As of September 2018, our new SENDCo contacts are:
SENDCo: Mrs Keer
SENDCo T.A.: Mrs Fairchild
If you would like to have a private chat with either Mrs Keer or Mrs Fairchild, please make an appointment via the School Office or you can send an email to the SENDCo by clicking on the link below:
Part of the Norfolk Local Offer for Learners with SENDCo
Welcome to our SENDCo 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 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 Coltishall Primary School 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 including a Special Educational Needs and Disabilities Co-ordinator (SENDCo). We use Thrive across our school to support the social & emotional needs of all our children & we are also a Values Based Education school promoting inclusion & teamwork to ensure the wellbeing of all our community. We would welcome your feedback and future involvement in the review of our offer, so please do contact us via the School office. The best people to contact this year are:
Dan McKeown, Headteacher
Sara Ward, Deputy Headteacher
Helen Keer, SENDCo & Year 5 class teacher .
Thea Charmley, SEND Governor
You will find details of our approach for promoting equality in our Single Equality Scheme policy document. This includes race equality, disability equality, accessibility, gender equality, transgender, community cohesion & age, sexual orientation, religion and belief.
If you have specific questions about the Norfolk Local Offer please look at the SENDCo information on the Norfolk County Council website link.
Alternatively, if you think your child may have SEND please speak to their Class Teacher or contact Helen Keer our SENDCo on 01603 737481.
At Coltishall Primary school 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 & Learning Policy.
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 that learning is taking place. Our ‘whole school’ system for monitoring progress includes regular pupil progress meetings, and staff engage in coaching and supervision.
At Coltishall Primary School, we value:
Learning for All
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
(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 mainstream post-16 institutions.”
If a learner is identified as having SEND, we will offer provision that is ‘additional to or different from’ the normal differentiated curriculum, with the aim of overcoming the barrier to their learning.
Learners can fall behind in school for many reasons. They may have been absent from school or they may have attended different schools and not had a consistent opportunity to learn. They may not speak English very well or at all, or they may be worried about different things that distract them from learning. At Coltishall we are committed to ensuring that all pupils 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 SENDCo profile as of September 2017 shows that we have 9.69% of children identified as having SEND. 0.49% of children have an Education Health Care Plan.
4.36% of children are identified as having SEND linked to Cognition and Learning
3.88% of children are identified as having SEND linked to Communication and Interaction
1.45% of children are identified as having SEND linked to Physical and Sensory
Class teachers, support staff, parents/carers and the pupils themselves will be the first to notice a difficulty with learning. At Coltishall Primary School we ensure that assessment of educational needs, directly involves the pupil, their parents/carer and of course their teacher. The Special Educational Needs and Disabilities Co-ordinator (SENDCo) will also support with the identification of barriers to learning. We have a range of assessment tools available within school and through our SENDCo consultant.
For some learners we may want to seek advice from specialist teams. In our school and cluster we have access to various specialist services but these may have to be commissioned from our school budget. We have access to services universally provided by Norfolk County Council.
We also employ full and part time teaching assistants who deliver the interventions in the provision map as co-ordinated by our Head Teacher, teacher and SENDCo.
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 for all teachers, and we at Coltishall are proud of our teachers and their development. Teacher standards are available on the government website links.
Our Teachers will use various strategies to adapt access to the curriculum, this might include using:
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, detailing the individual learner names, describing the interventions and actions that we undertake at Coltishall Primary School to support learners with SEND across the year groups. Each SEND pupil has an Individual Education Plan as well as the Provision Map. We modify these regularly, and they change every year, as our learners and their needs change.
Coltishall Primary School receives funding directly to the school from the Local Authority to support the needs of learners with SEND. This is described in a SEND memorandum. The amount of funding we receive for 2017-18 is £39,936
The Broadland cluster of schools is no longer in receipt of any funding from the Local Authority which is distributed as ‘top up’ funding for learners who require support that exceeds that available to the school. In order to top up funding application through the virtual schools platform is required.
The Broadland Cluster of schools are committed to working together to improve learning for all, and we are able to share resources, training and moderate provision for learners with SEND. If you would like any further information on SEND in the Broadland Cluster please contact our co-ordinator: Tracy Roofe.
Monitoring progress is an integral part of teaching and leadership within Coltishall Primary School. 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 SENDCo, 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, where we all discuss progress and next steps. If a learner has an Education Health and Care Plan (EHCP) the same review procedures take place, but the Statement or EHCP will also be formally reviewed annually.
The SENDCo collates the impact data of interventions, to ensure that we are only using interventions that work.
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.
All learners should have the same opportunity to access extra curricular activities. At Coltishall Primary School in 2018-19 we are offering a range of additional clubs and activities. These can be found on our school website or by contacting our School Secretary.
We are committed to making reasonable adjustments to ensure participation for all, so please contact our Head Teacher or SENDCo to discuss specific requirements.
All staff at Coltishall Primary School work within 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 2010 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 click on the link below.
Transition is a part of life for 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 in to employment. Coltishall Primary School 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 secondary schools of children with PPs, IEPs or EHCPs will be discussed in the Summer Term of their Year 5, to ensure time for planning and preparation.
Coltishall Primary School is our community school. 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.
Should parents or carers have concerns about SEND provision, they should contact: the Class Teacher, SENDCo , Head Teacher, Deputy Head Teacher or SEND Governor.
The Broadland Cluster SEND Policy, the Teaching & Learning Policy & the Single Equality Scheme can be found on our Policies page.
latest adjustment for revision: June 2018
Next revision: Sept 2018