Special educational needs policy
SEND information report
Cobholm Primary Academy
Reviewed: September 2019
Welcome to our SEN information Report, which is part of the Norfolk Local Offer for learners with special educational needs and disabilities ( SEND ) . All Governing bodies have a legal duty to publish information on their website about the implementation of their policy for students with SEND.
Cobholm Primary Academy has produced this information report to inform parents and students how we support learners with special educational needs and disabilities ( SEND.) This report will be reviewed and updated annually.
If you wish to discuss your child’s special educational needs and or disability, please contact Hannah Holgate-Parks, SENDco, who co-ordinates SEND provision within the academy.
Our SEN policy and information report aims to:
Set out how our school will support and make provision for students with special educational needs and disabilities ( SEND )
Explain the roles and responsibilities of everyone involved in providing for students with SEND
2. Legislation and guidance
This information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:
Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEN and disabilities
The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEN co-ordinators (SENCOs) and the SEN information report
A student has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them.
They have a learning difficulty or disability if they have:
A significantly greater difficulty in learning than the majority of others of the same age, or
A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools
‘A child or young person has a special educational need if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.’ (SEND Code of Practice, 2014)
Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.
4. Roles and responsibilities
4.1 The SENDCO
The SENDco is Miss Holgate
Work with the Principal and SEND governor to determine the strategic development of the SEND policy and provision in the school
Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEND receive appropriate support and high quality teaching
Advise on the graduated approach to providing SEND support
Advise on the deployment of the school’s delegated budget and other resources to meet students’ needs effectively
Work with the Principal and Governing body to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements
Have day-to-day responsibility for the co-ordination of specific provision made to support individual pupils with SEND, including those who have EHC plans
Be the point of contact for external agencies, especially the local authority and its support services
4.2 The SEND Governor
The SEND Governor is Ines Grote
Help to raise awareness of SEND issues at governing body meetings
Monitor the quality and effectiveness of SEND and disability provision within the school and update the governing body on this
Work with the Principal and SENDCO to determine the strategic development of the SEND policy and provision in the school
4.3 The Principal
The Principal is Mrs Scott
Work with the SENDCO and SEND Governor to determine the strategic development of the SEND policy and provision in the school
Have overall responsibility for the provision and progress of students with SEND
4.4 Subject teachers
Each class teacher is responsible for:
The progress and development of every student in their class
Working closely with any support staff or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching
Working with the SENDco to review each student’s progress and development and decide on any changes to provision
Ensuring they follow our SEND policy
5. SEN information report
5.1 The kinds of SEND that are provided for
Cobholm Primary Academy currently provides additional and/or different provision for a range of needs, including, but not limited to:
Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties
Cognition and learning, for example, dyslexia, dyspraxia,
Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD),
Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy
5.2 Identifying students with SEND and assessing their needs
We will assess each student’s current skills and levels of attainment on entry. We will seek information from parents, previous settings and information from other professionals.
Class teachers will make regular assessments of progress for all students and identify those whose progress:
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
This may include progress in areas other than attainment, for example, social needs.
Slow progress and low attainment does not automatically mean a pupil is recorded as having SEND.
When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the student and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.
5.3 Consulting and involving students and parents
We will have an early discussion with the student and their parents when identifying whether they need special educational provision. This might be in the form of an initial Assess Plan Do Review meeting or as an informal chat between the parent, child and class teacher. These conversations will make sure that:
Everyone develops a good understanding of the student’s areas of strength and difficulty
We take into account the parents’ concerns
Everyone understands the agreed outcomes sought for the child
Everyone is clear on what the next steps are
5.4 Assessing and reviewing students' progress towards outcomes
We will follow the graduated approach and the four-part cycle of assess, plan, do, review.
The subject teacher will work with the SENDco to carry out a clear analysis of the student’s needs. This will draw on the 5 I’s:
Ideal - What does the pupil want to be able to do?
Information - What do we know? - this might include teacher assessment, specialist reports or family reports.
Identify - What two focai will the APDR have to support the pupil to achieve the ideal?
Intervention - Who will support them? What will they need to do? What can family/carers do to support at home?
Impact - this section will be the first section reviewed at the beginning of each new cycle to see the impact of the last cycle.
The assessment will be reviewed regularly and is available for all staff - a copy is also sent home.
5.5 Supporting students moving between phases
If a child has been identified as needing additional support when first starting at the school then a member of the inclusion team will join the EYFS team on a home visit to discuss the support which the child might need at school and to carry out an initial assessment. This may result in a bespoke transition with more visits to the school or with a supported transition into school.
