School Name

Nightingale Infant and Nursery School


SEN Information Report for 2017-2018

Part of the Norfolk Local Offer for Learners with SEN


Welcome to our SEN information report which is part of the Norfolk Local Offer for learners with Special Educational Needs (SEN). All governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body"s or the proprietor"s policy for pupils with SEN. The information published must be updated annually.

At Nightingale Infant and Nursery School we have a Student and Family Support (SaFS) Team. Our team supports all aspects of SEN and aims to provide someone you can trust to talk to. A person who will listen to you and will support you by helping you to work things out. We strive to find ways to engage all our pupils, building trust and better communication between school and families. We hope you will find us approachable so if you are worried about your child and think they may have special educational needs or you are experiencing a difficult situation in your family you can contact us for support. We would also welcome your feedback and future involvement in the review of our offer, so please do contact us. 

The best people to contact are;

Mrs Claire Hart: SENCO (Special Educational Needs Co-ordinator)

Mrs Yvette Fitt: Nursery SENCO

Mrs Joanna Thurston: Pastoral Support

If you have a specific question about the Norfolk Local Offer please look at theFrequently Asked Questions page on their website.

Our Approach to Teaching Learners with SEN

At Nightingale Infant and Nursery School we believe in participation for all. We want adults and children to participate in learning and we celebrate all members of our community. We have an inclusive and caring 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. For more information on our approach please see our teaching and learning policy.

Our school improvement plan is about developing and accessing learning for all children. We plan continued professional development (CPD) opportunities for all staff.

We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community. We monitor progress of all learners, and all staff continually assess ensuring that learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings, and staff engagement in coaching and supervision.

How we identify SEN

At different times in their school career, a child or young person may have a special education 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 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 a learner is identified as having SEN, we will provide provision that is "additional to or different from" the normal differentiated curriculum,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. At Nightingale Infant and Nursery 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 intervene. This does not mean that all vulnerable learners have SEN. Only those with a learning difficulty that require special educational provision will be identified as having SEN. Some children may require additional support address within an intervention.

Our SEN profile for 2017 shows that we have 20 (9 %) children identified as having SEN and 3 (15%) of those have a Statement / Education Health and Care Plan.

Assessing SEN at Nightingale Infant and Nursery School

Class Teachers, support staff, parents / carers and the learner themselves will be the first to notice a difficulty with learning. At Nightingale Infant and Nursery School we ensure that assessment of educational needs, directly involves the learner, the parent / carer and of course their Teacher. The SaFS Team will also support with the identification and barriers to learning. We have a range of assessment tools available to support with identification of needs, including a range of intervention programmes to develop progress. Staff at Nightingale Infant and Nursery School have a wide range of expertise and qualifications to support SEND children.

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.

Nightingale Infant and Nursery School has also commissioned for 2017 support from:

  • Educational Psychologist
  • Advisory Support Teacher
  • Speech Therapist
  • ASD Specialist
  • Step Up / On Training in positive handling techniques
  • Cluster

We also employ highly skilled Teaching Assistants who deliver the interventions in the provision map as co-ordinated by the Head Teacher and SENCO.

What we do to support learners with SEN at Nightingale Infant and Nursery 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 Nightingale First School are proud of our Teachers and their development, skills and training.

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

  • Visual timetables / picture clues
  • Work Stations
  • Writing frames
  • ICT e.g. I-pads, lap tops or other alternative recording devices
  • Peer buddy systems
  • Positive behaviour rewards system

Each learner identified as having SEN, is entitled to support that is "additional to or different from" a normal differentiated curriculum. The type of support is dependent on the individual learning needs, and is intended to enable access to learning and overcome the barrier to learning identified. This support is detailed on a cohort provision map which describes the interventions and actions that we undertake at Nightingale Infant and Nursery School to support individual learners with SEN across the year groups. We modify the provision map regularly, and it changes every year, as our learners and their needs change.

At Nightingale Infant and Nursery School we share our provision map with our colleagues in the cluster so we can learn from each other, and demonstrate what we offer for our learners with SEN. We are also able to promote consistent practice across all the schools in our cluster ensuring equality of opportunity.

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

Nightingale Infant and Nursery School receives funding directly to the school from the local authority to support the needs of learners with SEN. This is described in an SEN memorandum. The amount of funding we received for 2017-18 is £14,487.

Our cluster of schools also receives funding on a termly basis from the local authority which is distributed as "top up" funding for learners who require support that exceeds that available to the school. This funding is moderated and agreed by the Cluster. The cluster funding for the Autumn term 2017 was £4,272. A further £3,203 has been agreed for Spring term 2018.

Our 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.

How do we find out if this support is effective?

Monitoring progress is an integral part of teaching and leadership within Nightingale Infant and Nursery 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 any additional provision is selected to help a child, the SaFS Team, Teacher parent / carer, agree what they expect to be different following this intervention. A baseline will also be recorded, which can be used to compare, share, and direct the impact and progress of the children taking part in the provision.

Children, parents / carers and their Teaching and Support Staff will be directly involved in the reviewing process. The review may be built in to the intervention itself, or it can be a formal meeting, where we all discuss progress and next steps. If a learner has an Education Health and Care Plan (EHCP) this will also be reviewed annually or more frequently.

The SENCO collates the impact data of interventions, to ensure we continue to use the right ones or adjustments are made where necessary. Interventions being used are shared with the cluster so all SENCOs in our cluster are able to select high quality provision.

Progress data of all learners is collated by the whole school and monitored by Teachers, Senior Leaders and Governors.

Other Opportunities for Learning

We believe all learners should have the same opportunity to access extra curricular activities. At Nightingale Infant and Nursery School in 2017 we are offering a range of additional clubs and activities some of which are run by external instructors and some run by Teachers.

We are committed to making reasonable adjustments to ensure all children have the same opportunities to participate, so please contact our extended schools co-ordinator to discuss specific requirement.

The Equality Act 2010 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.” Section 1 (1) Disability Discrimination Act 1995

The 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 there is a significant overlap between disabled children and young people and those with SEN. 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 transition to a new class in school, having a new teacher, or moving on to another school. Nightingale Infant and Nursery School is committed to working in partnership with children, families, professionals other providers to ensure positive transitions occur.

Planning for transition is a part of our provision for all learners in particular those with SEND. Moving classes will be discussed with you and your child and a transition meeting held if required.

Have Your Say

Nightingale Infant and Nursery School is our community school. We can shape and develop provision for all of our learners ensuring achievement for all. This SEN report declares our annual offer to learners with SEN, but to be effective it needs the views of all parents / carers, learners, governors and staff. So please engage with our annual process to "assess, plan, do and review" provision for SEN.

Share this page: