SEND Local Offer details for West Earlham Junior School
At West Earlham Junior School we are committed to working together with all members of our school community. This report has been produced in consultation with pupils, parents/carers, governors and staff and forms part of the Norfolk Local Offer. It will be reviewed annually and we would welcome your feedback and future involvement in reviewing our offer, so please do contact us. The best people to contact are:
- SENDCo – Suzanne Dean
- Head teacher – Catrin Parry Jones
- SEN Governor – Anne Gibson
If you have a specific question or concern regarding your child’s educational needs, please speak to their class teacher or contact our SENDCo on 01603 454569.
Our approach to teaching children with SEN
At West Earlham Junior School we promote an inclusive culture, where all members of the school community fully participate in learning. We value all of our pupils and make reasonable adjustments to ensure access for those with Special Educational Needs and Disabilities (SEND). We recognise the importance of high quality first teaching for all children and actively monitor teaching and learning in the school. We aim to create a flexible learning environment that meets the needs of all members of our school community. However, some children may experience difficulties and concerns may be raised by the class teacher, a member of support staff or by you as a parent.
How we identify SEN
Concerns about a child can be raised if there is a lack of progress in spite of carefully tailored teaching and support as above or attainment levels are significantly below expected levels and those of peers.
We define lack of progress as that which:
- Is significantly slower than that of their peers starting from the same baseline;
- Fails to match or better the child’s previous rate of progress;
- Fails to close the attainment gap between the child and their peers; widens the attainment gap.
Slow progress and low attainment do not necessarily mean that a child has SEN and does not automatically lead to a pupil being recorded as having SEN. However, it may be an indicator of a range of learning difficulties or disabilities. Some learning difficulties and disabilities occur across the range of cognitive ability and, left unaddressed, may lead to frustration, which may manifest itself as disaffection, or in emotional or behavioural difficulties.
Equally, it is not assumed that attainment in line with chronological age means that there is no learning difficulty or disability. For example, some children and young people may be high achieving academically but present with one or more of the following,
- Immature speech and language skills
- Poor short term memory
- Inability to listen attentively or stay on task
- Inability to work in a class setting e.g. shouting out, moving around
- Emotional or social difficulties
When a concern is raised, it is the responsibility of the SENDCo to gather appropriate information and assess the pupil’s needs. This may be done in a number of ways including discussion with staff, pupils and parents and carers, looking at written work and assessments or carrying out additional assessments with the pupil.
The purpose of identifying a need is to work out what we need to do next, and not to fit a child into a category. However, we would broadly consider SEN in 4 categories:
- Communication and interaction;
- Cognition and learning;
- Social, emotional and mental health difficulties;
- Sensory and/or physical needs
For some children we may want to seek advice from outside specialists. This may include health, social care, Local Authority support services or voluntary sector organisations. A full list of specialist services available in Norfolk can be found on the Local Offer website. We regularly engage educational psychologists, specialist teachers and speech and language therapists to assess individual pupil’s needs and provide advice and training to staff. If advice from outside specialists is needed, a referral will be made in consultation with parents/carers and the pupil where appropriate.
After assessments and discussions, we would agree that the child is registered as having ‘SEN support’ and begin a process of graduated support.
Supporting children with SEND
The first thing we do is to share concerns with you as parents and carers. Then, the SENCO will draw up a support plan in collaboration with you, your child and the class teacher. This plan details the additional support and intervention your child receives in school. The type of support is dependent on the individual learning needs and is intended to overcome barriers to learning and enable access to the curriculum. When supporting pupils with SEN, we follow the ‘assess, plan, do, review’ model. This means that we:
- Assess the needs of the pupil
- Plan the intervention to be used, or support to be put in place, including timescales
- Carry out the intervention / put the support in place
- Review the impact of the intervention/support by assessing the progress made by the pupil
The support we are currently providing for our pupils is detailed on our provision map.
In order to better support the growing number of pupils presenting with high levels of need in the social, emotional and mental health category, West Earlham Junior School, has adopted the ‘Thrive Approach’. This is a way of working that underpins how the adults relate to the children and support their emotional development and forms the basis of practice in every classroom. Some children with high levels of need may receive additional 1:1 or small group support.
In addition to this, West Earlham Junior School also has an inclusion provision ‘The Hive’ within the school. A small number of pupils with significant social or emotional difficulties, who are unable to access their mainstream classroom, are supported within ‘The Hive’ for some or all of their time in school.
Monitoring effectiveness of support for SEN pupils
SEN support takes the form of a four-part cycle (assess, plan, do, review) through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. Pupils identified as having SEN have individual support plans, detailing short term targets and the support and interventions that are in place. These are reviewed termly by the class teacher in consultation with the SENDCo, pupil and their parent/carer. At this meeting, it will be decided either that:
- Progress is back on track and the pupil no longer needs a support plan;
- New targets will be set and the support plan updated;
- Advice or support from specialist services is needed in order to better support your child and us as we have further concerns.
The SENDCo oversees and monitors the support plans to ensure targets are appropriate and the pupils are receiving the support they need to make progress. In addition, The SENDCo, senior leadership team and governors look at and talk about outcomes and data for SEND pupils to make sure we are meeting their needs.
Where a child has more complex needs, a request may be made to the Local Authority to carry out a ‘statutory assessment’ of the child’s needs. This may lead to the child having an Education Health and Care (EHC) plan.
For pupils with EHC plans, formal reviews will be held at least once a year. More information about annual reviews can be found on the Norfolk local offer website.
Funding for SEN
West Earlham Junior School receives funding directly form the Local Authority to support the needs of pupils with SEN. In addition, the school can apply for additional funding to meet the needs of children with higher levels of need at SEN support and for children with EHC plans.
Other opportunities for learning
At West Earlham Junior School, we are committed to ensuring participation for all, as set out in the Equalities Act 2010. This means that we will always make reasonable adjustments to ensure our extra-curricular clubs and activities are accessible to all, including children with disabilities and SEN. In addition to the activities available in school, many other clubs are available in the local community. Details of local activities for children with SEN and disabilities can be found on the Norfolk Local Offer website.
Preparing for the next step
Transition is an important part of life for all children. This can be transition into a new class in school, having a new teacher or transition to a new school. At West Earlham Junior School we are committed to ensuring positive transitions for our pupils and work in partnership with parents and carers and local schools to achieve this. Planning for transition is part of our provision for children with SEND. Children may be supported through additional visits to their new school and parents may be invited to meet with relevant staff at the new school prior to transition. If your child has an EHC plan, transition to High School will be discussed at their Year 5 review to ensure time for planning and preparation.
Have your say
West Earlham Junior School is a community school. This report sets out our local offer to children with SEND, but to be effective it needs the views of all parents and carers, children, staff and governors. Please engage with our annual process of reviewing our SEND provision by giving us your views.
We aim to work collaboratively with parents and hope that any problems can be overcome through discussion. However if you wish to make a complaint, our complaints procedure is available on the website or from the school office.
Norfolk Local Offer
Department for Education
Government website where information about national SEN policy can be found.
The following are independent organisations run by volunteers and can offer support and advice for families of children and young people with SEN:
Norfolk Parent Partnership