Special Educational Needs and Disabilities (SEND) Local Offer
There is a wealth of information and local support group contacts available to parents through the Norfolk SEND Local Offer which can be found at https://www.norfolk.gov.uk/children-and-families/send-local-offer
The Norfolk Directory also forms part of the Norfolk SEND Local Offer and can be searched for information about specific services in your area.
Special Educational Needs and Disabilities Information Report
At Thurton Primary School we aim to provide everyone in school with opportunities to grow and develop academically, physically, intellectually and emotionally according to their own individual needs. We embrace the fact that every child is different and therefore the needs of every child are different. We are proud to be a fully inclusive school.
The staff at our school are dedicated to encouraging all children regardless of their Special Educational Need and/or Disability (SEND), to make the best possible progress while they are in our care. Our school motto is “Do your best, Try your best and Be your best.”
OFSTED 2015 – ‘Disabled pupils and those who have special educational needs make good or outstanding progress because the school meets their needs completely, as do pupils who speak English as an additional language. Parents of pupils with complex needs spoke highly of the progress their children make.’
How does the school know if children need extra support?
When children have identified SEND before they start at Thurton Primary, we will liaise with the people who already know them and use information already available to identify what the child’s needs are and how best to support them – this could be the nursery school that a child has attended prior to joining reception or a primary school that they are transferring from.
If you tell us that you think your child has a SEND, we will discuss this with you and agree on how to proceed. We will then share what we discover with you, what the next steps will be at school and how you can best help your child at home.
The identification of SEND may also arise as a result of classroom observations made by teaching staff or teaching assistants or from the tracking of children’s progress. If our staff think that your child has SEN this may be because they are not making the same progress as other children; this may be evident through their work, behaviour or social skills. We will observe them, assess their understanding of what we are doing in school and use a variety of strategies to find out what could be causing the difficulty. Should we require further help, we will contact the Cluster SENCo initially to look for support from the Specialist Support Teacher but then seek consultation with the Educational Psychologist, Parent Support Advisor, or other external agencies where relevant.
How will school support my child?
The class teacher is responsible for all of the children in their class. They will plan the daily provision for all children, including those with SEND, and will be supported and advised by the school Special Educational Needs Co-ordinator (SENCo) where necessary. The class teacher will discuss with you any support they think is required that is additional and different to what we would offer to children as part of our usual practice. If you and the teacher identify a need for a specific in-school assessment or involvement from any outside specialist services, then the SENCo will talk to you about this and seek your permission to proceed. The SENCo then becomes the lead person for working with outside services and keeping you, and everybody in the team around your child, informed of key events and information.
How will the curriculum be matched to my child’s needs?
High quality classroom teaching, with adjusted plans and resources for individual pupils, is the first step in responding to children who may have special needs. All our staff are trained to make lessons accessible or more challenging, and children can be provided with additional resources or support so that every child is able to learn at their own pace – this is known as differentiation and will enable your child to access a broad, balanced and relevant curriculum.
If your child is not making the expected progress and has specific gaps in their understanding then, he/she may work within a smaller group of children or one to one with a teacher or teaching assistant; this may happen within the classroom or in another room or area. The type and amount of support your child will receive will depend on their individual need.
What specific training do staff have?
Training and support for staff is often based around the needs of our children within school. Staff receive more individualised training if they are supporting a pupil with a specific need. Medical training to support children with medical care plans is organised when necessary. The SENCo attends termly Cluster meetings and is a member of ‘Willow Tree’ which provides SEN support and training on a termly basis.
- Three TA’s have received training in using ‘Building bricks for communication’ and are able to engage small groups in developing speaking, listening and social skills.
- Three members of teaching staff have attended a webinar on the use of ‘Clicker’ – a word processing package to support writing and spelling.
- All teaching staff and TA’s have completed the Norfolk Steps training in behaviour management and de-escalation strategies.
- All staff have completed first aid training and two have completed Paediatric first aid
- Two TA’s have attended courses to develop their practise when working alongside children with Autistic Spectrum Disorders.
- One teacher has attended training on Working Memory in the classroom.
- One teacher has attended training on Dyscalculia.
- All teaching staff and TA’s have had epilepsy training.
- The SENCo has attended training on supporting children with ADHD and Social and Emotional issues, including self harm and suicide.
- The SENCo has attended Family Support Plan training.