Moving from EYFS to KS1 can be difficult for some pupils with Special Educational Needs and at Cobholm we appreciate this - our pupils have extended time with their new teacher at the end of the summer term, in their new classroom to support them in making the move from EYFS to KS2.
For pupils moving from KS1 to KS2 we ensure that teaching is consistent and that the same routines are used throughout the school to support pupils, regardless of who their teacher is. Pupils are also given an extended transition period with their new class teacher at the end of the summer term.
In the summer term the final Assess Plan Do Review meeting will be with parents, child, current teacher and new class teacher. This is to support the child and family in knowing that every member of staff working with their child understands their needs and how best to support them.
Key stage 2 we will share information with the High school the student is moving to. We will agree with parents and students which information will be shared as part of this.
5.6 Our approach to teaching pupils with SEND
Teachers are responsible and accountable for the progress and development of all the students in their class.
High quality teaching is our first step in responding to pupils who have SEND.
5.7 Adaptations to the curriculum and learning environment
We make the following adaptations to ensure all students’ needs are met:
Visual timetables, writing slopes, specialist pencil grips are among some of the adaptations made to the learning environment of the school.
Classrooms are trauma informed and staff are aware of the impact of displays
Staff will adapt their language to support pupils with SEN
5.8 Additional support for learning
We have a KS2 Nurture provision for key pupils during enrichment time and this follows the Zones of Proximal Regulation
Our KS1 Nurture provision is alongside a strong academic rigor and will support up to 9 pupils at any given time
We work with external agencies to provide professional advice and support for pupils with SEND.
5.9 Expertise and training of staff
Our SENDCO is experienced and has worked across a range of schools both in and out of the county. We provide continued training for all staff to ensure best practice and greatest use of resources.
5.10 Securing equipment and facilities
Once a recommendation is received from a professional regarding the needs of our students for specialist equipment, the order is placed and funding is made available from the SEND budget.
5.11 Evaluating the effectiveness of SEND provision
We evaluate the effectiveness of provision for pupils with SEND by:
Monitoring by the SENDCO
Holding annual reviews for students with EHC plans ( EHCPs.)
Student and parents feedback
Regular KS meetings
Weekly Inclusion meetings to discuss the impact of work with pupils who have additional needs
5.12 Enabling students with SEND to engage in activities available to those in the school who do not have SEND
All of our extra-curricular activities and school visits are available to all our students, including breakfast club.
All students are encouraged to take part in sports day/school plays/special workshops, etc.
No student is ever excluded from taking part in these activities because of their SEND.
5.13 Support for improving emotional and social development
We provide support for students to improve their emotional and social development in the following ways:
Students can seek support at break and lunch times from the Pastoral team
We have specialist support from Break Charity
We have a Key Stage 1 nurture provision daily
We have a weekly Key Stage 2 nurture provision
Students with SEND are encouraged to participate fully and take roles of responsibility in the Academy.
We have a zero tolerance approach to bullying.
5.14 Working with other agencies
We regularly work closely with the following external agencies to secure support for our students:
Virtual School for Sensory Support
Just One Number ( school nursing service )
Occupational Health Therapist
Travelling Childrens services
Point 1 Counselling service
East Coast Speech and Language therapy service
ADHD nursing support services
EAL support service
5.15 Complaints about SEND provision
Complaints about SEND provision in our school should be made to the SENDCO in the first instance. They will then be referred to the school’s complaints policy, if they wish to pursue a formal resolution.
The parents of students with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:
Provision of education and associated services
Making reasonable adjustments, including the provision of auxiliary aids and services
5.16 Contact details of support services for parents of pupils with SEN
Parents can access support through the Norfolk Local Offer or via The SEND Partnership:
5.17 Contact details for raising concerns
5.18 The local authority local offer
Our local authority’s local offer is published here: https://www.norfolk.gov.uk/-/media/norfolk/downloads/children-and-families/send/local-offer/what-is-the-local-offer-easy-read-guide-for-parents.pdf
5.19 Our SEN data
As of September 2018 our SEND data shows that 18.59% of pupils in the school have been identified as having Special Education Needs or a Disability the National average is 14.4% of pupils in a school.
6. Monitoring arrangements
This information report will be reviewed by the SENDCO every year. It will also be updated if any changes to the information are made during the year.
It will be approved by the governing board.
7. Links with other policies and documents
This report links to our policies on:
Special educational needs
Equality information and objectives
Supporting pupils with medical conditions
Equality and Diversity