INCLUSION AT NORBURY HALL

This policy statement highlights provision for learners with additional needs, our Accessibility Plan for 2018 -2022 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

https://stockport.fsd.org.uk/kb5/stockport/fsd/localoffer.page

February 2021

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.

Our Inclusion Team is made up of the following Staff:

SENDCO Julie Rice

SEND Governor Holly Beasley

Learning Mentors with responsibility for SEND Support Jayne Cunningham and Jess Keen

Headteacher Jacqui Ames

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.

What kinds of Special Educational Needs can be met at our school?

The four categories of Special Educational Needs provided for within our setting are:

• Cognition and Learning
• Social, Emotional and Mental Health
• Communication and Interaction
• Sensory/Physical

What specialism services, experience, training and support are available at or accessed by Norbury?

Once the school has identified the needs of SEND pupils, the SENCO, Head teacher and Senior Leadership team decide what resources/training and support is needed.

School Provision:

• Wide range of English and Maths small group interventions delivered by TA’s and designated teacher.
• ICT support in the form of reading, phonic and maths programmes.
• Teaching assistants offering social skills support
• OT support through Motor Skills United Programme through qualified staff
• Lunch time nurture groups to support children with social development.
• Speech and Language support using Elklan and Welcomm programmes.
• Makaton used and supported with symbols on visual timetables and personalised key rings.
• Teachers and Teaching Assistants trained on how to support pupils with autism, attachment, dyslexia and ADHD.
• Teachers and Teaching Assistants trained to support learners Mental Health and Well-Being including anxiety and suicide.
• Makaton
• Teachers and Teaching Assistants trained on how to support learners through Team Teach

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.

If a learner is identified as having additional needs then a graduated approach will be applied. The learner will receive cycles of Assess, Plan, Do, Review (APDR). Learners are supported with a Support Plan or and Education Health and Care Plan. The level of support for each individual will be determined collaboratively with parents/carers and supporting professionals/specialists.

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 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 and Kerry Robinson for Early Years, Sara Turner at KS1, Sara Turner and Hannah Garrett at 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.

*Currently visits and meetings are held virtually.

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.

How do we support Well-Being?

We recognise that some children have extra emotional and social needs that need to be developed and nurtured. All classes follow a structured PSHE curriculum to support this development. However, for those children who find aspects of this difficult we offer.

• Social awareness games and activities
• Life Skills Sessions
• Play Therapy Sessions
• Whole School training for staff in Mindfulness
• Lunch time and play time support / play partners
• Restorative Training for staff
• Forest School
• Lego therapy session
• Individualised programmes of work including activities to complete at home
• Access external agencies and professionals and follow their advice
• Teaching Assistant trained in how to support pupils’ mental health, anxiety and depression.

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. You can also contact Julie Rice through our inclusion email

inclusion@norburyhall.stockport.sch.uk

Who to talk to at Norbury Hall

Inclusion Coordinator Julie Rice from April 2017

SEND Governor Holly Beasley

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

Kerry Robinson Early Years (Nursery) Phase Team Leader

Sara Turner KS1 Phase Team Leader

Hannah Garrett  KS2 Phase Team Leader 

Bridget Adnett  Assistant Head Teacher

Becky Wood Deputy Headteacher

Jacqui Ames Head Teacher

To know more about our Special Needs provision and practice please refer to our Special Needs Policy in the Statutory Policies section.