SEN D Information Report

*Please note, this document should be read in conjunction with our SEND Policy and Local Offer.

Lowick and Holy Island C. of E. First Schools

SEND Information Report 2015-16

Part of the Northumberland Local Offer for Learners with SEND


Welcome to our SEND information report which is part of the Northumberland Local Offer for learners with Special Educational Needs (SEND). 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 SEND. The information published must be updated annually.

At Lowick and Holy Island C. of E. First schools (to be known as the school for the remainder of this document) we are committed to working together with all members of our school community. This local offer has been produced with pupils, parents/carers, governors, and members of staff. 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 SEND governor: Rev. Paul Collins

Name of SENDCO: Mrs Kerry Fieldhouse

Name of Head: Mrs Christine Vanson

School Council Link; Mrs Alison Ireland

If you have specific questions about the Northumberland Local Offer please look at the Frequently Asked Questions on the Northumberland website. Alternatively, if you think your child may have SEND please speak to their Class Teacher or contact Kerry Fieldhouse our SENDCO.

Our Approach to Teaching Learners with SEND

At the school we believe in participation for all. We want all adults and children to participate in learning and we celebrate all members of our community. We want to create an inclusive culture in our school and we aim to be more 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.

Our school improvement plan is about developing learning for all and details are planned continued professional development (CPD) opportunities for all staff. Our plan for 2015-16 is available on request.

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 staff continually assess ensuring that learning is taking place. Our whole school system for monitoring progress includes regular pupil progress meetings, and staff engage in coaching and supervision.

At the school, we value: Learning for all.

How we identify SEND

At different times in their school career, a child or young person may have a special educational need. The Code of Practice defines SEND as:

“A child or young person has SEND 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:

If a learner is identified as having SEND, 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 distracts them from learning. At the 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 SEND. Only those with a learning difficulty that requires special educational provision will be identified as having SEND.

Our SEND profile for 2015-16 shows that we have 23.8% of children identified as having SEND, and of those:

0% have an Education Health and Care Plan.

10% of children are identified as having SEND linked to Cognition and Learning

30% linked to Communication and Interaction

60% linked to Physical and Sensory

Assessing SEND at the School

Class Teachers, support staff, parents/carers and the learner themselves will be the first to notice a difficulty with learning. At the school we ensure that assessment of educational needs, directly involves the learner, their parents/carer and of course their Teacher. The Special Educational Needs Co-ordinator (SENDCO) will also support with the identification of barriers to learning. For some learners we may want to seek advice from specialist teams. In our school and Partnership we have access to various specialist services. We have access to services universally provided by Northumberland Local Authority through LIST. We are currently using:

  • Educational Psychologist
  • Speech Therapist
  • ASD specialist teacher
  • Communications, Speech & Language
  • Occupational Therapist
  • Equine Therapy
  • Jigsaw

We also employ 1 FTE Learning Support Assistant who delivers the interventions in the provision map as co-ordinated by our SENDCO.

What we do to Support Learners with SEND at the 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 the school are proud of our Teachers and their development.

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

  • Visual timetables
  • Writing frames
  • I-pads, lap tops or other alternative recording devices
  • Peer buddy systems
  • Positive behaviour rewards system

Each learner identified as having SEND, 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 described on a provision map, which although does not detail the individual learner names, describes the interventions and actions that we undertake at the school to support learners with SEND across the year groups. We modify the provision map regularly, and it changes every year, as our learners and their needs change. The provision map for 2015-16 is available on request.

At the school we share the provision map with our colleagues in the Berwick Partnership so we can learn from each other, and demonstrate what we offer for learners with SEND. We are also able to promote consistent practice across all the schools in our Partnership 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 SEND

The school receives ‘top up’ funding directly to the school from the Local Authority to support the needs of learners with SEND. The amount of funding we received for 2015-16 is £1,579.48.

The Berwick Partnership are committed to working together to improve learning for all, and we are able to share resources, training and moderate provision for learners with SEND.

How do we Find Out if this Support is Effective?

Monitoring progress is an integral part of teaching and leadership within the 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 SENDCO, Teacher, parent/carer and learner, agree what they expect to be different following this intervention. A baseline will also be recorded, which can be used to compare the impact of the provision.

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

The SENDCO collates the impact data of interventions, to ensure that we are only using interventions that work.

Progress data of all learners is collated by the whole school and monitored by Teachers, Senior Leaders and Governors. We are also part of the Berwick Partnership moderation group so can ensure that our judgements stand up to scrutiny. Our school data is also monitored by the School Improvement Partner, Local Authority and Ofsted.

Other Opportunities for Learning

All learners should have the same opportunity to access extra-curricular activities. At the school in 2015-16 we are offering a range of additional clubs and activities. These can be found on our web page and Newsletters.

We are committed to making reasonable adjustments to ensure participation for all, so please contact the school (01289 388268) to discuss specific requirements. All staff at the school have regular training on the Equality Act 2010. 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 SEND, but there is a significant overlap between disabled children and young people and those with SEND. Children and young people may therefore be covered by both SEND 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, training provider or moving in to employment. The school 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 learners with SEND. Moving classes will be discussed with you and your child at their summer term review meeting. Transition to Middle school will be discussed in the summer term of their Year 3, to ensure time for planning and preparation.

Have your say

We can shape and develop provision for all of our learners ensuring achievement for all. This SEND report declares our annual offer to learners with SEND, but to be effective it needs the views of all parents/carers, learners, governors and staff. So please engage with our annual School Improvement’ process.

Useful links



Dof E:


Northumberland SEND Parent Network:


We were awarded Outstanding in both schools Ofsted Inspections  ARTSMARK: We have achived a GOLD award for our arts in school. "Artsmark provides a benchmark for arts provision that encourages schools to consider the opportunities they offer in art, dance, drama and music.  ICTMark Award  HealthandWellbeingLogo s   Active 08  Financial Management in Schools  Naace Feature School  3rd-Millennium-Learning-Logo-v5Eco Schools Bronze Award s

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