Working Together
SEND Information Page
SEN Information Report for The Harnser Federation,
Frettenham, Hainford and St Faiths Schools 2024/2025
Part of the Norfolk Local Offer for Learners with SEN
Useful documents:
Introduction
Welcome to our SEN information report which is part of the Norfolk Local Offer for learners with Special Educational Needs (SEN). 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 the proprietor’s policy for pupils with SEN. The information published must be updated annually. The required information is set out in the 2014 SEN Code of Practice which can be found here.
At Frettenham, Hainford and St Faiths Primary Schools we are committed to working together with all members of our school community. This report 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:
Alice Ndiaye – SEN Governor
Mary Board – SENCo
Jenni Porter – Executive Deputy for SEND
If you have any specific questions about the Norfolk Local Offer please look at the Frequently Asked Questions by clicking here. Alternatively, if you think your child may have SEN please speak to their Class Teacher or contact Mary Board, our SENCo, on 01603 737405.
Our approach to Teaching Learners with SEN
At Frettenham, Hainford and St Faiths Primary Schools, 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 and creative culture in our schools and we aim to be 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 by clicking here.
Our school improvement plan is about developing learning for all and will involve planned continued professional development (CPD) opportunities for staff. Our plan for 2024-25 can be found here. Our SEND school improvement plan focuses on whole school approaches to supporting those learners with SEND and improving our existing provision. Our plan for 2024-25 can be found here.
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 termly pupil progress meetings, and staff engage in coaching and supervision.
At Frettenham, Hainford and St Faiths Primary Schools, we value:
Learning for all.
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 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 ‘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 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 their learning. At Frettenham, Hainford and St Faiths Primary Schools 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.
We have termly progress meetings between class teachers and subject leaders. These may be attended by the SENCo. Concerns about children and possible SEN are discussed at these meetings.
Our SEN profile for 2024-25 shows that we have 21.6% of children identified as having SEN. 21.4% of those have an Education, Health and Care Plan (EHCP)
Out of the 21.6%:
33% are identified as having SEN linked to communication and interaction,
31% linked to cognition or learning,
19% linked to social, emotional and mental health,
17% linked to sensory/physical.
Assessing SEN at Frettenham, Hainford and St Faiths Primary Schools
Class teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning. At Frettenham, Hainford and St Faiths Primary Schools we ensure that assessment of educational needs directly involves the learner, their parent/carer and of course their Teacher. The Special Education Needs Coordinator (SENCo) and the Executive Deputy for SEND 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 provided by Norfolk County Council, which are described on the Local Offer website here.
What we do to Support Learners with SEN at Frettenham, Hainford and St Faiths Primary Schools
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 on all teachers, and we at Frettenham, Hainford and St Faiths Primary Schools 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
- iPads, laptops or alternative recording devices
- Positive behaviour rewards system
- Individual work stations
- Calm areas
- Sensory support
Each learner identified as having SEN, 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. The support is described on a provision map, which describes the interventions and actions that we undertake at Frettenham, Hainford and St Faiths Primary Schools to support learners with SEN across the year groups. We modify the provision map regularly and it changes termly, as our learners and their needs change.
We currently employ 2 Higher Level Teaching Assistants (HLTAs) at Frettenham Primary School, who deliver some of the interventions in the provision map as coordinated by our SENCo.
At Frettenham, Hainford and St Faiths Primary Schools we share the provision map with our colleagues in the Sprowston Cluster so that we can learn from each other, and demonstrate what we offer for learners with SEN. 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 our SEN governor, Sue Hill, who is able to ensure that we monitor the impact of these interventions on learning across the school.
It is important that the staff working with children with SEN are skilled and trained in order to do so. Developing CPD is vital and training occurs regularly when required in school. Recently, staff have received training on supporting pupils with social, emotional and mental health difficulties. They have also received training on supporting children with autism and anxiety. Three of our staff, Jenni Porter, Mary Board and Amy Williams, have completed the Autism Champions course and are in the process of cascading this training to all staff.
All three schools in the Harnser federation teach the PATHS (Promoting Alternative Thinking Strategies) curriculum to all children. PATHS aims to improve emotional and social competencies in primary school children and complements the schools’ nurturing ethos. It builds on previous learning in SEAL and Circle Group, ensuring learners are given the opportunity to discuss their feelings and listen to those of others. PSHE and PATHS lessons occur twice a week with additional assemblies.
Funding for SEN
Frettenham, Hainford and St Faiths Primary Schools receive funding directly to the schools from the Local Authority to support the needs of learners with SEN. This is described in an SEN memorandum. The amount of funding we received for 2024-25 is:
Hainford - £78,786
Frettenham - £41,164
St. Faiths - £72,472
How do we Find Out if this Support is Effective?
Monitoring progress is an integral part of teaching and leadership within Frettenham, Hainford and St Faiths Primary Schools. 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 into the intervention itself, or it can be held at least once a term, where we all discuss progress and next steps. If a learner has a statement or Education Health and Care Plan (EHCP), the same termly review conversations take place, but the statement or EHCP 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 both clusters so that all SENCos in our clusters 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.
Other Opportunities for Learning
All learners should have the same opportunity to access extra-curricular activities. At Frettenham, Hainford and St Faiths Primary Schools in 2020-21 we are offering a range of additional clubs and activities. These change each term and more information about these clubs can be obtained by telephoning our secretaries at the appropriate school.
We are committed to making reasonable adjustments to ensure participation for all, so please contact our SENCo, Mary Board, to discuss specific requirements. Please email office@frettenham.norfolk.sch.uk or telephone 01603 737405.
All staff at Frettenham, Hainford and St Faiths Primary Schools 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 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 SEN, but there is significant overlap between disabled children and young people and those with SEN. Children and young people may therefore be covered by both SEN 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. Frettenham, Hainford and St Faiths Primary Schools are 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 SEN. Moving classes will be discussed with you and your child at their summer term review meeting. Transition to secondary schools will be discussed in the summer term of their Year 5, to ensure time for planning and preparation.
Have Your Say
Frettenham, Hainford and St Faiths Primary Schools are our community schools. We can shape and develop provision for all of our learners ensuring achievement for all. This SEN report declares our annual offer to learners with SEN 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 SEN. A parent questionnaire will be distributed later on in the Autumn Term.
Should parents have any complaints regarding the SEN provision for their child, they should follow the guidance set out in the Complaints Policy.
Useful Links
www.norfolkparentpartnership.org.uk
SEN Parent questionnaire responses
Updated by Mary Board 03/10/2024