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Special Educational Needs

Special Educational Needs Information 2015-16

For the latest Norfolk Local Offer Schools Newsletter, please see the documents to download at the bottom of this page.

Part of the Norfolk Local Offer for Pupils with SEN

Welcome to our SEN information report which is part of the Norfolk Local Offer for pupils 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 policy for pupils with SEN.  The information published must be updated annually.  The required information is set out in the new SEN regulations which can be found at 

At East Anglia Schools Trust we are committed to working together with all members of our school community. This local offer has been produced collaboratively with pupils, parents/carers, governors, and members of staff. Parents/carers and pupils had the opportunity to contribute to this report at a Family Hub Learning Cafe; see the children's thoughts on what helps them in the pictures below.

We would welcome your feedback and future involvement in the review of our offer, so please do contact us. The best people to contact this year are:

Name of SENCO: Ellen Watson

Name of Head of School: (Infant) Philip Reid

Name of Head of School: (Junior) Louise Watkins

Name of Executive Head: Suzanne Mitchell

Ellen Watson - Trust SENCO


If you have specific questions about the Norfolk Local Offer please look at the SEN pages of the Norfolk Schools website.

 Click to view: Norfolk Schools SEN and Disabilities webpage


Alternatively, if you think your child may have SEN please speak to their Class Teacher or contact Ellen Watson our SENCO, on 01493 661523 for children at the Infant School or 01493 663612 for the Junior School.


Our Approach to Teaching Pupils with SEN

At East Anglia Schools Trust schools we believe in all adults and children participating in learning. We have created 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 pupils and actively monitor teaching and learning in the school so that children who are at risk of under-achieving are identified promptly and effectively.

Our learning environment is flexible enough to meet the needs of all members of our school community. We use a range of learning resources, such as visual cues, and the use of adult support ensure that we can offer a flexible and adaptive learning experience to our pupils.

We monitor the progress of all pupils, and staff's continuous assessment ensures that learning is taking place to a high standard.  Our whole-school system for monitoring progress includes half termly pupil progress meetings, work and planning scrutiny and discussions with staff.

For more information on our approach please see our Teaching and Learning Policy which is available on the school website or from the school office.

How we identify and assess special educational needs (SEN)

At different times in their school career, a child or young person may have a special educational need. The Department for Education’s SEN 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."

At Cliff Park schools we are committed to ensuring that all pupils have access to learning opportunities, and for those who are at risk of underachieving, we will intervene.  This does not mean that all vulnerable pupils have Special Educational Needs.  Only those with a learning difficulty that requires special educational provision will be identified as having SEN.

Class Teachers, support staff, parents/carers and in many cases, the pupil themselves will be the first to notice a difficulty with learning. At Cliff Park schools we ensure that assessment of educational needs, directly involves the pupil, their parents/carer and of course their Teacher. We have a range of assessment tools available along with an updated tool kit, which we share with our cluster of schools.

Pupils may be assessed for SEN due to a number of reasons including academic underachievement, absences from school, having been to a number of different schools, worrying at school (which may distract them from learning), clear speech and language issues, or other concerns raised by class teachers or parents/carers.

If a child is considered as possibly requiring support then an assessment is completed by the Special Educational Needs Co-Ordinator (SENCO) who completes a collaborative assessment with the child, their parent/carer and their class teacher.  The SENCO is a specially trained teacher who is qualified to assess and manage special educational needs.

If a pupil is identified as possibly having SEN, we will usually provide provision that is 'additional to or different from' the standard curriculum, intended to overcome the barriers to their learning and if necessary the SENCO will refer to external agencies and professionals for their expert input. This may take the form of Speech and Language Therapy, Educational Psychology, Medical input, Child and Adolescent Mental Health Services, and others including specific services of Norfolk County Council.  Health and Social Care professionals are sometimes contacted to provide specific psychosocial interventions for pupils that require this, including counselling, anger management and family therapy. If there are concerns that the child is experiencing a long-term condition that may affect their education (for instance Asperger’s and Autistic Spectrum Conditions) then this is referred to an Educational Psychologist for assessment and possible diagnosis.

East Anglia Trust Schools as part of the Gorleston-On-Sea C39 Cluster have also commissioned for 2015-16 support from:

  • Educational Psychologist
  • Specialist Teacher
  • Speech Therapist
  • ASD Specialist

We also employ Teaching Assistants who deliver the interventions in the provision map as co-ordinated by our SENCO. The Teaching Assistants are trained to deliver specific interventions including ‘Sound Discovery’, ‘Elklan’, and ‘Numicon’ and work under the direction of the SENCO and class teacher.

