Welcome to our SEND Information Report and Policy which is our contribution to the Norfolk Local Offer for learners with Special Educational Needs and/ or a disability (SEND).

www.norfolk.gov.uk/send

This website (Norfolk SEND Local Offer) is a comprehensive site for ‘anyone in the life of a child or young person aged 0-25 who has a special educational need and/or disability (SEND) in Norfolk’

We have a legal duty to publish information about how our school’s policy for children with SEND is implemented here. This information will be updated annually and in line with the SEN Code of Practice 2015 www.gov.uk/government/publications/send-code-of-practice-0-to-25

The SEN Code of Practice is currently being reviewed. Further information on how it will change can be found SEND Green Paper, 29 March 2022 | Local Government Association

At Colman Infant School we are committed to working together with all members of the school community and have high aspirations for all learners, including those with SEND. This information report and policy has been produced and reviewed with the SEND governor, members of staff and audited on 21.10.21 using the Norfolk auditing ‘Best Practice Guide’, with the deputy head at Colman Infant school.

Last updated September2022

‘A parents’ guide to SEND’ is available to read on the SEND page of the federation website or available from the school office. These have been updated during 2021 with the help of parents and SEN governors.

A few amendments to this document highlight the changes that continue to be made in light of the ongoing Covid precautions and advice.

All SEND support and activities in school adhere to the government’s latest guidance regarding Covid-19 for schools and the Federation Risk Assessment plan for Covid19.

We would welcome your feedback and future involvement in this review process, so please do contact us.

The best people to contact this year about any SEND matters are: 

Federation Interim Executive Head teacher – Mrs Catherine Wright office@colmanfederation.org.uk 

Deputy Head at Colman Infant school - Katherine Morley Kmorley@colmanfederation.org.uk 

Special Educational Needs and Disability Coordinator (SENDCO) - Mrs Debbie Davis ddavis@colmanfederation.org.uk 

SEND governor – Mr Mike Burrell   office@colmanfederation.org.uk 

LAC governor – Mrs Tamzin Garrod – office@colmanfederation.org.uk 

Pastoral and Parent Support – Donna Goldsmith  Dgoldsmith@colmanfederation.org.uk 

At Colman Infant School we believe in participation for all; we have high expectations of all learners, including those with SEND. 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 more responsive to the diversity of children’s backgrounds, interests, experience, knowledge and skills.

We value high quality teaching for all learners and actively monitor teaching and learning in the school. Our school improvement plan is about developing learning for all and details our planned continued professional development (CPD) opportunities for all staff.

We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community.  We monitor the progress of all learners, and staff continually assess to ensure that learning is taking place.  Our whole school system for monitoring progress includes regular pupil progress meetings.

At Colman Infant School, we value Learning for all.

At different times in their school career, a child or young person may have a special educational need.  The Special Educational Needs and Disability Code of Practice: 0 - 25 states that:

“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:

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 or mainstream post-16 institutions.”

Further details can be found here

https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

The Special Educational Needs and Disability Code of Practice 0 – 25 years identifies four broad areas of need:

• Communication and interaction
• Cognition and learning
• Social, emotional and mental health difficulties
• Sensory and/or physical needs

The Code of Practice (2015) makes clear we must have regard to:

• the views, wishes and feelings of the child or young person, and the child’s parents
• the importance of the child, and the child’s parents, taking part as fully as possible in decisions, and being provided with the information and support needed to take part in those decisions

the need to support the child, and the child’s parents, in order to help them achieve the best possible educational and other outcomes

For the year 2022/23 (from school census data September 2022):

14.5% of pupils in the school have SEND (SEN Support 9.1% and 5.5% with Education, Health and Care Plans)

*This compares with National SEND Averages in Primary schools – 13.0% SEN support and 2.3% EHCP. Total SEND 16.9%

*Norfolk averages in Primary schools - 14.8% SEN Support and 2.1% EHCP

 (*January 2022 data, published July 2022 – for primary phase which is up to and including Year 6 -provided by Norfolk Inclusion & SEND)

 Of those with identified SEND at Colman Infant School:

• 3% cognition and learning (SEN support 8.3% /0% EHCP)
• 2% communication and interaction (SEN support 41.7% /12.5% EHCP)
• 1% social, emotional and mental health (SEN support 4.1% /0% EHCP)
• 3% physical and sensory (SEN support 8.3%/ 25% EHCP)

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 that distract them from learning.

