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Special Educational Needs Information

SEN Information Report


School Type: Mainstream


1. How accessible is the school environment?


  • Wheelchair Accessible on 2 levels at KS1 and through the main entrance.
  • The Normandy Primary School building has three levels; this makes it accessible for disabled children and adults in some year groups.
  • There is disabled parking.
  • As a school we are happy to discuss individual access requirements.


2. How are children identified as having Special Educational Needs?


At Normandy Primary School children are identified as having SEN in a variety of ways e.g.

  • Concerns raised by parents /carers
  • Concerns raised by teachers
  • Concerns raised by the child
  • Changes in a child's behaviour or self -esteem is affecting progress
  • A child finds learning difficult.
  • Monitoring of pupil’s progress at half termly Pupil Progress meetings.
  • Child performing well below age related expectations.
  • Discussion of individual pupils’ needs at Early Intervention Team meetings.
  • Information received from outside agencies and pre- schools e.g. a Speech and Language therapist, a Paediatrician.


3. How are parents and carers supported if they think that their child has SEN?


We have an open door policy. Parents have a good relationship with staff and are encouraged to speak to their child's class teacher if there are any concerns.

The Head teacher, Mrs Whittington and the Deputy Head Teachers; Ms Davids and Miss King are in the playground meeting and greeting parents before school and are available after school. Ms Davids is the school Inclusion Manager and will offer appointments for parents to discuss their concerns. Mrs Whittington and Miss King will direct parents to Ms Davids.

At Normandy Primary School we invite parents in to speak to the class teacher in the first instance and if there are further concerns parents and carers are referred to the SENCo, Ms Davids.


The process:

  1. Speak to class teacher
  2. Make an appointment to meet SENCo your child’s needs will be discussed and recorded.
  3. SENCo will work with your child and their class teacher to identify area of need and set individual targets.
  4. Additional support will be given to your child if necessary. This may be additional support from the Class Teacher, Teaching Assistant, Learning Support assistant or Speech and Language assistant. The child may be offered emotional/ behavioural support.
  5. Review of targets and progress towards targets
  6. If targets are not met they will be broken down into smaller steps
  7. The SENCo may meet with the parents to request permission to discuss their child’s needs at the Early Intervention Team meeting.
  8. SENCo may make an appointment with parents to discuss the involvement of outside agencies if there are concerns about progress.
  9. Outside agency involvement –the SENCo will work with the parent and professionals so that parents feel fully informed at each stage of assessment.
  10. If there are still concerns about progress a meeting will be set up to discuss an assessment for an Education Health Care Plan.


4. How are parents/carers kept informed about the support the school have put in place?


Each child’s education will be planned by the class teacher. Adjustments to the learning will enable all pupils to access the curriculum. This may include additional general support by the teacher or teaching assistant in class.

If a pupil has needs related to more specific areas of their education, such as reading, spelling, handwriting, numeracy & literacy skills etc. then the pupil will be placed in a small focus group within the class. This will be run by the teacher and teaching assistant. For some pupils an intervention group will take place outside of the classroom with the Teaching Assistant or Speech and Language assistant dependent on the need. The length of time of the intervention will vary according to need and pupil’s progress. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning.

Parents are notified about interventions by the class teacher SENCo or Behaviour Support.

If you have any queries related to the interventions please do not hesitate to contact the class teacher or SENCo.

Pupil Progress Meetings are held each half term. This is a meeting where the class teacher meets with the core subject leaders and Senior Leadership Team to discuss the progress of the pupils in their class. This shared discussion may highlight any potential concerns so that further support can be planned which will be discussed and implemented by the SENCo.

Occasionally, a child may need more expert support from an outside agency such as the Educational Psychologist, Paediatrician, Specialist Speech Therapist etc. Referral forms are then completed in conjunction with parents/carers and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided for the school and parents/carers.

The SENCo has a termly meeting with the SEND governor and the Safeguarding and Child Protection governor to ensure that policies and procedures are followed.


5. How is the curriculum differentiated and matched to a child’s needs?


When a child has been identified with special educational needs their work will be adjusted by the class teacher to enable them to access the curriculum more easily.

Teaching Assistants may be allocated to work with the child in a 1-1 or small focus group to target more specific needs.

If appropriate specialist equipment may be given to the pupil e.g. writing slopes, concentration cushions, pen/pencils grips easy to use scissors or coloured overlays for reading.

The class teacher works with all children in his/her class. The class teacher or the SENCo will plan the work of the Teaching Assistants/ Speech and Language assistant. All support staff receive internal or external training for the areas of SEN support that they carry out.


6. How is progress measured?


We communicate regularly with parents. You are welcome at any time to make an appointment to meet with either the class teacher or SENCo and discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home.

Some identified pupils will have an Individual Education Plan (IEP) which will have individual targets set by the class teacher, the SENCo and Learning Support assistant. The targets set are SMART (Specific, Measurable, Achievable, Realistic, Time scaled) targets with the expectation that the child will achieve the target by the time it is reviewed.

