SEN Information Report 2020-21
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 school and maintained nursery 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. This information is updated annually.
At the Lionwood Schools we value all members of our school community. Our local offer has been produced with pupils, parents and carers, governors, and members of staff. We welcome your comments on our offer, so please do contact us. The best people to contact are:
Executive Headteacher and CEO of Inclusive Schools Trust – Mrs Selene Sawyer
Head of School LIANS – Hannah Kingsley
Head Teacher LJS – Maria Cornish
Special Educational Needs Coordinator (SENDCO) – Ms Lucy Finnie
SEN Trustee – Ms Eileen Hansell
Our Approach to Teaching Learners with SEN
At the Lionwood Schools we ensure that all pupils in our schools are equally valued by having equal access to a broad and balanced curriculum which is differentiated to meet individual needs and abilities.
- We have effective management systems and procedures for SEN, taking into account the current Code of Practice (2015).
- We have successful communication between teachers, children with SEN, parents of SEN children, intervention group leaders and outside agencies.
- We acknowledge and draw on parents’ knowledge and expertise in relation to their own child.
- We work to develop our successful cluster work with the North Norwich Cluster to develop provision and practice.
- We are committed to developing the knowledge and skills of all staff to manage the challenges of the range of needs in the school, and to ensure that all support is of high quality.
- We have an effective review cycle that allows us to monitor, review and plan for next steps of development.
- We ensure that consideration of SEN crosses all curriculum areas and all aspects of teaching and learning.
Identifying the Special Educational Needs of pupils
At different times in their school life, a child or young person may have a special educational need. The Code of Practice 2015 defines SEN as follows:
“A child or young person has SEN if they have a learning difficulty or disability which calls for special education provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
- a) has a significantly greater difficulty in learning than the majority of others the same age, or
- b) has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
At the Lionwood Schools, children are identified as having SEN through a number of ways including the following:
- Teacher assessment and monitoring which identifies pupils’ progress is significantly slower than that of their peers, or fails to match their previous rate of progress, despite high quality teaching.
- Concerns raised by school staff around the child’s ability to access learning due to behavioural or emotional issues
- Concerns raised by a parent, either at admission or at any stage of the child’s education.
- Concerns raised by the child that they are struggling with learning or another aspect of school life
- Information passed on from a previous setting.
- Information or health diagnosis from external agencies including GP, health visitor or Speech and Language therapist.
There can be a many reasons for learners ‘falling behind.’ These may include absences, attending lots of different schools, difficulties with speaking English, or worries that distract them from learning. The schools understand that children who experience these barriers to learning are vulnerable. 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.
Areas of Need
The SEN Code of Practice (2015) recognises that there are 4 broad areas of need:
- Communication and Interaction. This includes children with Speech, Language and Communication needs such as those who have difficulty saying or understanding words or sounds and those who find social communication difficult. Children with ASD (Autism Spectrum Disorder), including those with Asperger’s Syndrome, are also likely to have particular difficulties with social interaction. This does not mean that all children with SLCN have ASD.
- Cognition and Learning. Support for children with learning difficulties may be necessary when children are learning at a slower pace than their peers, even with appropriate differentiation. Also included in this category are children with specific learning difficulties such as dyslexia, dyscalculia and dyspraxia.
- Social, Emotional and Mental Health difficulties. Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in different ways. They may become withdrawn or isolated as well as displaying challenging, disruptive or disturbing behaviour. Some children and young people may have disorders such as ADD, ADHD or attachment disorder.
- Physical and Sensory needs. Many children and young people with vision impairment, hearing impairment or multi-sensory impairment will require specialist support and/or equipment to help them access their learning. Some children with a physical disability (PD) require additional and ongoing support in school.
Lionwood Infant and Nursery School
In 2020-21 our SEND profile shows that we have 19% of children identified as having SEN. This percentage is made up of the following groups:
32% are identified as having SEN linked to Cognition and Learning (including maths, reading, writing and spelling etc.)
