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SEND Information Report

 

Introduction.

Welcome to our SEND information report which is part of the Norfolk Local Offer for learners with Special Educational Needs and Disabilities (SEND).

Special Educational Needs at our school

We believe children are best supported where there is open dialogue between the home and school, where both sets of expertise are used in the best interests of the child. As parents you can always speak to your child’s class teacher or the SENCo (Special Educational Needs and Disability Coordinator) about any concerns you may have. We understand that the educational needs of every child is different, and aim to work together to ensure their needs are met.

At different times in their school career, a child or young may have a special educational need. The SEN Code of Practice defines SEN as; ‘ A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age’, and there are four broad areas of need which give an overview of the needs that are planned for in school. These are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health and Sensory and Physical needs.

Identifying SEN in our School

If you have a worry or concern, we would encourage you to discuss this with your child’s class teacher by making an appointment at the main office. We also use the following methods to give us a whole picture of your children within the School:

  • Liaising with Infant Schools/previous school
  • Pupil progress and transition meetings
  • Tracking children in English and maths and identifying children performing below age expected levels
  • Liaison with external agencies e.g. educational psychologists, speech and language therapists and specialist teacher advisers
  • Health diagnosis through paediatrician Concerns raised by parents
  • Concerns raised by class teacher or Learning Support Assistant
  • Performance in assessments
  • Observations within the classroom to gain a clearer picture of your child

How will school staff support my child?

The school works with parents, the SENCo and other professionals to ensure the child has access to the right provision to support their SEN.

The school uses cycles of ‘Assess, Plan , Do , Review’ , this is a graduated approach to supporting SEN pupils in school https://nasen.org.uk/uploads/assets/7f6a967f-adc3-4ea9-8668320016bc5595/SENsupportpress.pdf   The right approach for each child as an individual is considered (see child centred approach section). We are committed to working with all members of the school community to deliver an inclusive curriculum. This will be in the form of high quality individual, group and differentiated teaching and learning, linked to your child’s SEND support targets.

We value high quality teaching for all learners and actively monitor teaching and learning in the school.

Staff have access to regular CPD and can also request information on specific needs as and when the need arises. Support and interventions are reviewed to ensure effectiveness and to ensure they are fit for purpose.

If appropriate, specialist equipment is purchased either through the school SEN budget or through specialist grant / high needs funding from the local authority. In some circumstances, if your child still does not make enough progress, we may ask the Local Authority for additional support for your child. Only in exceptional circumstances would we apply for an Education, Health and Care Plan (EHCP).

 

Our SEND team:

Mrs Hopkins- SEND lead

Miss Short- SEND support

Mrs Hardtopp – SEN Governor

 

How will I know how my child is doing?

Regular updates on your child’s progress will be shared at arranged SEND support meetings in addition to Parent’s evenings, and parents will be informed of their children’s targets based on the plans created by their teachers.

Parents should be aware if their child is;

  • Identified as having SEN
  • Receiving intervention or additional support for their identified need
  • Being supported by external professionals
  • Subject to observation or assessments in relation to their SEN

 

Following on from in school support and assessments and seeking external advice, if a child requires more support than is readily available, the school may apply for an Education, Health and Care Plan. For further information on EHCPs please contact the SENCo.

 

What support will there be for my child’s overall wellbeing?

Pupil well-being is paramount within all aspects of teaching and learning at Howard Junior School, children participate in Forest schools, animal facilitated learning, self-esteem sessions, services such as Benjamin Foundation, and staff always make time to listen to pupils’ views.

 

Transition

Arrangements are made at all points of transition , this could be moving from class to class at the end of each school year , or between key stages or even between schools .

The class teacher and/or SENCo will meet with the receiving school or teacher / SENCO to ensure all records are passed on. There will also be discussion about the child’s needs and an exchange of information around what works well for the child in order to make the process as smooth as possible.

 

Useful contacts

A variety of information can be located on the Norfolk Local Offer web page

https://www.norfolk.gov.uk/children-and-families/send-local-offer

These links may also be useful;

SEND Parent Partnership https://www.norfolksendpartnershipiass.org.uk/

Norfolk Autistic Society West Norfolk http://naswestnorfolkbranch.webeden.co.uk/

ASD Helping Hands https://www.asdhelpinghands.org.uk/

Norfolk and Norwich Dyslexia Association General enquiries 01379 668 430

https://www.bdadyslexia.org.uk/

West Norfolk Young Carers http://www.westnorfolkcarers.org.uk/

Equal Opportunities

All schools have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. These duties are anticipatory – they require thought to be given in advance to what disabled children and young people might require and what adjustments might need to be made to prevent that disadvantage. Schools also have wider duties to prevent discrimination, to promote equality of opportunity and to foster good relations.