If your child has complex SEND they may have an Education Health and Care Plan which means that a formal meeting will take place annually with you and all agencies involved to discuss your child’s progress and a report will be written. Parents/ carers or the school can request an earlier review should they feel this is needed.


7. How are parents/carers kept informed about their child’s progress?


As a school we measure children’s progress in learning against National expectations and age related expectations.

The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry at Nursery through to Year 6, using a variety of different methods including Development Matters and the National Curriculum.

Children who are not making expected progress are picked up through Progress meetings with the class teacher and Senior Leadership Team.


In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression. If your child is discussed at one of these meetings and additional support is recommended you will be informed.

When a child’s targets are reviewed comments are made against each target to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.


8. How are parents/carers helped to support their child's learning?


At Normandy Primary School we like to maintain regular contact with parents about all areas of school life. We do this in a variety of ways including;

  • School Newsletter
  • Reading Journal are sent home regularly
  • Home/School contact books for individual children
  • Parent workshops on how to support your child in reading, writing and maths
  • Weekly homework
  • Termly Parents’ evenings
  • Termly Code of Practice meetings.


9. How are wellbeing, personal and medical needs supported in school?


We offer a wide variety of pastoral support for children who are encountering emotional difficulties. We have a caring understanding team who look after our children and parents.

Your child's class teacher is the first person to contact with concerns about your child's overall wellbeing.

If further support is needed the class teacher will liaise with the SENCo who will give advice and support and put a plan of action into place.

 This may involve emotional /behavioural support from our Learning Mentor,Mrs Ash.

Mrs Ash also offers support and advice to parents who may need some help with behaviour strategies.

In KS1 Mrs O’Reilly offers friendship groups and 1:1 support.


Children with medical needs


If a child has a medical need then a detailed Health Care Plan is compiled by the school nurse, first aider and SENCo in consultation with parents/carers. This is discussed with all staff who are involved with the child. Reviews of care plans are co ordinated by the school nurse with the parent/carer.

We have fully trained first aiders in all Key Stages and staff members have a basic knowledge of first aid.

If your child has a medical condition that requires medication, a meeting will be held with parents/carers, SENCo, designated staff members and first aider to explain our Health and Safety Policy and procedures.


At Normandy Primary School we have a very positive approach to all types of behaviour with clear rewards and sanctions that is followed by all staff and pupils.

If a child has behavioural difficulties the class teacher follows the school Behaviour Policy using the Diamond system. The policy clearly sets out the procedures to be followed by all staff to address ongoing behavioural issues.


A copy of the Behaviour Policy is attached to our school website.


If a child persistently disrupts the learning of other children this is unacceptable.


After any behaviour incident we expect children to reflect on their behaviour with a member of the Senior Leadership Team, senior staff member or the behaviour support team dependent on the incident.

This helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.




Attendance of every child is monitored on a daily basis by the Attendance Officer, Mrs Gillam. Lateness and absence are recorded and reported to the SLT.


Good attendance is rewarded weekly in a celebration assembly and the year group with the highest attendance is invited to attend 'Wake-Up Club'.


The Education Welfare Officer meets fortnightly with the Attendance Officer to identify and support families and individuals. Cause for concern letters are sent followed by an invitation to attend a surgery so that areas of need for support can be identified.


10. How do children contribute to the everyday life of the school? How are their views gathered?


We encourage every child to contribute and to express their thoughts and ideas which we value, respect and celebrate. We do this in different ways throughout the school year:


  • In class daily children are encouraged to contribute to lessons
  • There is a School Council meeting regularly where issues or viewpoints are discussed.
  • We have pupil questionnaires to gather ideas and opinions about curriculum topics
  • We encourage pupil voice and regularly interview pupils to involve them in evaluating their learning and school practice.
  • Children with social, emotional and behavioural needs pupils are offered 1:1 support.
  • Children who have IEPs (Individual Targets) discuss and set their targets with their class teacher.
  • Children with Education, Health and Care Plans’ views will be sought before review meetings.
  • Should a child have a PEP their views are sought before each 6 monthly PEP meeting.


11. What expertise and specialist services are available through the school?


As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: -


  • Educational Psychologist
  • CAMHS (Child & Adolescent Mental Health Service)
  • New Horizons Team
  • Speech & Language Therapy- we employ an additional speech Therapist one day /week.
  • Speech and language support- we have a speech and language assistant who delivers 1:1 and group programmes.
  • School Nurse
  • Social Care
  • Occupational Therapy
  • Pediatricians
  • Learning Support Service
  • Autism Outreach Team
  • Family lives
  • Imago
  • Family support such as: Family Wellbeing
  • Bexley Voice/ SNAP
  • Safer London


An Educational Psychologist is allocated to each school. She would normally only work directly with children whose needs are felt to be quite considerable and have not responded well to the interventions previously put in place for them.


