SEN Information Report


SEN Information Report for Newton Flotman Primary school 2014-15

Part of the Norfolk Local Offer for Learners with SEN


Our SEN Information Report is part of the Norfolk Local Offer for learners with Special Educational Needs (SEN). All school governing bodies have a legal duty to publish information on their website how the school runs its policy for pupils with SEN. The information published must be updated annually.

At Newton Flotman Primary School we are committed to working together with all members of our school community. This local 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 via the school office, 01508 470379 this year are:

Name of SEN Governor: Ann Wells

Name of SENCO: Hollie Podolski

Name of Headteacher: Jeremy Johns

If you have specific questions about the Norfolk Local Offer please look at the Frequently Asked Questions by clicking here. Alternatively, if you think your child may have SEN please speak to their Class Teacher or Hollie Podolski our SENCO.

Our Approach to Teaching Learners with SEN

Our ethos statement:        At Newton Flotman Primary School, we all

Love  Enjoy  Accept  Respect  Nurture

Newton Flotman Church of England Primary School is an inclusive learning community, which is based on Christian values, such as love and forgiveness, acceptance and respect, nurture and enjoyment. Our children feel safe and valued within a creative and supportive environment.

Every child is encouraged to be independent and to reach their full potential in all areas of the curriculum.


This means that at Newton Flotman Primary School we believe in participation for all. We celebrate all members of our community. We want to create an inclusive culture in our school and we aim to be 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. We monitor progress of all learners, and staff continually assess ensuring that learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings, and staff engage in coaching and supervision.

Our SEN profile for 2014-15:

In June 2014 we had 16% of children overall identified as having SEN.

12% with Cognition and Learning Needs.

5% with Communication and Interaction Needs.

5% with Behaviour, Emotional and Social Needs.

2% with Physical and Sensory Needs.

How we identify SEN

At different times in their school career, a child or young person may have a special educational need.

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.”

If we believe a learner has SEN, we will offer provision that is ‘additional to or different from’ the normal differentiated curriculum, and this is intended to overcome the barrier 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. These children may require special provision, but are not classified as having SEN.

At Newton Flotman Primary School we are committed to ensuring that all learners have access to learning opportunities, and for those who are at risk of not learning, we will help to overcome barriers. 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. Special provision for some children with SEN may be the same as for those without.

Assessing SEN at Newton Flotman Primary School

Class teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning. At Newton Flotman Primary School we ensure that assessment of educational needs, directly involves the learner, their parents/carer and of course their teacher. The Special Educational Needs Co-ordinator (SENCO) will also support with the identification of barriers to learning. We have a range of assessment tools available, which we share with our cluster of schools. It is available here.

For some learners we may want to seek advice from specialist teams. In our school and cluster 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 here.

Newton Flotman Primary School as part of the Long Stratton Cluster for 2014-15 also have support from:

Educational Psychologist, Advisory Support Teacher, Speech Therapist, Dyslexia Assessor.

We also employ 7 teaching assistants who deliver the interventions in the provision map as co-ordinated by our SENCO.

Our interventions include: Catch Up and Sound Discovery to help with reading and spelling; Springboard and Numicon to help with maths; Volcano in my Tummy to help with managing emotions; listening time; fine motor skills groups to help get started with handwriting.

What we do to support learners with SEN at Newton Flotman Primary School

Every Teacher is required to adapt the curriculum to ensure access to learning for all children in their class. The Teacher Standards 2012 detail the expectations on all teachers, and we at Newton Flotman Primary School are proud of our Teachers and their development.

Our Teachers will use various strategies to adapt access to the curriculum, this might include using:

Visual timetables

Writing frames


Peer buddy systems and seating plans

Positive behaviour rewards system

Spelling lists and desk charts


Each learner identified as having SEN, is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. This support depends on the child’s learning needs, and aims to give better access to learning and overcome the barriers. This support is plotted on a provision map. We change the provision map regularly, because our learners and their needs change from year to year.

