Special Educational Needs and Disabilities (SEND)

Cliff Park Infant and Junior Academies SEN Information Report 2019

Welcome to our SEND information report which is part of the Norfolk Local Offer for pupils with Special Educational Needs Disability (SEND). All governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body’s policy for pupils

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

At Ormiston Cliff Park Academies we are committed to working together with all members of our school community.

If you have any questions regarding Special Educational Needs please contact:

  • Head of School (Infant)/SEND: Philip Reid
  • Head of School (Junior)/SEND: Louise Watkins
  • Deputy Head of Schools/SEND: Jackie Huggins

If you have specific questions about the Norfolk Local Offer please look at the SEND pages of the Norfolk Schools website.

Alternatively, if you think your child may have SEND please speak to their class teacher or contact us on 01493 661523.

 

We aim to give every child the very best chance to succeed by removing barriers to childrens’ learning and preparing them for a happy and successful future. We believe in a ‘Growth Mindset’. We aim to foster a sense of community and belonging, and to offer new opportunities to learners, taking into account their needs and experiences. We want our children to believe in themselves!

We recognise that pupils learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. We are particularly aware of the needs of our Key Stage 1 pupils, for whom maturity is a crucial factor in terms of readiness to learn. However, we also believe in both early identification of need and early intervention. We understand that many pupils, at some time in their Primary academy journey, may experience difficulties which affect their learning and we recognise that these may be long or short term.

Please click on the link below for information on the new Code of Practice for Special Educational Needs and Disabilities (SEND).

Code of Practice 2015

 

What areas of need can we cater for?

Area Needs Currently Providing
Communication & Interaction Speech, Language & Communication Needs We are able to screen children in school when we are concerned about their speech and language and begin intervention straight away. We make referrals to Speech and Language therapists for more specialised support. We have some EKLAN trained TAs which can identify areas of need and support in overcoming barriers such as formation of sounds.
Autistic Spectrum Disorder (ASD) We can support children by visual timetables, routines, high clear expectations, social stories, visual cues, computer programmes such as ‘communication in print’ and asking outside agencies to support with strategies in class and can be mirrored at home.
Cognition & Learning Moderate Learning Difficulty Currently provided with a high level of adult support and highly individualised targets and a play based curriculum. We also have access to school to school support from a special school to help us support childrens’ needs the best we can.
Severe Learning Difficulty We work in collaboration with parents, outside agencies and Norfolk County Council to find the best way to support children with this level of need.
Profound & Multiple Learning Difficulty We work in collaboration with parents, outside agencies and Norfolk County Council to find the best way to support children with this level of need.
Specific Learning Difficulty Children will have targets recommended by outside agencies such as Specialist Teachers, Educational Psychologist, Speech Therapists and Sensory Support which the class teacher and teaching assistants will help them to achieve. These targets will be reviewed when needed. We also use visual prompts such as word mats, timetable and tick list to support organisation.
Social, Emotional & Mental Health Social, Emotional & Mental Health We can refer to outside agencies such as CAMHS, Sliverwood, Point 1 and Educational Psychologists. Within both schools we have many members of staff that can support children with their emotional needs.
Sensory and/or Physical Needs Visual Impairment Children with significant visual impairments may require specific school interventions. We work with The Virtual School for Sensory Support to seek advice and specialist support for these pupils.
Hearing Impairment We work with The Virtual School for Sensory Support to access expertise and equipment to help our hearing impaired children. We also take care in where we place children with hearing problems within the classroom to make sure they can hear the teacher.
Multi-Sensory Impairment We work in collaboration with parents, outside agencies and Norfolk County Council to find the best way to support children with this level of need.
Physical Disability When an Occupational Therapist has seen a child they will send us targets to work on to develop coordination and/or muscles.
We have a lift at the Junior School to access the upstairs classroom and ICT suit, we also have ramps around the schools to allow access.

