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SEND Termly Parent Forum - Currently on hold due to COVID, will update when they restart.
Cluster SENDCo’s and SEND facilitator hold a termly parent forum event at a local school, its an informal opportunity for parents to meet, share information and learn about any SEND developments.
Events are publicised through flyers and the school letter. The agenda is developed in consultation with parents.
For further information please speak to the school SENDCo, SEND facilitator. SEN INFORMATION REPORT (SIR) FOR BARNHAM BROOM C of E VA PRIMARY SCHOOL
2020-21
Welcome to our SEN Information report which is part of the
Norfolk Local Offer for learners with Special Educational Needs and
Disabilities. All school governing bodies have a legal duty to publish
information on their website about the policy for SEND and must be updated
annually.
At Barnham Broom C of E VA Primary School we are committed to working
together with all members of our school community. This local offer has been produced with pupils, parents /
carers, Governors and members of staff. We welcome your comments on our offer so please do contact us. The best people to contact are: Headteacher: Mrs Heather Benson Special Education Needs & Disabilities Co-ordinator (SENDCo): Mrs Helen Sivyer SEN Govenor: Rev. Tim Weatherstone Our school has contributed to and adopted the Wymondham Cluster of Primary Schools' SEND Policy which can be found in the documents list at the bottom of this page.
General Information
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How do we do it?
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The SEN Department provides support
for pupils across the four areas of need as laid out in the SEN Code of
Practice 2014:
- Communication and
interaction
- Cognition and learning
- Social, emotional and
mental health difficulties
- Sensory and/or physical
needs
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Specialist
Provision
At different times in their school career, a child may
have a special educational need. The
Code of Practice defines SEN as:
“A child or young
person has SEND 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:
a) Have a
significant greater difficulty in learning than the majority of others of the
same age; or
b) 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.”
If a learner is identified as having SEND, we will provide
provision that is ‘additional to or different from’ the normal differentiated
curriculum, intended to overcome the barrier to their learning. Further
clarification of SEND can be found in The Code of Practice.
If
you feel your child may have Special Educational Needs please speak to Mrs
Sivyer (SENCO)
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Barnham Broom Primary School provides education for all.
We adjust our methods to allow inclusion for all and provide equal
opportunities.
How do we identify SEN? When a child starts at our school he/she is given a
baseline assessment by the teacher. Once the base-line has been established, all subsequent
progress is summarised at the end of each term and we use the information we
have gathered to set new targets. We will share this information with your
child and you when appropriate.
We hold pupil progress meetings each half term. Attainment and
progress tracking data is used to identify pupils with slow or no progress. We have a range of assessments available to us, some from within school and some held at our cluster library. Depending upon the area of need a combination of teacher knowledge of the
child together with assessments such as Single Word Reading Tests, Single
Word Spelling Tests, Sound Discovery unit assessments and diagnostic MALT
tests (Mathematics Assessment for Learning and Teaching) can be used to give a clearer picture of where areas of concern are.
Children who are identified as needing extra support will be
included on our provision map which enables us to track the children who have
additional support and monitor whether this support is needed. The type of
support is dependent on the individual learning needs and is intended to
enable access to learning and overcome the identified barrier to learning.
This is reviewed at least half termly at staff meetings or at shorter
intervals with the class teacher and SENDCo. The SENDCo will then share what we are
doing within our school at Wymondham Cluster meetings so that we can learn
from each and we are also able to offer consistent practice across the
schools ensuring equality of opportunity.
There are many reasons for learners ‘falling behind’. These may include absences, attending
different schools, difficulties speaking English, or worries that distract
them from learning. The school
understands that children who experience these barriers to learning are
vulnerable. This does not mean that
all vulnerable learners have SEN.
Sometimes children may be
on our provision map for a set period of time while an intervention is
completed, eg: Sound Discovery. If the
child has then caught up they will be removed from the provision map. If the child still experiences difficulties,
then further investigations and assessments will be conducted. Possibly asking external services into
school, such as the support teacher or Educational Psychologist.
Only those with a learning difficulty
that requires special educational provision will be identified as having
SEN. These pupils will be listed in a
school SEN register.
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Once Identified what do we do? If a learner is identified as
having SEN, we will provide support that is additional to or different from
the differentiated approaches and learning arrangements normally provided as
part of high quality, personalized teaching intended to overcome the barrier
to their learning.
