SEN Information Report for Bure Valley School (Part of the Aylsham Cluster Trust)
Part of the Norfolk Local Offer for Learners with SEN
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. It can be found by clicking on the image below.
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
Bure Valley Junior School is a mainstream 7-11 junior school which admits pupils to the school in line with the school’s admissions policy. The school believes that all children and young people are entitled to an education that enables them to achieve their potential. The school has a strong commitment to working in partnership with pupils, parents, carers, governors, our cluster schools and the local community. Together we afford our pupils the opportunity to make progress in all areas and fulfil their potential and expectations. This report has been produced with involvement from these stakeholders.
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:
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 on the school website.
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 2019-2020 shows that we have 15% of children identified as having SEN. 1% of those have an Education Health and Care Plan and 14% require in-school SEN support.
The Code of Practice identifies four categories of SEN:
- Communication and Interaction
- Cognition and learning
- Social, emotional and mental health difficulties
- 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
Teachers and support staff work closely with parents/carers as well as the learner themselves to identify what support is needed, what the specific barriers to learning are and to understand why a student may not be making progress. The SENCO can support with this process.
Assessment of SEN at Bure Valley School can involve:
- Discussion and asking questions to everyone involved with the child
- Classroom observations
- Playground 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 including:
- Sandwell Diagnostic Maths Test
- Boxall profiles are used with some children to identify SEMH needs.
- Wellcomm Speech and Language Assessment
- We are also able to borrow assessments from the Dyslexia Outreach Centre.
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 2018-19 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:
Sally Fox – Pastoral Support (full time member of the school staff)
Carol Flatters (Parent Support Adviser)
Monica Harding (Family Learning Coordinator)
Sara Dale (SEMH officer)
Melanie Pratt (Therapeutic play and nurture)
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
- Occupational Therapy
- Point One
We also employ 9 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. She also holds a level 5 qualification in teaching learners with specific learning difficulty and a level 7 qualification in assessing learners with specific learning difficulty.
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
- Access arrangements for KS2 SATs
Each learner identified as having SEN is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. The support that might be offered at SEN Support can be found on the local offer. 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.
Some learners may require access arrangements for KS2 SATS. These children will be identified by the Year 6 team.
The support offered 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.
Supporting children’s emotional, mental and social development
At Bure Valley School, we recognise that some children have extra emotional and social needs that need to be developed and nurtured. All classes follow a structured PSHE curriculum to support this development. However, for those children who find aspects of this difficult we offer additional support. This support may be offered in small groups or 1:1. This support may be delivered by:
- Class TAs or Teachers
- Our Pastoral lead, Sally Fox
- Our SEMH officer, Sara Dale
- Our Therapeutic Play specialist, Melanie Pratt.
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 will receive for 2020-21 is £63208.
We are also able to request ‘top-up’ funding direct from the local authority. This money is not guaranteed and is allocated according to need.
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: firstname.lastname@example.org (Kathryn Garnham).
Professional Development for Staff at Bure Valley School
The School recognises that high-quality training is vital for all staff. In 2020-2021 there is a guaranteed termly staff meeting devoted to SEN. In 2019-2020 staff had CPD about supporting children’s speech, language and communication needs, setting and reviewing learning support plans, and precision teaching intervention. 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.
Our SENCO holds the National SENCO Award and a level 7 diploma in Teaching and Assessing Learners with Specific Learning Difficulties. She is a member of the Willow Tree Learning SENCO network and attends termly CPD related to SEN. During the academic year 2019-2020 our SENCO attended training
related to ASD, Attachment and Trauma, and current practice in assessing pupils with specific learning difficulties.
During 2020-2021, Aylsham Cluster Trust have arranged a programme of training for all staff related to a range of special educational needs.
Supporting children with spelling difficulties will be a priority during the academic year 2020-2021 as we have identified that a high number of children have difficulties with spelling.
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.
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 learning support plans. All children on the SEND register have a learning support plan. This is a document that the class teacher creates with a child and their parent/carer. The learning support plan 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.
Included in the learning support plan are 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. Learning support plans 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.
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.
Looked After Children and Previously Looked After Children
The designated teacher for looked after children and previously looked after children is our SENCO, Ruth Abramson. The LAC designated teacher attends LAC designated teacher network meetings and other training offered by the Virtual School for LAC and Post LAC. Our designated teacher liaises with carers and social workers and will attend PEP and LAC Review meetings as required.
Young people who are in the care of the local authority and who, also have a special educational need will receive support appropriate to their specific need. They may have a learning support plan or EHCP in addition to their PEP (personal education plan).
Other Opportunities for Learning and Extra Curricular Activities
All learners should have the same opportunity to access extra-curricular activities. At Bure Valley School in 2020-21 we hope to offer a range of additional clubs and activities. Once they are up and running, details will be found in the school newsletter.
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: email@example.com
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.
How Complaints will be dealt with
As a school we work hard to be in effective communication with students and parents/carers, and to listen and respond positively to any concerns brought to our attention. We are committed to taking all concerns seriously and would like to think that, through being open and accessible, concerns can be both raised and dealt with relatively calmly and quickly. If the situation arises where parents have a concern about the provision being made for their child or the impact on that provision and feel that the SENCo has been unable to reassure them that needs are being met effectively, then the school’s Complaint Procedure – which is available on our website or by request, sets out clearly what the steps are to draw these concerns to the school’s attention.
Reviewed: October 2020
Review date: October 2021