All staff at East Anglia Schools Trust schools have regular updates on the Equality Act 2010 and other new legal documentation.  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 210 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

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 there is a significant overlap between disabled children and young people and those with SEN.  Children and young people may therefore be supported by both SEN and disability legislation.

Following referral and assessment by external professionals the child may require ongoing support that would be provided in a multi-disciplinary fashion to ensure that all relevant needs were accounted for a met whilst required. 

Our SEN Profile

The wide-ranging and diverse range of children at Cliff Park are represented in the make-up of those children with SEN across the Trust and as the following SEN profile demonstrates there are a range of needs currently being catered for including those children who have a Statement of Educational Needs.

Our SEN profile for 2015-16 shows

Junior School Pupils
Identified as having SEN 87
Those that have a Statement of Educational Needs 2
Identified as having an Educational Health & Care Plan 4
Awaiting Educational Health & Care Plan 2


Area Needs Currently Providing
Communication & Interaction Speech, Language & Communication Needs

Speech and Language is our highest area of need.

We support by working on targets given by Speech Therapists, we have some EKLAN trained TAs which can identify areas of need and support in overcoming barriers such as formation of sounds.
Autistic Spectrum Disorder (ASD) We can support children by visual timetables, routines, high clear expectations, social stories, visual cues, computer programmes such as ‘communication in print’ and asking Sue Sengupta (specialist in Autism and Communication Needs) to support with strategies in class and can be mirrored at home.
Cognition & Learning Moderate Learning Difficulty Currently TA support with highly individualised targets and a play based curriculum (two children are currently diagnosed with this need and they are in the Infant school).  We have also used school to school support from a special school to help us support their needs the best we can.
Severe Learning Difficulty This level of need would not be catered for in a mainstream school but would require specialist provision.
Profound & Multiple Learning Difficulty This level of need would not be catered for in a mainstream school but would require specialist provision.
Specific Learning Difficulty Children will have targets recommended by outside agencies such as Specialist Teachers, Educational Psychologist, Speech Therapists and Sensory Support which the class teacher and teaching assistants will help them to achieve.  These targets will be reviewed when needed.  We also use visual prompts such as word mats, timetable and tick list to support organisation.
Social, Emotional & Mental Health Social, Emotional & Mental Health

Across the Trust we can refer to outside agencies such as CAMHS, Sliverwood, Point 1 and Educational Psychologists.  Within both schools we have a Lead Behavioural Professional (LBP) that can support children with their emotional needs.

Sensory and/or Physical Needs Visual Impairment

Some of our children have been diagnosed with Meares-Irlen (or Scotopic Sensitivity) Syndrome.

No current children with visual impairments. Children with significant visual impairments may require specific school interventions.
Hearing Impairment An Advisory Peripatetic Teacher of the Deaf comes into school to monitor listening and hearing skills in children that require a hearing aid.  We also take care in where we place children with hearing problems within the classroom to make sure they can hear the teacher.
Multi-Sensory Impairment This level of need would not be catered for in a mainstream school but would require specialist provision.
Physical Disability When an Occupational Therapist has seen a child they will send us targets to work on to develop coordination and/or muscles.  None of our children currently need a wheel chair. We have a lift at the Junior school to access the upstairs classroom and ICT suit, we also have ramps around the school to allow access.

 What we do to Support Pupils with SEN at East Anglia Trust Schools

Every Teacher is required to adapt the school’s standard curriculum to ensure access to learning for all children in their class, including those children with SEN.  The Teachers’ Standards 2012 detail the expectations on all teachers, and we at East Anglia Trust Schools are proud of our Teachers and their ongoing professional development.

Our Teachers will use various strategies to enable children with SEN to access the curriculum, this might include using:

  • Individualised Visual timetables
  • Frameworks to support writing (writing frames, maps, plans)
  • Computers, microphones or other alternative recording devices
  • Peer systems (talking partners, small group work etc.)
  • Positive behaviour rewards system

At East Anglia Schools Trust schools we will ensure that:

  • Each pupil identified as having SEN, will receive appropriate support that is ‘additional to or different from' a normal differentiated curriculum, and a pupil profile to record this information.
  • Progress towards individual or group targets will be monitored and reported to parents at least termly. The type of support is dependent on the individual learning needs, and is intended to enable access to learning and overcome the identified barrier to learning.
  • Support is described on a provision map, which although not detailing the individual pupil names, describes the interventions and actions that we undertake across the school trust to support pupils with SEN in different year groups.
  • We modify the provision map termly, and it changes every year, as our pupils and their needs change.

