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Norfolk SEND Local Offer Info

Local Offer for children and Young People with Special Educational Needs (Part of the local Norfolk Offer)

For details of the Norfolk Local Offer please click here: www.norfolk.gov.uk/SEN

At Churchill Park School we are all committed to working together with all our stakeholders to provide the very best opportunities for all children and young people.

We aim to use our five key elements,

Independence: for the future
Community:   coherence
Inclusion:   for all
Capacity: maximise progression
Excellence learning and teaching

 to allow our students to

  • maximise their capacity and achieve their best
  • make a successful and confident transition into adulthood
  • become confident, independent adults

The needs of our young people 

A child or young person who has additional or special needs may need a specialist provision. This can depend on the level of need but generally if a child or young person:

Has a significantly greater difficulty in learning alongside their peers

Or

Has a disability that prevents or hinders them from accessing educational facilities generally offered to them and their peers at a mainstream school or post 16 institutions.

All our children and young people have a Statement of Educational Needs or Educational Health Care Plan which clearly details their additional needs, and how we can support them.

Our needs of our children and young people are wide ranging and include:

  • Sensory and physical impairment
  • Social, emotional and mental health difficulties
  • Cognition and learning needs
  • Communication and interaction issues

Parent and carer involvement in the your child’s education 

The success of our the children and young people relies on strong links and relationships between school staff, governors, pupils, parents, carers and other health care professionals.

Parents and carers have the opportunity to consult

  • On a daily basis via home school diaries, 2buildaprofile interactive software, via class e mails or by telephone before or after school.
  • At any time preferably by making an appointment with the relevant member of staff
  • Twice a year at parents evenings
  • Annually at the Statement/EHCP review.

We also offer a number of parental advice/information coffee mornings to enable parents to meet with local providers and health care professionals, (who are also part of the Local Norfolk Offer), and who provide services to our children and young people with additional needs.

Pupil involvement in their education 

Our children and young people are also consulted about their education and they have their opportunity to consult by

  • Individual tutor time in class
  • Attending and giving their views and opinions at their Statement/EHCP review
  • During Personal, Social and Health Education lessons
  • Attending taster days and transition days at post 16 and post 19 providers
  • Through student council

The annual review of the young person’s Educational HealthCare Plan will give the opportunity for parents, carers, students, teachers and other professionals to review the and evaluate the progress over the course of the previous year. To evaluate outcomes and identify and set challenges and targets for the young person to work towards the following year. To plan who and what will need to happen to ensure our students have the very best support to succeed.

Approaches to teaching 

Our classes are organised in years, allowing all our students to learn alongside their peers but with varying levels of differentiation. Carefully monitored and assessed by the class teams to ensure our students are set challenging but attainable targets. Celebrating all their successes.  Our staff use a wide range of strategies to enable all out children and young people to access the curriculum, this may include using:-

  • Visual timetable
  • ipads, laptops
  • Positive behaviour reward systems
  • Work stations
  • Signalong
  • Symbol based communication programmes such as PECS (Picture Exchange Communication           System)
  • Voice out devices such as big points and switches
  • Switch operated equipment
  • Intensive interaction
  • Intervener approaches
  • Hydrotherapy
  • Rebound therapy
  • Sensory integration
  • Objects of reference
  • Body signing
  • Sensory approaches
  • Yoga
  • Educational visits
  • Tactile cues

A curriculum to meet our students needs 

Our curriculum is designed to promote and make learning exciting and also to prepare our young people for the next steps for the future. We follow the National Curriculum wherever possible, adapting it to ensure it is challenging and engaging and relevant to our students. We place great emphasis on ensuring our students are as independent as possible so much of our learning takes place in practical ways such as shopping, cooking or in the community  using and honing life skills.

We are mindful of opportunities to learn at times in the day such as assemblies or tutor time, to support students as they explore their social and emotional feelings and encourage them to become confident and optimistic young people. Personal, Social and Health Education is as important as the core subjects of Maths, English and Science.

High quality Early Years and Key Stage 1 education make a positive contribution to children’s early development, enabling them to build on the foundation for their future. We provide a basis in early years for life-long learning. Pupils follow a topic themed approach which allows for child initiated learning.

Primary age pupils follow the National Curriculum which is delivered using a topic based approach. There is a large emphasis on literacy, numeracy, communication, and personal and social skills. They will have the opportunity to learn in the community through shopping, horse riding, and swimming.

Secondary aged pupils study the National Curriculum. Some learning will be subject based as well as theme based days and project work across the curriculum. Learning in the community will include swimming, shopping, residential trips and work related learning either in the community or by applying for a role and having an interview in school for one of our own voluntary positions. Days will also be spent exploring post 16 provision such as college.

Pupils aged 14-19 years follow nationally recognised courses which lead to accreditation for their achievements. We work in partnership with other providers such as Open Road to offer a range of courses to ensure choice and challenge.

Some students in Key Stage 4 and 5 access ASDAN transition challenge. This is a programme of topic based challenges under pinned by the National Curriculum and gives students the opportunity to receive external accreditation for their work at differing levels.

