SEN Information Report 2019/2020
Part of the Norfolk Local Offer for Students with SEN
Review date 1/11/20
Welcome to our SEN information report, which is part of the Norfolk Local Offer for students 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 students with SEN. The information published will be updated annually.
At Sheringham High School, we are committed to working together with all members of our school community. This local offer has been produced with students, parents/carers, the local governing body 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:
- Mr Lee McMahon – SENCo (Special Educational Needs Co-ordinator)
- Dr Andrew Richardson - Executive Headteacher NNAT (North Norfolk Academies Trust)
- Mrs Kate Yarbo – SEN Governor
- Mr John Wollocombe - NNAT link director
If you think your child may have SEN, please speak to their Class Teacher or contact Lee McMahon our SENCo on 01692 583825.
Our Approach to Teaching Students with SEN
At Sheringham High School, we believe in participation and progress for all. We want all adults and students 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 students’ backgrounds, interests, experience, knowledge and skills.
We value high quality teaching for all students and actively monitor teaching and learning in the school. For more information on our approach, please see our teaching and learning policy.
Our school improvement plan is about developing learning for all and details include 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 school community. We monitor progress of all students, and staff continually assess to ensure that learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings, and form tutors undertake a mentoring and supervisory role.
At Sheringham High School, 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 or disability if they:
(a) have a significantly greater difficulty in learning than the majority of others of the same age
(b) 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.
Students can fall behind in school for lots of reasons. They may have been absent from school, or 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, or they may be worried about different things that may distract them from learning. At Sheringham High School, we are committed to ensuring that all students have access to learning opportunities, and for those who are at risk of not learning or making sufficient progress, we will intervene. This does not mean that all vulnerable students have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.
Our SEN profile for 2019-20 shows that we have 9% of students identified as having SEN, and 1% of those have an Education Health and Care Plan. (These EHCP’s were formally known as statements but have been updated via the Children and Families bill to encompass three elements; Schooling, Health and Social care).
Of the students on our SEN register,
Assessing SEN at Sheringham High School
It is every member of staff’s responsibility to assess when a child presents with a difficulty with learning. At Sheringham High School, we ensure that assessment of educational needs directly involves the learner, their parents/carer and, of course, their teachers. The Special Educational Needs Co-ordinator will also support with the identification of barriers to learning. We have a range of assessment tools available in school and at times, we use our assessment partners CEPP (Child education psychology practice) for a more in depth look into learning difficulties.
At Sheringham high school, we use data to help us in our quest to accurately assess and plan for the needs of all students with SEN. The data used is a culmination of students’ EwL (engagement with learning) grades, standardised reading and spelling scores as other data which can track student behaviour, and academic progress. This information is required to help us form a starting point, from which we can plan to intervene, and build a comprehensive picture of progress.
For some students, we may want to seek advice from specialist teams. We have access to services universally provided by Norfolk County Council, which are described on the Local Offer website available at http://www.norfolk.gov.uk/SEND
Sheringham High School has also commissioned for 2019-20 support from:
- Testwise for schools – Dyslexia Screening software
- Specialist Assessors – Vic Scott
- School Counsellor – Fiona Macmillan and Ariane Hopler
Exam Access Arrangements
Some students are permitted certain allowances in their formal examinations to compensate or offset the disadvantage caused by a learning difficulty. The process for awarding EAA provision is moderated by the JCQ (Joint Council for Qualifications). In school our process is initiated by class teachers, who complete referral forms if they feel a student should be tested for EAA. When 2 or more forms are completed, the school arranges for a specialist assessor to come in and test the young person concerned. If the assessor agrees that the child warrants EAA, then the school will apply to the JCQ for permission to award the young person the access arrangement. Access arrangements include, Reader, Scribe, Prompt, Extra time, Practical assistant, Rest breaks and modified papers.
What we do to Support Students with SEN at Sheringham High School
Every Teacher is required to adapt the curriculum to ensure access to learning for all students in their class. The Teacher Standards detail the expectations of all Teachers, and we at Sheringham High are proud of our Teachers and their development. Further information is available from the Department for Education.
Our Teachers will use various strategies to adapt access to the curriculum. This might include using:
- Writing frames
- iPads, laptops or other alternative recording devices
- Peer buddy systems
- Positive behaviour rewards system (Merits)
- Dragon Text Speech Software
- Smart board Software
- Easy start handwriting pens
- Noodles and stress relief/fidget (tangles)
- Coloured overlays, coloured exercise books
- Number beads or Number lines
- Differentiated learning objectives
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. There are two stages to the code of practice, which indicate what level a young person’s needs are considered. The first is those placed at ‘SEN support’ and those who have been awarded an EHCp. The implementation of support at the lower stage (SEN Support) is achieved using a combination of in school resources and the local offer by using a graduated approach of assess-plan-do-review, making sure provision is appropriate and effective.
