If you have any concerns about your child, please speak to your child’s class teacher; you do not have to wait for a parent’s evening.
At Pulham Primary School, class teachers meet with the head teacher and Special Educational Need Co-Ordinator (SENDCo) on a termly basis to review the needs and progress of the children.
On a weekly basis children of concern are discussed at a whole staff meeting. We also meet informally on a day to day basis, sharing concerns and discussing options for support, ensuring that additional needs are identified early.
Children are carefully assessed. Teacher observation, marking of work and collecting a range of evidence are all vital in fully assessing a pupil, so that class based support and any other intervention can be carefully adapted to the individual child. The following are also respectfully considered:
- Information from a transferring nursery or school
- Information given to us by parents, especially during home visits before starting school, which may include family history
- Individual learning styles, as observed by teaching staff and described by the student themselves
- School based assessments, such as standardised reading and maths tests, which feed into the school’s tracking system
- Other diagnostic assessments, for working memory and phonics processing being just two examples.
Any concerns raised by parents are shared with the SENDCo and the head teacher, both are happy to meet with parents. Please contact them on 01379 676313 or by email email@example.com or firstname.lastname@example.org.
In addition to this Norfolk County Council publish their Local Offer ‘Norfolk’s Local Offer’ online which has some useful information about SEND, the support you can expect, plus contacts and resources available.
The level of support your child will receive will depend on their needs. Class teachers will be able to explain the additional support in place. In addition, the SENDCo is available to meet parents at the two learning conversation evenings but is also willing to make arrangement to meet at any time during the year.
Additional support, for those experiencing barriers to learning is delivered as follows.
High Quality Classroom Teaching
The most valuable tool we have for all our pupils is high quality class teaching. This is the best model of inclusion for children with SEND.
This excellent classroom teaching, often referred to as Quality First Teaching (QFT), is how every teacher adapts the curriculum to ensure access to learning for all children in the class. A document mapping this provision is updated every term. The information on this is the same as that shared with parents and students by the class teacher.
Targeted Small Group work (Interventions)
We have intervention groups for those children who need a boost, to fill gaps in learning or to ‘catch up’. These children can be those with an identified Special Educational Need (SEND) but could also be pupils highlighted by teaching staff as in need of some short-term support.
These groups may run in the classroom or in an alternative learning space. They may be run by a teacher, trained teaching assistant or the SENDCo. We use an interesting range of published programmes as well as putting together our own bespoke packages for particular needs.
The need for this provision is reviewed at least twice termly.
Further specialist support
If a pupil is not making the progress we would expect despite QFT and short-term intervention we will talk with you about further assessment, more intervention time, greater involvement from the SENDCo, the specifics of your child’s SEN and possibly the involvement of other specialist professionals. At this point your child will be recognised as having ‘SEN support’.
When specialist support is sought, this helps us all understand further your child’s particular needs and to plan positive ways forward. We work with a range of other professionals to make sure that all children receive the support they need to do well at school, these include Speech and Language Therapists (SALTs), Occupational Therapists (OTs) and Educational Psychologists (EPs).
At times of more formal assessment, including the statutory SATs for example, those children who benefit from having adult readers, scribes, additional time or other specific support will be provided with what is appropriate in line with the support they have on a day to day basis. If there are reasons for a child to be ‘dis-applied’ from formal assessment this can be discussed and actioned too.
Education Health care Plans
For those children whose learning needs are severe, complex and life-long we will endeavour to support via application to the Local Authority to assessment for an Education Health Care Plan (EHCP). We would work on such an application together and once in place it states outcomes and actions that education and health professionals are required to provide. These plans are reviewed annually and can continue through to age 25.
At different times in their school career, a pupil may have a special educational need. The SEN Code of Practice (2014) definition of SEN is having ‘a learning difficulty or disability which calls for special educational provision to be made for them. A child has a learning difficulty or disability if they have a significantly greater difficulty in learning than others of the same age or have a disability which hinders them from making use of educational facilities as provided for others of the same age.’
Parents/carers, class teachers, support staff, and the learners themselves will be the first to notice a difficulty with learning. At Pulham Primary School we ensure that identification and assessment of educational needs directly involves the learner, their parents/carer and their teacher. The special educational needs co-ordinator (SENDCo) will also support with the identification of barriers to learning using a variety of assessment methods and tools, for a range of learning barriers.
If your child has an Education, Health and Care Plan, this will specify the support needed for your child and this will be reviewed at least annually, in school, to ensure that the plan is still appropriate for your child and to make any changes.
For all other children with an identified additional need, named within our SEND register or not, the type of support given to your child will be reviewed twice termly, by the class teacher, head teacher and SENDCo and you will have the opportunity to discuss this at termly meetings with the class teacher and SENDCo.