Our more able pupils are able to take Entry Level Certificates and have studied for GCSE’s and BTEC qualifications with the support and teaching of our staff. We are in the process of  registering as an accredited examination centre.

The school is purpose built to meet the needs of students with additional needs. It has spacious classrooms, height adjustable furniture, wide doors and corridors, well equipped hygiene rooms, ceiling hoists and many specialist facilities such as a teaching kitchen, sensory room, hydrotherapy pool, soft play room. We have excellent IT equipment including ipads, lap tops, a dedicated ICT suite, Omivista, switch operated equipment and eye gazes. Outside we have a newly developed primary play area, school garden area, and separate areas for upper and lower school. We have maths themed play equipment for some of our primary classes, bikes, trikes and scooters, sports equipment and games.

Measuring Success 

We continually monitor pupil progress in a number of ways.

Short & medium targets and agreed outcomes are set by teaching staff and also set in EHCP reviews. They are monitored at least each half term and can involve student, parent and other professionals.

Student’s academic progress in Maths and English are assessed every term and is compared nationally at the end of each year.  All other subjects are assessed annually.

We ensure our standards of judgement by moderating work in school, with other Norfolk Special Schools and with another Cambridgeshire School

SLT and teachers scrutinise the work of pupils termly to ensure students’ learning is challenging, relevant and accessible.

We also monitor the success of other provision in school such as rebound therapy, alternative methods of communication such as eye gaze and other alternative communication methods etc.

Equality of opportunity 

Our approaches to learning, specialist equipment and staff training ensure that pupils are able to engage fully in activities. All children and young people have equal opportunities. We are working towards becoming a fully inclusive school. The school has high expectations of our children and young people and we continue to challenge their capacity to learn.

Social and emotional aspects of learning 

This is an extremely important area of learning for our students. We are mindful that our School needs to be at the heart of our community and us as a school make a valuable contribution to it. Students enhance their opportunities to contribute and understand their community by

  • Learning through Personal, Social and Health education lessons
  • Ensuring we use lunchtime and break time as part of the taught day where pupils are supported and encouraged to learn and practise their social skills.
  • Our staff model appropriate behaviour and use positive reinforcement to celebrate and reward students for their endeavours.
  • Small class sizes and working alongside peers enables students to feel confident in speaking out and expressing their feelings
  • An amount of learning in the community to allow our students to learn and practise social behaviour.
  • High quality assessments of student’s social and emotional abilities enabling the design and implementation of further interventions as necessary.
  • Wide range of class resources to support social and emotional aspects of learning.
  • School based counsellors to support students exploration of their behaviour and feelings.
  • Intervention from Starfish Team (External support agency)

Working with other professionals 

Working with other professionals is essential in meeting the needs of our students. Many of the professionals work directly with staff and students so programmes of support can be delivered on a daily basis.

We have access to a number of professionals including:-

  • Speech & Language therapy from 2 assistants 2 days per week
  • Physiotherapy (part time team of up to 4 professionals per session
  • Occupational therapist 1 day per week.
  • Part time School Nurse
  • Community Paediatrician
  • Sensory support (Virtual School)
  • Child and Adolescent Mental Health Services
  • Epilepsy Nurse
  • Visually Impaired advisor
  • Teacher for the deaf
  • Starfish

Funding for students with Additional Needs 

We received a fixed sum for each student at our school and in addition we receive a top up sum of money depending on the level of need of each student. Pupil Premium funding is also given to students who have been or are eligible for Free School Meals. Funding is also given to Children Looked After and children in Service families.

Preparing for next steps 

It is imperative that we prepare our students for the next stage in their life. The transition can be to a new class, having a change of class teacher, moving onto another school, transferring to college or another post 16 provider or to employment. Churchill Park School is committed to working in partnership with children and young people, families and other providers to ensure supported and positive transitions occur.

Each summer term we have “Jump Up week” to prepare students for moving into new classes at the beginning of the academic year.

Transition to future settings begins in year 9 with a transition plan for each student; this is discussed at each EHCP annual review. Students are offered the opportunity to investigate different settings from post 16 onwards with consultation with parents and other professionals. Regular visits to a new setting can be arranged in the summer term, this includes new students joining Churchill Park School for the first time.

Have your say 

The success of our students relies strongly on the links between school, staff, Governor, pupils, parents and carers and other professionals.

We are continually developing our practice to improve outcomes for our pupils, and welcome suggestions from our stakeholders to allow us to continue this practice.

If you have any questions about our contribution to the Norfolk Local Offer please contact

Paul Donkersloot, Head Teacher

Please click on the link below for more information about the Norfolk Local Offer

www.norfolk.gov.uk/send

Our SEN information will be reviewed and updated annually.

Useful links

Norfolk County Council SEN pages

www.norfolk.gov.uk/SEN

Parent Partnership

www.norfolk parentpartnership.org.uk/

Find out more about the Norfolk Local Offer by clicking here:

www.norfolk.gov.uk/Childrens_services/Special_educational_needs_and_disabilities/index.htm