Special Educational and Disability Needs



Most Recent Review Date: November 2017

Updates:  May 2015, November 2015, January 2016, January 2017, November 2017

To be Reviewed By: January 2018


We are committed to providing an excellent education for our children, whatever their need. We acknowledge that the partnership between school and parents is an essential part of a successful education, ensuring that all children reach their full potential.

This school offer sets out the support and services that are available to children with special educational needs and disabilities at our school and how we will work with you to ensure that your child receives the best possible education.

If you have any questions about our school, please feel free to contact either Mrs Rebecca Chapman (Head teacher) or Mrs Sally Wright (Special Educational Needs and Disabilities Co-coordinator) on 01335 324337 or info@norbury.derbyshire.sch.uk.  We always welcome visitors at Norbury School!

Who are the best people to talk to in school about my child’s difficulties with learning, Special Educational Needs or Disability (SEND)?

Class teacher

The first person you should speak to is your child’s class teacher. The class teacher is responsible for:

  • Monitoring the progress of your child.
  • Identifying, planning and delivering any additional help your child may need.
  • Liaising with the SENDCO to identify areas for support and resources needed.
  • Writing Individual Education Plans (IEP’s) and sharing and reviewing these with parents and children, at least three times yearly.
  • Ensuring that all staff working with your child understand the support needed and how to provide it.
  • Liaising with other professionals, such as SSSEN support staff working with pupils with Autism, or speech and language therapists.
  • Ensuring that the schools SEND policy is followed in their classroom.

Class teachers at Norbury C of E Primary School are:

  • Starlings – EYFS/Y1 – Sally Wright and Naomi Beckett
  • Kingfishers – Y2/3 – Susan Sadula
  • Herons – Y4,5/6 – Rebecca Chapman (Head teacher) and Nicky Woods


  • The Head teacher is responsible for:
  • The day-to-day management of all aspects of the school including the support for children with SEND.
  • Overseeing the role of the SENDCO and the classroom teacher in ensuring that your child’s needs are met.
  • Informing the governing body about any issues in the school relating to SEND. SEN Governor Jess Batterby.
  • The SEN governor is responsible for monitoring the SENDCO and reporting back to governors as necessary.
  • Our Head teacher is Mrs Rebecca Chapman. She can be contacted within school hours on 01335 324337 or headteacher@norbury.derbyshire.sch.uk.
  • Ensuring, through Head teacher delegation, that all teachers are aware of the importance of provision for pupils with SEND.
  • Making sure that the necessary support is made for any child who attends the school with SEND.
  • Staying up to date with changes in legislation and practice, by meeting with the SENDCO. We believe that “every teacher is a teacher of every child” and place a great emphasis on quality first, excellent, classroom teaching. Dependent on individual need, there are other forms of additional support that may be accessed for your child.This is known as ‘Quality First Teaching’ and follows the principle of For your child this would mean:
  • ‘Every Teacher A Teacher of Every Child’.
  • Excellent Targeted Classroom Teaching within the Classroom (and outdoors!)
  • What are the different types of support available for children with SEND at Norbury C of E Primary School?
  • The named governor for SEND for Norbury C of E Primary School is Mrs Jess Batterby.
  • High expectations for your child and all pupils in the class.
  • Teaching based on continuing formative assessment, finding out where your child is and planning the next achievable step.
  • Active learning that stimulates visual, auditory and kinesthetic learners within the class (children who learn by seeing, hearing and doing).
  • Careful monitoring and assessment to track your child’s progress, as well as any areas where they may need extra help.
  • Planning for the delivery of specific strategies suggested by the SENDCO or other professionals.
  • Learning opportunities, which are engaging, and fun, as well as opportunities to learn outdoors.
  • Regular access to Forest School.For your child this would mean:
  • Focused Small Group Work
  • Focused small group work within the classroom, supported by the class teacher.
  • Focused small group work within the classroom supported by a teaching assistant.
  • Focused small group work outside the classroom (intervention or prevention groups).This type of support is also available to any child who has gaps in their learning or is in need of extra support. Specialist Sessions Run by Outside AgenciesFor you this would mean:
  • Your child may have been identified as having needs that require some specialist support in school from a visiting professional. Depending on your child’s needs, this may include support from various organisations including the Derbyshire Support Service for Special Educational needs (SSSEN), speech and language therapists, or occupational therapy. This type of support may be put in place in response to particular worries you may have about your child. 
  • These groups may be taught by a variety of people including the classroom teacher, SENDCo, teaching assistants or professionals from other agencies, such as speech therapists.
  • You would be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
  • You may be asked to give your permission for the school to refer your child to a specialist professional in order to best understand your child’s needs.
  • For your child this would mean:
  • The specialist professional will work with your child to understand their needs and make recommendations. This may be within the class or on a one to one basis.
  • Targets are set for your child following the advice of the specialist professional.
  • Your child would receive targeted support in the classroom and also on a one to one basis. This may be delivered by a specialist, or by school staff supported by the guidance of specialist professionals.This type of support is provided for children who have particular needs that cannot be met through quality first teaching and intervention.If your child has been identified as needing a particularly high level of individual or small group support they may be referred to the local authority for more formal assessment. This may lead to your child being given an Education, Health and Care Plan (EHCP). This document is compiled in collaboration with you, the school and outside, specialist agencies and is designed to provide your child with the specific targeted support they need to make the best possible progress.
  • For you this would mean:
  • Specified Individual Support:
  • School staff will always discuss the support and strategies we are using with you. We will also let you know who is working with your child.
  • You may be asked to write a report outlining your child’s needs.
  • Providing the Local Authority with all the information they need to decide whether your child’s needs require a statutory assessment. This may include medical records, evidence from school, evidence from outside agencies and where appropriate evidence from social care.
  • Entering into a legal process that will set out the support that will be provided for your child.