 

Our SEN Profile

Area of Need OCPIA OCPJA
Communication and Interaction 79% 27%
Cognition and Learning 10% 42%
Social, Emotional and Mental Health 3% 16%
Sensory and Physical 7% 9%

 

What we do to Support Pupils with SEND

Every Teacher is required to adapt the school’s standard curriculum to ensure access to learning for all children in their class, including those children with SEND. The Teachers’ Standards 2012 detail the expectations on all teachers, and we at Ormiston Cliff Park Infant Academy are proud of our teachers and their ongoing professional development.

Our Teachers will use various strategies to enable children with SEND to access the curriculum, this might include using:

  • Individualised Visual timetables
  • Frameworks to support writing (writing frames, maps, plans)
  • Computers, microphones or other alternative recording devices
  • Peer systems (talking partners, small group work etc.)
  • Positive behaviour rewards system

We will ensure that:

  • Each pupil identified as having SEND, will receive appropriate support that is ‘additional to or different from’ a normal differentiated curriculum, and a pupil profile to record this information.
  • Progress towards individual or group targets will be monitored and reported to parents at least termly. 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.

We work with our school governors to ensure that the support our children need is available.

 

How do we find out if this support is effective?

Monitoring progress is an integral part of teaching and leadership within our school.  Parents/carers, pupils and staff are involved in reviewing the impact of interventions for pupils with SEND and to do this we follow the ‘Assess, Plan, Do, Review’ model.  Before any additional provision is selected to help a child, the SEND trained members of staff, teacher, parent/carer and pupil (where appropriate), agree what they expect to be different following this intervention. A baseline will be recorded, which can be used to compare the impact of the provision and as part of the ongoing review process.

Children, parents/carers and their Teaching and Support Staff will be directly involved in reviewing the pupil’s progress by a termly In School review, or ISR.  Parents/carers are able to take part by recording their own and their child’s views which are then discussed and next steps are planned by the class teacher and SEND trained members of staff.  If parents or carers would like to meet with their child’s class teacher or the SEND trained members of staff to discuss their child’s support this can be arranged at any point on the year by contacting the school office.  If a pupil has an Education Health and Care Plan (EHC plan) the same termly review conversations take place, but the EHC plan will also be formally reviewed annually.

The SEND trained members of staff collate the impact data for interventions, to ensure that we are only using interventions that work.  Progress data of all pupils, including pupils with SEND, is collated by the whole school and monitored by Teachers, Senior Leaders and Governors.

 

The Graduated Approach

Ormiston Cliff Park Academies follow the Graduated Approach to SEN identification as laid out in the Special Educational Needs Code of Practice 2015.

Step 1: Quality First       Teaching.

Need identified by Class Teacher/ Professional/    Parent

Assess Plan Do Review
Formative/ summative assessments show that a child is not making progress or is finding an area of learning difficult. The barrier to learning will fall under one of four categories;

·         Cognition and learning

·         Sensory or physical

·         Communication and interaction

·         Social, emotional or mental

The class teacher will differentiate planning as a means of removing the barriers to learning. Differentiation could be done in
a number of ways including;
·         Pre and post learning
·         Differentiated task
·         Adult support
·         Specialised resources
·         Peer support
·         Prompts and frameworks
Use formative and summative assessments to evaluate the impact of the differentiation. This could also be done at pupil progress meetings.
Has the child made better than expected or at least expected progress? If yes, then continue at the current level as long as is necessary. If no, move onto step 2.
Step 2:

Concern form completed and child moves onto SEND Record for SEND support.

Action plan put in place

Assess Plan Do Review
Use formative, summative and standardised assessments to get a full picture of the child’s learning profile.

