This policy statement highlights provision for learners with additional needs, our Accessibility Plan for 2016 -2019 and our Equality and Diversity Plan as well as our Inclusion Statement and other relevant information for those associated with Norbury Hall

Our school adheres to the statutory expectations of The Code of Practice published 2014.

As a requirement our school signposts and identifies the services and resources available by the Local Authority this can be accessed by our school and the parental community to help enrich the experiences for our young people identified with special educational needs.

To find information about Stockport’s Local Offer – a directory of services and information for parents please visit the link below

February 2018

Our school updates and Reviews this SEND Information Report every two years or sooner if legislation changes.

Norbury Hall Primary School

Recognising and Promoting Inclusion – Special Educational Needs and Disability Information Report

Everyone at Norbury Hall believes that learners should be valued and supported in all aspects of the curriculum. We recognise that some learners may need additional support to do this and we work as a team to promote the very best learning experiences for all at our school.

At Norbury Hall we work with learners and parents alongside colleagues and access the additional expertise of a range of external agencies. We promote a curriculum that should be accessible for all and do our very best to ensure that our learners thrive in their learning environment.

How Inclusion is Supported at NHPS.

At NHPS we work with a variety of experts. We are fortunate to have a dedicated staff who have skills and expertise in supporting learners with a range of additional needs. These include:

  • Speech and Language Programmes
  • Occupational Therapy Programmes
  • Art Therapy Programmes
  • Play Therapy Programmes
  • Mathematical Understanding and Recovery Programmes
  • Reading Development and Recovery Programmes
  • Phonic Support Programmes
  • Behaviour Support Programmes

We are supported by other agencies including:

  • Learning Support Service
  • Educational Psychology Service
  • Speech and Language Service
  • Ethnic Diversity Service
  • Behaviour Support Service
  • School Nurse Service
  • Sensory Support
  • Primary Jigsaw
  • Inclusion Service
  • ASD Awareness Team

How Inclusion looks at NHPS.

How we know if a learner needs additional support.

At NHPS we identify additional needs in several ways. Sometimes, on entry to our school parents will already have concerns or have involvement with other agencies and will inform school of the specific needs.

Usually, class teachers are the first people to highlight specific needs as they are recognised within the learning environment. Learners are given a personalised plan and this is executed through differentiated tasks and quality first teaching. Once a need has been identified class teachers will invite parents or carers to discuss possible intervention programmes and additional resources and timetable implications for them.

Sometimes, after parental discussion other agencies or experts are invited to support us in the personalised programme.

How learners and parents or carers are kept informed

NHPS promotes an ‘open door’ policy where parents and carers can call in to school before or after lessons to discuss matters related to the learner. For those learners identified with additional needs parents will have regular meetings throughout the half term with their child’s class teacher and /or our Inclusion Specialist – Julie Rice. Julie is office based for two days a week and is available to meet parents during class sessions for their convenience. Parents and Carers can also meet with any of our Phase Leaders, Sian Murphy at Early Years, Kerry Robinson KS1, Sara Turner, Lower KS2 and Hannah Garrett, Upper KS2. Senior Leadership including; Assistant Head teacher, Bridget Adnett, Becky Wood, our Deputy and Jacqui Ames, our Head are also available to meet for progress discussions and person centred reviews where necessary.

Learners will regularly review their personal targets (half termly) with their class teachers first, followed by relevant adults who are working with them in school.

How we work in partnership to promote success for our learners

As well as face to face communication we provide parents and carers with additional resources to support our learners and promote a ‘home school diary’ system where school and home can communicate. We have ‘working with’ books that evidence success through additional support and also highlight what support has taken place.

How we promote inclusion for all at NHPS

We consider our working practice to be solutions based and will work hard to provide opportunities for all aspects of learning. We will encourage learners to participate in all activities and where necessary ensure that colleagues with relevant medical training are able to support learners with medical needs to attend visits and even residential opportunities. We have a single site school that has two floors and where necessary cohorts will be rearranged to support access for pupils with physical disabilities. Our extensive grounds are accessible to all and promote learning and recreational activities that are multi sensory.

How we promote a smooth transition for all at NHPS

Each year we allocate 6 weeks of staff directed time to transition meetings. This enables teachers and support staff to put together a comprehensive hand over regarding all our learners and their needs.

We have good working relationships with our secondary and special school colleagues and work with them to promote extra links and visits in the summer term.

Our Early Years Team is led by Sian Murphy and she works closely with our Reception Team all year to align and discuss learners’ needs prior to starting school. During the summer term colleagues visit other settings to support transition arrangements, meet with parents and coordinate plans for starting in the autumn term.

What to do if you want to know more about inclusion at Norbury Hall.

We are happy to meet and talk about your enquiry. Contact us through email or via the school office and we will be happy to talk through with you how we work with agencies to support our children’s needs.

Who to talk to at Norbury Hall

Inclusion Coordinator Julie Rice from April 2017

Sian Murphy Early Years Phase Team Leader and SENDCo Support for Early Years

Kerry Robinson KS1 Phase Team Leader

Sara Turner Lower KS2 Phase Team Leader

Hannah Garrett Upper KS2 Phase Team Leader 

Bridget Adnett  Assistant Head Teacher

Becky Wood Deputy Headteacher

Jacqui Ames Head Teacher