49% are identified as having SEN linked to Communication and Interaction (including speech and language difficulties and problems with social interaction)
3% are identified as having SEN are linked to Physical and Sensory (including disabilities such as those affecting mobility, sight and hearing)
16% are identified as having SEN linked to SEMH (including such as ADHD, ADD, Attachment Disorder, Eating Disorder, anxiety and depression)
Lionwood Junior School
In 2020-21 our SEND profile shows that we have 25% of children identified as having SEN. This percentage is made up of the following groups:
57% are identified as having SEN linked to Cognition and Learning (including maths, reading, writing and spelling etc.)
15% are identified as having SEN linked to Communication and Interaction (including speech and language difficulties and problems with social interaction)
3% are identified as having SEN are linked to Physical and Sensory (including disabilities such as those affecting mobility, sight and hearing)
25% are identified as having SEN linked to SEMH (including such as ADHD, ADD, Attachment Disorder, Eating Disorder, anxiety and depression)
Questions, Queries and Concerns
If you are concerned that your child may be struggling with their learning, not making progress or are not coping with the demands of school life, do not hesitate to speak to your child’s class teacher.
Additionally, please speak to the school office to arrange an appointment with the Lionwood Schools SENCO, Lucy Finnie.
Support for children with Special Educational Needs
If a learner is identified as having SEN, we will provide support that is ‘additional to’ or ‘different from’ the differentiated approaches and learning arrangements normally provided as part of high quality, personalised teaching’ intended to overcome the barrier to their learning. This support is set out in the individual school’s whole school Provision Map.
Quality First Teaching is essential to ensuring all children make progress, including those with Special Educational Needs. Every teacher is required to make “reasonable adjustments” to ensure all children in their class are able to access the curriculum.
Our staff will use various strategies to adapt access to the curriculum. These may include:
Ipads – use of Clicker and other learning apps
Sticker charts / positive behaviour reward systems
Writing frames, word banks
Fiddle toys e.g. blu tac, tangles, stretchy toys
Adult support and intervention (including 1-1 support, small group work with teacher or teaching assistant )
Visual or pictorial reminders
Child may be moved to a more appropriate location in class e.g. closer to the board for those who are visually impaired
Sensory breaks / Sensory circuits
Regular check-ins with a trusted adult
Use of Individual Education Plans (IEPs)
1-1 work with an ELSA trained member of staff*
Speech and Language sessions
Alternative play (lunch time club)
When providing support that is ‘additional to’ or ‘different from’ we engage in a four-stage process: Assess, Plan, Do and Review.
Assess – this involves taking into consideration all the information from discussions with parents or carers, the child, the class teacher and assessments. The second round of this cycle may include support from outside agencies such as Educational Psychologists, Occupational Therapists or Special Support Teachers.
Plan – this stage identifies the barriers to learning, intended outcomes, and details what additional support will be provided to help overcome the barriers. Decisions will be recorded on an Intervention Plan and will form the basis for termly review meetings with, held as part of Parent/Teacher Consultations and Children/Staff Conferences.
Do – providing the support – extra assistance for learning or learning aids – as set out in the plan.
Review – measuring the impact of support provided, and considering whether changes to that support need to be made. All of those involved – learner, their parents or carer, teacher and SENCO – contribute to this review. This stage then informs the next cycle, if necessary. Meetings with Teachers and Teaching Assistants (TA’s) to discuss progress of learners are held weekly, as well as termly Pupil Progress Meetings with the Senior Leadership Team (SLT).
This additional support, ‘intervention’ will be tailored to meet the child’s needs, and will target the area of difficulty. This support may be provided in class or in another area of the school, on a 1:1 basis or as part of a small group of learners with similar needs. These ‘interventions’ may be run by a teacher or a trained teaching assistant. The support provided, and its impact in class, will be monitored closely and shared regularly with the child and with their parents or carers.
At the Lionwood Schools, ELSAs (Emotional Literacy Support Assistants) work with children who have been identified as a little extra social or emotional support.
