Every year at Worstead Church of England Primary School, the headteacher and staff of the school set objectives to ensure that there is equality of opportunity for all and that the requirements of the Equality Act of 2010 are met. Our Equality Policy can be found under the policies section of this website.
Here are the equality objectives for 2016-17.
q All pupils are assessed, monitored and tracked through Pupil Asset assessment tracker and MIS.
q Under-achievement is identified and appropriate intervention is applied.
q Pupils are able to participate in a full range of extra-curricular opportunities.
Behaviour and Safety
q Pupils respect one another.
q Pupils feel safe and valued.
q Pupils, staff and parents know that misconduct and gross misconduct will be challenged.
q All pupils experience 100% ‘good or better’ lessons.
Leadership and Management
q The staff and governing body reflects the diversity of the school community and attempts to widen this at every opportunity.
q No pupils (or their families) are disadvantaged academically, socially or emotionally. All staff are mindful of the academic and social needs of all children, especially potentially vulnerable children.
q Mrs Read is responsible for the collection, analysis and publication of equality data including the recording of prejudice-related incidents.
SEND Policy and Information Report for Worstead CE Primary School 2016-17
Contributing to the Norfolk Local Offer for Learners with SEND
Welcome to our SEND information report which is part of the Norfolk Local Offer for learners with Special Educational Needs and Disabilities (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 or the proprietor’s policy for pupils with SEND. The information published must be updated annually.
At Worstead 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 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: Mrs Janet Butler
SENCO: Mrs Jan Cuss
Headteacher: Mrs J. Read
Our Approach to Teaching Learners with SEND
At Worstead school we value every learner equally and we believe that every learner can and should make a positive contribution to our community now and in their own futures. We are committed to supporting every learner to achieve this. We have an inclusive culture in our school and we always aim to be 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 plan is also focused on developing learning for all. Opportunities for staff to participate in continued professional development (CPD) are also planned. Additionally, the SENCO attends termly training through a local professional network.
We have created 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 to ensure that learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings which focus on the progress of every child and our response to their needs.
We recognise that children with SEND are statistically more likely to experience bullying. At Worstead we take a firm view of bullying. Our ethos and curriculum actively discourage bullying. Incidents of bullying are uncommon at Worstead. When they do occur, we have rigorous procedures in place to quickly deal with the issue. Our anti-bullying policy can be seen in the policy section of this website.
How we identify SEND
At different times in their school career, a child or young person may have a special educational need . The Code of Practice defines SEND 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:
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.
Learners can fall behind in school for lots of reasons. At Worstead school we are committed to ensuring that all learners have access to learning opportunities, and for those who 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 2016-17 shows that we have 9% of children identified as having SEND, although none of those have an Education Health and Care Plan (or a statement yet to be converted).
30% of children are identified as having SEN linked to Communication and Interaction
50% linked to Cognition and Learning
10% linked to Social, Emotional and Mental Health
10% linked to Physical and Sensory
Assessing SEN at Worstead School
Class Teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning. At Worstead school we ensure that assessment of educational needs, directly involves the learner, their parents/carer and of course their Teacher. The Special Educational Needs Co-ordinator (SENCO) will also support with the identification of barriers to learning. We have a range of assessment tools available, and our updated tool kit for 2015-16, which we share with our cluster of schools is available here.
For some learners we may want to seek advice from specialist teams. In our school and cluster (North Walsham) we have access to various specialist services. We also have access to services universally provided by Norfolk County Council, which are described on the Local Offer website available here.
We employ two experienced teachers who deliver the interventions in our provision map, alongside 3 teaching assistants who support children in class. These are coordinated by our SENCO,
A child identified as having SEN may have needs that link to any of the four categories as identified in the Code of Practice: Communication and Interaction; Cognition and Learning; Social, Emotional and Mental Health; Sensory and/or Physical.
An Education, Health and Care Plan (previously known as a statement) sets out how services will work together to meet the child or young person’s needs. Focussed on the outcomes for the child or young person, EHC plans are based on a coordinated assessment and planning process. A plan is likely to be drawn where the special educational provision required cannot reasonably be provided from within the resources normally available to mainstream early years providers, schools and post-16 institutions. The whole assessment and planning process must take no more than 20 weeks. If an EHC plan is issued, parents have a right to request a personal budget to control all of some of the delivery of the provision set out in the plan.
What we do to Support Learners with SEN at Worstead School
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 Worstead are proud of our Teachers and their development. The Teacher standards are available here.
Our Teachers will use various strategies to adapt access to the curriculum, this might include using:
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. This 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 Worstead school to support learners with SEN across the year groups. We modify the provision map regularly, and it changes every half term, as our learners and their needs change.
At Worstead school we share the provision map with our colleagues in the North Walsham 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 SEND
Worstead school receives funding directly to the school from the Local Authority to support the needs of learners with SEND. This is described in an SEND memorandum. The amount of funding we received for the financial year 2015-16 is £0.
The North Walsham 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 North Walsham cluster funding for 2015-16 was £174,486.
The North Walsham 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 SEND.
How do we Find Out if this Support is Effective?
Monitoring progress is an integral part of teaching and leadership within Worstead school. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEND. We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and children are involved in each step. Before any 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 it can be a formal meeting held at least once a term, where we all discuss progress and next steps. If a learner 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 SENCO collates the impact data of interventions, to ensure that we are only using interventions that work. Progress data of all learners is collated by the whole school and monitored by Teachers, Senior Leaders and Governors. We also moderate our data as part of the North Walsham cluster so can ensure 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 Worstead school in 2016-17 we are offering a range of additional clubs and activities. These can be found on the clubs section of this website.
We are committed to making reasonable adjustments to ensure participation for all, so please contact our SENCO or Headteacher to discuss specific requirements.
At Worstead school staff are trained on the Equality Act 2010. 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 210 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 click here.
Preparing for the next step
Transition is a part of life for all learners. 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. Worstead 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, including those with SEN. Moving classes will be discussed with you and your child at their summer term review meeting. Transition to secondary schools will be discussed in the summer term of their Year 5, to ensure time for planning and preparation.
Have your say
Worstead school is our community school. 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.
If you have any questions or concerns lease speak initially to the Headteacher. Worstead School has a complaints policy which can be viewed in the policies section of our website.
www.norfolk.gov.uk/send - The Local Offer