At Colman 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.

Where progress continues to be less than expected the teacher, working with the SENCO, will assess whether the child has SEN.

In deciding whether to make special educational provision, the teacher and SENCO will consider all the information gathered from within school information on progress against what is expected for a child of that age, the views and experience of parents and pupil.

Class Teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning.  At Colman Infant School we ensure that assessment of educational needs, directly involves the learner, their parents/carer and of course their Teacher

If parents think their child may have special educational needs, they should contact the class teacher. Parents can also contact the SENDCO – ddavis@colmanfederation.org.uk

If it is decided that there may be a barrier to a child’s learning after a period of monitoring and support, then a conversation is had with the parent/ carer and the child is added to the SEN list at SEN support.

When a learner is identified as having SEN, we will make provision that is ‘additional to or different from’ the normal differentiated curriculum, intended to overcome the barrier to their learning

School follows the guidance provided by Norfolk local Offer ‘SEN Support Guidance’ – Provision Expected at SEN Support (PEASS) Every Teacher has a copy of this.

An electronic copy of this can be found on the SEND page of the federation website or by using this link

https://www.norfolk.gov.uk/children-and-families/send-local-offer/education-and-training-0-25/special-educational-provision-we-expect

This SEN provision takes the form of a four-part cycle – Assess, Plan, Do, Review and is known as the graduated response.

How much support to give a child, is based on the need of that child. This is to enable them to access learning and overcome, reduce or manage the barriers to learning, whether they are cognitive, physical, linked to communication, emotional, sensory, mental health or social.

Additional help at SEN Support is recorded in the individual child’s Provision plans and year group provision maps. This provision is additional to and different from quality first teaching inside the classroom. Support is for a specified amount of time and then reviewed to see if changes could or should be made. Our whole school provision map is shared with the SEND governor.

SEN support is adapted or replaced depending on how effective it has been in achieving the agreed outcomes. If issues persist then the school and parents may consider requesting an Education, Health and Care Needs Assessment. This is appropriate for a small number of children with a higher level of need. This may result in the production of an Education, Health and Care Plan (EHCP)

More information on this can be found on the Norfolk Local Offer

https://www.norfolk.gov.uk/children-and-families/send-local-offer/education-and-learning/support-for-learning/education-health-and-care-ehc-plans

Children will get support to meet their needs. This may be all provided by the class teachers, who have a duty to meet the needs of all children in their class and are trained to do so.  Additional support is also available:

• Other staff in the school e.g., TA, pastoral support or ELSA (Emotional Literacy Support Assistant) trained staff
• Referrals for pastoral support can be made by class teacher, in consultation with parent, or our Pastoral and parent support staff Grace Reynolds and Donna Goldsmith (known as The Link).

For children who have English as an additional language we have a specialist EAL teacher who works with the SENDCO if the need is both EAL and SEND

• The EAL teacher has been trained in identifying difference between EAL and SEND difficulties.

SENDCO and EAL teacher work together, using evidence available, to decide what and how much support a child may need.

• Support from staff in the DRB (Deaf Resource Base)
• Adults who will visit the school from services such as The Virtual School for Sensory Support (for students with a hearing or visual need)
• professionals who visit from agencies such as the Speech and Language Therapy Service or EPSS (Educational Psychology Services)
• Bespoke more specialist support commissioned by school with the involvement of The Inclusion & SEND team. The link gives more information:

Inclusion and SEND team - Schools (norfolk.gov.uk)

For 2022/23 we are continuing to follow government guidance regarding visits/ visitors into school.  A remote meeting remains an option for parents or other visitors.

Specific small group or individual support may:

• Take place in the classroom or outside to quickly help with any misunderstandings.
• Be led by a teacher or TA. These are generally called ‘intervention groups’ and follow a specific programme.

