SEN Information Report for Sheringham Woodfields School 2024-2025

Part of the Norfolk Local Offer for Learners with SEN

Introduction

At Sheringham Woodfields School, we are committed to working together with all members of
our school community to provide the best opportunities for pupils with a learning disability.

Our aim is that all pupils

  • achieve their best
  • become confident individuals living fulfilling lives as independently as possible
  • make a successful transition into adulthood

How we identify SEND

A child or young person has SEND if they have a learning disability, which calls for special
educational provision to be made for them.


A learning disability is defined by the Department of Health and Social Care (DHSC) (2001) as:
a significantly reduced ability to understand new or complex information, to learn new skills
(impaired intelligence), with a reduced ability to cope independently (impaired social
functioning), which started before adulthood.


A learning disability is caused by something which affects the development of the brain either
before birth, during birth or in early childhood. The degree of disability can vary greatly, being
classified as mild, moderate, severe or profound. In all cases, a learning disability is a lifelong
condition and cannot be cured.


A learning disability is different to a learning difficulty, which is a reduced intellectual ability
for a specific form of learning and includes conditions such as dyslexia (reading), dyspraxia
(affecting physical co-ordination) and attention deficit hyperactivity disorder (ADHD). A
person with a learning disability may also have one or more learning difficulties.


All our pupils have an Education, Health and Care Plan (EHCP), which clearly details their special
education needs, approaches to meeting these needs and the required provision.

The Needs of our Pupils

In addition to having a learning disability, pupils have a wide range of needs within the four
areas of SEND; communication and interaction, cognition and learning, social, emotional, and
mental health, and sensory and/or physical needs. Many of our pupils have needs within more
than one of these areas.

Parent Involvement in their Child’s Education

The success of our pupils relies on strong links between school staff, governors, pupils, parents/carers and other professionals.

Parents/carers have the opportunity to consult:

  • On a daily basis via home school books
  • On a daily basis via Evidence for Learning (EfL)
  • At any time by making an appointment with the relevant member of staff
  • At parent/teacher interviews twice a year
  • Annually at the EHCP reviews (or twice per year for pupils under 5)

We also offer a number of parent information events enabling parents to meet with other local providers of services to children and young adults with SEND who form part of the Norfolk Local Offer.

Pupil’s Involvement in their Education

Pupils have the opportunity to consult about their education through:

  • Individual tutorial work
  • Giving their views for EHCP Annual reviews and where appropriate attending.
  • During Personal Development lessons, which include Personal, Social and Health Education (PSHE).
  • Through School Council.
  • Attending taster days and transition events at post 19 providers.
  • Pupil surveys

The EHCP Annual Review

The EHCP annual review will give the opportunity for parents, carers, pupils, teachers and other
professionals to review the child’ needs, progress over the year towards previously identified
outcomes, to identify ones for the future and to plan who and what will need to happen to
achieve success.

We offer face to face meetings, conference calls and video calls.

Approaches to teaching to meet pupils’ needs

Because we have a very mixed intake of pupils, we do not organise classes by year but by
grouping pupils together to create suitable social and academic cohorts with similar approaches
to learning. This is highly personalised and teachers will use a wide range of strategies to enable
pupils to access to the curriculum. This might include using:

  • Visual timetables
  • Writing frames
  • I-pads, laptops or other alternative recording devices
  • Positive behaviour rewards system
  • Work stations
  • Work/rest systems
  • Signalong
  • Symbol based communication programmes
  • Voice output devices such as BIGmack, Ipad with Proloquo2go.
  • Switch operated equipment
  • Intensive interaction
  • Hydrotherapy
  • Rebound Therapy
  • Sensory Motor programmes and other Sensory enrichment activities
  • Intervenors
  • Objects of reference
  • Body Signing
  • Sensory approaches
  • Access to a counsellor
  • Educational Visits
  • Use of Social Stories
  • E Tran frames
  • Eye gaze technology
  • Fun and enjoyment

For some pupils where funding is available we can additionally add:

  • Sensory Integration
  • Yoga Therapy
  • Talking Therapy with Benjamin foundation “Time for you” service
  • Play Therapy
  • Therapeutic Dance
  • MHST nurture groups

As the school has grown to 157 pupils from its build capacity of 90, pressure on specialist rooms and hence therapy is high.

