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).
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
At Colman Junior 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.
‘A parents’ guide to SEND’ and ‘A children’s guide to SEND’ are also available to read on the SEND page of the federation website or available from the school office. These have been updated in summer 2019 with the help of parents and children.
This information report/ policy has been produced and reviewed with parents and carers, governors and members of staff. Last updated October 2019.
We would welcome your feedback and future involvement in this review process, so please do contact us. The best people to contact this year are:
Head teacher – Mrs Julie Sandford firstname.lastname@example.org
Special Educational Needs and Disability Coordinator (SENDCO) - Mrs Debbie Davis email@example.com
SEND governor – Mrs Jo Phillips firstname.lastname@example.org
LAC governor – Mrs Tamzin Garrod – email@example.com
Parent Support Advisor – Mrs Geraldine Preston firstname.lastname@example.org
Pastoral Support worker – Mrs Tracey Mitchell email@example.com
The Code of Practice (COP) (2015) defines Special Educational Need in the following way:
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 him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
- has a significantly greater difficulty in learning than the majority of others of the same age,
- has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.
Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight or hearing, and 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. Where a disabled child or young person requires special educational provision they will also be covered by the SEN definition. (P4-5 SEN Code of Practice 2015)
For the year 2018/19:
- 20.5% of pupils in the school had SEND including 4.2% with Education, Health and Care Plans
- 9% cognition and learning
- 7% communication and interaction
- 6% social, emotional and mental health
- 3% physical and sensory
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
We are committed to reflect good practice.
‘The key principle that underpins the code is that SEN provision affects all staff; Schools should start with the question “Are we an inclusive community?” (Guidance paper for the
Summary of the Special Educational Needs (SEN) Code of Practice 2015)
We are delighted that our ethos and practice of inclusivity has been recognised. In July 2017 Colman Junior School was awarded the prestigious ‘Equalities Award’
‘… your school sounds wonderfully inclusive’
Dr Chris Derrington
EQualities Award (July 2017)
|How does the school know if children need extra help?
|· From information and concerns raised by parents or carers; we have an open-door policy so parents can raise concerns at any time, initially with the class teacher.
· Class teachers, support staff and the learners themselves may be the ones to notice a difficulty with learning.
· The child’s previous school provides valuable information, whether the child transfers to us into year 3 or at any point during the junior years.
· Tracking and monitoring of progress by class teacher is an ongoing process and may raise concerns as well as progress seen termly in assessments.
· Information from external agencies e.g. health, social care, adoption agencies, Looked After Child carer or social worker.
|What should parents do if they think their child may have special educational needs?||
|How is the decision made about how much individual support pupils will receive?
|How much support to give a child is based on the need of that child to enable them 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.
· Decisions are made with the class teacher, teaching assistant and parents.
· The SENDCO and other professionals may also be involved.
· Parents are invited to attend meetings with Class teacher and SENDCO each term.
· Meetings can be arranged as needed at mutually convenient times.
· Parents can request additional support, for example short term pastoral support for their child when needed. Referrals for pastoral support can also be made by class teacher, in consultation with parent, or our Parent Support Advisor. firstname.lastname@example.org
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
|How does the school support pupils with special educational needs?
|Children will get support to meet their needs. This may be all provided by the class teacher or may involve:
· Other staff in the school e.g. LSA, pastoral support or ELSA (Emotional Literacy Support Assistant) trained staff
· 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.
· Support from staff in the DRB (Deaf Resource Base)
|How will the child get help in the class?
|What extra help can my child access?
|For any child who has specific gaps in their understanding of a subject/area of learning, additional support may be needed. It is a ‘graduated response’ based on a cycle of ‘Assess, Plan, Do, Review’
Your child’s teacher will have checked on progress and will have thought that specific help could be offered to help close the gap between the child and their peers.
School follows the guidance provided by Norfolk local Offer ‘ SEN Support Guidance’ – Provision Expected at SEN Support
An electronic copy of this can be found on the SEND page of the federation website or
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 LSA These are generally called ‘intervention groups’ and follow a specific programme.