• The teacher or outside professional (like a Speech and Language Therapist) may plan sessions for the child with targets to work towards identified outcomes.
• An TA /teacher/or outside professional will support the child or children by using the teacher’s plans or recommended programme.

Different ways of teaching can be used so that every child is fully involved in learning - building on what they already know, understand and can do. This may involve things like using practical learning or different resources.

• Examples include the use of computer technology such as ipads, laptops, maths equipment, talking tins, enlargements, coloured paper or overlays, signing, peer support, pencil grips, writing frames, alternative ways of recording ideas and information, sensory calming equipment like ear defenders and visual timetables.
• See the CIS provision map for details (appendix)
• Specific strategies and/or provision (which may be suggested by the SENDCO or outside staff) to support your child to learn, can be put in place

Examples of intervention across the school include 1:1 Read Write INC. ARROW (for developing reading and spelling), 1:1 reading key words for fluency, Wellcomm communication and language intervention, NELI – Nuffield Early Language Intervention, Pastoral support, ELSA, ASD interventions – e.g., Attention Autism.

The class teacher is responsible for:

• Ensuring that all children have access to good or outstanding teaching and that the curriculum is adapted to meet every child’s needs.
• All teachers are expected to be able to ‘have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them.’
• To also ‘know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively. To have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these’
• The link below shows the Teacher standards:
• https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/665522/Teachers_standard_information.pdf

• Checking on the progress of all children.
• Identifying, planning for, and providing additional help. The SENDCO is there to help as needed.
• Ensuring that learning delivered outside the class, e.g. in interventions, is monitored and skills practised within the classroom too.
• The teacher appropriately plans, adapts, delivers and scaffolds learning to meet the needs of every child in the classroom.
• Progress is reviewed regularly by the class teacher and termly with senior management and SENDCO in ‘pupil progress meetings’ with reading, spelling, writing and maths assessment results recorded on our electronic tracking systems. Here provision is reviewed and planned for.
• Parents are informed of their child’s attendance, progress and attainment at Parents/Carers’ consultation evenings each term along with a termly written progress report.
• We use the National curriculum scaling – ‘below key stage’, ‘working towards’, ‘expected’ and ‘greater depth’ to represent progress and attainment.
• If a child is working significantly below age expectations so not yet within the National Curriculum, a more sensitive assessment tool can be used (PIVATS) which shows their attainment in detail and will show small steps of progress.
• Intervention groups, resources, adult help (including pastoral or social/ emotional support) may also be used to meet an individual’s needs
• Recording provision and support on a child’s individual provision plan and on the Year Group Provision Map.
• Following the ‘Assess, plan, do, review’ process. Discussing and reviewing support with parents.
• Making sure a child’s needs are known by others including cover and supply staff. Including what adjustments need to be made to enable them to be included and make progress.
• Ensuring that all TAs are supported in delivering the planned work/ programme, so children with SEND can achieve.
• This may involve specially planned work and resources or, occasionally, outside specialist help.
• Ensuring that the school’s SEND practice is followed in their classroom and for all the pupils they teach with SEND.
• The teacher may adjust:

• the type of information, style of teaching, arrangement of children in the class, use of adult support and choice of resources to ensure that all children, can access the learning.
• This may involve things like:
  practical learning, resources adapted for specific children, use of computer technology -e.g. laptops via Access Through Technology, maths resources, talking tins, coloured paper, enlargements, signing, radio aids, Roger Touch devices, Sound Field Systems, peer support, pencil grips, providing alternative ways of recording ideas and information, sensory supportive equipment, calm down boxes, ear defenders, and visual timetables.

Learning Support Assistants or Teaching Assistants (TAs)

At Colman Infant School there are 10 equivalent class/ individual child TAs and 1 Higher Level Teaching Assistant who support learning in class and deliver the interventions. In addition, we employ a specialist Speech and Language Learning Assistant 2 days per week (a qualified Speech & Language Therapist).

• A TA works with pupils within the classroom to reinforce, support and mediate learning. Also, to provide for social and emotional needs.
• 3 staff members have completed the Communication Champion Training.
• TAs may also be directed by the class teacher to support individuals or small groups. TAs also have a valuable role working with individuals or groups to help reinforce or develop learning.
• They may also run an intervention group.

