1. At Scarning VC Primary, 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 school and we aim to be more 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. We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community.. Type of schoolVoluntary Controlled Head Teacher SENDCo Grahame Chambers Erika Simpson

2. School Based Information Who are the best people to talk to in this school about my child’s difficulties with learning / Special Educational Needs and Disabilities (SEND)? Staff The SENDCo – Erika Simpson The Head Teacher – Grahame Chambers Summary of Responsibilities SENDCo is responsible for:  Coordinating all the support for children with Special Educational Needs and Disabilities (SEND) and developing the schools SEND Policy to make sure that all children get a consistent, high quality response to meeting their needs in school.  Ensuring that you are: 1. Involved in supporting your child’s learning. 2. Kept informed about the support your child is getting. 3. Involved in reviewing how they are doing. 4. Planned ahead / future for them.  Liaising with all the other people who may be coming into school to help support your child’s learning e.g: Speech and Language Therapy, Educational Psychology, Occupational therapist etc.  Updating the schools SEND register (a system for ensuring all the children with SEND needs of pupils in this school are known) and making sure that they have excellent records of your child’s progress and needs.  To provide support for teachers and support staff in the school so they can help your child (and other children with SEND in the school) achieve the best possible progress in school. Staff SEND Governor – Margaret Hollingworth Summary of Responsibilities She is responsible for: > Making sure that the necessary support is made for any child who attends the school who has SEND.

3. Staff Teachers and Teaching Assistants Summary of Responsibilities: They are responsible for:  Checking on the progress of your child and identifying, planning and delivering any ‘additional’ help your child may need and letting the SENDCo know as necessary.  Ensure that all staff working with your child are supportive to deliver planned work / programme for your child, so they can achieve the best possible progress. This may involve additional adults, outside specialist support and specially planned work and resources.  Ensuring that the school’s SEND and Teaching and Learning Policy is followed in their classroom, that every child enjoys school and learn. Staff Head Teacher – Grahame Chambers Summary of Responsibilities He is responsible for:  The day to day management of all aspects of the school, this includes the support for the children with SEND.  He will give responsibility to the SENDCo and class teachers, but is still responsible for ensuring that your child’s needs are met.  He must make sure that the Governing Body is kept up to date about issues in the school relating to SEND. People who support children with Special Educational Needs / Difficulties with Learning and Disabilities in this school:

4.  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 SEN as:  “A child or young person has SEN 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:  Have a significantly greater difficulty in learning than the majority of others of the same age: or  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 schools or mainstream post-16 institutions”  If a learner is identified as having SEN, we will provide provision that is addition to or different from the normal differentiated curriculum, intended to overcome the barrier to their learning.   Learners can fall behind for lots of reasons they have been absent from school, they may have attended lots of different schools 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 distract them from learning. At Scarning VC Primary 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. 

5. Children in school will get support that is specific to their individual needs. This may be all provided by the class teacher or may involve other school staff, staff from the Local Authority Central Services or other outside agencies such as Speech and Language Therapists. Putting in place different ways of teaching: visual, hands-on (Kinaesthetic), auditory – personalised teaching and learning approaches. Putting in place recommendations from outside agencies / SENDCo thus supporting your child in their learning. Ensuring that all teaching is based on ‘building on what your child already knows, can do and understand’. Always setting high expectations. Class teacher input via excellent targeted teaching known as ‘Quality First Teaching’. What are the different types of support available for children with SEND in this school?

6. Specific group work within a smaller group of children. Your child’s teacher and the SENDCO will have carefully checked on your child’s progress and will have decided that your child has gaps in their understanding and learning and needs some extra support. A Learning Support Assistant / Teacher or an outside professional eg: Speech and Language Therapist may run small ‘intervention’ groups using the teacher’s plans either in small group or within the classroom setting. Your child will have been identified by the class teacher / SENDCo as needing more specialist input instead of or in addition to outstanding classroom teaching and intervention groups. You may be asked to give permission for the school to refer your child to a specialist professional e.g: Educational Psychologist. The specialist professional will work with your child to understand their needs and make recommendations, which may include:  Making changes to the way your child is supported in class.  A group run by the school staff under the guidance of the outside professional – eg: social skills, sensory. Stage of SEND = ‘Single Based Category The new system aims to put each young person and their family at the centre of discussions about the support offered. Young people and parents must be partners in shaping processes and implementing changes.

7. Your child may be identified by the class teacher / SENDCo or yourselves as needing a particularly high level of individual or small group teaching. This is usually provided via a Statement of Special Educational Needs or soon to be an Education Health Care (EHC) plan. The school (or you) can request that the Local Authority carry out a Statutory Assessment of your child’s needs. This is a legal process and you can find more details about this on the Norfolk School Website. After the request to the Local Authority (with a lot of information about your child), they will decide whether they think your child’s needs, seem complex enough to need a statutory assessment. Statutory Assessment Request The Local Authority will ask you and professionals involved to write a report outlining your child’s needs. The Local Authority will decide if your child’s needs are severe, complex or lifelong and that they need ‘High Level Need’ additional support in school to make good progress. If this is the case they will write a Statement or an Educational Health Care plan. Statutory Assessment NOT requested The Local Authority does not think your child’s needs meet the criteria for Statutory and will ask the school to continue with your child’s support at ‘Single School Based Category’. Education, health and care (EHC) plans to replace statements Under the new SEN Code of Practice (Sept 2014), SEN statements are to be replaced by the EHC plan, taking children and young people up to the age of 25 yrs. From September, new assessments of SEN will follow the new rules, and support will be provided through an EHC plan. Existing statements will remain in force until all children and young people have completed the transition. Transfers from statements to EHC plans should be completed within three year: so old guidelines and support of statements should continue to Sept 2017. The Statement / Education Health Care Plan will outline the provisions, individual and small group your child will receive and how support should be used and what strategies must be put into place.