Additional help at SEN Support is recorded in the school’s Provision Maps to meet specific need as an addition to and different from high quality teaching inside the classroom, to take place 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
|What mechanisms are in place for supporting pupils’ overall wellbeing?
|Colman Junior School provides a nurturing environment that promotes emotional wellbeing, respect and that values diversity. Positive behaviour, social development, resilience and growth mindset are taught.
· Our pastoral support worker and the PSA work closely with the children and their families.
· Children are supported with medical needs appropriately. Most adults, including MSAs, have first aid training, with some having higher level first aid qualifications.
· Significant medical needs are recorded as care plans with training in place to support this, e.g. for epilepsy, diabetes and anaphylaxis.
|How are children involved in school?
|What is in place to tackle bullying?
|How will parents know how their child is doing?||
· The SENDCO is available to meet with parents/carers to discuss their child’s progress or any concerns/worries they may have. Please contact email@example.com
· All information from outside professional agencies will be discussed with parents by the person involved directly, and also in a report.
· The SENDCO may also arrange to meet with parents to discuss assessments and ideas suggested by outside agencies for their child.
· The SENDCO will have an overview of progress; monitoring progress and attainment of all children with SEND, including the progress made as a result of being involved in an intervention programme – appointments can be made to meet with the SENDCO via the office or contact direct via email. firstname.lastname@example.org
A range of ways to keep parents informed and involved, in addition to those above may include:
· Letters / certificates sent home
· Additional meetings as required
· Regular phone/text/email contact
· PEP (Personal Education Plan) meetings for LAC (Looked After Children)
· PSP – pastoral support plan
· Parents receive termly progress and attainment reports.
· Home-School book
· All letters and information are put on to the federation website where each year group has its own page.
· SEND pages on the federation website.
· Texting service
|How are parents involved?
|· Parents can become involved with the school as a volunteer, through the PTA or attend the many social activities arranged during the year.
· Parent/Carer consultation meetings are held termly but communication via phone, email or in person between parent and staff can be arranged as needed.
· Parental views are sought informally and through questionnaires.
· Parents are able to contact and meet with SENDCO as needed.
· Parents are offered support via the PSA to manage circumstances out of school. email@example.com
· Parenting classes and courses are made available.
· Family Support Plans can be made if needed
|What support do we have for Parents/Carers of a child with SEND?
|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.
· 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. firstname.lastname@example.org
· 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; ideally with parent/carer involvement.
· Homework is adjusted to take account of a child’s needs
· A home/school contact book may be used if needed
· Relevant articles, information sheets and SEND events will be sent home via the children. Additional information can be found on our website.
· Family Support Plan can be made to support the whole family if needed (see our PSA for details)
· School staff - PSA, Pastoral Support Worker and SENDCO can signpost parents to access additional support, referrals to organisations, support groups and Norfolk SEND Partnership. email@example.com
SENsational families - https://www.sensationalfamilies.org.uk/
SEND page of the website - links for parents to access support and advice.
If a child is undergoing statutory assessment, parents will be supported by the Children’s Services EHCP coordinator. She will help ensure that the process is understood. The EHCP Coordinator for the school is Sue Saunders.
|How are children able to contribute their views?
|Who supports children with SEN or disabilities in this school?||The class teacher is responsible for:
Learning Support Assistants
LSAs have a very valuable role in children’s education. However, any questions regarding learning and progress are to be directed to the Class teacher or SENDCO.
The Special Needs and Disabilities Coordinator – SENDCO
The SENDCO’s role is defined in the code of Practice P108
is responsible for and will use her best endeavours to:
Mrs D Davis (SENDCO) can be contacted via the school office or email firstname.lastname@example.org for an appointment.
|How is learning and development provision matched to individual pupils’ needs?||Meeting the needs of every child is an essential part of the class teacher’s responsibility.
