SENDCo: Mrs Jan Cuss
If you would like to have a private chat with Mrs Cuss, please make an appointment via the School Office or you can send an email to the SENDCo by clicking on the link below:
SEND Information Report For Coltishall Primary School 2021-2022
Updated Jan 2022
Part Of The Norfolk Local Offer For Children With SEND
Welcome to our SEND Information Report, which is part of the Norfolk Local Offer for children 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 children 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 children, 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 and emotional needs of all our children, and we are also a Values Based Education school promoting inclusion and teamwork to ensure the well-being 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
Jan Cuss, SENDCo
Katrina Brown, SEND Governor
You will find details of our approach for promoting equality in our Single Equality Scheme policy document.
If you have specific questions about the Norfolk Local Offer, please look at the SEND 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 Jan Cuss, our SENDCo, on 01603 737481. Jan is in school every Wednesday.
Our Approach To Teaching Children With SEND
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 children and actively monitor teaching and learning in the school. For more information on our approach, please see our Teaching and 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 children, 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
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
(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 child 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.
Children 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 children 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 as of Jan 2022 = 13.7% children identified with SEND
0.9% of children have an Education Health Care Plan.
60% of SEN children are identified as having SEND linked to Cognition and Learning
17.8% of SEN children are identified as having SEND linked to Communication and Interaction
10.7% of SEN children are identified as having SEND linked to Physical and Sensory
10.7% of SEN children are identified as having SEND linked to Social, Emotional and Mental Health
Assessing SEND At Coltishall Primary School
Class teachers, support staff, parents/carers and the children 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 child, their parents/carers 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 SEND consultant.
For some children, 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.
What We Do To Support Children With SEND At Coltishall Primary School
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.
Our teachers will use various strategies to adapt access to the curriculum, this might include using:
- visual timetables
- writing frames/sound buttons/sound boards
- iPads, tablets, lap tops or other alternative recording devices
- buddy group support systems
- positive behaviour rewards systems
Each child 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 details individual children's names and describes the interventions and actions that will be undertaken to support them,. Each SEND child has an Individual Education Plan. We modify these regularly, and they change every year, as our children and their needs change.
Funding For SEND
Coltishall Primary School receives funding directly to the school from the Local Authority to support the needs of children with SEND. This is described in a SEND memorandum. The amount of notional funding we receive for 2021-2022 = £53,144
How Do We Find Out If This Support Is Effective?
Monitoring progress is an integral part of teaching and leadership within Coltishall Primary School. Parents/carers, children and staff are involved in reviewing the impact of interventions for children 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 child, 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 child has an Education Health and Care Plan (EHCP) the same review procedures take place, but the 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 children 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.
Other Opportunities For Learning
All children should have the same opportunity to access extra curricular activities. At Coltishall Primary School we offer 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 with SEND. Children and young people may therefore be covered by both SEND and disability legislation.
Preparing For The Next Step
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 children 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 IEPs or EHCPs will be discussed in the Summer Term of their Year 5, to ensure time for planning and preparation.
Have Your Say
Coltishall Primary School is our community school. We can shape and develop provision for all of our children ensuring achievement for all. This SEND report declares our annual offer to children with SEND, but to be effective it needs the views of all parents/carers, children, 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 SEND Policy, the Teaching and Learning Policy and the Single Equality Scheme can be found on our policies page.
latest adjustment for revision: Sept 2021
Next revision: Jan 2022