Monitoring progress is an integral part of teaching and leadership within Colman 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.

When any additional provision is selected to help a child, the SENCO, Teacher and parent/carer will discuss 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 may be built into the intervention itself, or it can be a formal meeting held at least once a term, where progress and next steps are discussed.

If a learner has an Education Health and Care Plan the same termly review conversations take place, but the EHC plan will also be formally reviewed annually.

The Deputy head collates the impact data of interventions, to ensure that we are only using evidence informed, effective interventions that have a positive impact on outcomes for children.

Progress data of all learners is collated and monitored by Teachers, Senior Leaders and Governors. Termly pupil progress meetings are attended by teaching staff, Senior leadership and the SENDCO where progress and attainment is discussed, provision reviewed and agreed.

Moderation opportunities with other local schools ensure that our judgements stand up to scrutiny. Our school data is also monitored by the Local Authority and Ofsted.

Colman Infant School provides a nurturing environment that promotes emotional wellbeing, respect and that values diversity.

Positive behaviour, social development, resilience and growth mindset are taught. Children are listened to and their views, wishes and feeling taken as part of understanding their needs.

We have two full-time Pastoral and Parent Support workers– Mrs Tracey Mitchell and Mrs Donna Goldsmith -who are ELSA (Emotional literacy Support Assistant) trained and our school’s Mental Health Champions. They have attended a range of training including: building resilience in children, Trauma informed practice, bereavement, along with specific training linked to the possible impact of Covid-19 on children’s wellbeing and mental health.

• Contact:

 tmitchell@colmanfederation.org.uk ; Dgoldsmith@colmanfederation.org.uk

• Staff are supportive and have an open-door policy for parents to let us know if their child needs additional support.
• All staff are made aware of individual social, emotional, dietary and medical needs.
• Good communication ensures that changes to a child’s situation, circumstances or condition are known quickly and adjustments made to meet current needs.
• Staff have an awareness of how emotional and social needs impact on ability to engage and learn effectively through training on attachment and mental health and wellbeing.
• A range of support is available to help a child with social, emotional and mental health issues that lead to challenging behaviour.
• These include: pastoral support, ELSA, Behaviour Risk Management Plans and Pastoral Support Plans.
• Our pastoral and parent support staff work closely with the children and their families. Referrals can be made to Early Help to request a Family support practitioner or Early Help Assessment and Plan can be created to support a family.
• Taking a child’s wishes and feelings are taken seriously and recorded as part of the ‘Signs of Safety’ process. For those children who are ‘Looked-After’ their feelings are additionally recorded as part od the PEP and LAC Review process.
• Children are supported with medical needs appropriately. Most adults, including MSAs, have first aid training, with some having higher level first aid qualifications. These are renewed annually – most recently 1.9.21
• Significant medical needs are recorded as care plans with training in place to support this, e.g. for epilepsy, diabetes and anaphylaxis and where needed specialist training for specific individuals.
• First Aid Kits are available in every year group
• We have a medical room where medicines are locked away. Parents are asked to provide written permission for the administration of medicine. Forms can be found on our federation website or from the office. Records are kept of all administration of first aid or medicine.
• Care plans are created for all children with Asthma. An ‘Asthma Passport’ is provided to record any self-administered dose of prescribed inhaler (Ventolin - blue). School emergency asthma inhalers are also available.
• For those with disabilities which require intimate care, this can be provided. 

School monitors attendance closely and liaises with the Local Authority. Our Pastoral and parent support staff and Attendance Lead work with families to improve attendance if needed. SENDCO and Attendance Lead liaise frequently and as needed to discuss attendance issues for pupils who have SEN and/or medical/needs.

Parents are encouraged to talk to the class teacher regularly so we are working in a close partnership, sharing what is working at home and in school.

