SEND

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SEN Information Report for Bure Valley School (Part of the Aylsham Cluster Trust)

Part of the Norfolk Local Offer for Learners with SEN

Introduction

Welcome to our SEN information report which is part of the Norfolk Local Offer for learners with Special Educational Needs (SEN).  The Norfolk Local Offer outlines the provision available in our area across education, health and social care for children with SEN.

All governing bodies of maintained schools and maintained nursery schools have a legal duty to publish information on their website about the implementation of the governing body’s policy for pupils with SEN.

The information published must be updated annually.  The required information is set out in the SEN regulations which can be found here.

Who to contact

At Bure Valley School we are committed to working together with all members of our school community.  This local offer has involved pupils, parents/carers, governors and members of staff.  We would welcome your feedback and future involvement in the review of our offer, so please do contact us.  The best people to contact this year are:

SEN Governor:
Ann Gallagher

SENCo:
Ruth Abramson

Parent Governor:
Sam Dangerfield

Head of School:
Jamie Olney

If you think your child may have SEN please speak to their class teacher in the first instance or contact Ruth Abramson, our SENCo, on 01263 733393.

Our Approach to teaching Learners with SEN

At Bure Valley School we value learning for all.  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.  For more information on our approach please see our Teaching and Learning policy.

Our School Improvement and Development Plan is about developing learning for all and details our planned continued professional development (CPD) opportunities for all staff.  We have highly trained staff across the cluster who are accessible to support our school for pupils with specific need, if appropriate.

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

It takes a Whole Community to Educate a Child

Bure Valley School is part of the Aylsham Cluster Trust. Schools in the Aylsham Cluster have been working together to transform education for children and families in the Aylsham area. SENDCOs meet at least once per term to discuss the needs of the children and young people with SEND in the cluster and work collaboratively to support their needs.

How we identify SEN

At different times in their school career, a child or young person may have a special educational need.  The Code of Practice defines SEN 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 a young person has a learning difficulty or disability if they:

  • Have significantly greater difficulty in learning than the majority of others of the same age: or
  • 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.

Learners can fall behind in schools 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 their learning.  At Bure Valley School we are committed to ensuring that all learners have access to learning opportunities, and for those that 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.

Our SEN profile for 2016-2017 shows that we have 9% of children identified as having SEN.  2% of those have a Statement of Education Need (soon to be Educational Health and Care Plan) and 7% require in-school SEN support.

The Code of Practice identifies four categories of SEN:

  1. Communication and Interaction
  2. Cognition and learning
  3. Social, emotional and mental health difficulties
  4. Sensory and/or physical needs

 

The purpose of identification is to work out what action the school needs to take, rather than fitting a pupil in to a category. In practice, individual children often have needs that cut across all areas and their needs may change with time.

Assessing SEN at Bure Valley School

Class Teachers, support staff, parent/carers and the learner themselves will be the first to notice a difficulty with learning.  At Bure Valley School we ensure that assessment of educational needs, directly involves the learner, their parent/carer and of course their Teacher.  The Special Educational Needs Co-ordinator (SENCo) will also support with the identification of barriers to learning.

Assessment of SEN at Bure Valley School can involve:

  • Discussion and asking questions to everyone involved with the child
  • Classroom observations
  • Looking at work and progress over time
  • Looking at the impact of any adjustments that have been made for the child
  • Working with the child and parents to find out what works, what is tricky and what we can do to support
  • Using checklists to identify strengths and weaknesses

In school we use the New Salford Reading Test and Single Word Spelling Test as a baseline and to establish the impact of a number of intervention programmes. We also have a range of assessment tools available within the cluster, including the Sandwell Diagnostic Maths Test, which we can use to identify a specific need.

Every year in September, we use   ‘Cognitive Abilities Tests’ (CATs) in Year 3.  These assess different areas of learning such as ‘verbal and ‘non-verbal reasoning’ and provide teachers with a greater understanding of children’s individual and specific needs.

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 their local offer website.

Bure Valley School, as part of the Aylsham Cluster, has also commissioned for 2017-18 support from a number of organisations and individuals. Although not all of them are SEN-specific, they are able to offer parents and pupils a range of support:

  • Janet Butler – (advisory teacher)
  • Sensory Support
  • Sally Fox – Pastoral Support (full time member of the school staff)
  • Carol Flatters (Parent Support Adviser)
  • Monica Harding (Family Learning Coordinator)
  • Engage Educational Services

We have the opportunity to purchase/access as necessary support from:

  • ‘School to school support’ – specialist provision from Special Schools in County
  • School Nurse
  • Speech and Language Therapy
  • Access through Technology
  • Specialist Resource Bases

We also employ 10 FTE Teaching Assistants, who support pupils and deliver the interventions in the provision map as coordinated by our SENCo. Our team has highly qualified staff with a broad range of experiences and qualifications. The SENCo holds the National Award for SEN Co-ordination and has considerable experience in the field of SEN.

What we do to Support Learners

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 Bure Valley are proud of our Teachers and their developments.

In their day to day teaching, our Teachers will use various strategies to adapt access to the curriculum. This might include using:

  • Visual timetables
  • Writing frames and word banks
  • Use of ICT
  • Peer buddy systems
  • Positive behaviour rewards system (traffic light and halo system)
  • Coloured overlays
  • Practical apparatus to support learning

Each learner identified as having SEN is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. The type of support is dependent on the individual learning needs, and is intended to enable access to learning and overcome the barrier to learning identified. The support is described on a provision map, which although does not detail the individual learner names, describes the interventions and actions that we undertake at Bure Valley School to support learners with SEN across the year groups. We modify the provision map regularly, and it changes every year, as our learners and their needs change. 

