate, the pupil themselves. Staff who volunteer to administer and supervise medications will complete formal first aid training. If required, staff will undertake training in the use of specific medical procedures e.g. use of epipens.

Some children may miss long periods of education due to their medical needs. In this instance, home learning will be provided by the school if appropriate and the pupil will be referred to the Norfolk Medical Needs team for additional support. For more information visit:

All medicine administration procedures adhere to the guidelines laid out in our Supporting Pupils with Medical Needs Policy.

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. Our range of after-school clubs on offer changes half-termly and can be found here.

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.

When moving classes within school, all SEND information will be passed on to the new class teacher in advance and teachers will meet to discuss provision.

Should pupils transition between settings at other points in their primary education, arrangements are made for this to be as seamless as possible.

5. Questions

Have your say!

Homefield CofE VC 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 do not hesitate to engage with us and share your thoughts, opinions and ideas! Come and chat with us or drop an email to:


6. Complaints

What can I do if I am not happy with the SEND provision for my child?

If you feel that you are not happy with the support that your child is being offered at Homefield, in the first instance, it is recommended that you talk through your concerns and the provision in place with the class teacher. If you are still concerned, it is advised that you arrange a meeting with our SENDCo, Miss Scarlett Everett or the Head Teacher, Mrs Kerry Savage.

If you wish to make a complaint about our SEND provision, please see our Complaints Policy

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 EPSS and Dyslexia Outreach. 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 through the result of a triage of needs assessment and current support by the Local Authority.   

8. Useful links

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