Welcome to our SEND information report which is part of the Norfolk Local Offer for pupils with Special Educational Needs (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 SEND regulations which can be found on the DNEAT policy for SEND.
At Peterhouse 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:
SEND Governor - Lynn Lees
SENCO – Gerry Budworth
Head Teacher - Ryan Freeman
If you have specific questions about the Norfolk Local Offer please look at the Frequently Asked Questions by clicking on the SEND pages of the Norfolk Schools website. Alternatively, if you think your child may have SEND please speak to the SENCO who is contactable via the school office.
Our Approach to Teaching Pupils with SEND
At Peterhouse we believe in participation for all. We want all adults and children to participate in learning and we celebrate all members of our community. We create an inclusive culture in our school and we are responsive to the diversity of children's backgrounds, interests, experience, knowledge and skills.
We value high quality 1st teaching for all pupils and actively monitor teaching and learning in the school. For more information on our approach please see our teaching and learning policy which is available on the School Website or from the school office.
Our School Improvement Plan is about developing learning for all and details are planned with continued professional development (CPD) opportunities for all staff. An overview of our plan for 2016/17 can be found on the on the School Website.
We create a learning environment which is flexible and outstanding to meet the needs of all members of our school community. We monitor progress of all pupils, and staff use continuous assessment ensuring that learning suits the needs of all. Our whole school system for monitoring progress includes half termly pupil progress meetings, work and planning scrutinised via discussions with staff.
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 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 he/she:
If a pupil is identified as having SEND, we will provide provision that is 'additional to or different from' the normal personalised curriculum, intended to overcome the barrier to their learning. Barriers to learning are identified by Ofsted 2011 as
Pupils can fall behind in school for lots of reasons. They may have been absent from school or they may have attended lots of different schools and not had a consistent opportunity to learn. Sometimes they may be worried about different things which may distract them from learning and some pupils may have little or no English when starting school. In this case their acquisition of English language is tracked and interventions put in place to accelerate their learning and progress where possible. At Peterhouse we are committed to ensuring that all pupils have access to learning opportunities. For those who are at risk of not achieving their potential in learning, we will put into place additional intervention that is SMART. This does not mean that all vulnerable pupils have Special Educational Needs. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.
Our SEN profile for this year shows that we have 22.5%% of pupils identified as having SEND.
Assessing SEND at Peterhouse Primary Academy
Class Teachers, support staff, parents/carers and in many cases, the pupil themselves will be the first to notice a difficulty with learning. At Peterhouse we ensure that assessment of educational needs, directly involves the pupil, their parents/carer and of course their teacher. The SENCO will also support with the identification of barriers to learning. We have a range of assessment tools available along with an updated tool kit for 2016/17, which we share with our cluster of schools.
For some pupils 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 the Local Offer website.
Peterhouse Primary Academy as part of the Gorleston C39 Cluster have also commissioned for 2016/17 support from:
Norfolk Educational Psychology Service
CEPP (an independent psychology service)
We also employ an intervention teacher who delivers the interventions in the provision map as coordinated by our SENCO and Deputy Head.
What we do to Support Pupils with SEND at Peterhouse Primary Academy
Every Teacher is required to personalise the curriculum to ensure access to learning for all pupils in their class. The Teacher Standards 2012 detail the expectations on all teachers, and we at Peterhouse Primary Academy are proud of our teachers and their development. The Teacher Standards are available on the School Website.
Our Teachers will use various strategies to personalise access to the curriculum, which includes using:
Each pupil identified as having SEND is entitled to support that is ·additional to or different from a normal personalised curriculum. Progress towards individual or group targets will be monitored and reported to parents on a regular basis by class teachers. 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 details the interventions and actions that we undertake at Peterhouse to support pupils with SEND across the year groups and individually. We update the provision map regularly, and it changes every year, as our pupils and their needs change.
