SEN Information Report/Policy for Cecil Gowing Infant School 2021-22
Part of the Norfolk Local Offer for Learners with SEN
Approved by Staff: March 2021
Shared with parents, SEN Governor, Chair of Governors and healthcare professionals: April 2021
Approved by Full Governing Body: April 2021
Review date April 2022
Signed by Isabel Stubbs Headteacher Date: April 2021
Signed By Fiona Hardman Chair of Governors Date: April 2021
SEN and parent governor – Mrs Kim Corless
Headteacher and SENDCo-(Special Needs and Disability Co-ordinator) – Mrs Isabel Stubbs
SENDCo Support Teacher – Mrs Gill Leah
If you think your child may have a special educational need or disability, please speak to their class teacher or contact the Headteacher on 01603 429564.
We value feedback from our families and we are delighted to include the following comments from two of our parents of pupils with special needs:
‘As a parent of a child with Special Educational Needs (particularly being diagnosed with being on the Autism spectrum) school can be a very scary prospect indeed and cause huge anxiety for the parents and the child. Not in my case. I was so lucky to have found Cecil Gowing, who my neuro-typical older child had attended. Before my child even started at the school, Cecil Gowing and its staff made themselves available to plan and prepare for my child to make his transition from pre-school a smooth one. This they did and more. All the anxieties that I may have faced through my child’s first three years of school were taken away. More than that, Cecil Gowing and it’s quite frankly amazing staff from the Head all the way throughout, have been our rocks. They have bent over backwards to make sure that our child has everything he needs and more to give him the best possible start in life. They pushed and supported plans for our EHCP, made staff available to attend a course to further understand and help my child. They have adapted situations to make every bit of the school day worthwhile for my child and us. I could go on and on. I would have been completely lost without the staff at Cecil Gowing, these last three years and so would my child. I can’t thank them enough. It is a school which feels more like an extension of the family with a wonderful open doors and open arms approach’.
‘The staff at Cecil Gowing are all very welcoming and inclusive of all children with SEN. I chose Cecil Gowing for my son with ASD because they were so positive from the start. All the staff have worked alongside myself and other professionals to ensure my son has the best start to school, feeling safe and secure.
The support staff at school are fantastic. They are very responsive to my son’s needs, changing and adapting the school day and the work to help him learn best.’
During our most recent short inspection in February 2018, the inspector noted:
‘Parents of pupils who have special educational needs (SEN) and/or disabilities said how well their children’s needs were met and how easy they found it to discuss their progress with staff. Staff know the pupils very well as individuals and carefully track their progress. They ensure that most pupils make strong progress; they act swiftly to support any who are at risk of falling behind. Pupils who have SEN and/or disabilities make good progress because they receive support that is tailored well to their individual needs. Additional adults are skilled at giving them the help they need. ’
Our approach to teaching learners with SEN
How we identify SEN
Assessing SEN at Cecil Gowing Infant School
What we do to support learners with SEN
Funding for SEN
How do we find out if this support is effective?
Other opportunities for learning
Preparing for the next step
Cecil Gowing Inclusion Statement
Welcome to our SEN information report which is part of the Norfolk Local Offer for learners with Special Educational Needs (SEN.)
If you would like more information about the Norfolk Local Offer, please look at the Norfolk County Council website: https://www.norfolk.gov.uk/children-and-families/send-local-offer.
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.
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, e.g. 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 quality first 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 (ask at the office if you would like a copy).
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.
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:
Learning for all
How we identify 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 or mainstream post-16 institutions.”
If a learner 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. We will work closely with the child and their parents/carers involving them in appropriate SEND 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 January 2021 showed that we have 19 children identified as having SEN (11%)
3 children have an Educational Health Care Plan (16% of SEN))
11 children are identified as having SEN linked to linked to Communication and Interaction difficulties (58% of SEN)
2 children are identified as having SEN linked to Cognition and Learning difficulties (11% of SEN)
1 children are identified as having SEN linked to Physical and Sensory difficulties
(5% of SEN)
3 children are identified as having SEN linked to social, emotional and mental health difficulties (16% of SEN)
Our SEN profile changes constantly as do the needs of our children.
How we assess SEN at Cecil Gowing Infant School
At Cecil Gowing School we have a range of assessment tools available within school and within the Cluster. The Special Educational Needs Co-ordinator (SENDCo) will support with the identification of barriers to learning. If an appropriate intervention is identified, it is put into practice and progress is tracked.
How we 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, lap tops
- Peer buddy systems
- Positive behaviour rewards system
If the teacher is concerned about a child’s progress after a period of time of differentiation, then the SENDCo’s advice will be sought. If necessary, further investigation will be implemented.
The SENDCo 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 Local Authority support services for one-off or occasional advice on strategies or equipment, e.g. Sensory Support and Access through Technology.
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 wider range of SEND difficulties. This support is described on a provision map, (appendix 1) which lists 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.
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:
School Nursing Service
School 2 School Support
Parent Support Advisor
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 Maths Co-ordinators.
Staff attend a range of training courses to enable us to keep up to date with current best practice and to widen our knowledge to support our pupils the best way we can.
Examples of training undertaken are:
Speech and language development
Coaching and Supervision
All staff attend regular whole school twilight sessions focusing on our knowledge of our children and enabling a consistent approach across our school to provide a happy and inclusive environment.
The SENDCo attends the SEND Forum and Essential SENDCo Network meeting each term (which include CPD sessions) and an annual SENDCo Conference to keep up to date with changes and national and local SEND requirements. Whole school training has recently focused on speech and language development. A member of staff has attended a Bereavement course. There is ongoing staff development through sharing expertise within the school and beyond.
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, Health and Care 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 receive for 2021-22 is £44,954
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. We have written a Cluster Policy.
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, when appropriate, are involved in each step. Before any additional provision is selected to help a child, the SENDCo, teacher, parent/carer and learner, agree what they expect to be different following this intervention. A baseline will 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 into 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 (EHCP,) the same termly review conversations take place, but the EHCP will also be formally reviewed annually.
The SENDCo holds Pupil Progress meetings with every teacher and appropriate Teaching Assistants regularly to review the impact of interventions, and when appropriate with an Educational Psychologist attending to provide further advice.
Progress data of all learners is collated by the whole school and monitored by teachers, Senior Leaders and Governors.
Other Opportunities for Learning
All learners should have the same opportunity to access extra-curricular activities. At Cecil Gowing Infant School we offer 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 firstname.lastname@example.org
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.’
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.”
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 one transition days in July when children spend time in their new class 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 the child and the parents/carers.
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.
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.
Norfolk Local Offer
Norfolk SEND Partnership http://www.norfolksendpartnershipiass.org.uk
Department for Education