This is a working document and not all links are active.
SEND Information Report for Hethersett Woodside Infant & Nursery school 2019/20
Part of the Norfolk Local Offer for Learners with SEN
Welcome to our SEND information report which is part of the Norfolk Local Offer for learners with Special Education Needs and Disabilities (SEND). All governing bodies of maintained schools have a legal duty to publish information on their website about the implementation of the governing body’s policy for pupils with SEND. The required information is set out in the SEND regulations which can be found here.
At Woodside 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. It is a working document and we would welcome your feedback and future involvement in the review of our offer. The best people to contact this year are:
Head – Mrs Angela Jermy PGDip (SEND)
SENDCo – Mrs Emma Pugh Advanced SENDCO Award (KS1)
– Mrs Nicola Ingham (Foundation Stage)
SEND Governor – Mrs Jessica Knights
School Council Link – Miss Elissa Reed
Nurture Lead – Mrs Sharon Watts
Forest Friends Lead – Miss Sarah Catton
Thrive Practitioner – Mrs Janet Orford
If you have specific questions about the Norfolk Local Offer please look at the Frequently Asked Questions by clicking here. Alternatively, if you think your child may have SEND please speak to their class teacher, Emma Pugh (SENDCO) or Angela Jermy (Headteacher) on 01603 810674.
Parents and children were consulted and the questions and information they wanted to know can be found here. (use link already there)
Our Approach to Teaching Learners with SEN
At Woodside we want all adults and children to participate in learning. We are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs or abilities.
We value high quality teaching for all learners and actively monitor teaching and learning at our school. For more information on our approach please see our teaching and learning policy by clicking here. (will send when available)
Our school improvement plan is about developing learning for all and details our planned continued professional development (CPD) opportunities for all staff. Our plan for 2019-20 can be found here. (Will send link)
We aim to provide a happy, safe and stimulating learning environment that supports the needs of our school community. We continually assess and monitor progress of all learners to ensure learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings.
At Woodside we value “Learning for All”.
How we identify SEND
At different times in their school career, a child may have a special educational need. The Code of Practice defines SEND 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 young person has a learning difficulty or disability if they:
(a) Have a significantly greater difficulty in learning than the majority of others 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.
At Woodside 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 SEND. Only those with a learning difficulty that requires special educational provision will be identified as having SEND.
Our SEND profile for 2019-20 shows that we have 17.26% of children receiving SEND support, 2.38% children currently have an Educational Health and Care Plan (EHCP).
Assessing SEN at Woodside
Class teachers, teaching assistants, parents/carers and the learner themselves will be the first to notice a difficulty with learning. At Woodside we ensure that assessment of educational needs, directly involves the learner, their parents/carers and their Teacher. The SENDCo will also support with the identification of barriers to learning. We have a range of assessment tools available, and our updated tool kit for 2019-2 is available here.
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 available here.
Woodside, as part of the Hethersett Cluster have also commissioned for 2019-20 support from:
Educational Psychologist – provided by Willow Tree Learning
(Including CPD for SENDCo & Staff)
Our Teaching Assistants in Year 1, 2 and 3 deliver interventions in the provision map as coordinated by our SENCo. We also employ a Nurture Lead and a Forest Friends Lead for five afternoons each week, who lead our Nurture provision.
What we do to Support Learners with SEND at Woodside
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 Woodside are proud of our teachers and their development. The Teacher standards are available here.
Our Teachers will use various strategies to adapt access to the curriculum, this might include:
- Visual timetable
- Writing frames
- Alternative recording devices
- Positive behaviour rewards system
Each learner identified as having SEND, is entitled to support that is “additional to” or “different from” the normal differentiated curriculum. The type of support is dependent on the individual learning needs and this is described on a provision map. This provision map details the interventions and actions that we undertake at Woodside to support learners with SEN across the year groups. It is modified each half term following progress meetings in each year group to identify vulnerable learners. The provision map for 2018-19 is available here.
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.
Funding for SEND
Hethersett Woodside Infant & Nursery 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 2019-20 is £51,371.
The Hethersett Cluster of schools also receive funding from the Local Authority which is distributed as “top up” funding for learners who require support that exceeds that available to the school.
All schools in the cluster have signed a governance agreement which helps us work together. We have written our Cluster policy for SEN which is available here.
The Hethersett Cluster of schools is committed to working together to improve learning for all, and we are able to share resources, training and moderate provision for learners with SEN.
How do we find out if this support is effective?
Monitoring progress is an integral part of teaching and leadership within Woodside. We follow the “assess, plan, do, review” model. Before selecting any additional provision for a child we agree what we expect to be different following the intervention. A baseline is recorded which is then used to measure the impact of the provision.
Children, Parents/carers and their Teaching and Support Staff will be directly involved in reviewing progress. This review is built into Parent’s Evening, once a term, where progress and next steps are discussed. If specialist advice has been sought or the child has an EHCP then an additional meeting will be held with the parent, SENCo and Teacher, and if appropriate the EHCP co-ordinator, to discuss additional provision. The Statement of Educational Need will be formally reviewed annually.
The SENDCo collates the impact data of interventions, to ensure that we are only using interventions that are effective. Progress data of all learners is collated by the whole school and monitored by Teachers, Senior Leaders and Governors. We also attend moderation meetings within the cluster to ensure consistency of judgements. Our school and cluster data is also monitored by the Local Authority and Ofsted.
Other Opportunities for Learning
All learners should have the same opportunity to access extra-curricular activities. At Woodside in 2019-20 we are offering a range of additional clubs and activities. We are committed to making reasonable adjustments to ensure participation for all, so please contact the school office to discuss specific requirements.
All staff at Woodside have regular 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 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/her ability to carry out normal day-to-day activities.”
Section 1(1) Disability Discrimination Act 1995
This definition of the disability in the Equality Act includes children with long term health conditions such as asthma, diabetes, epilepsy and cancer. Children with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and those with SEN. Children 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 click here.
Preparing for the next step
Transition is part of life for all learners. This can be transition to a new class in school, having a new teacher, or moving to another school. Woodside is committed to working in partnership with children, families and other providers to ensure positive transitions occur.
Planning transition is a part of our provision for all learners with SEN. Moving classes will be discussed with you and your child. Transition to Year 3 at Hethersett VC Primary School will be discussed during year 2. Time will be given for planning and preparation. If necessary a specific meeting is held between SENDCo, Parents and the HVCP School SENDCo re transition in the summer term of year 2.
Have your say
At Woodside we can shape and develop provision for all of 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 all parents/carers, learners, governors and staff. So please engage with our annual process to “assess, plan, do and review” provision for SEND.