Children aged 5-10 years
Norton C of E VCP School
Who to contact
- Additional Website
Suffolk County Council Website
Where to go
Bury St Edmunds
- IP31 3LZ
- Area served
- Bury St Edmunds
- Experience of including people with special educational needs and disabilities
- Thurston Partnership
‘Working together for an outstanding future for all our children’
Norton CEVC Primary School will make all reasonable endeavours to provide this support
1. Who are the best people to talk to about additional support?
- Class teacher
- SENCO: Mrs Lisa Sparkes
- Head Teacher: Mrs Stella Hart
2. What is the current percentage of children with Special Educational Needs & Disability(SEND) in the school?
3. How does the school identify children who may need SEND support?
A child has a special educational need if he or she has a learning difficulty or disability that means he or she has a significantly greater difficulty in learningthan the majority of others of the same age, or has a disability which preventsor hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.
We use a range of assessments to identify those children who may need SEN support:
Foundation Stage Profile
- Phonic Screening
- Teacher assessments and observations
- End of Key Stage 1 Assessments
- Progress in Maths and English (PiE and PiM)
- Salford Reading Test
- Youngs Spelling Test
- Reports from outside agencies
- Information sharing
We aim to share relevant and necessary information with the appropriate people. Such people will include teachers, support services, parents/carers, pupil involvement.
4. What are the different types of support available?
We assess each child and provide personalised support within three levels:
- Parents evenings
- End of year reports
- Termly targets for Reading, Writing and Numeracy
- Quality first teaching
- Green Pen Marking – a way in which children can respond to questions and feedback
- Primary Advantage Maths
- Espresso – online learning
- Gym Trail
- Handwriting Club
- Small group work in Literacy and Numeracy
- Talking Partners
- Talking Maths
- Differentiated Phonics Groups
- Finger Gym
- Annual Review
- Education Health Care Plan
- Wave 3 Fischer Family Trust– 12 week programme focusing on reading and writing
- Acceleread/Accelewrite - for children experiencing difficulties with reading and/or spelling
- Toe by Toe – for any child with reading difficulties, especially those who have been diagnosed as having specific learning difficulties
- Spelling Wasp and Hornet
- Dancing Bears - for any child with reading difficulties
- Beating Dyslexia
- Fine Minute Box
- Speech and Language Support
5. How is extra support allocated to children?
SENCO meets regularly with class teachers to discuss the individual needs of children. Early identification of a particular need is key and support/resources are put in place, where necessary. Class teachers carefully monitor and review progress. Where the school feels that additional advice is required, we will make a referral to the relevant agency.
6. How will we measure the progress and review provision for your child?
- School assessment in Literacy and Numeracy
- Reading/ Spelling age tests
- Annual Review for those on EHC
- Involving children/ parents in monitoring and review
7. How can I tell the schooI am concerned about my child’s progress or wellbeing?
Your first step should be to speak to your child's class teacher. If you feel that additional support is needed beyond the universal level of provision, please speak to the Special Educational Needs Coordinator, Lisa Sparkes or the Headteacher Stella Hart.
8. How will the school work with me as a parent in discussions about my child and their learning?
We shall meet termly to discuss your child’s learning, explaining what support has been put in place and the targets which they have met. We shall also discuss what the next steps are in your child’s learning. If outside support is required such as Speech and Language or Occupational Health, we shall make the referral together so that you are actively involved in the process. There will also be the opportunity to meet twice a year at Parents Evening to discuss your child.
9. How do we involve young people with SEND in discussions about their education and
- Year 5 and 6 pupils attend Parents’ Evenings with their parents
- All childrden who have been identified with SEND, will have individual targets which will be share with them and carefully monitor.
- We will complete pupil questionnaires for those children with SEND.
10. How are adults in school helped to work with children with SEND and what training do they have?
- SENCO offers advice on quality first teaching and differentiation
- SENCO has completed National Award for SEN Coordination
- Elklan trained TA’s
11. How will the teaching and curriculum be adapted for my child with SEN?
- Differentiated tasks and resources
- Visual timetable
- Pre-teaching interventions
12. Who are the other people providing services to children with SEN?
- Speech and Language Therapy
- Behaviour support service
- Occupational therapy
- Educational Psychology
13. How is Norton School accessible to children with SEN?
At Norton we make every effort to make our school accessible to everyone and as such we shall seek guidance from external agencies:
- Physical - Ramps, accessible WC, single story building
- Visual - Coloured overlays , coloured paper, enlarged print
- Kinaesthetic - Finger Gym
14. How will we support your child when they leave our school or move into another class?
- Transition days
- One-page profile/ Pupil passport
- Social Stories
15. Where else can I find support information as a parent of a child with SEN?
You can read our school polices on relevant issues and find out more information on our school website:
- Anti-bullying policy
- Behaviour policy
- Complaints procedure
- Equal opportunities
- Local authority local offer
- Looked After Children
- Medicine policy
- Parent partnership link
- SEND Code of Practice
- SEND policy
- Mrs. Lisa Sparkes
- 01359 230520
Norton CEVC Primary School
- Conditions Supported
Autistic spectrum conditions
Mental health conditions
- State schools