At East Anglia Schools Trust schools we share the provision map with our colleagues in the C39 Cluster so we can learn from each other, and demonstrate what we offer for pupils 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 discussed with Governors who are able to ensure that we monitor the impact of these interventions on learning across the school.

How do we Find Out if this Support is Effective?

Monitoring progress is an integral part of teaching and leadership within East Anglia Schools Trust schools.  Parents/carers, pupils and staff are involved in reviewing the impact of interventions for pupils with SEN and to do this we follow the 'Assess, Plan, Do, Review' model.  Before any additional provision is selected to help a child, the SENCO, Teacher, parent/carer and pupil (where appropriate), agree what they expect to be different following this intervention. A baseline will be recorded, which can be used to compare the impact of the provision and as part of the ongoing review process.

Children, parents/carers and their Teaching and Support Staff will be directly involved in reviewing the pupil’s progress.  This review can be built in to the intervention itself, or it can be completed in a formal meeting held at least once a term, where we discuss progress and next steps.  If a pupil has an Education Health and Care Plan (EHC plan) or Statement of Special Educational Needs the same termly review conversations take place, but the EHC plan will also be formally reviewed annually.

The SENCO collates the impact data for interventions, to ensure that we are only using interventions that work.  Intervention data is shared with the C39 cluster so all SENCOs in our cluster are able to select high quality provision.

Progress data of all pupils, including pupils with SEN, is collated by the whole school and monitored by Teachers, Senior Leaders and Governors. We are part of the C39 cluster moderation group which means that monitors the development of literacy and numeracy across the cluster of schools and our school and cluster data is also monitored by the Local Authority and Ofsted. All of this scrutiny can assist in ensuring that standards are maintained and that pupils are offered the highest degree of support that we can offer.

Other Opportunities for Learning

All pupils should have the same opportunity to access extra-curricular activities. At East Anglia Schools Trust schools in 2016-17 we are offering a range of additional clubs and activities.  A list of these is available on the school website and from the school office.  The adult who is in charge of running the specific extra-curricular activity will be made aware of the needs of the individual child with SEN and will then adjust their class accordingly to support the child’s integration.

Preparing for the next step

Transition is a part of life for all pupils.  This can be transition to a new class in school, having a new teacher, or moving on to another school, training provider or moving in to employment.  East Anglia Schools Trust schools is committed to working in partnership with children, families and other providers to ensure positive transitions occur.

Planning for transition is a part of our provision for all pupils with SEN.  Moving classes will be discussed with you and your child at their summer term review meeting as we know that this can be a difficult stage for children and may require support. For all other pupils with SEN transition to secondary schools will be discussed in the summer term of their Year 5, to ensure time for planning and preparation and so that any adaptations or support measures can be put in place in good time.

Funding for SEN

East Anglia Schools Trust schools receives funding directly to the school from the Local Authority to support the needs of pupils with SEN.  This is described in an SEN memorandum.  The amount of notional SEN budget we received for 2017-18 is £79,202.69 at the Infant School, and £127,004.56 at the Junior School.

The C39 cluster of schools also receives funding from the Local Authority which is distributed as 'top up' funding for pupils who require support that exceeds that available to the school. The C39 cluster funding for 2017-18 has been confirmed as £14,116.84 for the Infant school and £24,451.14 for the Junior school. All schools in the C39 cluster have signed a governance agreement which helps us work together. We have also written our Cluster Policy for SEN.  The C39 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 pupils with SEN.  If you would like any further information on SEN in the C39 cluster please contact our SENCO.

Have your say

Schools of the East Anglia Schools Trust are academies. We can shape and develop provision for all of our pupils ensuring achievement for all. This SEN report declares our annual offer to pupils with SEN, but to be effective it needs the views of all parents/carers, pupils, governors and staff. So please engage with our annual process to 'assess plan, do and review' provision for SEN.

As an educational provider we aim to monitor and change with the needs of our pupils. Therefore, if you have a complaint about the services of the school, feel that you or your child have not received the service that you required, we would be happy to hear from you using the following complaints procedure.

In the first instance please make an appointment to speak to the child’s class teacher.

If this does not resolve the complaint or if the complaint is of a serious nature please ask for an appointment with the head of school or a senior manager.

Child Protection

If you have any concerns regarding the safety or welfare of a child please contact the designated safeguarding officer for the school, whose contact details are available on request at the office.

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