This involvement is discussed with parents/carers and a referral is completed.The SENCo will then discuss the individual child’s needs  at the Early InterventionTeam meeting.


In order to help understand the pupil’s educational needs better, the psychologist will generally meet with the parent and give feedback after the assessment has been completed.


He/she will offer advice to the school and parent/carers on how to best support the child to move their learning forward.


12. What training do staff receive?


All staff receive training related to SEND


Our SENCo has been trained in a wide range of SEN including dyslexia, Autistic Spectrum Disorder, Attention Deficit Hyperactivity Disorder,(ADHD), Speech Language and Communication and Social and Emotional Aspects of Learning.


We employ an additional Speech Therapist on one day /week.


We also have a Speech and Language Teaching Assistant who has specific speech and language training.

Our Teaching Assistants have had relevant training directly linked to the individual children who they are supporting this maybe: Using visual strategies, VAKT, challenging behaviour management , ASD, ADHD, Jump Ahead, Reading Intensive Group, Jolly Phonics, Speech & Language programmes: BLAST, TALKBOOST.


13. How are school trips and activities outside the classroom organised? How does the school ensure that pupils with SEND included?

Activities and school trips are a very important part of every child’s learning experience at Normandy Primary School.


Risk assessments are carried out and procedures are put in place to enable all children to participate.


If a child has a Learning Support assistant/ Teaching Assistant he/she will accompany them on the trip.


However, if there is no LSA/ TA and it is deemed that an intensive level of 1:1 support is required a parent or carer may be asked to accompany their child during the activity.


14. How are children supported when changing schools or transferring to other education, employment or training?


A home visit is carried out for our nursery and reception children and a visit to preschool settings where SEN has already been identified.


All new children to visit the school prior to starting when they will meet the Head teacher, Deputy Head teacher/SLT to have a welcome meeting and be shown around the school.


For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings.


  • We write social stories with children if transition is potentially going to be difficult.
  • Each year group has a transition programme for pupils moving into the next class or phase. The class teachers, SENCO , Behaviour support and parent/ carers work closely together to identify pupils who may be anxious about their move and to ensure a smooth transition.
  • When children are preparing to leave us for a new school, typically to go to Secondary education, we arrange additional visits.
  • For those more vulnerable pupils or those with identified needs such as ASD- an intensive individual transition programme is introduced earlier in the Summer Term of year 6 to ensure that any anxieties are reduced.
  • Our ‘feeder’ secondary schools, run a programme specifically tailored to aid transition for these pupils.
  • We liaise closely with staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.

15. How are resources matched to a child's needs?


  • We ensure that for all children who have Special Educational Needs, those needs are met to the best of the school’s ability with the funds available.
  • We have SEN TAs, LSAs,a speech and language therapist and a speech and language assistant, who are funded from the school’s budget and deliver programmes designed to meet groups of children’s needs.
  • Those pupils with an Education Health and Care Plan may have an identified number of hours for specific SEN TA support. This will be accessed as 1:1 and group support dependent on the child’s needs and recommendations on the plan.

16. How do the school decide how much support is provided?


The class teacher alongside the SENCo will discuss the child’s needs and what support would be appropriate.


Different children will require different levels of support in order to bridge the gap to achieve age expected levels. This will be through on-going discussions with parents.



  • By reviewing children’s targets and ensuring they are being met, next steps addressed.
  • The child is making progress academically against National/age expected levels and the gap is narrowing so that the child is catching up to their peers or age expected levels.
  • Verbal feedback from the teacher, parent and pupil.
  • Children may move off the SEN register when they have  closed the gap or made sufficient progress.


17. How are parents and carers involved in discussions and planning?


  • Parents are invited to parent meetings,
  • Parents are invited to Code of Practice meetings.
  • For children with SEN parents are encouraged to contribute to the evaluations of targets
  • Where a child has an Education Health and Care Plan regular meetings are held with parents and other professionals to discuss target needs, outcomes and next steps
  • Parents/carers can make an appointment at any time to meet with the class teacher, support worker and/or SENCo to discuss their child’s progress.



18. How can parents and carers get involved in the school more generally?


We encourage parents to support their child through:

  • Attend workshops available for parents
  • Open Days
  • We always encourage parents to join our PTA- parents group who organise celebrations and special events in the school, school fairs,discos etc
  • The school office can provide contact details.


19. Who can parents/carers contact for further information?


First point of contact would be your child’s class teacher to share your concerns.

You could also arrange to meet Ms Davids our SENCo/Inclusion Leader/Deputy head teacher

Call the School Office on 01322 333998 to make an appointment.


20. How are parents and carers supported to decide whether this is the right school for their child?


Please contact Mrs Whittington, Head Teacher, Ms Davids, Deputy Head teacher/SENCo or Miss King, Deputy Head teacher on 01322 333998.


If you wish to discuss your child’s educational needs or are unhappy about something regarding your child’s schooling please follow the school’s Complaints policy-a copy is available at the school office.