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 draft SEN regulations which can be found in the Special educational needs and disability Code of Practice:0 to 25 years, which can be found on Norfolk’s Local offer website.
At Cecil Gowing Infant 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:
- The Norfolk Local Offer ‘Frequently Asked Questions’ by searching the Norfolk Local Offer website.
- If you think your child may have SEN please speak to their Class Teacher or contact Mrs Stubbs, our Headteacher and SENDco on 01603 429564
Our Approach to Teaching Learners with SEN
At Cecil Gowing 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 responsive to the diversity of children’s backgrounds, interests, experience, knowledge and skills. We invite parents and carers into school for many events during the year, eg) learning cafes, parent/teacher talks. We are committed to building strong links between our school and families to ensure parents and carers know what their child is learning and how they can support them at home.
We value high quality teaching for all learners and actively monitor teaching and learning in the school. For more information on our approach please see our teaching and learning policy.
Our school improvement plan is about developing learning for all and details are planned for continued professional development (CPD) opportunities for all staff. All staff access appropriate training and our school is developing networks with other schools and agencies to continuously improve all aspects of Cecil Gowing Infant School. Our plan for 2016-19 can be found on our website.
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. Our whole school system for monitoring progress includes regular pupil progress meetings, and staff engage in coaching and supervision.
At Cecil Gowing Infant School, we value:
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:
a. have a significantly greater difficulty in learning than the majority of others of the same age: or
b. 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.
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. We will work closely with the child and their parents/carers involving them in appropriate SEND (Special educational Need and Disability) provision, its outcomes and review.
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 which distract them from learning. At Cecil Gowing 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.
Our SEN profile for November 2016 showed that we had 17% of children identified as having SEN, and of those:
- 0.5% had statements.
- 2% of children are identified as having SEN linked to Cognition and Learning
- 11% linked to Communication and Interaction
- 1% linked to social, emotional and mental health
- 1% linked to Physical and Sensory
(figures do not add up 100% due to rounding)
Our SEN profile changes constantly as do the needs of our children. We usually find that by October of each year, after baseline assessment of children in our Reception year, we have several who we have identified as needing some early support. As we progress through the year, children either move to needing more support as referrals to other agencies are completed or children are removed from our special needs register as strategies we put in are successful. We review this throughout the year and this information is available from the headteacher.
Assessing SEN at Cecil Gowing Infant School
Roles and responsibilities
Provision for pupils with special educational needs and disabilities is a matter for the school as a whole. In addition to the governing body, the school’s headteacher and SENDCo (Special Educational Needs and Disabilities Co ordinator) and all other members of staff have important responsibilities.
Class teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning. At Cecil Gowing Infant School we ensure that assessment of educational needs directly involves the learner, their parents/carer and their teacher. Under these circumstances, teachers may need to consult with the SENDco to consider what else may be done. This review may lead to the conclusion that the pupil requires help over and above that which is normally available within the particular class or subject. The key test of the need for action is evidence that current rates of progress are inadequate.
Adequate progress can be defined in a number of ways. It might be progress which:
- closes the attainment gap between the child and their peers
- prevents the attainment gap growing wider
- is similar to that of peers starting from the same attainment baseline, but less than that of the majority of peers
- matches or betters the child’s previous rate of progress
- ensures access to the full curriculum
- demonstrates an improvement in self-help, social or personal skills
- demonstrates improvements in the child’s behaviour
The SENDco will also support with the identification of barriers to learning. We have a range of assessment tools available, which we share with our cluster of schools.
For some 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.
Cecil Gowing Infant School has access to support from various additional services, including:
- Educational Psychologist
- Speech Therapist
- Benjamin Foundation Support Worker
- School Nursing Service
- Sensory Support
- Parent support Advisor
- Lockesley School
We also employ well trained Learning Support Assistants who deliver the interventions in the provision map as co-ordinated by our SENDco and Literacy and Numeracy Co-ordinators.
What we do to Support Learners with SEN at Cecil Gowing 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 on all teachers, and we at Cecil Gowing Infant School are proud of our Teachers and their development.
Our teachers will use various strategies to adapt access to the curriculum, this might include using:
- Visual timetables
- Writing frames
- iPads, laptops or other alternative recording devices
- Peer buddy systems
- Positive behaviour rewards system
The SEND co-ordinator and the child’s class teacher will decide on the action needed to help the child to progress in the light of their earlier assessment. This may include:-
- different learning materials or special equipment
- some group or individual support
- extra adult time to devise the nature of the planned intervention and to monitor its effectiveness;
- Staff development and training to introduce more effective strategies.
- Access to LA support services for one-off or occasional advice on strategies or equipment
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. Cecil Gowing Infant School has experienced staff with a range of expertise and is able to cater for a large range of SEND difficulties. This support is described on a provision map, (appendix 1) which although does not detail the individual learner names, describes the interventions and actions that we undertake at Cecil Gowing Infant School to support learners with SEN across the year groups. We modify the provision map regularly, and it changes, as our learners and their needs change.
At Cecil Gowing Infant School we share the provision map with our colleagues in the Sprowston Cluster so we can learn from each other, and demonstrate what we offer for learners with SEN. We seek to help develop expertise by undertaking training opportunities, where required, for staff involved in SEND across our cluster. We aim to promote consistent practice across all the schools in our Cluster ensuring equality of opportunity.
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.
Education, Health and Care plans
If the child has significant difficulty despite normal differentiation, intervention in school, involvement from outside agencies and the child meets the criteria for an Education, Care and Health plan, then a referral for Statutory Assessment may be undertaken. (NB. Parents can request an assessment for an EHCP themselves, as can their GP.)
