SEN Information Report
This Sen information report should be read in conjunction with The Broad Horizons Education Trust’s Special Educational Needs Policy (T39), the additional information that follows is specific to Edith Cavell Academy and therefore makes up the SEN Practice for the Academy.
Published: September 2022
Review date: September 2023
Welcome to our SEN information report which is part of the Norfolk Local Offer for learners with Special Educational Needs (SEN.) The SEND Local Offer is a resource which is designed to support children and young people with special educational needs and/or disabilities and their families. It describes the services and provision that are available both to those families in Norfolk that have an Education, Health and Care Plan and those who do not have a plan but still experience some form of special educational need. The SEND Local Offer includes information about public services across education, health and social care, as well as those provided by the private, voluntary and community sectors.
The full Norfolk SEND Local offer can be found here;
At Edith Cavell Academy and Nursery we are committed to working together with all members of our Academy community. This local offer has been produced with pupils, parents/carers, proprietors and members of staff. We would welcome your feedback and future involvement in the review of our offer, so please do contact us.
Our SEN team consists of:
Stephanie Lane: SENCO
Joanna Ward: Headteacher (Postgraduate Certificate of Education: Special Needs and Inclusion)
Tracey Bocz: Inclusion and LAC lead
Governor Responsible for SEN: Rebecca Handley-Kirk
If you have specific questions please look at the Frequently Asked Questions in the Norfolk Local Offer, or contact the school. If you think your child may have SEN please speak to their Class Teacher or The SENCO on 01603 621927.
2. Our Approach to Teaching Learners with SEN
At Edith Cavell Academy and Nursery 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 academy 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.
Our academy improvement plan is about developing learning for all and details are planned continued professional development (CPD) opportunities for all staff.
We aim to create a learning environment which is flexible enough to meet the needs of all members of our academy community. We monitor the progress of all learners to ensure that learning is taking place. Our whole academy system for monitoring progress includes regular pupil progress meetings, and staff engage in coaching and supervision.
3. How we identify SEN
At different times in their Academy 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 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 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 a 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 learning. Not all vulnerable learners have SEN; only those with a learning difficulty that requires special educational provision will be identified as having SEN.
The SEN Code of Practice identifies four areas of SEN:
Communication and Interaction
Cognition and Learning
Social, emotional and mental health
Sensory and/or physical
There are 3 stages known as ‘waves’ that outline the provision that we provide for our pupils.
4. What should parents/carers do if they think that their child may have SEN
Parents are able to discuss their concerns with the class teacher who will liaise with the SENCO to devise differentiated learning to target the issues in the interim. If after a period of additional support, progress is not made the SENCO will contact parents to discuss the needs of the child and seek permission to refer to other agencies if necessary.
The decision to place a child on the SEN register or be highlighted for additional support is made by the SENCo team in the first instance in collaboration with teachers and parents.
Our SEN profile for 2022/23 shows that we have 21% of children identified as having SEN, and
20% of those have an Education Health and Care Plan.
59% of children are identified as having SEN linked to Cognition and Learning
59% linked to Communication and Interaction
30% linked to Physical and Sensory
54% Social, Emotional and Mental Health
5. Assessing SEN at Edith Cavell Academy and Nursery
Class Teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning. At Edith Cavell Academy we ensure that assessment of educational needs, directly involves the learner, their parents/carer and of course their Teacher.
The ‘assess, plan, do, review’ cycle is completed three times a year, as a minimum.
The results are analysed by the class teacher and used to inform the ‘assess, plan, do review’ cycle.
Data from assessments is compared against historic school data, in addition to comparisons with National statistics.
The SENCo tracks the attainment and progress of all children with special educational needs three times a year using the national curriculum, pivats and thrive. Areas for concern are identified and this is fed back to class teachers and parents. Children complete formal assessments three times a year .
A review will be held annually for children with an Education, Health and Care Plan. The review focuses on the child’s progress towards achieving the outcomes specified in the plan with next steps for the forthcoming year identified.
The attainment and progress of pupils with SEN is reported anonymously to governors.