8. The school budget, received from the Norfolk Local Authority includes money for supporting children with SEND. The Head Teacher looks at the information about SEND in school, including:  The children getting extra support already.  The children needing extra support.  The children who have been identified as not making as much progress as would be expected. Then decides what resources, training and support is needed. All resources, training and support are reviewed regularly and changes made a s needed. Additional funding for children with ‘High Level Needs and Disabilities’ can be applied for through the Dereham Cluster. An evidence base referral has to be presented to a panel in order to receive additional funding. In the New SEN Code of Practice young people and parents of pupils with an EHC plan can choose to hold a personal budget to buy in support identified. The money will come from the ‘HIGH – NEEDS funding block. More details about this funding system can be found on the Norfolk Schools Website.

9.  Assessing SEN at Scarning VC Primary School  Class teachers, support staff, parents/carers and the learner themselves will be first to notice a difficulty with learning. At Scarning Primary school we ensure that assessment of educational needs, directly involves the learner, their parents/carer and of course their Teacher. The Special Educational Needs Coordinator (SENCo will also support with the identification of barriers to learning.  For some learners 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 www.norfolk.gov.uk/SEN.www.norfolk.gov.uk/SEN  Link: http://www.norfolk.gov.uk/Childrens_services/Special_educational_needs_and_dis abilities/index.htm  Scarning VC Primary School, as part of the Dereham Cluster have also commissioned for 2014/15 support from:  Educational Psychologist  ALST  Speech and Language Therapy  Therapist  Anger Management  Brief Therapy  Drawing and talking therapy  Creative therapy (Arts/Crafts/Play)  Family therapy support   As a school we are also committed to up-skilling teaching assistants, having teaching assistants specialising in conducting work with children autistic spectrum condition (ASC), Sound Discovery, speech and language, British Sign Language, Sign-a-long and nurture.

10.  Teachers plan lessons according to the specific needs of all groups of children in their class, and will ensure that your child’s needs are met. Support staff will support with your child’s learning in the class.  Specific resources and strategies will be used to support your child individually and / or in groups.  Planning and teaching will be adapted on a daily basis if needed to meets your child’s learning needs. Each learner identified as having SEN, is entitles to support that is ‘additional to or different from’ a normal differentiated curriculum. The type of support is dependent on the individual leaning 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 Scarning VC Primary School to support learners with SEN 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 2013-14 is available in APPENDIX 1..

11. As a school we endeavour to work in partnership with you to make sure your child is happy and making progress. If a child feels safe and happy, they will learn. How we find out if the provision provided is effective: Monitoring progress is an integral part of teaching and leadership which Scarning VC School. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEN. 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 and is reviewed at least once a term, where progress and next steps are considered. 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. Intervention data is shared with the Dereham Cluster so all SENCo’s are able to select high quality provision. Progress data of all learners is collated by 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.

12.  If you have any concerns about your child you should speak to your child’s TEACHER.  The concerns may need referring to the SENDCo.  If you continue to feel that your child is still not making any progress you should speak to the HEAD TEACHER or the SCHOOL SEND GOVERNOR. How will the school let me know if they have any concerns about my child’s learning in school? The teaching staff within the school are monitoring your child’s well being and learning on a daily basis and formally half termly. There are subsequent meetings between staff to ensure all children are making good progress and are socially and emotionally safe. If your child is identified, the school will set up a meeting to discuss this with you in more detail.  They will listen to any concerns that you may have too.  To plan additional support / interventions your child may receive.  To discuss referrals to outside professionals to support your child and you. WE SUPPORT YOU TOO. Work with us to make a ‘partnership’. Talk to us about what you are doing at home and we can tell you what we are doing at school. Use the school’s ‘Home School Communication book’ (Talk Book) and or preferably emails from the class teacher / SENDCo. The SENDCo is available to meet with you to discuss your child and or any concerns or worries you have. All information from outside professionals will be discussed with you directly or in a report. We are happy to just have a chat – we are here to listen and support We have an open door policy, so please come in and talk to your child’s teacher. What support do we have for you as a parent / carer of a child with SEND? A partnership works! We all want what is best for your child.

13. We recognise that ‘TRANSITIONS’ to or moving on can be difficult for a child with SEND and we as a school take steps to ensure that any transition is as smooth as possible. Joining Scarning VC Primary We can organise additional visits to the school, classroom environment, building up over time with support from parents / carers and teaching staff. We can create a ‘talking’ booklet or photo booklets of the new environment, teachers and social stories. We can visit your child in their previous setting, nursery, school or even home – where they feel safe. Moving Years in school We make sure that information about your child is shared with the new teaching team. If your child would be helped by a personalised plan for moving to another year group, we will put this in place. We can arrange additional visits to the new classroom and to meet the new teacher. We can arrange an informal meeting for you as parents / carers to meet the new teaching team. Transferring to a different school / high school / special school We will contact the school SENDCo for you and ensure they know about the special arrangements or support that need to be made for your child. We will make sure that all records are passed onto the new school. We can create additional visits to the new school with supporting staff / SENDCo to discover the new environment and new beginnings.

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