When the Local Authority have looked at all the evidence they will decide if your child’s needs are severe and complex enough to need a Statement of Special Educational Needs or a EHC plan or if they can continue to be supported by the school.

If your child is given an Education, Health Care Plan this will mean:

  • Specialists in the local authority will give them very specific targets.
  • Your child will receive a specified number of hours of support. This may be within the class, in withdrawal groups or on a one to one basis and may be provided by staff in school or outside specialists.
  • In some cases an additional adult may be used to support your child with whole class learning.

This type of support is available for children whose needs are severe, complex and lifelong.

How will the school let me know if they have any concerns about my child?

The partnership between parents and school is crucial in ensuring your child makes progress and fulfills their potential. We monitor the progress of all the children in our school very carefully and use thorough formative assessment to identify the next steps in learning. We share this with parents in a number of ways including Home School Link Books and Reading Diaries, parent’s evenings and end of year reports.

If we have a specific concern about your child we will request a meeting with you as soon as possible. If you have a concern you are always welcome to make an appointment to talk to the class teacher, the SENDCo or the Head.

How is extra support allocated?

  • The school budget includes money for supporting children with SEND. The Head teacher decides on the budget allocation in consultation with the school governors and on the basis of needs within school.


  • In collaboration with the SENDCo and class teachers, the Head teacher will decide what resources, training and support are needed. This is reviewed regularly and changes are made where necessary.

Who are the other people providing SEND support at Norbury C of E Primary School?

The following professionals and agencies are available to provide support in school where it has been deemed necessary.

  • Derbyshire Support Service for Special Education needs (SSSEN)

Currently Mrs Jenny Ebrelle works with children in our school.

  • School nurse

The school nurse visits our children when they start school in EYFS, and her support can also be accessed for any medical issues or advice during your child’s time with us.

  • Specialist Teacher for Physical Impairment.

Anna Thomas supports children with physical impairments at our school, providing specialist advice, training for staff and support for individual pupils.

  • Occupational therapy/ Physiotherapy

Melanie Bruder works with children with specific physical needs. We are able to plan for additional time during school hours if your child needs to follow a specific physiotherapy programme.

  • Speech and language therapy

We are able to seek support from speech and language services, and can also refer your child if there are ongoing concerns shared by teachers and parents. Alison Wainwright, Sally Phillips and Roseanne Mackay are currently supporting children at our school.

  • Educational psychology

Naomi Anderson visits our school at least twice a year to discuss planning and support for individual children.

How are the teachers in school being helped to work with my child and what training do they have?

  • The SENDCo’s role is to support the class teacher in planning for children with SEND. Our school SENDCo, Sally Wright, has recently completed a years study for the National Sendco Award, qualifying her to act as Special Educational Needs Coordinator at our school.
  • The school has a training plan for all staff to improve the teaching and learning of children including those with SEND. This includes whole school training on SEND where necessary. Recently, our staff have had specialist twilight training on Working Memory, Attachment, Dyslexia and Precision Teaching, in order to help them to meet the needs of individual pupils. In addition, staff have attended training out of school about supporting pupils with ASD. Training is matched to the needs of staff, depending on the cohort of pupils.
  • Teachers and support staff attend training courses run by outside agencies that are relevant to the needs of specific children in their class. Where possible, we aim to ensure that teachers and support staff have been given adequate training in advance of receiving a child with specific SEND into their class in order to support and ease transition.

How will the teaching be adapted for my child?

  • All lessons in our school are carefully planned to meet the specific needs of all groups of children. For example, we may provide additional support or practical resources, such as number lines or word mats, or children may have additional adult support.
  • We follow the advice of specialists, such as SSSEN, educational psychologists, speech and language therapists and behavior support teachers to help us to adapt classroom environments and strategies. For example, we might provide individual quiet working areas, visual timetables or communication charts for home and school.
  • Planning is adapted on a daily basis if needed to meet the learning needs of your child.
  • We are fortunate to have a wealth of experience within the teachers and support staff at our school. Teachers plan together and seek advice from each other with regards to how best to meet the needs of individual children.

