SEN information report for Norfolk Park School (SEN Code of Practice paragraph 6.79)
The kinds of SEN that are provided for
The school caters for children between the ages of three and eleven years with profound and multiple learning difficulties, severe learning difficulties, complex medical needs and autism.
Arrangements for consulting parents of children with SEN and involving them in their child’s education
Parental engagement is a key aspect to the development of children’s learning. At Norfolk Park we ensure that we provide a wide range of opportunities for parents to be involved in their child’s education. Details of our provision are listed below:
Before children arrive
- A tour of school with a member of the SLT to support parents to make the correct choice of school.
- Home visit from school staff.
- Pack sent home with details about school life.
- Flexible arrangements for children to become accustomed to school life.
- Phone calls, letters and photographs to inform parents about child’s progress in settling in to school.
- Home / school communication book written in by class staff about activities in school. Parents to write back with information from home.
- Special events in school such as assemblies and sports days.
- Coffee mornings.
- Friends of Norfolk Park meetings.
- Joining classes for a morning.
- Information provided on the school app
- Annual reviews
- Parents afternoons / evenings
Arrangements for consulting young people with SEN and involving them in their education
All children are giving the opportunity to contribute to their own education where appropriate. This is achieved by children contributing to annual reviews in the form of the child’s voice.
Arrangements for assessing and reviewing children and young people’s progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review
At the yearly annual review parents and young people work alongside school to set targets for the next 12 months. In addition teachers and SLT set aspirational targets for each child in Maths, English and PHSE. These targets are monitored closely throughout the year and the outcomes shared with parents.
Arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood. As young people prepare for adulthood outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society
As young people move between phases in the school staff work closely with each other to meet and pass on all relevant details to ensure transitions are as smooth as possible. This process will also involve staff spending time in classrooms of children they will be teaching in the coming year.
When young people leave Norfolk Park School in Year 6, staff from their secondary school visit to meet each child and speak with the class teacher. There are also a number of transition visits organised to help children adapt and prepare for their new school.
The approach to teaching children and young people with SEN
To ensure that every child has the opportunity to grow and develop to the best of their ability through a multi-sensory and holistic approach. Children need to feel safe, secure, settled and happy before any growth can take place and these elements are at the heart of everything we do. We ensure that the children and their families are a part of the school community right from the very start of joining us.
Our promises and aims for the children
We will ensure all learning is fun and engaging
We will respect that each child is unique
Time will be given for each child to learn and develop in their own special way and at their own pace
We will recognise and celebrate small steps of progress and achievement for every child.
We will build strong and meaningful relationships based on mutual respect and trust.
We will build positive relationships with the multi-discipline team working around the child and their families.
We will fully acknowledge the range and complexity of needs that the individual child has but will allow them to be a child and allow them to grow as an individual in confidence and self esteem
How adaptations are made to the curriculum and the learning environment of children and young people with SEN
Norfolk Park school aims to deliver a broad and balanced curriculum which is individually tailored to meet the needs of all of our pupils. Our curriculum is based around the Early Years Foundation Stage curriculum, where learning experiences are planned through a play based approach.
Our curriculum puts a huge emphasis on communication and independence and life skills which go hand in hand to help equip our children in preparing for adulthood. Through carefully planned learning experiences for all of our children, we provide a functional and meaningful curriculum which is individualised with a focus upon the personal needs of the child.
The expertise and training of staff to support children and young people with SEN, including how specialist expertise will be secured
Staff receive on going training related to their roles in school this may be as a whole staff or on an individual basis according to needs. Examples of recent training that staff have had are; safeguarding children, moving and handling, feeding and phonics.
Evaluating the effectiveness of the provision made for children and young people with SEN
The SLT ensure that the provision in school is continually monitored and evaluated to ensure it is highly effective for all the children in school. The process involves systematically analysing all areas of the school and reporting outcomes and future recommendations to governors.
How the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families
The school works very closely with other bodies to support all children and families in school. A range of professionals are based in school such as Speech and Language, Physio and Occupational Therapists. We also have regular visits from vision and hearing support. In addition the school regularly works with other external bodies when the needs arise to ensure the best outcomes for the children can be achieved.