For some learners we may want to seek advice from specialist teams. In our school and cluster we have access to various specialist services. These agencies include:
School Nursing Service
Virtual School Sensory Support, Hearing and Vision
Speech and Language therapist
School to School Support
We have access to services universally provided by Norfolk County Council, which are described on within the Norfolk Local Offer.
6. What we do to Support Learners with SEN at Edith Cavell Academy
Every teacher is required to adapt the curriculum to ensure access to learning for all children in their class. The Teacher Standards detail the expectations of all teachers.
Our Teachers will use various strategies to adapt access to the curriculum, this might include using:
Now and Next task cards
Netbooks, laptops or other alternative recording devices
Peer buddy systems
Positive behaviour rewards system
Planning for Children with identified Special Educational Needs may involve asking the appropriate agencies to offer advice. Assessments are undertaken and SMART (small, measurable, achievable and realistic targets) are devised to support the child in developing their learning with regard for their needs. Targets are agreed with the child and parents and are monitored for progress termly. All successes are celebrated collaboratively.
Children identified as having Special Educational needs are supported by trained support assistants who have a high level of expertise in the needs they are supporting. Additional small group and 1:1 learning, speech and language and social and emotional groups are offered to children with difficulties in these areas by Inclusion Manager.
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. This support is described on a provision map, which although does not detail the individual learner names, describes the interventions and actions that we undertake at Edith Cavell Academy to support learners with SEN across the year groups. We modify the provision map regularly as our learners and their needs change.
7. Funding for SEN
Edith Cavell Academy and Nursery receives funding directly to the academy from the Local Authority to support the needs of learners with SEN. This is described in an SEN memorandum. The SENCO will apply to the Local Authority for ‘top up’ funding for children with high needs.
8. How do we Find Out if this Support is Effective?
Monitoring progress is an integral part of teaching and leadership within Edith Cavell Academy. 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 Inclusion Manager, 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 held at least once a term, where we all discuss progress and next steps. If a learner has an Education Health and Care Plan (EHC plan) or a Statement of Educational Needs the same termly review conversations take place; the EHC plan or Statement of Special Educational Needs will also be formally reviewed annually.
Progress data of all learners is collated by the whole school and monitored by Teachers, Senior Leaders and Governors. Our Academy data is also monitored by the Local Authority and Ofsted.
The SENCO is responsible for monitoring the quality and frequency of support and to monitor the progress of the children with Special Educational and Additional Needs.
9. Other Opportunities for Learning
At Edith Cavell Academy and Nursery all learners should have the same opportunity to access extra curricular activities and enrichment clubs. We are committed to making reasonable adjustments to ensure participation for all, so please contact our inclusion manager to discuss specific requirements. Please email email@example.com.
All staff at our 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 characteristic defined in the Equality Act and to make ‘reasonable adjustments.’
The Equality Act 210 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
10. How does the school support children with medical conditions?
The school follows ‘Supporting pupils at school with medical conditions.’ Statutory guidance for governing bodies of maintained schools and proprietors of academies in England, April 2014. The school has a policy regarding the administration and management of medicines on the school site. Some children will have a healthcare plan in place where appropriate. Staff are regularly updated on conditions and medication affecting individual children and participate in training, where appropriate, so that they are able to manage medical situations. Medicines can be administered in school following the agreement of the Headteacher.
11. How is the school accessible to children with SEND?
The Academy has an active accessibility plan and single equality scheme which is monitored annually by the proprietors. The Academy is a disability friendly building with classrooms and learning areas all on one level. The doors and corridors are wider to accommodate wheelchairs and those with physical disability. Interactive whiteboards are installed in every room to support learning and also visual impairments. Noise in the school is kept at a minimum to ensure that those who are hard of hearing can hear and assimilate the information given.
The building has its own disabled changing room, toilet and shower to provide a fully inclusive environment where physical disability is an issue. The Academy is working to broaden its offer to parents whose first language is not English. Currently translators and services are used to support communication and translate letters to parents.
12. Looked After Children with SEND
We have a Designated Teacher for Looked after Children, Tracey Bocz, who works closely with the SENCO to ensure all teachers in school understand the implications for those children who are looked after and have SEND.
Children are regularly monitored and provision reviewed to ensure that they are receiving the correct support. Supporting families is a specific part of this role as this helps to ensure quality provision.
