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SEND/Inclusion

Bishop's SEN Information Report

Bishop's SEN Information Report 1
Bishop's SEN Information Report 2

The school Contribution to the local offer

There can be many reasons for learners falling behind. These may include absences, attending lots of schools, difficulties with speaking English or worries that distract them from learning. This does not mean that all vulnerable learners have SEN. If a learner is identified as having SEN we will ensure provision that is additional to or different from the normal differentiated curriculum, intended to help overcome the barrier to their learning.

 

A child has special educational needs if they have difficulties in one or more of the following areas:

  • Cognition & Learning
  • Communication & Interaction
  • Physical and/or sensory
  • Social, Emotional and Mental Health

 

At Bishop’s we have a clear process for identifying SEN. The school keeps a register of those pupils who have been identified and monitors the profile and progress of SEN learners across the school.

 

In addition the school keeps a register of ‘vulnerable learners’ who are receiving additional intervention to overcome barriers to learning but who have not been identified as having SEN.

This support is time limited and delivered by a teaching assistant or a member of the school’s learning support team.

Academic Year 2017_18

Cognition & Learning

 

Communication & Interaction

 

Physical /sensory

 

Social, Emotional & Mental Health

Total

SEN

3%

4%

0.7%

6.7%

14.4%

Vulnerable

11.6%

7.4%

0.7%

9.9%

29.7%

Total

14.6%

11.4%

1.4%

16.6%

44.3%

 

How does the school know if children need extra help?

Early identification is vital and the school strives to understand the needs of each individual in order to plan to meet them. The class teacher informs the parents at the earliest opportunity to alert them to concerns and enlist their active help and participation. The class teacher and the SENCO assess and monitor the children’s progress in line with the existing school practices. This is an ongoing process. The SENCO works closely with parents, teachers and teaching assistants to plan an appropriate programme of support. This plan is reviewed termly. Where appropriate we may seek further individual assessment information in order to track pupil progress more effectively. The assessment of children reflects, as far as possible, their participation, achievement and attainment in the whole curriculum of the school.

 

As a school we have access to a wide range of specialist services to support children with specific learning needs. In line with the SEN code of practice (June 2014) we use a graduated approach to a continuum of need. Within each phase we will implement a cycle of;

Assess - Plan - Do – Review. (See appendix 1)

 

Picture 1

If a referral to an external agency is recommended, the forms will be completed in conjunction with parents/carers and then sent on to the relevant agency. Referrals may be recommended when a high level of support and intervention has been tried by the school over a period of time with limited progress being made. In some cases specialist advice may be sought immediately due to the nature of the concern, for example a child with significant speech and language difficulties.

 

What should I do if I think my child has SEN?

If you have any concerns regarding your child’s progress or well-being, please speak to either your child’s class teacher, Kate McCartney (SENCO) or Dan Pickard (Headteacher).

 

How will I know that that the school will support my child?

Inclusion is at the heart of our school and underpins the way that we relate with each other, the way that we teach and the way that we learn. In our school we aim to offer excellence and choice to all our children, whatever their ability or needs. We have high expectations of all our children. We want all our children to feel that they are a valued part of our school family. We aim to achieve this through the removal of barriers to learning and participation.

How will the curriculum be matched to suit my child’s needs?

All children have an entitlement to a broad and balanced curriculum, which is differentiated to enable children to: understand the relevance and purpose of learning activities; and experience levels of understanding and rates of progress that bring feelings of success, achievement and enjoyment.

 

Through appropriate curricular provision, we respect the fact that our children:

  • have different educational and behavioural needs and aspirations;
  • require different strategies for learning;
  • acquire, assimilate and communicate information at different rates;
  • need a range of different teaching approaches and experiences.

 

Teachers respond to children’s needs by:

  • providing support for children who need help with communication, language and literacy;
  • planning to develop children’s understanding through the use of all available senses and experiences;
  • planning for children’s full participation in learning, and in physical and practical activities;
  • helping children to manage their behaviour and to take part in learning effectively and safely;
  • helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.

Teachers use a range of strategies to meet children’s special educational needs. Lessons have clear learning objectives; we differentiate work appropriately, and we use assessment to inform the next stage of learning.

 

How will I know how my child is doing, and how will you help me to support my child?

The school works closely with all parents and has an ‘open door’ policy. We encourage an active partnership through an ongoing dialogue. The staff involved will have regular contact with

parents at least once a term, to share the progress of children, share targets and discuss support that is in place at school and how they can help at home. We inform the parents of any outside intervention, and we share the process of decision-making by providing clear information relating to their child.

 

If a child has an Education Health and Care Plan (EHC plan) it will be formally reviewed annually as a minimum.

 

How will my child’s views be considered?

The school conducts regular pupil voice interviews to gather the views of pupils throughout the school. Where a child has an identified SEN and is able to give their views these will be gathered as part of the termly review of their Individual Learning Plan (ILP).

 

What support will there be for my child’s overall well being?

Our commitment to inclusion underpins the three truths we are all working towards every day;

Everybody SAFE, everybody HAPPY, everybody LEARNING.

We use explicitly taught PSHE lessons and the emersion of our school values to ensure the social and emotional competence of our children. Children are rewarded for demonstrating these values with certificates, values points and class marbles. The children’s efforts are recognised during Friday’s ‘Celebration’ worship.

 

Our staff team receive a range of training to support their understanding of barriers to learning. They are confident in working with children to develop their social, emotional and mental health needs to enable them to engage with school life and learning. The school has a clear anti-bullying policy and supports pupils to develop friendships and social skills through targeted intervention.

