SEND Local Offer
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 proprietor’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 here.
At Upwell Academy we are committed to working together with all members of the 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:
Mrs H Norman – Principal
Miss S Gosling – SENCO
Mrs V Cook – SEND Governor
If you have any specific questions about the Norfolk Local Offer please look at the Frequently Asked Question by clicking here.
Alternatively, if you think your child may have SEND please speak to their class teacher or contact 01945 773220.
Our approach to teaching learners with SEND
At Upwell 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 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. For more information on our approach please see our teaching and learning policy which is available on our website.
Our school improvement plan is about developing learning for all and details are planned with continued professional development (CPD) opportunities for all staff. Our plan for 2017-2018 is available to view on our website or you can ask for a copy in the school office.
We aim to create 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 ensuring learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings, and staff engage in coaching and supervision.
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:
- (a) have a significantly greater difficulty in learning than the majority of others of the same age: or
- (b) 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 maintained 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 school for lots of reasons. They may 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 from learning. At Upwell 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 identifies as having SEND.
Our SEND profile for 2017-18 shows that:
- 15.1% of the children on the school roll are identified as having SEN. (National Average 14.4%)
- 2.1% of our learner (13.7% of those who are identified as having SEN) have a Statement of Educational Needs or Educational Health Care Plan. (National Average 2.8%)
Of the children identified has having Special Educational Needs:
- 31% are indentified as having SEN linked to Communication and Interaction, a 29.5% increase on last year.
- 24.1% are identified as having SEN linked to Cognition and Learning, a 1.2% reduction on last year.
- 34.4% are identifies as having SEN linked to Social, Emotional and Mental Health Difficulties, a 9.6 reduction on last year.
- 10% are identified as having primary SEN linked to Sensory and/or Physical Needs, a 1.5% reduction on last year.
Assessing SEND at Upwell Academy
Class teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning. At Upwell Academy we ensure the assessment of educational needs, directly involves the learner, their parents/carer and their teacher. The Special Educational Needs & Disability Co-ordinator (SENDCo) will also support with the identification of barriers to learning. Each class in school has a teaching assistant to support individuals and work with small groups in the morning. In the afternoons high level teaching assistants are further supporting small groups of children on literacy and numeracy key skills.
SEND Statement/Policy 2017-2018
For some learners we may want to seek the 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 available here.
What we do to Support Learners with SEND at Upwell Academy
Every teacher is required to adapt the curriculum to ensure access to learning for all children in their class. The Teacher Standards 2012 detail all the expectations on all teachers, and we at Upwell Primary School 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:
- Visual timetables
- Writing frames
- iPad’s, laptops or other alternative recording devices
- Peer buddy systems
- Positive behaviour reward systems
Each learner identifies 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 identified on a provision map, which although does not detail the individual learner names, describes interventions and actions that we undertake at Upwell Academy to support learners across the year groups. A copy of our provision map is available by request from the SENDCo.
At Upwell Academy we share the provision map with our colleagues in the Downham Market Cluster so we can learn from each other, and demonstrate what we offer our learners 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 SEND
Upwell Academy 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 money we received for 2015-16 is £56,777.
The Downham Market cluster of schools are 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 Downham Market cluster funding for 2015-16 is £255,166 of which Upwell Pimary School received £0.00 of top up funding.
The Downham Market 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 learners with SEND.
How do we find out if this support is effective?
Monitoring progress is an integral part of teaching and leadership within Upwell Academy. Parents/carers, pupils and staff are all 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 the child, the teacher, SENDCo, parent/carer and learner 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, parents/carers and their teaching and support staff will be directly involved in reviewing progress. This review can be built into the intervention itself, or it can be a formal meeting held at least once a term, where we all discuss progress and the next steps. If a learner has a statement of Special Educational Needs or an Educational Health Care Plan (EHC plan), the same termly review conversations take place, but the EHC plan will also be formally reviewed annually.
The SENDCo collates the impact data of interventions, to ensure that we are only using interventions that work. Intervention data is shared with the Downham Market cluster so all SENDCos in our cluster 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. We are also part of the Downham Market cluster moderation groups so can ensure 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 curricula activities. At Upwell Academy in 2015-2016 we are offering a range of additional clubs and activities. They are:
- Multi skills sports club on Monday after school for year 2 Sports club on Tuesday for years 3 & 4
- Sports club on Thursday for years 5 & 6
- Football on Wednesday for key stage 2
- Cross Country Running on Wednesday lunchtimes Indivdual or group music lessons on a Monday morning
All staff at Upwell Academy have regular training 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 characteristics defined in the Equality Act and to make ‘reasonable adjustments’.
The Equality Act 2010 definition of disability is:
“A person has disability for the purpose of this Act if (s)he has a physical or mental impairment which has substantial and long-term adverse effect on his ability to carry out normal day-to-day activities.”
The definition of disability in 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 click here.
Preparing for the next step
Transition is a part of life of 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 into employment. Upwell Primary School is committed to working in partnership with children, families and other providers to ensure positive transitions occur.
Planning for transition is part of our provision for all learners with SEND. Moving classes will be discussed with you and your child in the summer term review meeting. Transition to secondary school will be discussed in the summer term of their Year 5, to ensure time for planning and preparation.
Have your say
Upwell Academy is our community school. WE can shape and develop provision for all our learners ensuring achievements 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.