(For 2022/23 we are still guided by the Covid-19 protocols that are in place for outside professionals visiting schools for the purpose of meeting staff, children and parents)

In addition:

• The SENDCO is available to meet with parents to discuss progress or any concerns/worries they may have. Appointments can be made through the office or directly via email. ddavis@colmanfederation.org.uk
• All information from outside professional agencies will be discussed with parents/carers by the person involved directly and in a report. The SENDCO may also arrange to meet with parents to discuss assessments and ideas from outside agencies to support a child.
• EHC Plans are reviewed each year; with parent/carer involvement.
• Relevant articles, information sheets and SEND events will be sent home via the children.
• Additional information can be found on our website.

SEND – Infant – Colman Infant & Junior School Federation (colmanfederation.co.uk)

• Early Help Plans can be made to support the whole family if needed (see our Pastoral and Parent support staff for details) Up to date training on this support process was attended by SENDCO and both Pastoral and parent support staff in June 2021

School staff - Pastoral and Parent Support staff and SENDCO can:

• signpost parents to access additional support, referrals to organisations and support groups.
• attend Early Help meetings, S17 and S47 Child Protection meetings where appropriate (SENDCO, Pastoral and Parent support staff are DSLs)
• Liaise with a variety of outside agencies – such as; health professionals, local charities, social care and housing.
• Access support from Families House/ Break re ADHD and separating families
• Can refer and support parents to access other forms of support such as:

• Point 1
• Nelson’s Journey
• Just One Norfolk – to access health and on-line parental support such as Solihull Training
• CAMHS
• Leeway (domestic violence support for children and parent)
• Young Carers,
• Sensational Families
• ASD Helping Hands
• Starfish
• Benjamin Foundation
• Early Help

• Provide information about activities for children funded through school
• Access support from school nurse regarding issues such as sleep disorder and bed wetting
• Referrals to Early Help for Family support
• Refer to Norfolk Family Practitioners for Vulnerable family support
• 1:1 meetings with children/parents as necessary
• Provide food bank vouchers where appropriate.

We are working hard to increase the number of ELSA trained staff, with the aim that there will be one ELSA trained staff member in each year group (in addition to the pastoral team) by the end of 2022-23 academic year.

Organisations and support groups for families include such as:

• Norfolk SENDIASS for SEND information, Advice and support

https://www.norfolksendiass.org.uk/

• Just One Norfolk - Just One Number is a single point of access for all Norfolk health advice and support for children

https://www.justonenorfolk.nhs.uk/

• SENsational families – a charity that provides support services and training for families with special educational needs and/or disabilities (SEND) in Norfolk.

https://www.sensationalfamilies.org.uk/

• SEND page of the school website - links for parents to access support and advice.

http://www.colmanfederation.co.uk/send/send-junior/useful-information-web-links-for-families/

If a child is undergoing EHCP Needs Assessment (EHCPNA), parents will be supported by the Children’s Services EHCPNA coordinator. They will help ensure that the process is understood.

The EHCP Coordinator for the school is currently Rebecca Mann.

The SENDCO’s role is defined in the code of Practice P108

The SENDCO is responsible for and will use their best endeavours to:

• Coordinate all the support for children with Special Educational Needs and Disability (SEND).
• Develop the school’s SEND policy and practice to make sure all children get a consistent, high quality response to meeting their needs.
• Ensure parents are involved in supporting their child’s learning in an equal partnership with school.
• Ensure parents are kept informed about the support their child is getting.
• Ensure parents are involved in planning for and reviewing support.
• Liaise with a range of professionals e.g. Occupational Therapists, Speech and Language Therapy, Educational Psychology, community paediatricians, ATT and others.
• Update the school’s SEND register, (a system for ensuring all the SEND needs of pupils in this school are known and understood by staff) and checking / maintaining records of needs.)
• Provide (or signpost to) more specialist support for teachers and support staff in the school with knowledge and training opportunities so they can help pupils with SEND in the school achieve the best possible progress.
• Support the class teachers to organise provision, support and interventions for specific children.
• Organise training for staff so they are aware and confident about how to meet the needs of children with SEND and other vulnerable children within our school.
• Liaise with support staff, including MSAs.
• Liaise with other SENDCOs to develop and share best practice.
• Liaise and ensure smooth transition between different educational phases for children with SEND. Arrange transition meetings as needed.
• Co-ordinate SEND interventions – e.g. whole school provision of ARROW
• Write referrals and coordinate assessments with professionals as required including writing EHCP needs assessment requests.
• Arrange and oversee annual reviews for those children with Education, Health, and Care Plans (EHCP)
• Track the academic progress of SEND children.
• Work with the Head teacher to monitor and evaluate the SEND provision.