The teacher may adjust:
|How are the school’s resources allocated and matched to pupils’ SEN?||The school budget, received from Norfolk LA, includes money for supporting children with SEND. Additional money held by the Local Authority can be sought via a SEN Support application reserved for identified significant high need. These applications must be specific to supporting the teaching and learning of specific SEND pupils.
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 upon 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.
|What is the Deaf Resource Base?
|Colman Junior is home to the Deaf Resource Base (DRB).
|How are places in the DRB allocated?||
|What other specialist facilities are there?
|The swimming pool:
|How do we access facilities from the nearby complex needs schools?
|We have a very good relationship with the Clare School, Parkside School and Eaton Hall School.
|What sources of external advice and support are available and accessed by our school?
|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 2018/19 we have accessed services from:
· Occupational therapy
· Virtual School Sensory Support for hearing or 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
· School 2 School Support – referrals for support from complex needs schools
· Point 1 – social, emotional and mental health support
· Victim Support
· Nelson’s Journey – bereavement support
· Virtual school for LAC
· Community Police
· Growild (forest school alternative provision)
· Goldcrest outdoor education
· Norfolk Nurture Hub
· Educational Psychology Support Services for on-going supervision (ELSA staff members)
· The school has a termly review and planning meeting with the Educational Psychologist to discuss what support is available/ needed and for us to seek advice.
|How does the school access other specialist services including health therapy and social care?||Health -
· 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.
· Referrals by school for Educational Psychology, or learning assessment.
· Referrals for Clinical Psychology assessment via EPSS (Educational Psychological Support Services.)
· Referrals by parents or school to CAMHS or Point 1
Social Care - is accessed through the CADS helpline (children’s Advice and Duty Service) and the Early Help Teams – via the Family support Plan (FSP) process.
|Who are the specialist staff working at the school?
|Pastoral Support worker (for Colman Infant and Junior School) provides support for children who may have social and / or emotional barriers to their learning, or whose emotional, behavioural or social situation at school is causing a concern: working closely with children and their families to empower them to cope with the challenges they face.
Our pastoral support worker is ELSA trained to provide a social and emotional intervention programme and is our ‘Mental Health Champion.’
Working together with the Parent Support Advisor, parents, school staff, charities and multi-disciplinary teams commissioned to support these children.
Parent Support Advisor (for Colman Infant and Junior Schools) provides support for families who need help and advice.
Ø Point 1
Ø Nelson’s Journey
Ø Leeway (domestic violence support for children and parent)
Ø Young Carers,
Ø Mancroft Advice Project for counselling,
Ø Matthew Project, drug and alcohol support
Ø Sensational Families
Ø ASD Helping Hands
A Teacher of the Deaf in the school is responsible for:
Specialist swimming teacher –
Our specialist swimming teacher holds the following qualifications:
EAL teacher –
Is responsible for:
|Is the building wheelchair accessible?
|The school has made a large number of adjustments to make the school disability accessible.
|Have there been improvements in the auditory and/or visual environment?
|Are there disabled changing and toilet facilities?
|How does the school communicate with parents whose first language is not English? (EAL – English as an additional language)
|We employ an EAL teacher to support the school, the children and parents who have English as an additional language.
|How are pupils included in activities outside the classroom including clubs, activities and trips?
(The DDA Reasonable Adjustments legislation expects schools to be anticipatory in respect of school activities and trips)
|What training have the staff supporting pupils with SEND had, or what are they expected to have?
|How will we support your child when they are leaving this school OR moving on to another class?||We recognise that ‘moving on’ can be difficult for a child with SEND and take steps to ensure that any transition is as smooth as possible. If your child is moving to another school:
· We can contact the new school’s SENDCO to pass on any special arrangements or support that need to be made for your child.
· We will make sure that all records about your child are passed on as soon as possible.
· Transition visits over an extended period of time as needed can be arranged
When moving classes in school:
· Information and relevant documents (including a record of support) will be passed on to the new class teacher and a ‘handover’ meeting with the previous and new teacher will take place.
