Welcome to our information report which is part of the Norfolk Local Offer for learners with Special

Educational Needs and Disabilities. 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 proprietors policy for pupils with SEND. The information published must be updated annually. The required information is set out in the SEND code of conduct which can be found in this report. 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 if you feel you could contribute the best people to contact are:

  • Head Teacher: Sarah Shirras
  • Achievement Governor: Jackie Cole
  • SENDCo: Matthew Watts

If you have any specific questions about the Norfolk Local Offer please look at the LA website at

Our Approach to teaching children with SEND

At St William’s Primary School we believe in participation for all and that all children, regardless of their specific needs, make the best possible progress in school. We believe in creating an inclusive environment which is flexible to meet the needs of all learners, this includes making reasonable adjustments for disabled pupils and supporting those with medical conditions. Teachers plan lessons according to the specific needs of all groups of children in their class, this ensures that learners’ needs are met. The progress of all learners is monitored which includes regular progress meetings. Where progress is a concern, this is shared with parents and the curriculum is adapted to support progress. This may be through adapting teaching, targeted work in class or through additional intervention. Where this intervention does not bring about improved progress, the advice of the cluster learning support team is sought in the first instance. This may bring about specialist intervention with assessment work leading to specific advice to the class teacher or sometimes specialist teaching.

Identification of SEND

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

“A child or young person has SEND if they have a learning difficulty or disability with 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:

1. Have a significantly greater difficulty in learning than the majority of others of the same age:


2. Have a disability which prevents or hinders them from making a use of educational facilities of a kind generally provided for others of the same age in mainstream schools.”

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.

Children who have a medical diagnosis but are not receiving additional or different levels of support from that which is normally available will be placed on the disability register. Not all vulnerable learners have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN. 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.

Class teachers have a crucial role in identifying pupils with SEN and area first point of contact for parental concerns.

The code of practice identifies four categories of SEND:

  1. Communication and interaction
    1. Cognition and learning
    1. Social, emotional and mental health difficulties
    1. Sensory and physical needs

The purpose of identification is to work out what action the school needs to take rather than fitting a child into a category. In practice, individual children often have needs that fit into more than one category and their needs may change with time.

Our SEND profile for 2019-2020:

  • Total number on roll: 413
  • Total number SEND: 42 (8% of roll) 3 Children have an EHCP

Assessment and provision SEND

We ensure that assessment directly involves the learner, their parents/carers and the class teacher. The SENDCo also supports with the identification of barriers to learning. We have a range of assessment tools which are available within our cluster of schools. For some learners we will seek the advice of specialist teams. We meet termly with these teams to discuss learners who may need additional and specialist assessment and support. This may be from the Educational psychologist, SEN learning support teacher or other medical or educational specialists. Each class teacher adapts the curriculum to ensure access to learning for all children in their class. Teachers will use various strategies to adapt access to the curriculum including the use of:

Visual timetables, writing frames, laptops or other ICT recording devices, positive behaviour recognition systems, social stories, intervention programmes, additional adult support, visual resources to support independence.

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 identified barriers. This support is described on a provision map detailing interventions and actions that we undertake across year groups.


St William’s County Primary School receives funding directly to the school from the Local Authority to support the needs of learners with SEN. This is described as an SEN Memorandum. The amount of funding we received for 2019-20 is £129,916. Any additional top up funding for high needs will be applied for directly to Norfolk County Council as per their local offer.

Monitoring and evaluating success

Monitoring is an integral part of teaching and leadership within St William’s Primary School. We follow the ‘access, plan, do, review’ model and ensure that parents/carers and children are involved in each step. Before any additional provision is selected to help the child, the SENDCo, teacher, parent/carer and child (where appropriate), agree what they expect to be different following this intervention.

Progress is regularly reviewed and monitored. The review may be built into the intervention itself, or it can be a formal meeting held at least once a term, where the SENDCo, teacher, support staff, child and parents/carers will discuss progress and next steps. If a child has an EHCP or statement of educational needs, the same termly review conversations take place but the EHCP will also be reviewed annually.

Progress data of all children is collated by the whole school and monitored by Teachers, senior leaders and governors. Our school data is also monitored by the Local Authority and Ofsted.

Other opportunities for learning

All children should have the same opportunity to access extra-curricular activities. At St William’s Primary school we offer a range of additional clubs and activities. A list of clubs is available from the school office.

All staff at St William’s have regular updates on the Equality Act 2010. The legislation places specific duties on schools, settings and providers including the duty not to discriminate, harass or victimise a child or adult linked to one of the protected characteristics defined in the Equality Act and to make ‘reasonable adjustments’

The equality act defines disability as:

‘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 effect on his/her 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 SEN but there is a significant overlap between disabled children and those with SEN. Children and young people may therefore be covered by both SEN and disability legislation.


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 or provider. St William’s 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 children with SEND. Moving classes will be discussed with parents/carers and the children during the summer term.

Have your say

This annual report declares our annual offer to children with SEND but to be effective it needs the views of parents/carers, pupils, governors and staff. Please engage with our annual process to access, plan, do and review provision for SEND.

St William’s Primary School
Autumn 2019
01603 434128