How will we measure the progress of your child in school?

  • Class teachers continually monitor the progress of all the children in their class.
  • Your child’s progress is reviewed at least half termly against the attainment targets set out in the National Curriculum (years 1 to 6) or the Early Years Foundation Stage (reception).
  • If your child is in Year 1 or above, but is not yet working towards the National Curriculum, a more sensitive assessment tool is used which will show smaller but significant steps of progress. These levels are called ‘P levels’.
  • At the end of each key stage (year 2 and year 6) all children are formally assessed using Standard Assessment Tests (SATS). This is something the government requires all schools to do and the results that are published nationally.
  • The individual targets set for your child as part of their Individual Education Plan will be reviewed, with your involvement, at least three times yearly; in October, February and June.
  • The progress of children with a statement of SEND/ EHC Plan is formally reviewed at an annual review. You will be invited to attend the annual review with all the adults involved with the child’s education.

What support do we have for you as a parent of child with an SEND?

  • We are proud of our warm and friendly ‘open door’ policy at Norbury C of E Primary School. This means that the class teacher is available to discuss your child’s progress or any concerns you may have, either before or after school or by appointment if you are in need of an in depth discussion. We value the partnership with parents as crucial to your child’s success and the opportunity to share what is working well at home and at school. The class teacher should always be your first port of call.
  • The SENDCo is available to meet with you to discuss your child’s progress or any concerns/worries you may have.
  • All information from outside professionals will be discussed with you.
  • If we have identified that your child needs additional support, in addition to the ‘quality first teaching’ which all children are entitled to, then we will discuss this with you. Teaching staff may decide to make additional provision for your child. This is discussed during staff meetings, allowing all staff to contribute their expertise. This is called ‘provision mapping’. This will be discussed with you, and you will be given some strategies to use to support your child at home. The class teacher may seek your permission to involve other professionals, such as speech and language support, in order to access more specialist support.
  • If your child requires a higher level of support, the class teacher will liaise with you to write an ‘Individual Learning Plan’ for them. This will outline the small step targets for your child, and the support that will be given. Individual Learning Plans will be reviewed with your involvement at least three times a year. A ‘child friendly’ Individual Learning Plan will also be shared with your child.

How is Norbury C of E Primary School accessible to children with SEND?

Accessibility and inclusion are important to us at Norbury C of E Primary School. We have wheelchair access via ramps to both the school and village hall buildings.  However, our school is very small and wheelchair movement throughout the school may be restricted.  The Head teacher, SENDCO and Governing Body review the accessibility of our school facilities on an annual basis and are always aiming to improve the accessibility of our facilities.  We aim to make our school as accessible as we can to all children and would make every effort to adapt our teaching areas to accommodate any child who came to the school with mobility difficulties.

  • We ensure that equipment used in school is accessible to all our pupils.
  • We adapt provision to meet the needs of children with SEND, for example through the use of laptops or ‘Clicker’ for extended writing, individual pencil grips or resources such as Numicon.
  • We plan to include all pupils in sporting activities and have worked with our physical impairment specialist support teacher to develop our inclusive PE.We understand that moving between schools or classes can be a big step for all children including those with SEND. As a school we do all we can to make this transition as easy as possible for our children.
  • If your child is moving to another school:


How will we support your child when they are leaving this school or moving on to another class?

  • We will contact the school SENDCO and ensure he/she knows about any special arrangements or support that need to be made for your child.
  • If needed, we will support parents in making contact with the SENDCo at the next school, and will also support parents in meetings with new school staff.
  • We will make sure that all records about your child are passed on as soon as possible.
  • If beneficial for your child, we will arrange and support additional transition visits to their new school.

When moving classes in school:

  • All information about previous support and targets will be passed on to the new class teacher and a transition and planning meeting will take place with the new teacher.
  • All ILPs will be shared with the new teacher and the first set of targets will set in collaboration with you, the new teacher and the previous teacher.

What do parents of children with SEND say about our school?

We have a son with autism. He receives 16 hours a week with a one to one teaching assistant in the school.  Norbury school have been so understanding and above all caring.  They really care about our son achieving his goals, which are set in parent/teacher meetings every term.  They are incredibly patient and really want to get the best out of our child.  They are also extremely perceptive in knowing what his needs are on a daily basis.  We are very pleased with his progress.  All the teachers deal with any issues in a very sensitive and nurturing way and not just towards our son.  Both my sons are happy going in and coming out of school, which makes us very happy parents.

Mr and Mrs Tuck

February 2015

Where Can I find more support and information?

This website details the range of support available for children and young people with Special Educational Needs in Derbyshire.

  • The Parent Advice Line – Derbyshire Information, Advice and Support Service for SEND

01629 533668

The Umbrella Network was created by families who have children with extra needs and aims to provide for ‘families supporting families’.

Independent Parental Special Education Advice, offers free and independent legally based information, advice and support.