Complete a SEND concern form outlining the

areas of difficulty or need under the following categories;

  • Cognition and learning
  • Sensory or physical
  • Communication and interaction
  • Social, emotional or mental
An action plan will be put into place focussing on three priorities for the child to work on.  It will be created in collaboration with the child and their family. Interventions will begin and differentiation in the classroom will be evaluated and developed. Use formative and summative assessments to evaluate the impact of the interventions and differentiation. This could also be done at pupil progress meetings.
Has the child made better than expected or at least expected progress? If yes, then continue at the current level as long as is necessary. If no, repeat step 2 with revised actions or move onto step 3.
Step 3:

SEND Support

Outside agency support

Assess Plan Do Review
A request for outside agency assessment and/or support will be requested at this stage. The following services may be utilised;

  • The Child and Educational Psychology Practice
  • Respectrum Advisory Services
  • Educational Psychologist
  • Speech and language support (SALT)
  • Occupational Therapy
  • Physiotherapy
Recommendations from outside professionals will be implemented.

.

The action plan, any further interventions and differentiation will be implemented for another cycle.

At this level there may also be some staff training and support.

Use formative and summative assessments to evaluate the impact of the action plan, interventions and differentiation.
Has the child made better than expected or at least expected progress? If yes, then continue at the current level as long as is necessary. If no, review and implement another cycle of the action plan before moving onto step 4.
Step 4:

Request for Education Health and Care Plan

Assess Plan Do Review
A request for an Education, Health and Care Plan will be discussed with all interested parties. If it is agreed that this is the best pathway to removing barriers from the child’s learning then the SENCO will move forward with this request. EHC Plan EHC plan implementation Annual Review with the Local Authority (LA)

Termly reviews within the Academy

 

Referral for an Education, Health and Care Plan (EHCP)

If a child has lifelong or significant difficulties they may undergo a Statutory Assessment Process which is usually requested by the academy but can be requested by a parent. This will occur when the complexity of need or a lack of clarity around the needs of the child are such that a multi-agency approach to assessing that need, to planning provision and identifying resources, is required. The decision to make a referral for an EHCP will be taken at a progress review. The application for an Education, Health and Care Plan will combine information from a variety of sources including:
• Parents
• Teachers
• SENCO
• Educational Psychologist
• Specialist Advisory Teacher
• Social Care
• Health professionals
Information will be gathered relating to the current provision provided, action points that have been taken, and the preliminary outcomes of targets set. A decision will be made by a group of professionals from education, health and social care about whether or not the child is eligible for an EHCP. Parents have the right to appeal against a decision not to initiate a statutory assessment leading to an EHCP. Further information about EHCPs can found via the SEN Local Offer using the following link:

Local Offer

 

Other opportunities for learning

All pupils should have the same opportunity to access extra-curricular activities. At Ormiston Cliff Park Junior Academy we are offering a range of additional clubs and activities. A list of these is available on the school website and from the school office.  The adult who is in charge of running the specific extra-curricular activity will be made aware of the needs of the individual child with SEND and will then make reasonable adjustments for their class accordingly to support the child’s integration.

 

Preparing for the next step

Transition is a part of life for all pupils.  This can be transition to a new class in school, having a new teacher, or moving on to another school, training provider or moving in to employment. We are 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 pupils with SEND.  Moving classes will be discussed with you and your child at their summer term review meeting as we know that this can be a difficult stage for children and may require support. For all other pupils with SEND transition to secondary schools will be discussed in the summer term of their Year 5, to ensure time for planning and preparation and so that any adaptations or support measures can be put in place in good time.

 

Have your say

We can shape and develop provision for all of our pupils ensuring achievement for all. This SEND report declares our annual offer to pupils with SEND, but to be effective it needs the views of all parents/carers, pupils, governors and staff. So please engage with our annual process to ‘assess plan, do and review’ provision for SEND.

As an educational provider we aim to monitor and change with the needs of our pupils. Therefore, if you have a complaint about the services of the school, feel that you or your child have not received the service that you required, we would be happy to hear from you using the following complaints procedure.

In the first instance please make an appointment to speak to the child’s class teacher.

If this does not resolve the complaint or if the complaint is of a serious nature please ask for an appointment with the Head of School or a senior manager.

 

Child Protection

If you have any concerns regarding the safety or welfare of a child please contact the designated safeguarding officer for the school, whose contact details are available on request at the office.

 

Useful links

 

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