During the school day the work will be differentiated so that your child will be able to access the curriculum provided for all children in the class.
Our pupils learn, with guidance, to use the challenge system effectively, where they can choose the level of difficulty of a task. The challenges are designed as a range that is inclusive of all learners.
A variety of resources will be available and your child will be involved in making decisions around adjustment. Both the teacher and teaching assistant will provide support in groups or individually within the classroom.
Individual strategies for SEND pupils are planned and reviewed termly, these will apply to activities all around school as well as in the classroom and throughout the school day, not just in class teaching times.
Your child’s progress is continually monitored by his/her class teacher, this is in the context of the whole school progress tracking from entry through to Year 6.
Effectiveness can be measured in many ways, for example, pupils are successful in meeting targets, pupils make progress academically against national/age related expected levels, the gap is narrowing and they are catching up with their expected age levels, verbal feedback from the teacher, parent and pupil consistently suggests improvement and reading age and spelling age scores increase.
We follow the ‘assess, plan, do, review’ model and try to ensure that parents/carers and children are involved in each step. Before any additional provision is selected to help a child, the SENDCo, Class Teacher, and Teaching Assistant delivering the intervention and learner, agree what they expect to be different following this intervention. Parents/carers may also form part of these discussions. A baseline will be recorded, which can be used to monitor the impact of the provision.
Very often pupils move off the SEND register when they have ‘caught up’ or made sufficient progress that indicates they have adapted to or overcome the barrier to learning. At this point, progress is still carefully observed.
Pupils who are not making expected progress are identified through termly pupil progress meetings, led by the Head teacher. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression.
Parents are kept updated through the Autumn and Spring Term learning conversation evenings, the Summer term full report and interim reports at each half term. The termly changes in QFT and interventions for those on the SEND register, can be shared at parent’s evenings. For a few pupils with multi-level needs we write an Individual Education Plan (IEP), this is reviewed in the same way and is always shared by the SENDCo with parents.
Parents and carers are given copies of any specialist assessment reports and can discuss them with the SENDCo or class teacher. Parents and carers are invited to meet visiting professionals, such as the Educational Psychologist, on the day of an assessment.
We offer an open door policy where parents/carers are welcome any time to make an appointment to meet with either the class teacher or SENDCo and discuss pupil progress.
We regularly discuss and identify staff training needs related to the needs of the children in school at the time.
The TAs involved in intervention are highly experienced and the SENDCo has the National Award for SEN co-ordination. In combination with detailed individual planning we use a number of structured programmes; to name a few,
o Talk Boost for early language development,
o Toe by Toe, a structured programme for letter, sound and word recognition,
o Speed Up, a kinaesthetic programme to develop fluent handwriting,
o Nessy, educational software to support self-checking development of phonic use,
o Numicon, Closing the Gap, a multisensory approach to mathematical learning
o Socially Speaking Interventions, an approach to develop social interactions.
Outside services are employed too. Pulham Primary School commissions support from Judith Carter’s Educational Psychology organisation Willow Tree learning. For speech therapy services we work with NHS East Coast Community Health service (ECCH) in the first instance and occasionally commission private speech services. We access the sensory occupational therapy services SENSI and Open Arms Sensory Support and have access to services universally provided by Norfolk County Council, which are described on the Local Offer
We are an inclusive school and welcome diversity. All staff believe that high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children.
We care about the social and emotional well-being of each child and take bullying very seriously. We teach anti-bullying as part of the PATHS programme and our anti-bullying policy can be found on our school website.
A key stage 1 and key stage 2 nurture based intervention is available for groups of children who need some specific social and emotional support.
The class teacher has overall responsibility for the pastoral, medical and social care of each child in the class, therefore this is the parents’ initial point of contact. If further support is required, the class teacher liaises with the SENDCo for further advice and support, this happen when needs are complex, when the child is in local authority care (LAC) and/or when there are, in addition, safeguarding concerns. This may involve working alongside outside agencies such as the Education of Vulnerable Groups Achievement and Access Service, Health practitioners and Children’s Services.
The school is fully accessible to pupils with SEND. The school is wheelchair accessible with a disabled toilet in the main building. The school produces an annual Disability Access Plan to ensure that this provision is regularly monitored and developed.
At Pulham we allocate funds carefully to the variety of support offered; 1:1 support, small group support, specialist support from outside agencies and time for the Special Educational Needs Coordinator to work with pupils, parents, class teachers and teaching assistants. We also buy equipment and resources where appropriate and our teaching assistants attend courses to support their work with pupils.
The school budget received from Norfolk LA includes money for supporting children with SEND. For the year 2019/2020 this is £39,281. In addition the school applies termly to the Local Authority for pupil specific’ financial support, called ‘Element 3 funding, for the Summer term 2019 this amounted to £1,079.16 and for the Autumn term 2019 £2,544.67.