Please visit this website for more information https://www.elsa-support.co.uk/
Assessing the Impact of Intervention
The interventions used will be those that are proven to make a difference for most learners.
A baseline assessment will take place at the beginning of an intervention – this will provide the point of reference for measuring progress made by a child – and a target outcome set. Regular reviews will take place to ensure that the intervention is having the intended effect. Should progress be less than anticipated, consideration will be given to adapting the frequency and/or intensity. The termly reviews will involve children and their parents or carers, as well as class teachers, and a record kept of agreed actions.
Many of the children receiving ‘additional to’ or ‘different from’ provision will have this recorded and monitoring on an Individual Education Plan (IEP). IEPs are produced by the class teacher, with support from the SENCO and in collaboration with parents and carers. They detail barriers to learning, learners’ strengths and a set of SMART targets (Specific, Measurable, Assignable, Relevant and Timed). Child voice is an essential part of the process and will be sought at each review. IEPs are reviewed and shared with parents every term.
Where difficulties persist despite high quality interventions and appropriate adjustments, advice and support may be requested from other professionals, with the parent’s consent.
Additional Support Services for children with SEN
There are a number of professional services who can provide support for SEN children in our school.
Pastoral Support Worker (Mrs Cullum)
CEPP – Child Educational Psychology and Specialist Support Services
Speech and Language Therapy (Trust SLT – S Hinchliffe)
Speech and Language Therapist (ECCH) CAHMS/Point 1
Family Support Process
School 2 School Support (outreach service) Sensory support
Parent Support Advisor ( Mrs Prior)
School Nursing Service
Short Breaks service
Access Through Technology
Education Health Care Plans (EHCP)
While the majority of learners with SEN will have their needs met in this way, some may require an EHC needs assessment to determine whether it is necessary for the Local Authority to make provision in accordance with an EHC plan. Parents and carers will always be consulted prior to the application of the assessment and family views will be included as part of the process. You can find further information on the EHCP process on the Norfolk Local Offer website:
Where a child has an Education, Health and Care plan (EHC), there will be an annual review held in addition to the termly review meetings, taking into account the views of the child, their parent or carer, and all other professionals involved with the child.
Opportunities for Enrichment
At the Lionwood Schools we believe all learners are entitled to the same access to extra-curricular activities, and are committed to making reasonable adjustments to ensure participation for all. Children with SEN are represented on the School Council and Green Team. Please contact us if your child has any specific requirements for extra-curricular activities.
Preparing for Next Steps
Transition is a part of life for all learners, whether that involves moving to a new class or moving to a new school. We recognise that transition is an important time for all children, but especially so for a child with SEN. Consequently, we work closely with parents, children and staff to ensure these transitions run as smoothly as possible.
Planning for transitions within the schools will take place in the Summer Term; arrangements for transition to Junior School and Secondary School for pupils with SEND will be planned according to individual need.
During Year 2 and Year 6, information – previously agreed with parents – will be shared with the SENCO at their next school. This information will outline needs and support that has proven effective. Where possible, children will visit their new school on several occasions and, in some cases, staff from the new school will visit him or her at Lionwood or staff from Lionwood will accompany the child on visits to their next school.
Have Your Say
The Lionwood Schools are community schools. This report details our annual offer to learners with SEND. To be effective it needs the views of all: Parents/carers, learners, governors and staff.
Please engage fully with our annual process to ‘assess, plan, do and review’ provision for SEND.
If you have any comments, please contact Miss Finnie at email@example.com
or Miss Herron at firstname.lastname@example.org
Arrangements for Handling Complaints
At the Lionwood Schools we want all children to succeed and reach their full potential. If you have any concerns regarding the SEN provision we offer, please speak to your child’s class teacher or alternatively the schools’ SENDCO, Lucy Finnie. If you feel your concerns have not been resolved, please follow the Trust complaints procedure. The school’s concerns and complaints policy is available on the Inclusive Schools Trust website (see link below). Alternatively you can request a paper copy from the office at either school.