The Local Authority will issue an Education, Care and Health plan if they agree that the criteria are met.
Funding for SEN
Cecil Gowing Infant 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 £60,492
The Sprowston Cluster of schools also receives 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 Sprowston Cluster funding for 2016-17 is £284,197
All schools in the Sprowston Cluster have signed a governance agreement which helps us work together. We have written our Cluster policy for SEN.
The Sprowston Cluster of schools is committed to working together to improve learning for all, and we are able to share resources and training as well as moderating provision for learners with SEN. If you would like any further information on SEN in the Sprowston, Cluster please contact our co-ordinator: Rebecca Dewing – Head teacher at Garrick Green Infant School, Old Catton, Norwich. Tel: 01603 409078 or email: firstname.lastname@example.org
How do we Find Out if this Support is Effective?
Monitoring progress is an integral part of teaching and leadership within Cecil Gowing 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. 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 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 can be built in to the intervention itself, or it can be a formal meeting held at least once a term, 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 SENDco collates the impact data of interventions, to ensure that we are only using interventions that work. Intervention data is shared with the Sprowston Cluster so all SENDcos 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 are also part of the Sprowston cluster moderation group so can ensure that our judgements stand up to scrutiny. Our school and cluster data is also monitored by the Local Authority and Ofsted.
Arrangements for Dealing with Complaints
Any parent who wishes to make a complaint about the SEND provision made for their child should initially contact the Class teacher. After this initial contact, it may be appropriate to discuss the matter with the SENDco/Headteacher. If the complaint is not resolved the Chairman of the Governors will be informed following the school’s Complaints Policy.
If a parent considers the school has not resolved the complaint satisfactorily, s/he can contact the Director of Children’s Services.
Other Opportunities for Learning
All learners should have the same opportunity to access extra curricular activities. At Cecil Gowing Infant School in 2016-17 we are offering a range of additional clubs and activities.
Information for these is sent out as they are organised.
We are committed to making reasonable adjustments to ensure participation for all, so please contact our Headteacher to discuss specific requirements. Please email email@example.com
All staff at Cecil Gowing Infant School have appropriate 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.’
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.The Equality Act 2010 definition of disability
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 use the Norfolk Local Offer
Preparing for the next step
Transition is a part of life for all learners. We work closely with our local pre- schools and transition visits to our reception classes take place during the summer term. We welcome new parents and carers to Open Evenings and afternoons in November and June and our Reception Teachers make home visits in September with Teaching Assistants, before our new children join us. We aim to provide timely information about starting school so parents and children feel confident about routines, the environment, staff and learning expectations. We hold extra transition meetings and visits for parents/carers and children who have specific special needs and work closely with any other agencies involved.
We have strong links with Falcon Junior School which is the next step for the majority of our Year 2 pupils. Transition visits to Falcon take place in the summer term and various activities are undertaken so that the new intake children feel comfortable and less nervous about joining Falcon in September. Each child has a ‘Buddy’ who supports them during their first year. Extra meetings and visits can be arranged for children with SEND. For children moving onto a different Junior School we also enable our pupils to take part in transition activities as planned by their new school.
If a child has special needs which will be best suited to moving to a special school, we support parents in that decision and ensure we have a strong transition process in place. We have developed links with several local special schools so we can access a range of information to pass onto our families.
Transition within our school is carefully planned and we hold 2 transition days in July when children spend time in their new classes with their new teaching staff. 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.
Have your say
Cecil Gowing Infant School is our community school. We can 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 please engage with our annual process to ‘assess plan, do and review’ provision for SEN, by phoning or emailing the office:
Tel : 01603 429564
Cecil Gowing Inclusion Statement
Cecil Gowing Infant School is committed to providing an appropriate and high quality education to all the children attending our school. We believe that all children, including those identified as having special educational needs, have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them. We also believe that they should have a right to be fully included in all aspects of school life.
We believe that all children should be equally valued in school. We will strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe.
Cecil Gowing Infant School is committed to inclusion. Part of the school’s strategic planning for improvement is to develop creative approaches to learning that will enable us to change cultures, policies and practices so that they include all learners. We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties.
This does not mean that we treat all learners in the same way, but that we will respond to learners in ways which take account of their varied life experiences and needs.
We pay particular attention to the provision for and the achievement of different groups of learners. We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment and background.
Cecil Gowing Infant School Provision Map
This table shows interventions which are available in our school. They are used as and when appropriate.
|Reception||Year 1||Year 2|
|Social/emotional/behavioural||Benjamin Foundation “Time to Talk”||Benjamin Foundation “Time to Talk”||Benjamin Foundation “Time to Talk”|
|Speaking and Listening||Talking Partners||Talking Partners|
|Literacy||Phonics catch up||Sound Discovery||Sound Discovery|
|Numeracy||Small group/individual intervention targeted to need.||Small group/individual intervention targeted to need.||Catch Up Maths|
Small group/individual intervention targeted to need
|Physical||SEN TAs will follow recommendations from a range of professionals such as OT’s and physiotherapists for children with disabilities.||SEN TAs will follow recommendations from a range of professionals such as OT’s and physiotherapists for children with disabilities.||SEN TAs will follow recommendations from a range of professionals such as OT’s and physiotherapists for children with disabilities.|
In addition we have:
- 1 TA specifically leading speech and language and EAL support throughout our school
- TAs available in each year group to support speech and language targets set by the speech therapist.
- 1 TA in reception to support group of children with English as an additional language.