At Bure Valley School we share the provision map with our colleagues in the Aylsham Cluster so we can learn from each other and demonstrate what we offer for learners with SEN. We are also able to promote consistent practice across all the schools in our cluster ensuring equality of opportunity.

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 SEN

Bure Valley School receives funding directly to the school from the Local Authority to support the needs of the learners with SEN. This is described in the SEN memorandum. The amount of funding we received for 2017-18 is £54,173.

The Aylsham 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. The Aylsham Cluster funding for 2017-18 is £224,765

The Aylsham Cluster of schools are committed to working together to improve learning for all, and we are able to share resources, training and moderate provision for learners with SEN. All schools in the Aylsham Cluster have signed a governance agreement which helps us work together. We have written our Cluster Statement for schools individual SEN Policies, which is available on the school website. If you would like any further information on SEN in the Aylsham Cluster please contact our SEN Host: head@buxton.norfolk.sch.uk   (Deborah Leahy)

Professional Development for Staff at Bure Valley School

The School recognises that high-quality training is vital for all staff. In 2017-2018 there is a guaranteed termly staff meeting devoted to SEN. Issues relating to SEN are discussed and shared in weekly meetings as necessary, for example, the introduction of new documents and any proposed changes to practice.

During 2017-2018, Aylsham Cluster Trust have arranged a programme of training for all staff related to a range of special educational needs. This topics included in this training will include: strategies and activities to support children with speech language and communication needs, strategies to support behavioural needs, Autistic Spectrum conditions and Attachment.

How do we Find Out if this Support is Effective?

Monitoring children’s progress is an integral part of teaching and leadership within Bure Valley School. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEN. We follow the ‘assess, plans, do, review, model and aim to involve parents/carers and children in each step. When additional provision is selected to help a child, the SENCo, Teacher, parent/carer and learner, agree 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.

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Children, Parents/carers and their Teaching and Support Staff will be directly involved in reviewing progress. This review can be built in to the intervention itself or can be a formal meeting held regularly, where we can all discuss progress and next steps. If a learner has an Education Health and Care Plan (EHC Plan) the same review conversations take place, but the EHC plan will also be formally reviewed annually.

The ‘assess, plan, do, review’ cycle is also incorporated in our use of Pupil Passports and IEPs. All children on the SEND register have a ‘Pupil Passport’. This is a document that the class teacher creates with a child and their parent/carer.  The passport records features of the child’s learning such as aspects that they enjoy or find difficult, as well as the support that they feel is effective. For example: specific resources or specifically-worded instructions. It also details any additional intervention provided. The passport is reviewed and updated at least twice a year.

Some children also have an ‘Individual Education Plan’ (IEP). This identifies 2 or 3 realistic targets. They are measureable and achievable. Targets are reviewed termly and replaced with new targets if they have been achieved. Teachers and year group TAs will discuss targets at weekly meetings. IEPs are shared with parents/carers on a regular basis.

The SENCo collates the impact data of interventions, to ensure that we are only using interventions that work. Intervention data is shared with the Aylsham Cluster so all SENCos in our cluster are able to select high quality provision.  The SEND Hosts collate impact data on behalf of the cluster, showing effective distribution and allocation of Cluster SEND funding.

Progress data of all learners is collated by the whole school and monitored by Teachers, Senior Leaders and Governors. We are also take part in external moderation, as part of the Aylsham Cluster and as a local authority.  This ensures that our judgements stand up to scrutiny. 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 Bure Valley School in 2017-18 we are offering a range of additional clubs and activities. These can be found in school newsletters or on the website.

We are committed to making reasonable adjustments to ensure participation for all, so please contact our school SEN co-ordinator to discuss specific requirements. Please email the Office for support: office@burevalley.norfolk.sch.uk

All staff at Bure Valley School have regular training on the Equality Act 2010 as part of ongoing essential staff training.  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 and 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 ability to carry out normal day-to-day activities.”

Section 1 (1) Disability Discrimination Act 1995:

This definition of disability in the Equality Act includes children with 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. Children and young people 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 see the school website for our Single Equality Scheme.

Preparing for the next step

Transition is a part of life for all learners. This can be transitions to a new class in school, having a new teacher, or moving on to another school, training provider or moving in to employment. Bure Valley School is committed to working in partnership with children, families and other providers to ensure positive transitions occur.

Planning for transition is a part of our provision for all learners with SEN. Moving classes will be discussed with you and your child during the summer term. Transition to secondary schools will be discussed in the summer term of their Year 5, to ensure time for planning and preparation. During Year 6, there are a number of opportunities for all children to visit the high school, including 3 full days in early July. If required, additional visits can be arranged, prior to the 3 day transition. These visits can be on an individual basis (with a member of BVS staff) or as a small group. Key members of staff from Aylsham High School, including the SENCo, visit Bure Valley School in the summer term.  They work with individuals/groups of children and meet with Year 6 teachers, who pass on information relating to children’s specific needs.

Have your say

Bure Valley School is a part of the Aylsham Learning Federation. We can shape and develop provision for all of our learners ensuring achievement for all. This SEN report declares our annual offer to learners with SEN 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 SEN.

Useful links

www.norfolk.gov.uk/SEN

Parent Partnership

www.gov.uk/government/organisations/department-for-education

Sleep East

British Dyslexia Association

Asperger East Anglia

Parent/carer Guide by DfE: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/417435/Special_educational_needs_and_disabilites_guide_for_parents_and_carers.pdf

Related policies:

  • Accessibility Plan
  • Anti-bullying
  • Cluster SEN Policy Statement
  • Complaints Procedure
  • SEN Policy

(These can be found on our website under ‘Policies’ and ‘Aylsham Cluster Trust’)

Reviewed:       October 2017
Review date:  October 2018