This
support may involve adapting the curriculum or the environment and is set out
in the school provision map, which describes the interventions and actions
that we take to support learners with SEN across the year groups. We modify the provision map regularly and
it changes as and when our learners need it to.
The curriculum/learning
environment may be adapted by;
- groupings that
target specific levels of progress.
- Dynamic assessment to find which point of cognitive function needs support, for example a learner may need support with their working memory, this in turn may help with their mathematical skills.
- differentiated
resources and teaching styles;
- appropriate
choices of texts and topics to suit the learner;
- access arrangements
for tests and examinations;
- additional adult
support. (We employ 4 FTE
Teaching assistants and 5 part time Teaching Assistants who support quality first teaching and deliver the
interventions on the provision map as co-ordinated by the class teacher
and SENCO).
- Visual timetables, writing frames, coloured paper, coloured overlays, peer buddy systems, positive behaviour reward systems.
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Strategies
of support All teachers are expected to adapt to the children they teach through quality first teaching. The Teacher Standards 2012 detail the expectations on all teachers. Your child will have an initial
assessment (based on observations made in class or a more formal assessment
from our bank of published schemes which we share with the Wymondham Cluster). Followed by a personalised
intervention provided for them which they will either complete as an individual
activity or as part of a small group. There will then be a further assessment
to establish progress. As part of the Wymondham Cluster we may also have commissioned support from: - Educational Psychologist and School Support Teacher
- Nelson’s Journey
- Respectrum Advisory Services Limited
- Art Therapist via the Unthank Centre
- Early Years Help Hub
- School2School Support e.g. STOP’s programme
- Family Voice
- Norfolk SEND Partnership
- Chapel Green Complex Needs School
- Alpha Inclusion
- Specialist Mental Health Nurses
- Other specialist providers via the School2School link e.g. Chapel Road School
- Access Through Technology
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Communication and
interaction
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External agencies contacted e.g. school nurse, speech and language
therapist.
Paediatrician
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Cognition and
learning
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External agencies
contacted e.g. Educational Psychologist, Specialist Support Teacher
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Sensory and/or
physical needs
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External agencies
contacted
e.g. school nurse,
parent support adviser, speech and language therapist, occupational
therapist, access through technology,
physiotherapist,
disabilities adviser.
Various strategies
will be used to adapt access to the curriculum. This might include using;
• Visual timetables
• Writing frames
• Ipads via access through Technology
• Positive behaviour charts.
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Social, emotional
and mental health difficulties
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Referral to POINT 1
Art Therapy Anxiety work in school
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Assessing strategies of support
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Arrangements for assessing and reviewing pupils’ progress
towards outcomes, include opportunities to work with parents and pupils as
part of this assessment and review process.
Our provision map
(anonymised) is shared with other schools in our cluster, this allows us to
develop a wider understanding of different SEN, and share training opportunities
to improve the support we offer our learners.
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This involves
taking into consideration all the information from discussions with parent
carers, the child, the class teacher, Teaching assistants and assessments.
These arrangements
include:
- Graduated response
(Assess, Plan, Do, Review).
- Data tracking for pupil
progress using pupil asset
- Support plan and ECHP
reviews
- Observation and follow up
- Parents meetings
While the majority
of learners with SEN will have their needs met using School Intervention
Plans, some may require an Education Health and Care Plan (EHC), which
replaces a statement of Special Needs.
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Transitions
Information Sharing
Transition Planning
Meetings
During the last
term of each academic year transition planning meetings will take place for all
children changing class. For children with an additional need, meetings will begin
earlier in the year. These meetings are to discuss your child’s strengths,
interests and any additional needs they may have. They will share ways that
those additional needs are being met, including what has worked well and what
has not been so successful.
Transfer of
information
The records to
track your child’s academic and social achievements, attainment and
progress (including results from any assessments and reports from the health
service or other professionals) together with information about any
additional support that has been provided for your child will be shared. If your child is starting a new school, the SENDCo and teacher(s) will meet with the SENDCo and teacher(s) at their new school if possible otherwise they will liaise via phone and email. Visits
Starting school
Before your child
starts in Reception class at school, staff may arrange to visit your child in
their pre-school setting.
