SEN Information Report for Parkside School 2020-2021
Welcome to our SEN information report which supports 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 draft SEN regulations which can be found on the Norfolk local offer website at:
At Parkside School we are committed to working together with all members of our school community. This school offer 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:
Name of SEN Governor – Mrs E Shields
Name of SENCO Head Teacher – Mrs C Ellis-Gage
Name of Parent Governor – Mrs J Laycock
Name of Head Teacher – Mrs C Ellis-Gage
School Council Link – Miss A Platt
If you have specific questions about the Norfolk Local Offer please look at the Frequently Asked Questions by clicking on the Norfolk Local offer website above. Alternatively, if you think your child may have SEN please speak to the school on 01603 441126
Our approach to teaching learners with SEN
At Parkside School 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 school 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.
Our school improvement and development plan is about developing learning for all and planned continuing 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 learners, and staff continually assess pupil progress ensuring that high quality learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings, and staff, both in class bases and as subject specific experts ensures that each pupil is achieving the best possible outcomes.
How we identify SEN
Although all pupils at Parkside School have special educational needs, at different times in their school career, a child or young person may have additional needs identified. 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.”
As learners at Parkside school are all identified as having SEN, we ensure provision that is ‘additional to or different from’ the normal differentiated curriculum within a mainstream setting, which overcomes the barriers 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. At Parkside School we are committed to ensuring that all learners have access to appropriate learning opportunities, which meet their specific needs and ensure their positive outcomes for the future.
Our SEN profile for 2020-2021 shows that we have 100% of children identified as having SEN, and all of those have a Statement of SEN/Education Health and Care Plan.
Although 100% of children are identified as having SEN linked to Cognition and learning, because they have other associated difficulties the percentages of need are as follows (All will have more than 1 of the following areas of difficulty)
Moderate Learning difficulties – 50%
Severe Learning Difficulties – 43%
Profound and Multiple difficulties – 1.16%
Social, Emotional and Mental Health – 40%
Speech, language and communication difficulties – 67%
Hearing impairment – 12%
Visual impairment – 5.78%
Physical disabilities – 29%
Autistic spectrum disorder – 23%
Assessing SEN at Parkside School
Class Teams are responsible for overseeing a pupil’s outcomes, supported by Leaders. Middle Leaders oversee subject areas within the school and Senior Leaders oversee the wider picture of Quality of Education, Behaviour, Attitudes, and Personal Development, Leadership and Management and the Sixth Form. Class Teams support with the identification of barriers to learning. We have a wide range of assessment tools available and these can be accessed by requesting them through the Head Teacher.
For some learners we may want to seek advice from specialist teams. In our school we have access to various specialist services. We have access to services universally provided by Norfolk County Council, which are described on the Local Offer website available by clicking on the link below.
Parkside School have also commissioned for 2020-2021 support from:
Educational Psychologists, Speech Therapists, School Counsellor, Starfish, CAMHS and many other support specialists as and when needed.
We also employ 44 Learning Support Assistants who support pupils in their learning, health and personal needs across the school together with 2 Welfare Assistants.
What we do to support our learners at Parkside School
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 on all teachers, and we at Parkside School are proud of our Teachers and their development. The Teacher standards are available by clicking on the link below.
Our Teachers will use various strategies to adapt access to the curriculum, these might include using:
- Visual timetables
- Writing frames
- iPads, laptops or other alternative recording devices
- Peer buddy systems
- Positive behaviour rewards system
Each learner is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum available within a school. The type of support is dependent on the child’s individual learning and complexity of needs, and is intended to enable access to the curriculum and overcome the barriers to learning identified. This is collated on provision map software. We look to identify interventions we need regularly, as our learners and their needs change.
Our curriculum map and interventions are shared with Governors who are able to ensure that we monitor the impact of these interventions on learning across the school.
Funding for SEN
The Parkside School receives funding directly to the school from the Local Authority to support the needs of learners with SEN.
Annually pupils needs are assessed with regard to the level of funding required to meet their needs. All pupils receive a Place Based level of £10,000 and this is then topped up using 5 different band levels A, B, C, D and E. With A being the lowest and E being the highest value. At the last audit of pupils we had the following breakdown of funding:-
Place Based – 26
Band A – 46
Band B – 53
Band C – 27
Band D – 21
Band E – No Pupils
How do we find out if this support is effective?
Monitoring progress is an integral part of teaching and leadership within The Parkside School. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for all our learners. We follow the ‘assess, plan, do, and 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 Head Teacher (SENCO), Teachers, parents/carers and learners, agree what they expect to be different following this intervention. A baseline will also be recorded, which can be used as a comparison at the end of the intervention to assess progress and outcomes.
Children, Parents/carers, their Teaching, Support Staff and other professionals will be directly involved in the reviewing process. This review can be built into the intervention itself, or it can be a formal meeting held at least once a term, where we all discuss progress and next steps.
Senior Leaders collate the impact data of interventions, to ensure that we are only using interventions that work. Intervention data is shared with all relevant staff and Parents/Carers.
Progress data of all learners is collated by the whole school and monitored by Teachers, Senior Leaders and Governors. We are also part of the Special Schools moderation group, 3 counties moderation group and local mainstream schools moderation, so can ensure that our judgements stand up to scrutiny. The Local Authority and Ofsted also monitor our school data.
Other opportunities for learning
All learners should have the same opportunity to access extended curriculum activities. At The Parkside School in 2020-2021 we are offering a range of clubs and activities.
We are committed to making reasonable adjustments to ensure participation for all, so please contact our extended school co-ordinator to discuss specific requirements. Please email the school at email@example.com
All staff at Parkside 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 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 2010
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 a 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.
For more information about the Equality Act, the protected characteristics or duties on public bodies, please click on the link below.
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 into employment. The Parkside School 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. Moving classes will be discussed with parents/carers and the pupil at regular meetings throughout the year or at specially organised transition meetings. Movement between the various departments within the school are key transition times and special consideration is made to ensure a smooth and successful transition.
When pupils are leaving the school special transition plans are developed to support the process, which involves the parents/carers, pupils and the receiving school or college.
Have your say
The Parkside School is at the hub of our local community. 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.