- Two members of staff are trained to deliver reading intervention to individual pupils.
- Three members of teaching staff are Designated Safeguarding Leaders.
How will the school keep me informed of how my child is doing and how will you help me to support my child’s learning?
Learning Conferences (parents’ evenings) take place following each half term and you will receive your child’s updated school report at the end of each term. Parents are given information about whether their child is achieving at a rate that is similar to their peers.
Parents can arrange a more private meeting with the class teacher or with the SENCo if there is anything of a more serious or of a private nature to be discussed. In some instances, a home-school communication book may be used.
Outside services involved with some children, such as the Specialist Support Teacher or the Educational Psychologist will provide reports and information about attainment and expected progress following a visit. If your child has an EHCP there will be a review meeting held annually (or sooner if necessary) which you will be invited to attend.
What support will there be for my child’s overall well-being?
We are an inclusive school. All staff believe that children’s high sense of value and self-worth is crucial to their emotional well-being and academic progress. We have a caring, understanding team who look after all our children.
Trained first aiders and paediatric first aiders are available in school. If your child requires medication to be administered in school then you are asked to provide details of this and complete appropriate documentation.
The school has a named member of staff who is responsible for managing the support given to pupils with medical needs or a health care plan.
The school has a system of rewards and sanctions for behaviour management for all children (please refer to the whole school Behaviour Policy for more information about this). Additional behaviour management plans, risk assessments or handling plans may be used where needed, to support individual children who are experiencing particular difficulties.
Christian values are an integral part of the ethos at Thurton Church of England Primary School and we encourage and teach all members of the school community to adhere to these. This is achieved through collective worship, behaviour expectations, visits from the community including the Reverend and local church group. We encourage respect towards all. Recent values have included: forgiveness, compassion, tolerance and creativity.
OFSTED 2015- ‘Pupils are polite, well mannered and respectful and were extremely keen to talk to inspectors about their work and school life generally. They are exceedingly confident young people but at the same time they demonstrate humility and celebrate their own and each other’s achievements with equal pride’
What specialist services and expertise are available at or accessed by the school?
The SENCo works closely with the Cluster SENCo and cluster schools for support. Through Cluster support we have access to a Specialist Support Teacher, Educational Psychologist, Speech and Language Therapist and Parental Support Advisor.
Depending on the needs of our children we are able to access support from outside agencies, such as Behaviour support, Autism support, NHS Speech and Language support, School Nursing team, Early Years advisors, CAMHS.
For our Looked After children, we work closely with the Virtual School and alongside Children’s Services.
How will my child be included in activities outside the classroom, including school trips?
Risk assessments are carried out for school visits including residential trips and reasonable adjustments will be made where required. When necessary, the risk assessment would include a meeting with parents as well as taking account of any medical advice. The destination of these trips will be considered when assessing the needs of all children.
On some occasions an individual member of staff may be assigned to support a small group or an individual child if the risk assessment indicates that this is necessary.
After school clubs are available to all pupils. Should any child need support to access these activities, school will endeavour to make the necessary arrangements.
How will we support children with their transition into our school and when they leave us?
Children entering Thurton Primary School at Reception age will have a home visit in the summer term prior to them starting in the September. This helps school staff get to know the child in a familiar environment where the children are more relaxed. Information will be gathered regarding any SEND and any necessary support to be considered. Additional visits to school are encouraged for those children who may find the transition difficult between home and school.
Meetings will be arranged for those children with SEN who are already known to our feeder preschools and nurseries. This ensures that we are fully informed of their needs and can plan support accordingly. When children leave Thurton Primary to transition to high schools, meetings are arranged between the SENCo’s of each school to exchange information. The SENCo from Hobart High is a member of the Cluster and is available at each termly SENCo meeting. There is often enhanced transition support provided for children who would benefit from this, such as additional visits to the relevant high school and visits from the receiving SENCo to see children in their current setting. Where a child is Looked After or has an Education Health Care Plan the SENCo from the receiving school will be invited to attend review meetings.
How accessible is the school both indoors and outdoors?
All areas of the school are accessible by wheel chair, and we have disabled toilet facilities.
Where can I find further SEN information and support?
SENCo – Mrs Scorey – (Contact via the School Office)
SEN Governor – Mr Len Swiffen
Mrs S Hitchcock: Parent Support Advisor (Contact via the School Office)