Supporting SEN outside the classroom is sometimes required to help to close the gap in a child’s learning or help overcome a barrier to learning. This intervention style of support can take a variety of formats:
- Inclusion Support– We have an inclusion manager who helps students to remain in the school environment when their behaviour might otherwise prevent them from being able to cope in a classroom environment. Students are sometimes able to collect work from lessons and study in the alternative area known as the LSU. This is only ever implemented as a temporary solution and the outcome is always for the student to return to lessons.
- Key Worker/ TA – Some students take great comfort in having an adult that they can talk through their difficulties with and ask for help regarding a particular area of their schooling. Key workers offer a more in-depth level of monitoring. They also facilitate links between home and school and help to communicate on the child’s behalf, to both parents and teachers.
- The Lunch Club (LSU)- Some students find that their needs prevent them from being able to fully integrate during unstructured times at break-time and at lunch. We offer the use of the LSU, which is a staffed area running different activities for students with individual needs to undertake. Often activities are designed to improve social development, fine motor skills, cognition and learning, and enhance communication skills.
- Individualised curriculum– In rare cases, it is necessary to adapt a student’s curriculum to meet their needs. Any changes to a student’s curriculum are done so in consultation with parents.
Sheringham High currently employs 7 teaching assistants (TA’s) and a literacy co-ordinator, who oversees some of the interventions we offer as co-ordinated by our SENCO. Some of the intervention we offer can be seen listed below. If you would like to contact any member of the SEND department, please do so via the SENCo or front office.
- 1:1 reading
- Catch up literacy
- Small group or 1:1 spelling intervention
- Reading challenge
- Dockside – phonics, spelling, reading and comprehension
- Handwriting intervention
Miss Carly Cooper who works in the 6th Form, is on hand to offer your child a variety of Information, careers, advice and guidance. If you would like your son or daughter to have an appointment with Carly please email her directly Ccooper@nnat.org.uk or Mr McMahon email@example.com. Carly will assist with all transition work to college or post 16 providers, especially students who have a Statement or Education Health and Care plan.
Funding for SEN
Sheringham High School receives funding directly to the school from the Local Authority to support the needs of students with SEN. This is described in an SEN memorandum. The amount of funding we received for 2019-20 was £174,880.
The new system for ‘Top up’ funding in Norfolk is coordinated by the Virtual school for SEND. A process whereby school must apply for additional funds for students who may have an EHCP or students at the SEN support stage of the code of practice.
How do we find out if this Support is Effective?
Monitoring progress is an integral part of teaching and leadership within Sheringham High School. Parents/carers, students and staff are involved in reviewing the impact of interventions for students with SEN. We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and students are involved in each step. Before any additional provision is selected to help a child, the SENCo, Teacher, student, and sometimes parent/carer, agree what they expect to be different following this intervention. A baseline will usually be recorded, which can be used to compare the impact of the provision.
Students, Parents/carers and teaching and support staff will be directly involved in reviewing progress wherever possible. This review can be built in to the intervention itself, or it can be a formal meeting held (when necessary) once a term, where we all discuss progress and next steps. If a learner has an Education Health and Care Plan (EHC plan), the same termly review conversations take place, but the EHC plan will also be formally reviewed annually.
The SENCO collates the impact data of interventions, to ensure that we are only using interventions that work. Progress data of all students is collated by the whole school and monitored by teachers, Senior Leaders and presentations made to the NNAT board of directors. Our school and cluster data is also monitored by the Local Authority and Ofsted. Your child’s form tutor will be able to assist you with any queries you may have regarding understanding your child’s progress data.
Other Opportunities for Learning
All students should have the same opportunity to access extracurricular activities. At Sheringham High School in 2019-20, we are offering a range of additional clubs and activities.
We are committed to making reasonable adjustments to ensure participation for all, so please contact our SENCO Mr McMahon to discuss specific requirements.
All staff at Sheringham High School 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’s 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 students with long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Students and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled students and young people and those with SEN. Students and young people may therefore be covered by both SEN and disability legislation.
For more information about the Equality Act, the protected characteristics or duties on public bodies, please click here.
Preparing for the Next Step
Transition is a part of life for all students. This can be transition to a new class in school, having a new teacher, moving on to another school or training provider, or moving into employment. Sheringham High School is committed to working in partnership with students, families and other providers to ensure positive transitions occur.
Planning for transition is a part of our provision for all students with SEN. Where appropriate, the school's Guidance Advisor and/or Assistant SENCo will be involved to ensure adequate support is provided. Transition to colleges will be discussed in the summer term of Year 10, to ensure time for planning and preparation.
Have your Say
Sheringham High School is our community school. We can shape and develop provision for all of our students, ensuring achievement for all. This SEN report declares our annual offer to students with SEN, but to be effective, it needs the views of all parents/carers, students, governors and staff. So, please engage with our annual process to ‘assess, plan, do and review’ provision for SEN at Sheringham High School.