Welcome to our SEN information report which is part of the Norfolk Local Offer for learners with Special Educational Needs (SEN). All governing bodies of maintained schools and maintained nursery 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 SEN. This information is updated annually.
At Magdalen Gates we value all members of our school community. Our local offer has been produced with pupils, parents and carers, governors, and members of staff. We welcome your comments on our offer, so please do contact us. The best people to contact are:
Elaine Anderton (SENCo)
Sarah Corby & Joe Mulhall (SEND Governors)
Cara Fahy (Head Teacher)
Our Approach to Teaching Learners with SEN
At Magdalen Gates, we enthuse all to become lifelong learners equipped for the future by providing an excellent and inspirational education through a welcoming, safe, happy and supportive community. We strive to provide a welcoming, positive environment, enhancing the learning of all; both children and adults, regardless of ability, race or gender. We aim to work together – parents, staff, Governors and children – for the benefit of all those who come to our school, including those with additional needs.
We value high quality teaching for all learners, and actively monitor teaching and learning in the school. We also monitor the progress of all learners, and staff continually assess to ensure that learning is taking place. Our whole school system for monitoring progress includes termly pupil progress meetings.
Information about how we access equipment and adapt our environment to support children with SEN and disabilities can be found in our Accessibility Plans on our website or by clicking here: http://www.magdalengates.norfolk.sch.uk/index.php/learning/sen/accessibility-plans/
How We Identify SEN
At different times in their school life, a child or young person may have a special educational need. The Code of Practice defines SEN as follows:
“A child or young person has SEN if they have a learning difficulty or disability which calls for special education provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
- a) has a significantly greater difficulty in learning than the majority of others the same age, or
- b) has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”
A child may have SEN if
- His/her progress is significantly slower than that of their peers
- His/her rate of progress has dipped
In this case, information will be gathered, including seeking the views of parents, the pupil and teachers as well as assessments.
There can be a many reasons for learners ‘falling behind.’ These may include absences, attending lots of different schools, difficulties with speaking English, or worries that distract them from learning. 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.
In 2013-14 our SEN profile shows that we had 21 children identified as having SEN. Of those:
58% are identified as having SEN linked to Cognition and Learning (including maths, reading, writing and spelling etc.)
19% are linked to Communication and Interaction (including speech and language difficulties and problems with social interaction)
10% are linked to Physical and Sensory (including disabilities such as those affecting mobility, sight and hearing)
14% are linked to Social, Emotional and Mental Health difficulties (including ADHD, depression, and attachment issues)
What should I do if I think my child may have special educational needs?
If you have any concerns regarding your child’s progress or well-being, then please speak to either your child’s class teacher or Mrs. Anderton (SENCo) to discuss your concerns.
What We Do to Support Learners with SEN
When a learner is seen to have SEN, we will provide support ‘additional to’ or ‘different from’ the differentiated approaches and learning arrangements normally provided as part of high quality, personalised teaching.’ This support is set out in our whole school Provision Map.
We work with other schools in a ‘cluster.’ We share our provision map and assessment tools to learn from each other, develop a wider understanding of different SEN, and share training opportunities.
When providing support that is ‘additional to’ or ‘different from’ we engage in a four-stage process: Assess, Plan, Do and Review.
Assess – we consider all the information from discussions with parents or carers, the child, the class teacher and assessments.
Plan – now we can identify the barriers to learning and intended outcomes, we work out what additional support will be provided to help overcome those barriers. Decisions are recorded on a Learning Support Plan and are reviewed termly, as part of Parent/Teacher Consultations.
Do – providing the support – extra assistance for learning or learning aids – as set out in the plan.
Review – We measure the impact of support, and consider if changes need to be made. All of those involved – learner, their parents or carer, teacher and SENCo -contribute to this review. If necessary, a new cycle (Assess, Plan, Do & Review)can begin
This additional support, (often called ‘intervention’) will be tailored to meet the child’s needs, and will target the area of difficulty. It may happen in class or in another area of the school, occasionally on a 1:1 basis but more often as part of a small group of learners with similar needs. These ‘interventions’ may be run by a teacher or a trained teaching assistant. The support provided, and its impact, will be monitored closely and shared regularly with the child and with their parents or carers.
At Magdalen Gates we take the responsibility to oversee the social and emotional development of all our learners seriously. This includes taking steps to prevent bullying (further information can be found in our Anti-Bullying policy). From time to time, some pupils, including those with SEN, require extra pastoral support and we make arrangements for them to share their views and worries.
A small number of learners may require access to technology eg. modified ICT equipment, recording devices etc.
While the majority of learners with SEN will have their needs met in this way, some may require an Education, Health & Care (EHC) needs assessment to determine whether it is necessary for the Local Authority to make provision in accordance with an EHC plan (replacing the old ‘Statement of SEN’).
How We Find Out if This Support is Effective
The interventions used will be those that are proven to make a difference for most learners.
A baseline assessment is the starting point for an intervention. From this we can measure progress made by a child – and set a target outcome. Regular reviews will take place. These termly reviews will involve children, their parents or carers, and class teachers, with a record kept of agreed actions.
Where difficulties persist despite high quality interventions and appropriate adjustments, advice and support may be requested from other professionals, with the parent’s consent. This might involve:
- speech & language therapy services,
- occupational therapist,
- an specialist learning support teacher or educational psychologist
- health services such as a paediatrician.
Where a child has an EHC, there will be an annual review held in addition to the termly review meetings, taking into account the views of the child, their parent or carer, and all other professionals involved with the child.
Other Opportunities for Learning
At Magdalen Gates we believe all learners are entitled to the same access to extra-curricular activities, and are committed to making reasonable adjustments to ensure participation for all. Please contact us if your child has any specific requirements for extra-curricular activities.
Preparing for Next Steps
Transition is a part of life for all learners, whether that involves moving to a new class or moving to a new school. We recognise that this ‘moving on’ can be difficult for all children, but especially so for a child with SEN and/or disability. Consequently, we work closely with parents, children and staff to ensure these transitions run as smoothly as possible.
Planning for transitions within school will take place in the Summer Term review meetings; for transition to secondary school, planning will take place in the Summer Term of Year 5 to ensure adequate time for planning and preparation.
During Year 6, information – previously agreed with parents – will be shared with the SENCo at the secondary school. This information will outline needs and support that has proven effective. Where possible, children will visit their new school on several occasions and, in some cases, staff from the new school will visit him or her at Magdalen Gates.
Have Your Say
Magdalen Gates Primary is our community school. This report details our annual offer to learners with SEN. To be effective it needs the views of all: parents/carers, learners, governors and staff.
Please engage with our annual process to ‘assess, plan, do and review’ provision for SEN.
If you have any comments – or concerns, please contact Mrs Anderton (SENCo) at email@example.com The school hopes that any concerns will be resolved through discussion with the class teacher, SENCo or Headteacher. If they cannot be resolved in this way, parents can follow the complaints procedure found in the school brochure. They can also access support through Norfolk SEND Partnership (link below).
The Local Authority has to have a ‘Local Offer’ which sets out the support they expect to be available for children and young people with special educational needs and/or disabilities. You can access the Local Offer here: www.norfolk.gov.uk/SEN
Norfolk SEND Partnership offers independent information, advice and support to children and young people and their parents about Special Educational Needs and Disabilities. You can access their website here: www.norfolksendpartnershipsiass.org.uk