Local Offer

Welcome to our SEN information report, which is part of the Norfolk Local Offer for learners with Special Educational Needs (SEN). Please visit the Norfolk Local Offer https://www.norfolk.gov.uk/children-and-families/send-local-offer, which outlines the provision available in our area across education, health and social care for children with SEN.

All governing bodies of maintained schools and maintained nursery schools have a legal duty to publish information on their website annually explaining how they support pupils with SEN.

At Mousehold Infant and Nursery School, we are committed to working together with all members of our school community. Our information report has been produced with pupils, parents and carers, governors and members of staff. We would really welcome your comments, feedback, and involvement in the review of our offer, so please contact us using the details below.

Who to contact:

Julie Bright (SENCO)

Rebecca Westall (Headteacher)

Isabel Horner (SEN Governor)


If you think your child may have SEN, please speak to their Class Teacher in the first instance. You may also contact the SENCO Julie Bright on 01603 427012 or by email at senco@mousehold.norfolk.sch.uk


Aims and Objectives

  • To provide an inclusive curriculum for all pupils
  • To allow all pupils to achieve their full potential
  • To ensure the early identification of pupils with SEN
  • To ensure our provision meets the needs of our learners
  • To engage pupils, parents and carers in their learning and progress
  • To work towards inclusion with the help of other agencies and services
  • To ensure staff are up skilled to meet the needs of our learners
  • To provide a stimulating, engaging and safe environment for all learners


Our approach to teaching learners with SEN

At Mousehold Infant and Nursery 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. For more information on our approach please see our teaching and learning policy on our school website: http://www.mouseholdinfants.com/policies/


Our vision statement is:

Take Care, Aim High, Enjoy Learning, Achieve Success.

Children, staff and parents try hard to follow the High Five at all times, ‘Respect, Help, Learn, Enjoy and Achieve’. Working collaboratively we aim to create a welcoming, safe, caring and stimulating learning environment for all.

Our school values and continued professional development provides staff with relevant training from various providers. We value high quality teaching for all learners and actively monitor teaching and learning in the school. We monitor the progress of all learners and staff continually assess, ensuring that learning is taking place. Our whole school system for monitoring progress includes termly pupil progress meetings.


Management within the school

The governing body has delegated the responsibility for the day to day implementation of the policy to the Special Needs Co-ordinator (SENCO), who has Qualified Teacher Status. All school staff have a responsibility for pupils with SEN in their class, firstly to ensure quality teaching, with differentiation to meet the needs of pupils. Staff are aware of their responsibilities towards pupils with SEN, whether or not pupils have an Education, Health and Care Plan, (EHCP) or Statement of Special Educational Need. A positive and sensitive attitude is shown towards all pupils by adults in school.

Staff responsibilities are identified in individual job descriptions. Teaching Assistants play a major role in the support of pupils with SEN and are deployed to specific needs as they are identified.

The SENCO is responsible for:

  • Overseeing the day-day operation of this policy
  • Co-ordinating provision for children with special educational needs
  • Liaising with and advising teachers
  • Managing SEN Interventions
  • Reporting to the governing body and the head teacher
  • Updating and managing the records of all children with SEND
  • Liaising with parents of children with SEN (in conjunction with class teachers)
  • Contributing to the up skilling and training of staff
  • Liaising with external agencies including the LA’s support and educational psychology services, health and social services, and voluntary bodies


How we identify SEN

At different times in their school career, a child or young person may have a special educational need. The Code of Practice 2014 defines SEN as:

“A child or young person has SEN 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:

  1. a) have a significantly greater difficulty in learning than the majority of others of the same age, or
  1. b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”

If a learner is identified as having SEN, we will provide provision that is ‘additional to or different from’ the normal differentiated curriculum. Any additional provision is intended to overcome the barrier to their learning. All teachers are expected to provide a differentiated curriculum to reflect the pupils interests and range of understanding.


A child may have SEN if:

  • His/her progress is significantly slower than that of their peers
  • His/her rate of progress has dipped


In this case, information will be gathered, including seeking the views of parents, the pupil and teachers as well as assessments.

There can be a many reasons for learners ‘falling behind.’ These may include absences, attending lots of different schools, difficulties with speaking English, or worries that distract them from learning. This does not mean that all vulnerable learners have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.


What should I do if I think my child may have special educational needs?

If you have any concerns regarding your child’s progress or well-being, then please speak to either your child’s class teacher or Julie Bright (SENCO) to discuss your concerns.

This does not mean that all vulnerable learners have SEN. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.

