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SEND - Local Offer

SEND Information Report
Updated December 2020
Part of the Norfolk Local Offer for Pupils 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, maintained nursery schools and Academies 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. 


At Peterhouse Primary Academy we are committed to working together with all members of our Academy 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:


Ryan Freeman      Headteacher.

Lucy Rush            SENCO

Lynn Lees            SEND Governor

Anneliza Plant      Parent Governor


If you have specific questions about the Norfolk Local Offer please look at the Frequently Asked Questions can be found on the Norfolk County Council, SEND changes web site

Alternatively, if you think your child may have SEND please speak to their Class Teacher or contact our SENCO on (01493 661046)



Our Approach to Teaching Learners with SEND


At Peterhouse Primary Academy 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 want to create an inclusive culture in our Academy and we 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 Academy.  For more information on our approach please see our teaching and learning policy by clicking here.


We aim to create a learning environment which is flexible enough to meet the needs of all members of our Academy community.  We monitor progress of all learners, staff continually assess ensuring that learning is taking place.  Our whole Academy system for monitoring progress includes regular pupil progress meetings, and staff engage in coaching and supervision.


At Peterhouse Primary Academy we value: Learning for all.



How we identify SEND


At different times in their Academy 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 Academy age or a young person has a learning difficulty or disability if they:


  1. have a significantly greater difficulty in learning than the majority of others of the same age: or
  2.  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 Academies or mainstream post-16 institutions.”


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 the Academy for lots of reasons.  They may have been absent from the Academy, they may have attended lots of different Academies and not had a consistent opportunity to learn.  They may not speak English very well or at all, they may be worried about different things that distracts them from learning.  At Peterhouse Primary Academy 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 SEND.  Only those with a learning difficulty that requires special educational provision will be identified as having SEND.


Our SEND profile for 2020-2021 shows that we have 80 children identified as having SEND, and 9 of these have an  Education, Health and Care Plan. 

17  children are identified as having SEND linked to Cognition and Learning

44  linked to Communication and Interaction

9  linked to Physical and Sensory

12  linked to Social, Emotional and Mental Health



Assessing SEND


Class Teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning.  At Peterhouse Primary Academy we ensure that assessment of educational needs, directly involves the learner, their parents/carers 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 within Academy.


For some learners we may want to seek advice from specialist teams.  In our Academy and cluster we have access to various specialist services but may have to be commissioned from our Academy budget. 


The agencies used by the Academy include:




We have access to:

Educational Psychologist, SALT and ALST via our provider CEPP.

CAMHS (Child & Adolescent Mental Health Service)

Attendance Officers

ATT, Access through technology services. (Profession or medical referral only)

Virtual Academy for Sensory support, to support pupils with hearing/visual Impairment 

Children’s Therapy Team (Speech & Language/Occupational/physiotherapy therapy)

Virtual School

S2S Support [cost implication in addition to CEPP]

Health professionals

OT professionals


Our SLA is with CEPP.


We also employ 20 part-time Learning Support Assistants (13.28 FTE) and 4 part-time supply Learning Support Assistants (2.48 FTE) who deliver the interventions in the provision map as co-ordinated by our class teachers and SENCO.



What we do to Support Learners with SEND


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 Peterhouse Primary Academy are proud of our Teachers and their development.  The Teacher standards are at


Our Teachers will use various strategies to adapt access to the curriculum, this might include using:

  • Visual timetables
  • Writing frames
  • I-pads, laptops or other alternative recording devices
  • Peer buddy systems
  • Positive behaviour rewards system


Each learner identified as having SEND, 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 Peterhouse Primary Academy to support learners with SEND across the year groups.  We modify the provision map regularly, and it changes every year, as our learners and their needs change. The provision map for 2019-20 is available on our website and is displayed in school for parents to see.


Our provision map is shared with Governors who are able to ensure that we monitor the impact of these interventions on learning across the Academy.



Funding for SEND


Peterhouse Primary Academy receives funding directly to the Academy 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 this academic year 2020-21 £176,822.


Individual ‘top up’ funding from the LA is applied for where evidence suggests it is appropriate.



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 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, where we all discuss progress and next steps.  If a learner has a Statement of Special Educational Need or an Education Health and Care Plan (EHC plan) the same review procedures take place, but the Statement or EHC plan will also be formally reviewed annually.


Progress data of all learners is collated by the whole Academy and monitored by Teachers, Senior Leaders and Governors. Our Academy 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 extracurricular activities.  At Peterhouse Primary Academy this academic year we are offering a range of additional clubs and activities.  These can be found on our Academy web page or by contacting our Academy Office.


We are committed to making reasonable adjustments to ensure participation for all, so please contact our Head teacher or SENCO to discuss specific requirements. 


All staff at Peterhouse Primary Academy work within the Equality Act 2010.  This legislation places specific duties on Academies / 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 SEND, but there is a significant overlap between disabled children and young people and those with SEND. Children and young people may therefore be covered by both SEND and disability legislation.


For more information about the Equality Act, the protected characteristics or duties on public bodies, please follow this link


Individual medical needs are also identified and with Parents/Carers, a care plan is agreed.



Preparing for the next step


Transition is a part of life for all learners. This can be transition to a new class in the Academy, having a new teacher, or moving on to another Academy, training provider or moving in to employment.  Peterhouse Primary Academy 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 with SEND.  Moving classes will be discussed with the parents and child at their summer term review meeting.  Transition to a secondary Academy of children with statements of EHC will be discussed in the summer term of their Year 5, to ensure time for planning and preparation.



Have your say


Peterhouse Primary Academy is part of the community. We can shape and develop provision for all of our learners ensuring achievement for all.  This SEND report declares our annual offer to learners with SEND, 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 SEND.



Useful links  

Parent Partnership


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