Mrs D Davis (SENDCO) can be contacted via the school office or email ddavis@colmanfederation.org.uk for an appointment.

Colman Infant is home to the Deaf Resource Base (DRB). A specialist resource base with its own admission criteria as set by The Virtual School for Sensory Support:

Oak Class

• The DRB has an acoustically treated room where Deaf children can be taught by the Teacher of the Deaf or specialist support assistants, employed by Virtual School Sensory Support.
• Support from the DRB is according to the academic and communication needs of the children.
• All Deaf children register in their mainstream class in the morning and afternoon but the degree to which they then included within the mainstream learning environment for lessons during the school day varies according to need.
• All deaf children have access to specialist support in mainstream classes
• All deaf children have ‘Deaf time’ to explore their Deaf identity and Deaf culture and how to become independent with amplification - hearing aids, cochlear implants BAHAs and other equipment at an age appropriate level.
• Some hearing children may be taught by the DRB if it is thought they may benefit from an adapted curriculum or small group teaching.
• All assemblies and songs are signed by DRB staff
• school events are signed
• Deaf children are allocated a place in the DRB through the Virtual School for Sensory Support admissions panel but once admitted, they are on roll at Colman Infant School. 

The Teacher of the Deaf in the school is responsible for:

• Teaching in the Deaf Resource Base
• Planning, providing and monitoring intervention sessions for the Deaf children as necessary
• Monitoring the progress and attainment of all children in the DRB – including organising the EHCP Annual Reviews
• Promoting British Sign Language and Deaf awareness in the school.
• Arranging for the installation of and maintaining appropriate technology around the school to benefit Deaf children e.g. Sound field systems which may also benefit hearing children.
• Monitoring and checking of all specialist equipment for the Deaf children on a daily basis.
• Coordinating the support for children in mainstream classes -timetabling the appropriate support for Deaf children in their mainstream classes by Specialist Support Assistants (SSAs)
• Encouraging the use of signing by all pupils and staff
• Special events are organised by the Teacher of the deaf – e.g. singing and signing events for the whole school. Visits for Deaf children to special events out of school are arranged.

We employ an EAL teacher across the Federation, to support the school, the children and parents who have English as an additional language.

• New arrivals are met by the EAL teacher before the child starts to access the need of parents and children
• We can arrange interpreters – through Intran Translation and Interpretation Service.
• Standard school letters are available in many translated versions
• The website has an in-built translate tool for parents to choose a preferred language.
• For hearing impaired parents, we have a number of signers who can act as interpreters.

EAL teacher –

Is responsible for:

• The teaching and learning of children with English as an additional language
• Identifying and monitoring progress and attainment of pupils with EAL and intervening with those who are at risk of underachieving.
• Providing advice, resources and materials for teachers and LSAs.
• Teaching withdrawal groups groups or 1:1 for focussed language work or supporting in class.
• Promoting and celebrating diversity of language and skills.
• Working with parents to support development of all known and used languages.
• Arranging translation and interpreter services through Intran as needed.
• Working closely with the SENDCO to identify and support those children who have SEND needs in addition to their EAL needs

For some learners we may want to access advice and support from specialist teams. We have access to a variety of services; some services universally provided by Norfolk County Council and Norfolk Community Health and Care NHS Trust.