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Aspire Suite Description

Meet the Team

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Mrs Hopkins

Assistant Head & SEND Lead

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Mrs Hopkins

Assistant Head & SENCO

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Mrs Hopkins

Assistant Head & SENCO

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Mrs Hopkins

Assistant Head & SENCO

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As an immersive coding environment, the Spark Lab aims to inspire the learners of today to become the visionaries of tomorrow by introducing them to concepts such as programming, robotics,  engineering, 3D printing and virtual reality.

Content can be sent wirelessly to either of the Apple TV equipped 65” screens installed on the main wall, allowing collaborative work to take place in groups that are realistically too large to be gathered around a single iPad.

"The Spark Lab is Brilliant! I've really learnt a lot about things like the Archimedes' Principle by building my own robot powered ship. I love experimenting."

Year 3 Pupil

A range of robots are available to be coded and piloted, introducing concepts of physical technologies such as gyroscopic motion and transfer protocols, but also coding methods including commands, functions, variables, loops and operators. By designing, building and programming these robots, students learn and develop communication, teamwork, resilience, creativity and critical and computational thinking skills as they constantly follow a core loop of designing, building, testing and refining their solution to scalable challenges.

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This approach allows learners of all levels of ability to experience the same work at the same time, with differentiation and success criteria being personalised and refined by pupils in real time, based on what they are experiencing.

"The Spark Lab is my favourite classroom, I have learnt all about physics and energy transfer by designing Rube Goldberg machines on my iPad with Sketches School and then building them. It was so much fun."

Year 5 Pupil

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Pupils discover and use ‘disruptive technology’. One such technology, 3D printing, has the potential to revolutionise our world on a scale previously only achieved by the Internet. We recognise this potential and are preparing our pupils for the future by allowing them to build a foundation of understanding with one of the world’s most exciting technological developments.
In addition, we use the technology to augment existing lessons, printing 3D models of artefacts and fossils that pupils have viewed online, from such institutes as the Smithsonian and Natural History Museum, in order to further their understanding of the subject by allowing them to interact with the object physically.
All of the equipment in the Spark Lab is designed to be controlled via iPad, which acts as the ‘glue’ holding everything together. With multiple products, allowing a wide range of differentiation strategies, the Spark Lab is designed to teach pupils that everyone can code, no matter what their starting point may be.
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The equipment and bespoke progression pathway we have created for delivery in the Spark Lab allows our pupils flexibility when solving coding challenges. We are able to teach our pupils on a ‘stage, not age’ approach, using block based and text based coding languages, including Swift code via the Swift Playgrounds app and integrated support for Sphero and Dash and Dot; we are even able to ensure that every learner will learn the core concepts of coding as we can program some of our equipment using just coloured pens and paper.

"When creating the Spark Lab, I decided to combine my passion for computing, gamification of learning objectives and science. I love teaching in the Spark Lab - delivering my own curriculum - covering a range of topics including physics, coding and engineering."

Mr McCowen, creator of the Spark Lab & Apple Distinguished Educator

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Pupils can elect to complete challenges using either block based or text based code, solving problems in steps or creating a longer algorithm, as well as choosing from a range of robotics products.
The most important aspect that facilitates and encourages personalised learning in the Spark Lab is that there is no predefined ‘correct’ way of completing the task set, with pupils encouraged to ‘Think Differently’ to achieve their goals.
In addition to coding, the Spark Lab is designed to easily integrate other areas of the curriculum, such as science. One of our projects teaches pupils the basics of the Archimedes’ Principle, then challenges them to apply this knowledge to the creation of a Sphero powered boat which must be coded to carry cargo across a body of water. As part of this challenge, pupils learn about water displacement and its relationship to buoyancy, engineering principles, properties of materials including density and how friction can both help and hinder the ability of their prototype to move through the water. Another project focuses on physics, equipping pupils with knowledge of energy type, conservation and transfer by allowing them to experiment with and build Rube Goldberg inspired chain reaction machines.

Working on real world concepts such as physics, engineering and practical use of robotics equips pupils with essential skills that will help them to take their education further once they leave Howard Junior, gives them an appreciation of the world around them, develops their ability to work both individually and as part of a team, to break down problems in to manageable pieces and evaluate the success of their own work; all useful skills not only for education, but for their everyday lives as well.

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Our Equipment

A Small Selection

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"In the Spark Lab, the iPad is at the centre of the experience, acting as the glue that holds everything together. Without iPad & iMac, the Spark Lab simply wouldn't exist, the flexibility of these products - particularly iPad - has made it in to a reality."

Mr McCowen, creator of the Spark Lab & Apple Distinguished Educator

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