Children can be referred to our Pastoral Team to support emotional needs and any family issues. The team is made up of the Attendance Lead, 2 PSAs, Deputy Head, Intervention teacher and SENCO/Assistant Head. Staff have a known referral process but this support is also on a need basis. With the Pastoral support team for the school we are developing a whole school approach to emotional and social issues via Thrive. Staff are asked to complete a whole class information sheet to identify children at risk. Thrive can be delivered whole class via PSHE or in small groups by TAs in class. If a child requires further intervention they can be offered a 6 week block of support from our 4 trained ELSA teaching assistants or ongoing Thrive 1/1.
The school has 2 Nurture group sessions 4 days a week. Staff are trained Nurture practioners who plan and organise activities required by the children in the group. Assessment is via Boxall Profile. Key stage 1 Nurture runs in the morning and Key stage 2 in the afternoon. Staff are available on 1 day a week for home visits and 1/1 support in class. They meet and share updates with teachers on a regular basis.
At Peterhouse Primary Academy we share the provision map with our colleagues in the C39 Cluster so we can learn from each other, and demonstrate what we offer for pupils with SEND. 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 SEN
Peterhouse Primary Academy receives funding directly to the school from the Local Authority to support the needs of pupils with SEN. This is described in an SEN memorandum. The funding for the academic year 2016/17 is xxxxxxxxxxxx
The C39 cluster of schools also receives funding from the Local Authority which is distributed as 'top up' funding for pupils who require support that exceeds that available to the school. The C39 cluster funding for 2016/17 is £423,000. As an academy, we have to apply for additional funding through Cluster 39. We have set panel dates throughout the academic year, and each school makes an application based on a set criteria. If additional funding is agreed, we have to monitor the impact and relay this information back to the Cluster.
All schools in the C39 cluster have signed a governance agreement which helps us work together. We have also written our Cluster policy for SEND.
The C39 Cluster of schools is committed to working together to improve learning for all, and we are able to share resources, training and moderate provision for pupils with SEND. If you would like any further information on SEND in the C39 cluster please contact our co-ordinator Karen Webb at Cliff Park Ormiston Academy.
How do we Find Out if this Support is Effective?
Monitoring progress is an integral part of teaching and leadership within Peterhouse Primary Academy. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for pupils with SEND. We follow the 'assess, plan, do, review' model and ensure that parents/carers and pupils are involved in each step. Before any additional provision is selected to help a child, the SENCO, teacher, parent/carer and pupil (where appropriate), 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 who are referred to an external agency will have a support plan put in place which uses the advice to move learning forward. Support plans are written by the SENCO using advice from other professionals and delivered and updated by class teachers.
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 informal/ formal meeting held at least once a term, where we all discuss progress and next steps. If a pupil has an Education Health and Care Plan (EHC plan) or statement of special educational needs 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 impact on reducing barriers to learning and progress. Intervention data is shared with the C39 cluster so all SENCOs in our cluster are able to select high quality provision.
Progress data of all pupils is collated for the whole school and monitored by teachers, Senior Leaders and Governors. Our school and cluster data is also monitored by the Local Authority and Ofsted.
Other Opportunities for Learning
All pupils should have the same opportunity to access extended learning activities. At Peterhouse we are offering a range of additional clubs and activities. A list of these is available on the school website and from the school
All staff at Peterhouse Primary Academy have regular updates 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.
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. Peterhouse Primary Academy is committed to working in partnership with pupils, families and other providers to ensure positive transitions occur.
Planning for transition is a part of our provision for all pupils with SEND. Pupils with SEND transferring at the end of Year 6 will be given some taster sessions at their new provider in preparation for transition. For all other pupils with SEND transition from primary to secondary education will be discussed in the summer term of their Year 5, to ensure time for planning and preparation.
Specialist Resource Base
Peterhouse Primary Academy does not have a specialist resource base but should there be a need a pupil maybe referred to one. The SRB is a part of a county wide provision and information can be found using the link below. Peterhouse Primary Academy has a lift to accommodate wheel chair users and also hoisting equipment if needed.
Peterhouse primary Academy is a local church school. We can shape and develop provision and achievements for all. This SEND report states our local offer to pupils with SEND but to be effective it needs the views of all parents/carers/pupils/governors and staff.
Please engage with our annual process to ASSESS/PLAN/DO and REVIEW provision for SEND.
To do this contact our SEND governor. Your support would be greatly appreciated