Visits to the
pre-school / Reception class settings allow your child’s new teacher to see how
he or she interacts with other children. Additionally, your child is likely to be
invited to attend some additional sessions. This will provide an opportunity to meet
their new classmates and teachers, and to find out about things that are
important to them. You will also be invited to a 'new intake parents meeting. This
gives all parents and the teachers the opportunity to meet and get to know
each other before the start of the new term www.norfolk.gov.uk/education-and-learning/schools/school-admissions
Changing year group
During the summer
term, all children will meet their new teacher in their new classroom. It may
be appropriate for extra visits to be arranged and/or for their new teachers
to visit them in their current classroom.
Moving to a new
school
Children changing
schools within the cluster are likely to be invited to make a series of
visits to their new school to join in activities designed to help them become
familiar with their new school and classroom and meet staff and other pupils
that they will see regularly in school. Our experienced SENDCos work to
ensure that children are shown and told about the things that are important
to them. For example, where lunch boxes are kept, what the dining room looks
like, where the toilets are and where to find their peg. Some schools offer
events specifically for new children moving to their school for example a
‘summer school’ activities week.
Visits and
activities are tailored to be enjoyable and reassuring for your child.
The number of
visits will be agreed as appropriate dependent on the needs and wishes of
your child. Some children may need or wish for more visits than others.
It may also be
appropriate for your child’s new teachers / TAs to visit them in their
current school. This is important to ensure an effective transition.
Pupils of families
who are supported through the Family Support Process will receive transition
support in the term before transfer to secondary.
Information for you
and your child
Your child may be
given a selection of photographs to take home and share with you. These are
likely to be of the adults your child will meet regularly and places around
the school and in their classroom that your child will need to
know about. Your
child may be given other information as appropriate. This may include a booklet
or letter from pupils already attending your child’s school, timetables, details
of what they will be learning about, school rules etc. A plan of the school
may be useful for some students moving to secondary school. It would be
helpful to discuss this information with your child to prepare them for their
new school life.
Where applicable
you and your child will be consulted and provided with information about any
specific physical alterations or arrangements needed for your child.
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Staff Training & Qualifications
An audit of
expertise in SEN is undertaken annually:
- SENDCo: Master’s level
National Award for Special Educational Needs Co-ordinator via
Cambridge university
- Individual training in
specific areas for teaching assistants (see below).
Specialist team
from external cluster services -
Educational
Psychologist support (EP),
Child and
Adolescent Mental Health Services. CAMHS
Training: Whole school Dyslexia training Dyscalculia training
Differentiation/graduated
response, (cascade training)
Safeguarding (all
staff)
Nurture group
training (1 TA)
Catch up Training
(2 TAs)
Sound Discovery
(2TAs)
Norfolk Steps (all
staff) Dynamic Assessment (SENDCo) Sensory Training (Sensi) 3 members of staff ( 2 teachers 1 TA)
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Funding
Funding comes directly
from the LA to the school to support the needs of learners with SEN.
All schools in the
Wymondham Cluster have an agreed ‘Wymondham Cluster SEND Policy’. The Cluster are
committed to working together to improve learning for all, and we are able to
share resources, training and moderate provision for learners with SEND. The cluster provision map can be found below in the files section.
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Other Opportunities For Learning - The majority of these are currently suspended due to COVID
All learners should
have the opportunity to access extra-curricular activities. We are committed to making reasonable
adjustments to ensure participation for all, so please contact our extended
school co-ordinator to discuss specific requirements.
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At Barnham Broom Primary School
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In the locality
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Gymnastics
Football
Cricket
Multi-skills Creative Writing Craft Club Drama Club Choir
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Jazz/street
dance/contemporary
Archery
Badminton
Trampolining
Wall climbing
Martial Arts
Gymnastics
Rainbows/Brownies/Guides/Beavers/Cubs/Scouts | | |
When appropriate we can inform County of the need for
multi-agency support in the form of a Family Support process (FSP).
Additional information on what services and support the
County Council provides for children with Special Educational Needs and
Disabilities(SEND), information about support in schools and other types of
education provision as well as lots of links to support provided by other
people such as the NHS, voluntary and community groups can be found on the
County Council Website.
HAVE YOUR SAY
This SEND report declares our annual offer to learners with
SEND, but to be effective it needs the views of all parents / carers, learners,
staff and governors. Please engage with us to ‘assess, plan, do and review’.
USEFUL LINKS
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Subpages (1):
Mental Health
 Updating...
Ċ Heather Benson, 12 Sept 2017, 12:25
Ċ Heather Benson, 12 Sept 2017, 12:28
Ċ Heather Benson, 22 Jan 2021, 02:26
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