In the year 2020/21 we have accessed services from:

• Virtual School Sensory Support for hearing and visually impaired children
• Child and Adolescent Mental Health Services (CAMHS)
• Educational Psychology Support Services (EPSS) for advice, individual assessment and CBT
• Community paediatric services
• Community Nursing Services and Health visitors
• School 2 School Support – referrals for support from complex needs schools
• Point 1 – social, emotional and mental health support
• Nelson’s Journey – bereavement support
• Educational Psychology Support Services for on-going supervision (ELSA staff members)
• The Inclusion Team
• The Virtual School SEND
• Early Help
• Starfish
• Benjamin Foundation
• SRB Outreach teams
• The ASD Team
• Speech and language services
• Occupational Therapy services
• Physiotherapy services
• Access Through Technology

The school has a termly review and planning meeting with EPSS to discuss what support is available/ needed and for us to seek advice and also the termly Core Consultation to discuss whole school SEND matters and seek signposting for information and advice.

The SENDCO also attends termly briefings via the SEND Forum, provided by the Virtual School SEND and termly meeting of SENDCOs through membership of The Essential SENDCO Network.

Health referrals -

• Via a G.P. school is able to support requests for referrals to health professional services such as Occupational Therapy, Community Paediatricians, and ADHD clinic.
• School and parents can refer directly to the School Nursing Team, Speech and Language Therapy Services. Via the Just One Norfolk site.

https://www.justonenorfolk.nhs.uk/

• Referrals for Specialist assessments and Clinical Psychology assessment via EPSS (Educational Psychological Support Services.)
• Referrals by parents or school to CAMHS or Point 1 - via Just One Norfolk site

https://www.justonenorfolk.nhs.uk/mentalhealth

• School can refer to the Neurodevelopmental Services via GP or contact via the Education Triage Service (ETS)

Social Care requests for involvement –

The MASP (Multi agency Support Panel) is available to support education providers' responses to children and families to prevent the escalation of need for emerging vulnerable families not subject to an existing support plan (Early Help, Child in Need, Child Protection etc).

Safeguarding concerns advice is accessed through the CADS helpline (Children’s Advice and Duty Service) and the Early Help Teams – via the Early Help Plan (EHP) process.

• The local Authority receives money from central government each year.
• This is the Dedicated Schools Grant and it is split into 3 blocks:
• Early years Block, Schools Block and the High needs block. (this is set aside to pay for support and provision of those with SEND)
• The funding the school receives from the Local Authority each year to support those with SEND is informed by a set of indicators and does not necessarily reflect the demand for SEN in the school. The amount that the school receives is detailed in the SEN memorandum:
• The school budget, received from Norfolk LA, includes money for supporting children with SEND.
• For the financial year 2021/22 this amount is £66,720, plus additional funding to run the Specialist Deaf Resource Base and additional funding requested through the High needs and Exceptional Needs funding routes.
• https://csapps.norfolk.gov.uk/BudgetShare/ReportsMenu.aspx
• The Head Teacher decides on the budget for Special Educational Needs in consultation with the school governors, on the basis of needs in the school.
• The Head Teacher and SENDCO discuss all the information they have about SEND in the school, including the children already receiving support, the children needing extra support and the children who have been identified as not making as much progress as would be expected.
• It is then decided what resources/training and support is needed.
• All resources/training and support are reviewed regularly and changes made as needed.
• For children who are ‘Looked After’ money is allocated to the school on a termly basis for the sole purpose of supporting that child. (Pupil Premium Plus)

In addition, additional funding can be applied for though the high needs ‘top up funding’ process – known as ‘Element 3 funding’ - for those with EHCPs, those with identified significantly high needs at SEN support and those with exceptionally high needs. These applications must be specific to supporting the teaching and learning of specific SEND pupils.

Monitoring progress is an integral part of teaching and leadership within Colman 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. When any additional provision is selected to help a child, the SENCO, Teacher and parent/carer will discuss 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 may be built into the intervention itself, or it can be a formal meeting held at least once a term, where progress and next steps are discussed. If a learner has an Education Health and Care Plan the same termly review conversations take place, but the EHC plan will also be formally reviewed annually.

The SENCO collates the impact data of interventions, to ensure that we are only using evidence informed, effective interventions that have a positive impact on outcomes for children.

Progress data of all learners is collated and monitored by Teachers, Senior Leaders and Governors. Moderation opportunities with other local schools ensure that our judgements stand up to scrutiny. Our school data is also monitored by the Local Authority and Ofsted.