2015-2016 SEND Review
Sidestrand Hall SEN Information Report – Part of the Norfolk Local Offer
- Introduction and Aims
- 1. What do we mean by the term ‘SEN’?
- 2. What are the different types of SEN?
- 3. What is our SEN profile at Sidestrand Hall School?
- 4. Who can I talk to regarding my child’s learning needs or disability?
- 5. How are different types of SEN identified at Sidestrand Hall School?
- 6. What we do to support learners at Sidestrand Hall School.
- 7. What funding is available for SEN?
- 8. How does the school find out if support is effective?
- 9. What other opportunities exist to support my child’s learning?
- 10. How are children prepared for the next step in their education?
- 11. How can parents and carers have input into the provision, policies and procedures at Sidestrand Hall School?
- 12. Where else can I find useful information?
- 13. Not had your question answered?
Sidestrand Hall School believes that all pupils have an entitlement to a full and extended curriculum which enables them to achieve. All staff are committed to raising educational standards by addressing pupil needs through personalised learning programmes and targets. The school promotes positive relationships between pupils, staff, parents and community partners. Ofsted Inspectors have recognised this as a strength of the school. The school has clear expectations and boundaries, and has a ‘fresh start’ approach following any difficulties. Our website is set up to not only provide you with information about our school, but to also serve as a blog where you can read about upcoming and recent activities and trips.
The SEN Code of Practice 2014 states “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.”
The new SEN code of practice identifies 4 types of SEN;
- Communication and interaction (SEN Code of Practice, 2014) – Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives. Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
- Cognition and learning (SEN Code of Practice, 2014) – Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
- Social, emotional and mental health (SEN Code of Practice, 2014) – Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder. Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils.
- Sensory and/or physical needs (SEN Code of Practice, 2014) – Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. Information on how to provide services for deafblind children and young people is available through the Social Care for Deafblind Children and Adults guidance published by the Department of Health. Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.
Sidestrand Hall School is a complex needs school. Children at Sidestrand Hall School may have communication and interaction needs, cognition and learning needs, hold a diagnosis of autism/downs syndrome, ADHD and have difficulties with their social, emotional and mental health or sensory and/or physical needs. Some children at Sidestrand Hall School may have more than one of these Special Educational Needs.
At Sidestrand Hall School we are committed to delivering an education that is specifically tailored to meet the needs of individual children; we therefore feel it is important that you have the opportunity to discuss your child’s needs and education. You can talk to your child’s teacher and key stage leader. In addition to this you can speak to the SENCO and SEN Governor, Deputy Head Teacher and Head Teacher or members of our residential teams if appropriate.
Catkins – Hillary Loftus
Acorns – Sarah Jones
Conkers- Emma Thurston
Olive – Charlie Hield
Bay – Jeannette Botwright
Ash – Paul Nerney
Fig – Benjie Smith
Pine – Kelle O’Hara
Oak – Gabrielle Hampton
Poplar – Carol Gilman
Hazel – Kit Circuit
Cedar – Michael Williams
Sycamore – Paul Evans
Beech – Yvonne Rolland
Willow – Joe O’Grady
Discovery – Steve Hoskins
Explorers – Helen Keyworth
Endeavour – Hannah Letts
Key Stage Leaders
KS2 – Fiona Drake
KS3 – Nicola Compston
KS4 – Paul Harrod
KS5 – Steve Hoskins
Sarah Young, Head Teacher
Joanna Rand, Deputy Head Teacher
Chris Carey, Assistant Head Teacher
Dani Winteringham, Assistant Head Teacher
Children who attend Sidestrand Hall School will already be identified as having a Special Educational Need. However should parents, carers or teachers become concerned of any additional need then they can speak class teachers to identify support necessary for the child. If it is felt necessary the School can make a referral to outside agencies.
Sidestrand Hall School delivers the programme ‘THRIVE’ to the whole school to support and develop children’s social and emotional well-being. Early Learning Mentors are available to all children to support Social, emotional and mental health.
Where it has been identified as necessary and appropriate children will have a teaching assistant to support them to access the curriculum.
The whole School budget is based on the number of pupils in the School and their ‘bandings’ according to their complex needs.
Pupil premium funds for 2014-15 amount to £69,745.
Funding for Looked After Children £11,500.
Monitoring progress and achievements by pupils is an integral part of Sidestrand Hall School. At Sidestrand Hall School we use ‘Solar’ to record children’s achievements. This information is monitored by teachers and members of the senior leadership team.
Parents, carers, pupils and staff are involved in discussing the progress made by children. This is through parent’s evenings, reports and annual reviews of Education Health Care Plans.
If a child/young person is identified as making lower progress than expected then intervention and support will be discussed to support the child/young person.
At Sidestrand Hall School there are a range of opportunities for children to apply their learning and gain other skills. The extensive facilities and expertise on the staff team contribute to the breadth of learning opportunities on offer.
TITAN – independent travel programme. The scheme is delivered from age 12. It includes finding your way around the school, the local area and training in reading bus time tables and catching local buses to the School’s charity shop ‘Strands’ in Cromer.
Vocational learning includes home maintenance, horticulture, child care, mechanics and construction in a purpose built workshop and a hair and beauty salon.
The School uses the 15 acre site to its full potential, outdoor learning includes Forest Schools, gardening, nature trails, sports etc .
You can find out more information about these on the school website http://www.sidestrandhall.norfolk.sch.uk/
Please feel free to contact the school on 01263 578144 and ask to speak to Miss Dani Winteringham who will be happy to try and answer any further questions you may have.