Our SEN profile for 2015-16 showed 17% of all children in school had a SEN and 4% of those had an Education, Health and Care Plan.
35% of children are identified as having SEN linked to Cognition and Learning

44% linked to Communication and Interaction
2% linked to Physical and Sensory
19% linked to Social, Emotional and Mental Health


Our current SEN profile for 2016-17 has identified 14% of all children in school as having SEN and 9% of those have an Education, Health and Care Plan.

23.26% of children are identified as having SEN linked to Cognition and Learning

53.48% linked to Communication and Interaction
0% linked to Physical and Sensory
23.26% linked to Social, Emotional and Mental Health


Assessing SEN at Mousehold Infant and Nursery School

Class Teachers, support staff, parents and carers and the learner themselves will be the first to notice a difficulty with learning. In accordance with the Code of Practice, we believe that early identification of need and providing effective provision, improves the long-term outcomes for the child. When assessing a learner’s needs we actively involve the learner, parents and carers and adults supporting the child in school.

We use a range of indicators to help assess whether a child has SEN. These are listed below:

  • Observations of the child in class
  • Termly pupil progress meetings with the headteacher to look at progress and attainment
  • Discussions with the SENCO
  • Parental or child concerns
  • Assessments in class
  • Information from other schools and agencies
  • Boxall Profile (for identifying social and emotional issues)


For some learners we may want to seek advice from specialist teams. Our cluster buys into a package of support from the Educational Psychologist and Specialist Support Team (EPSS). Through this service we can request assessments, consultations, training and advice. We also use the speech and language team and School 2 School support.
We also have access to services universally provided by Norfolk County Council, which are described on the Local Offer website available www.norfolk.gov.uk/SEND.


What we do to support learners with SEN at Mousehold Infant and Nursery School

Every teacher is expected to adapt their teaching, learning environment and resources to meet the needs of all children and ensure they make the best progress. Each learner identified as having SEN, 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 limit any barriers to learning. This support is set out on a provision map, which details the interventions and actions we undertake to support learners with SEN across year groups. The provision map will change annually as the learners and their needs change. The range of provision may include:


  • Additional in class support for individuals or small groups
  • Structured interventions out of class e.g. phonics, maths, fine motor control groups
  • 1:1 support working on next steps identified in a learning support plan
  • Additional resources e.g. writing frames, ipads, visual timetables, Pecs cards
  • Quiet working areas
  • Nurture group
  • Additional training for staff, organised by school or the cluster
  • Play therapy for social and emotional support


Our provision map is shared with other schools in our cluster. This enables us to demonstrate what we offer learners with SEN and learn from each other. The cluster works closely together and share training and expertise. This promotes consistent practice across all schools in our cluster, ensuring equality of opportunity. It also enables us to provide smooth transitions between schools. The cluster is made up of:

    • George White Junior School
    • Magdalen Gates Primary
    • Catton Grove Primary
    • Angel Road Infant and Junior School
    • Mile Cross Primary
    • Lionwood Infant and Junior School
    • Heartsease Primary Academy
    • Sewell Park College
    • Open Academy


Our provision map is also shared with Governors who are able to ensure that we monitor the impact of these interventions on learning across the school. This has become part of our whole school development plan for 2016-2017.

We employ 2 learning support assistants to deliver interventions as detailed on the provision map. In addition to this 7 additional learning support assistants are employed across Reception and Year 1 to support pupils with specific additional needs.


Funding for SEN

Mousehold Infant and Nursery School receives funding directly to the school from the Local Authority, to support children with SEN. This is described as the SEN memorandum.

Our local cluster also receives funding from the Local Authority, which is distributed as top up funding for learners who require support that exceeds that available to the school.


How do we find out if this support is effective?

All pupils with SEN will have an individual Learning Support Plan (LSP). The learner, parents and carers and school staff are involved in reviewing LSP targets and the impact of interventions. Our plans follow the ‘assess, plan, do, review’ cycle.

We observe the child and hold discussions with key staff, parents and carers and outside agencies to identify and assess the child’s needs.

We plan additional provision and support to meet the needs of the child and outline the expected impact on progress. A clear date to review progress is set.

We implement and do the planned support.
We meet to review the progress made and identify clear next steps for development.

The SENCO monitors the impact of the interventions to ensure that they are effective and makes changes to the provision map where necessary.

The attainment and progress of all learners is recorded and monitored by Teachers, Senior Leadership, SENCO and Governors. The school also takes part in Local Authority moderation and data is monitored by the Local Authority and Ofsted.


Learning Support Plans

Learning support plans are specific to an individual child and outline provision that is ‘additional to or different from’ the normal differentiated curriculum. It will be made up of 2-3 individual targets to meet the learner’s needs.