 

Our close work with the community has demonstrated that we need to provide a calm, emotionally stable environment for our children and families. We have highly successful strategies for engaging with parents and carers including the work of our Learning Support Team.

 

What training have staff supporting pupils with SEND had or are receiving?

To ensure that we are able to meet the needs of all children within our school;

  • All staff have a regular opportunity to discuss their training needs with their line manager.
  • The Senco, Specialist Support Teacher and Independent Educational Psychologist are available for staff consultation
  • The Sensory Support Team provides ongoing training for staff regarding appropriate care of specific children with hearing impairments.
  • Adults working in a 1:1 role receive support from a range of professionals and this is always planned to meet the needs of individuals.
  • The school receives support from a range of professionals as individual or group needs are identified.

 

How will my child be included in activities outside the classroom?

All children at Bishop’s have the same access to extracurricular activities. Please contact the school office for more information on the range of clubs and activities. We are committed to making reasonable adjustments to ensure participation for all. Please contact us at the school if your child has any specific requirements for extracurricular activities.

 

How accessible is the school environment?

Bishop’s Primary is accessible for all. We enjoy the benefits of a single storey building which underwent a £3.2 million refurbishment during 2010/11. The school and the buildings continue to grow and most recently we have developed ‘The Hub’ which includes a new library and Family Learning Centre, making services more accessible to our school family.

Outside we benefit from extensive playgrounds and a large field again easily accessed from all classrooms. EYFS and KS1 have their own outside learning environments fully equipped to develop curiosity and investigative learning. Visits to the school are welcomed!

 

How will school support my child in starting school and moving on?

A smooth transition provides a positive start for all children entering a new school or class. The EYFS team work extremely closely with parents to ensure that children at the very beginning of their school career have spent time in their new classroom environment, experienced the daily routines and begun to get to know the staff they will be working with. The Nursery and Reception staff will attend a home visit for each child in their class at the beginning of the Autumn Term to ensure that the partnership with parents is fully established and that we fully understand the needs of your child. The Early Years Outreach worker is available to support families during this period.

If a child joins us during the school year we will ensure that a tour of the school has been completed, a meeting with appropriate staff has taken place so that we are fully aware of any individual needs and the child/children have met their teacher before they begin. The child will also be paired with a ‘friend’ who will ensure that they are supported during the school day.

All children spend a morning with their new teacher at the end of the summer term before moving ‘up’ and we work closely with any High School’s our Year 6 children may be transitioning to in order that they are aware of any individual needs that may need to be catered for.

 

How are the schools resources allocated and matched to pupils SEN?

We use provision mapping to ensure that the school’s resources are allocated correctly and matched to the needs of each individual child. The SENCO and Class teachers meet regularly to discuss the progress of all children and any areas for concern are raised. We follow the assess, plan, do, review model and before any additional provision is made to help a child the SENCO, SENCO Support, Class Teacher and often the teaching assistant agree what outcome they expect following the intervention. A baseline will be recorded which can be used to compare the impact of the extra provision. The SENCO collates the impact data of interventions to ensure that we are only using interventions that work. The progress of children with an EHC Plan is formally reviewed annually with all adults involved with the child’s education. Progress data of all learners is collated by the whole school and monitored by teachers, leaders and governors. Our school and cluster data is also monitored by the local authority and Ofsted.

 

How are decisions made about how much support my child will receive?

The amount of support a child receives will depend upon their level of need. We encourage and support all children in a manner that acknowledges their entitlement to share the same learning experiences that their peers enjoy. There are times when to maximise learning, we ask the children to work in small groups, or in a one-to-one situation outside the classroom.

There are children who require a higher level of support in order to engage with their learning and for these children we may, in collaboration with parents, apply for an Education Health and Care Plan. The Special Educational Needs (SEN) Code of Practice 2014 sets out a definition of eligibility for statutory assessment and the EHC plan. It places emphasis on taking children and young people whose needs cannot be reasonably met through their normally resourced local mainstream provision through the EHC planning process.

 

“A local authority must conduct an assessment of education, health and care needs and prepare an Education Health and Care plan when it considers that it may be necessary for special educational provision to be made for the child or young person through an EHC plan. This is likely to be where the special educational provision required to meet the child or young person’s needs cannot reasonably be provided from within the resources normally available to mainstream early years providers, schools and post 16 institutions.” SEN Code of Practice (June 2014)

 

How will I be involved in discussions about planning for my child’s education?

The school works closely with parents in the support of those children with special educational needs. We encourage an active partnership through an ongoing dialogue with parents, who have much to contribute to our support for children with special educational needs.

 

Who do I contact should I be unhappy with my child’s provision?

We obviously work incredibly hard with parents to ensure that the provision offered meets the needs of an individual child and supports their development and leaning. We encourage open dialogue and feel that through this any concerns can be addressed appropriately. In the unlikely event that parents feel their child’s needs are not being met they should contact Kate McCartney (SEND Coordinator) or Dan Pickard (Headteacher). You can also get advice from Norfolk County Council’s Local Offer

 

Who can parents contact for further information?

Please contact Kate McCartney (SEND Coordinator) or Dan Pickard (Headteacher) for any further information.

 

Written

October 2015

Most recent review

June 2018

Next review date

June 2019

 

If you would like to offer feedback on our report or take part in the review, please contact the school office.

Download the Bishop's SEND policy here

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