At Newton Flotman Primary School we share the provision map with our colleagues in the Long Stratton Cluster so we can learn from each other, and demonstrate what we offer for learners with SEN. We also try to give equal opportunities across all the schools. We can share training and specialist skills.

Our provision map is shared with Governors who are able to ensure that we monitor the impact of these interventions on learning across the school.

Funding for SEN

Newton Flotman Primary School receives funding directly to the school from the local authority to support the needs of learners with SEN. The amount of funding we receive for 2014-15 is £31,446.

The Long Stratton cluster of schools also receives funding from the local authority which is distributed as ‘top up’ funding for learners who require support that exceeds what is available to the school. The Long Stratton cluster funding for 2014-15 is £134,693.

All schools in the Long Stratton cluster have signed a governance agreement which helps us work together. We have written our Cluster policy for SEN which is available here.

The Long Stratton Cluster of schools is committed to working together to improve learning for all, and we are able to share resources, training and moderate provision for learners with SEN. If you would like any further information on SEN in the Long Stratton cluster please contact our co-ordinator: Judith Jones at Forncett Primary School

How do we find out if this support is effective?

Monitoring progress is an integral part of teaching and leadership within Newton Flotman Primary school. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for learners with SEN. We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and children are involved in each step. Before choosing which ways to help a child, the SENCO, Teacher, parent/carer and learner, agree what they expect from this help. We make use of before and after data to assess impact – this may be numbers and scores, but it could also be views of the child, family and staff.

Children, Parents/carers and their Teaching and Support Staff will be directly involved in reviewing progress. If a learner has an Education Health and Care Plan (EHC plan,) the EHC plan will also be formally reviewed annually.

The SENCO checks children’s progress, to make sure that we are only using interventions that work. We share our findings with the Long Stratton cluster so all SENCOs in our cluster know which interventions work best.

Progress data of all learners is put together for the whole school using our online tracking system (Pupil Asset) and monitored by teachers and the leadership team. Governors monitor overall figures to make sure that the school is performing well. We are also part of the Long Stratton cluster moderation group so we can check that our judgements are correct. Our school and cluster data is also monitored by the local authority and Ofsted.

Other opportunities for learning

All learners should have the same opportunity to access extra curricular activities. At Newton Flotman Primary School in 2014-15 we are offering a range of additional clubs and activities. These are published by newsletter, and information can be obtained from the school office. You can get a rough idea of what is available in the School Prospectus, available here.

We are committed to making reasonable adjustments to ensure participation for all, so please contact us to discuss specific requirements.

All staff at Newton Flotman Primary 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.” (From Section 1(1) Disability Discrimination Act 1995).

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 often they do. Children and young people may therefore be covered by both SEN and disability legislation.

Preparing for the next step

Transition is a part of life for all learners. This can be moving on to a new class in school, having a new teacher, or moving on to another school and beyond school. Newton Flotman Primary School works hard with children, families and other schools to make sure transitions are smooth.

Planning for transition is a part of our provision for all learners especially those with SEN. Moving classes will be discussed with you and your child at their summer term review meeting. Transition to secondary schools will be discussed throughout Year 6 and often before.

Have your say

Newton Flotman Primary School is a community school. We want all of our learners to be able to achieve. We need to know what learners and their families think so we can keep improving what we offer. We ask for feedback at all meetings.

This is our first SEN Report under the new laws. How did we do? How could we improve it? Give us your thoughts here.

If you are not happy with what we are doing, come and talk to us about it – to the class teacher, to the SENCO, to the head. We have procedures for the very rare occasions when someone needs to make a complaint, which you can find here. It would be a good idea to get in touch with the Norfolk Parent Partnership, a charity organisation that offers support, advice and mediation.

Useful links

We aim to be your best link, but there are others here:

For information: Norfolk SEN and Disabilities:

For advice and support: Parent Partnership –

For the law and the guidance we follow: Department for Education –