Hydrotherapy is a warm water provision which is different to a swimming pool and though many pupils enjoy the pool we have had to prioritise its use based on health priorities using the following guide produced with health professionals.

1. Non-mobile pupils would benefit from 2 swims a week

2. Mobile pupils with some physical need would benefit from 1 swim per week

3. Provision for fully mobile pupils is not essential from a Physiotherapy perspective.

A Curriculum to meet Pupils’ Needs

Our curriculum is designed to promote social, emotional and academic learning and to prepare
pupils for the next steps in their lives. Where possible, we follow the National Curriculum but
adapt it to remain challenging, fun and relevant to our pupils. At all ages there is an emphasis on
enabling pupils to be as independent as possible and so much of the learning takes place in
practical ways such as cooking, shopping or in the community.

We view Personal Development, which includes Personal, Social and Health Education (PSHE), as
a core subject along with English and Maths.


High quality Early Years Education makes a positive contribution to children’s early development,
enabling them to build on this foundation throughout their lives, so providing a sound basis for
lifelong learning.


Pupils working below Pre-Key Stage Standard 1 are not classes as subject specific learners.
Their curriculum centres on their individual needs.


Primary age pupils who are able to access subject specific learning follow the National
Curriculum at the appropriate level for them, which will be significant lower than the expected
level for their chronological age. There is a large emphasis on their literacy, numeracy,
communication, personal and social skills. They will have regular opportunity to learn in the
community, including shopping, swimming lessons at The Reef in Sheringham and The Patch
smallholding.


Secondary aged pupils who are able to access subject specific learning also follow the National
Curriculum, but with a greater emphasis on developing independence skills to prepare them for
adulthood. Learning in the community will include swimming sessions at The Reef in Sheringham,
shopping, The Patch and our charity shop Woodfields Den as well as regular educational visits.


Where appropriate, pupils aged 14-19 follow courses that are recognised nationally and for
which they receive external accreditation for their achievements. We work in partnership with
other providers and employers to offer a wide range of courses, to ensure choice and challenge
including vocational learning and work experience. Regular work experience takes place at
Woodfields Den and the Lighthouse café at the local church.


Some pupils are able to take part in lessons at Sheringham Primary School through inclusion.
This offers greater social contact with pupils of a similar age and to more specialised teaching
and equipment.

Measuring success

We continually monitor pupil progress in a number of ways.

All pupils have Personalised Learning Goals (PLGs) which measure small-step progress towards
EHCP outcomes. Progress towards PLGs is recorded by staff regularly and reviewed by the class
teacher at least twice per year. New PLGs are written when appropriate and these are
monitored by the SENCO. This process may involve the child, parent/carers and other
professionals. These are also reviewed formally at the annual EHCP review.


We use PLGs to monitor the success of other provision in school such as rebound therapy,
alternative communication methods, use of technology.


Pupils working below pre-key stage standard 1 and therefore not engaged in subject specific
study are assessed using the Engagement Model, which focusses on five areas of engagement:
exploration, realisation, anticipation, persistence, and initiation. This helps us to understand how
each individual pupil develops new skills and/or knowledge.

The school has its own subject specific assessment frameworks, which range from Steps 1 to 12.
Steps 1 to 6 are based on the differentiated Early Years Outcomes, in line with the Birth to 5
matters non-statutory guidance. Steps 7 to 12 are aligned to National Curriculum attainment
targets for Key Stages 1 and 2.


We scrutinise the work and progress of pupils through the year to ensure that pupils’ learning is
challenging, relevant and accessible and that they are making progress over time.


We ensure our standards of judgement by moderating work both internally and externally with
other Norfolk special schools.

Our Facilities

The school is purpose built to meet the needs of pupils with SEND. It has spacious classrooms,
automatic doors, height adjustable furniture, wide doors and corridors, well equipped hygiene
rooms, ceiling hoists, teaching kitchen with adapted equipment to allow all to cook and excellent
IT equipment to include computers, iPads, cameras and switch operated toys and equipment.


We have a sensory theatre, interactive floor system, ball pool, large range of soft play
equipment and a hydrotherapy pool.