No Pupil will be refused admission to the school on the basis of his or her special educational need. In line with the SEN and Disability legislation, we will make all reasonable adjustments to provide the effective educational provision. We welcome all applications.
14. Specialist Provision
It may be felt that based on the recommendations of external professionals that pupils require more specialist provision that Edith Cavell Academy can offer. In these situations, in consultation with the pupil’s parents or carers, Edith Cavell Primary Academy may apply for a place in:
A Norfolk County Council Specialist Resource Unit (ASD, Speech, Learning & Cognition, SEMH)
Offer a placement in the specialist inclusion class based at Edith Cavell, this is dependent on pupils meeting the entry criteria for this setting.
A Complex needs school.
15. Rainbow Class- Specialist Inclusion class
At Edith Cavell Academy we offer additional support for some of our learners through specialist provision. Rainbow class caters for up to 8 children with complex needs who struggle to access their learning in the mainstream classroom. A specially qualified instructor and two teaching assistants lead this provision, supported by the SENCO. The children follow a curriculum that is tailored to their individual learning and emotional needs that includes outdoor learning and a sensory diet. The team works closely with our in-house SLCN therapist who reviews the provision and the children's targets weekly.
16. SLCN- Communicating Matters/ Communication Champion Project
The Communication Champion Project is one part of the launched by the government to improve the life chances of local children. It aims to support early speech and language development to give children the skills they need to communicate inside and outside school, now and in the future.
We have two members of staff who are Level 3 Communication Champions
Mrs Pope (Nursery Practitioner)
Miss Himpleman (Teaching Assistant)
We have a 'Speech and Language Therapist', Lindsey Monoharan, in school every other Wednesday supporting children and staff with speech and language, providing training, intervention activities and targets for children
17. SEMH Specialist Resource Base:
The ECAN Base – a base where all children can flourish
Our SEMH base at Edith Cavell Academy offers placements for children in KS2 who have social, emotional and mental health needs. The purpose of the placement is to identify barriers to learning, therapeutic needs of the individual and how these can be supported in the pupil’s mainstream environment. We aim to support the child to reintegrate back into their mainstream school setting.
For more information about this and other specialist resource bases please click here:
18. Preparing for the next step
Transition is a part of life for all learners. This can be a transition to a new class in school, having a new teacher, or moving on to another school, training provider or moving in to employment. Edith Cavell Academy 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 SEN. Moving classes will be discussed with you and your child at their summer term review meeting.
Year 6 transitions for pupils with SEN will be planned according to individual need. Children have transition days and extra days can be arranged for children who require extra support.
For every child transition will look slightly different to meet their particular needs and we will plan accordingly, but in all cases, we will:
Talk to you and your child about what will happen
We will ensure full and clear information is passed on to other professionals
We will develop resources such as transition books if this is appropriate
All parents and carers of children joining the Academy will have the opportunity to come into school to share any information about their child and any possible additional needs.
New admissions to Reception are offered a pre-school setting visit by the Reception Teacher and SENCO to ensure that parents are aware of the support available and to act as a means for early identification of needs. Parents of new admissions to KS1 will meet with senior leaders to discuss the school and support available for children with needs. Senior leaders will then liaise with the previous school to ensure that levels of support are in place and transition is not a cause of anxiety for the child.
On transfer the child’s educational records and any information relating to special educational needs will transfer with the child.
19. Have your say
In the event that parents wish to discuss something about their child; they should first contact the class teacher who may be able to provide information or resolve the issue. If parents wish to discuss aspects of special educational needs provision at Edith Cavell Academy they should contact the SENCO.
Any parents considering choosing Edith Cavell Academy for their child should contact the school for an informal chat with a member of the senior leadership team about what is on offer at the academy and arrange a tour of the school.
Any parent of a child with Special Educational Needs can seek advice through the school or request the contact details for Norfolk Parent Partnership who provide unbiased advice on the support which is offered in all areas.
At our Academy we 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.
20. Useful links
Both the above are independent bodies run by volunteers and offering support and advice for families of children and young people with SEN.
Local authority website with information about SEN provision in Norfolk
Government website where information about national policy on SEN can be found