· If your child would be helped by a book or other resource to support them understand moving on, then it may be made for them.
· There will be an opportunity for children to meet their new teacher and other adults who will be working with them, and spend time in their new classroom prior to the end of the summer term (in 2018-19 this was a full day.)
In year 4
· Children will have a week in July getting used to coming in at the upper school end and playing on the upper school playground
· Lockers are allocated after careful consideration. E.g. Children with sensory needs will have lockers allocate near the exits.
In Year 5:
· Children with EHC plans will have a ‘transition review’ of their progress and needs in year 5 which will include secondary school options.
· SENDCO will meet parents of SEND children to outline high school process.
In Year 6:
· The SENDCO from our feeder High Schools meets with the SENDCO at Colman Junior and is invited to attend Annual Review meetings.
· An enhanced transition project has been developed for SEND children in their transition to high school which has included a series of small group sessions and additional visits. This project now being rolled out across the county - in conjunction with EPSS.
· Additional transition visits to the high school can be arranged as needed.
· The SENDCO from the high school can meet parents 1:1 at the junior school as needed in the summer term prior to transfer to discuss provision and support needed.
|How will we support a child with SEND when they join our school?
|We recognise that arriving at a new school can be difficult for a child with SEND and take steps to ensure that any transition is a smooth as possible. If a child is planning on moving to our school:
· We invite parents to visit the school with their child to have a look around and speak to staff.
· A meeting for all new parents transferring from infant schools is arranged where they can meet and talk to the SENDCO.
· Individual meeting for parents and the SENDCO prior to transition can be arranged to discuss need and provision.
· SENDCO at the junior school will attend Annual Reviews of year 2 children and attend transition meetings. Year 3 staff also attend when possible.
· Additional visits are arranged as needed over an extended time period to support individual need.
· All year 2 children are invited to play times, lunchtimes and junior school events from Christmas prior to transfer.
· If other professionals are involved with the child, a meeting of all professionals may be held to discuss the child’s needs; share strategies used, and ensure provision is put in place before the child starts.
· Visits to the infant schools will be made staff prior to transition
· The SENDCO at the junior school will meet the SENDCO at the infant school to discuss each child’s needs and share information.
· We may put ‘settling in’ strategies in place
· If a child has moved to our school without a transition, we will contact the previous school to arrange for transfer of information as soon as possible, which will include telephone/ face to face meetings if required.
· Each child will be monitored and any necessary additional support will be discussed with parents, the class teacher and other relevant professionals.
The class teacher will endeavour to assess a child’s levels of attainment in Maths and English as soon as possible and will plan accordingly, with SENDCO input, as needed.
|Who can parents contact for further information?
GLOSSARY OF TERMS
|ADHD||Attention deficit hyperactivity disorder|
|ASD||Autistic Spectrum Disorder|
|CAMHS||Child & Adolescent Mental Health Service|
|CBT||Cognitive behaviour therapy|
|CPD||Continuous professional development - training|
|EAL||English as an additional language|
|EHCP||Education, Health, Care Plan|
|ELSA||Emotional Literacy Support Assistant|
|EPSS||Educational Psychological Support Services|
|GP||General practitioner – local doctor|
|IT||Information technology - computer|
|LAC||Looked after child|
|LSA||Learning Support Assistant (otherwise known as Teaching Assistant)|
|MSA||Midday supervisory assistant|
|NHS||National health Service|
|PEP||Personal Education Plan (for LAC)|
|PLP||Personal Learning Plan|
|PSA||Parent Support Advisor|
|PSHE||Personal, Social, Health Education|
|S2S||School to School support services|
|SEN Code of Practice||The legal document that sets out the requirements for SEND|
|SEN support||Special Educational Needs support – school led|
|SENDCO||Special Educational Needs and Disability Coordinator|
|SEND||Special Educational Needs and Disability|