The Fields Centre has a ground based trampoline for Rebound Therapy with ceiling hoists and a
sensory enrichment space which can meet Fidelity Index when working with a Sensory
Integration therapist.


Outside there is a courtyard, woodland area, and separate playgrounds for primary and
secondary pupils with accessible play equipment, bikes, trikes, sports equipment and games. We
also have access to The Patch – a community smallholding on the neighboring High School site.

Equality of opportunity

Our approaches to learning, specialist equipment and staff training ensure that all pupils are able to engage fully in activities. The school has high expectations of what our pupils can do and are always looking to extend this.

Social and Emotional Aspects of Learning

This is an important area of learning for our pupils if they are to achieve their best and be part of the community. Pupils learn these skills through:

  • Personal Development lessons, which includes Personal, Social and Health Education (PSHE)
  • The inclusion of lunch and playtimes as part of the taught day where pupils are supported to learn and practise independence and social skills.
  • Lunchtime clubs, such boys/girls club
  • Staff modelling appropriate behaviour and using positive reinforcement to reward pupils when they get things right.
  • Small class sizes which enables pupils to feel confident in speaking out.
  • A large amount of learning in the community enabling pupils to learn appropriate social behaviours.
  • Targeted pupils have regular access to therapeutic input as appropriate.
  • High quality assessments of pupils’ social and emotional ability leading to design of
  • intervention resources.
  • Wide range of class based resources to support social and emotional aspects of learning.
  • Liaison with outside agencies

Working with other Professionals

Working with other professionals is crucial in meeting the needs of our pupils. Most of these work directly with our staff so they can deliver programmes of support on a daily basis.

We have access to a number of other professionals, these include:

Speech and Language Therapy

Physiotherapy

Occupational Therapy

Paediatric Nurse Advisor

Community Paediatrician

Education Psychologist

Clinical Psychologist

Virtual School Sensory Support

Dietician

Epilepsy Nurse

Audiologist

Ophthalmologist

Starfish and Starfish Plus team from Child and Adolescent Mental Health Services (CAMHS)

Sensory Integration with an Occupational Therapist

Benjamin Foundation “Time for you” service

Mental Health Support Team

Play Therapist

We are able to call on other specialist advice as the need arises

Funding for SEND

We receive a fixed sum for each pupil at the school and in addition receive top up funds for
each pupil at Band A to E depending on the level of need of the pupil. Pupil bandings are
reviewed annually and verified via an audit process, which is led by the Local Authority. Other
sources of funds are available for specific children, such as those that are looked after or in
receipt of free school meals.

Preparing for the Next Steps

Preparing our pupils for the next stages of their life is hugely important. This can be transition
to a new class in school, having a new teacher, or moving on to another school, college, day
service, training provider, or into employment. Sheringham Woodfields School is committed to
working in partnership with children, families and other providers to ensure positive transitions
occur.
Transition between year groups and classes involves a range of activities during the summer
term so staff and pupils can work together.
Transition to future settings begins in year 9 as part of the EHCP Annual review. Pupils will
investigate different settings from aged 16 onwards with consultation with parents/carers and
other professionals a future place will be decided. During a pupil’s last 12 to 18 months regular
visits will take place to the new setting, including visits from their staff to Sheringham
Woodfields.
Our school EHCP coordinator is responsible for coordinating post-16 transitions to ensure pupils
and families are fully supported. All pupils are referred to the Preparing for Adult Life (PfAL)
Team prior to their transition.

Have your say

The success of our pupils relies on strong links between school staff, Governors, pupils,
parents/carers and other professionals.


We continually develop our practice to improve outcomes for our pupils and welcome suggestions
from these groups to enhance our provision.


If you have any questions about our contribution to the Norfolk Local Offer please contact:


Nicola Stewart, SENCO
senco@sheringhamwoodfields.norfolk.sch.uk


Annette Maconochie, Head Teacher
head@sheringhamwoodfields.norfolk.sch.uk


For more information, visit the Norfolk Local Offer website.
Our SEND Information will be reviewed and updated annually

Useful links

Norfolk County Council SEND pages
www.norfolk.gov.uk/SEND


Norfolk SENDIASS
http://www.norfolksendiass.org.uk/