We ensure that the needs of all children who have special educational needs are met to the best of the school’s ability with the funds available. We have a team of teaching assistants who are funded from the SEN budget and deliver programmes designed to meet groups of children’s needs. The budget is allocated on a needs basis. The children who have the most complex needs are given the most support, often involving an additional adult.
Where a SEN child is also registered as pupil premium they will benefit additionally from the funding allocated to that group.
At Pulham School in 2019/20 we are offering a range of additional clubs and activities. These can be found on our website.
All learners at Pulham School have the same opportunity to access extra-curricular activities and other school activities including residential visits. All staff take seriously their obligation to make reasonable adjustment for all pupils, including those with SEN and those with a disability, to be able to access all activities if they wish, in line with the Equality Act of 2010.
School trips are accompanied by a high ratio of adults to children and more individualised support is arranged where necessary. A risk assessment is carried out prior to any off site activity and sometimes a pupil specific risk assessment will be in place too, for this parents would be asked to advise and contribute.
When a child joins our school or a need is identified at Pulham, we endeavour to ensure we get the appropriate training, updates and support available to us, through the relevant services.
Our SENDCo, holds the statutory qualification and informs staff of SEN developments; they attend the Local Authority termly SEN forums and is a member of the SEN Network run by Willow Tree Learning. Most recently, one of our class teachers completed a yearlong introduction to SEN management course, 2 pupil specific staff members attended training on Autism, 2 other members of support staff attended workshops on speech development and attachment barriers. We continue to employ last year’s professional development on Neurodiversity, appreciating and using the idea that we all think and learn in different ways – a very inclusive philosophy.
Some interventions used, for example, Sound Discovery and Catch Up require specialist training in order to be delivered effectively. Any staff leading these interventions have been appropriately trained either by experienced staff within the school or by an external provider.
Additionally we have trained nurture practitioners, all SEN TA staff are trained in the phonics programme Read Write Inc., the SENDCo is trained in the use of a number of assessment tools and the whole staff had training on preparing and managing bereavement training in school, including working directly with bereaved young people and their families.
We recognise that ‘moving on’ can be difficult for any child and this seems particularly true for those with SEN and we are committed to working in partnership with children, families and other providers to ensure that any transition is as smooth as possible.
As a child gets ready to move into our Reception class initial contact is made with their previous setting and with the parents. Our reception teacher will visit the child in their pre-school setting along with the year 6 pupil who will be their buddy once at school. The teacher will also offer a home visit. Children are invited for a number of taster sessions in the Summer term and parents are invited to attend a meeting with the reception teacher. Parents are invited to contact the school at any other time to ask questions and discuss concerns. Any relevant information is shared with other members of staff and the SENDCo when appropriate.
As a child gets ready to move to a new school we will contact the SENDCo there and ensure they know about any special arrangements or support that needs to be made for your child. We will make sure that all records about your child are passed on as soon as possible. We will strongly support transitional visits to the new setting.
As a child moves into a new class within school, information will be passed on to the new class teacher in advance and a planning meeting will take place with the new teacher. Children will have opportunities to meet their class teacher and be involved in ‘transition days’ to work within their new class in the Summer Term prior to transition.
On high school transition the SENDCo and Year 6 staff will be in contact with the high school SENDCos to discuss the specific needs of your child and what provision needs to be made. Where possible your child will visit their new school on several occasions and in some cases staff from the new school will visit your child in this school, we encourage this happening as early as possible. Opportunities to familiarise pupils with their new school are organised as part of the transition process throughout the year by all high schools locally at the end of the Summer Term. Some of these transition days facilitate additional opportunities for vulnerable learners.
At Pulham Primary School, we respect and value your understanding of your child’s needs and wishes. We aim to involve you throughout decision making processes and to keep you informed of the support your child is having. We encourage you to meet with us as often as you feel necessary and we really notice the positive impact of parents working equally alongside us.
Parents are encouraged to express opinion through Parentview on the OFSTED website. Additionally parents can be part of the group to review the SEN report for the school annually along with the SENDCo and governors. In the event that parents are not satisfied with the outcomes of discussions or their child’s progress, parents should speak to the head teacher.
Please do not hesitate getting in touch with us.
At Pulham Primary School your first point of contact is always the class teacher. You can also speak to or email the SENDCo, Vicki Read via the school office or at email@example.com. Simone Goddard, the head teacher is also very happy to discuss any concerns, there is also our school governor with responsibility for SEND, Donna Eaton.
There are many sources of advice for a range of children’s needs, the class teacher and SENDCo can help you find the most relevant for you. The following links are to a few general sources of support.
(Review date September 2020)