The learner, parents and carers and school staff will jointly create the support plan together. Baseline assessments will also be used to identify next steps in learning and regular reviews will ensure the interventions are having a positive effect. Where support is not effective adaptions to the plan should be made.

If progress and attainment does not improve despite frequent high quality interventions, advise and support may be requested from other professionals. To do this we must gain parental consent. These include:

  •  An Educational Psychologist or Specialist Support Teacher
  •  Speech and language therapy service (EECH)
  •  School 2 School support
  •  Norfolk and Suffolk Foundation Trust, such as Point 1
  •  Charity organisations such as, The Benjamin Foundation
  •  Health professionals


Where the child has not made expected progress despite the use of relevant and targeted intervention an application for an Education, Health and Care Plan (EHCP) may be necessary. Either the school or parent can request an assessment of a child’s needs. This can be discussed with the school SENCO to determine whether an EHCP assessment is appropriate for that individual.

Further information about Education, Health and Care Plans can be found at



What is an Education Health and Care Plan?

The majority of children and young people with SEN will have their needs met within the school. For some children, an Education and Health Care needs assessment maybe needed to determine if the pupil requires provision beyond what the school can offer. The assessment will be carried out by the Local Authority and a decision made at to whether the child needs an EHCP. Education, Health and Care Plans replaced Statements of Special Educational Needs and Learning Difficulty Assessments in September 2014, and all current Statements will be converted to EHC plans within three years.
The purpose of an EHCP is:

  • to detail the provision required and how education and health professionals will work together to meet the child or young person’s needs and support them achieving the agreed outcomes
  • to agree outcomes based on the their needs and aspirations
  • to secure the special educational provision necessary to meet the their SEN
  • as they get older, to prepare them for adulthood


EHCP’s must be reviewed annually. The Local Authority will notify the school of pupils requiring reviews, at the beginning of each term. The reviews will be organised by the SENCO, who will liaise with parents and invite the relevant professionals.


Other opportunities for learning

All learners should have the same opportunity to access extra curricular activities and places are allocated carefully to ensure that this occurs.
In 2016-17 the following clubs were offered at varying times throughout the year; Art, Sewing, Tennis, Karate, Choir, Cooking, Board games, Recorders, Science and Story club.

We are committed to making reasonable adjustments to ensure participation for all, so please contact the SENCO to discuss specific requirements (contact details above).

The Equality Act 2010 places specific duties on schools, setting and providers including the duty not to discriminate, harass or victimize a child or adult linked to a protected characteristic defined in the Equality Act and to make ‘reasonable adjustments.’

The Equality Act 2010 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

The 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 these is a significant overlap between disabled children and young people and those with SEN. Children and young people may therefore be covered by both SEN and disability legislation.

Please visit the schools website for up to date information about extra-curricular clubs. If you feel your child needs additional support to attend the club please contact Julie Bright, the SENCO.


Partnerships with parents

The school aims to work in close partnership with parents and carers. Please contact Julie Bright the SENCO, to discuss any issues to do with SEN.

In order to create strong partnerships we:

  •  provide support and information about SEN
  •  meet with parents and carers to discuss their child’s individual needs and encouraging them to play an active role in their development
  • provide support during assessments and make referrals to our parent support advisor Ellie Jackman, when relevant
  • provide a welcoming and supportive school community
  • work together and effectively with other agencies
  • provide parents with opportunities to play an active role in their child’s education
  • ensuring parents have appropriate communication aids and understand the process
  • teachers provide an open door policy for parents to share any concerns or achievements
  • recognising and celebrating children’s strengths and achievements
  • making parents and carers aware of the Norfolk SEND partnership service and the type of advise they offer. For more details visit the link below



If you are worried your child is being bullied

We are aware the children with an SEN can be vulnerable to bullying and take all incidents of bullying very seriously. Our approach to bullying is outlined in our bullying policy which is part of our Behaviour Policy. Our ‘High Five’ policy includes the word ‘Respect’, which supports an inclusive culture where everyone is valued.


Useful links for further information about anti-bullying:






If you have concerns around the SEN provision being offered to your child

At Mousehold Infant and Nursery School we want all pupils to succeed and to reach their full potential. If you have any concerns regarding the SEN provision we offer please speak to your child’s class teacher or the SENCO, so that we can address these issues. If you still feel your concerns have not been resolved, please follow the complaints procedure. Documentation regarding this in the school office.


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. Mousehold Infant and Nursery School is committed to working in partnership with children, families and other providers to ensure that positive transitions occur.

Planning for transition is part of our provision for all learners with SEN and will be discussed with parents as appropriate. Moving classes will be discussed with you and your child in the summer term. Where relevant additional transition and staggered entry will be planned for.

Transition to junior schools will be discussed in the spring term of Year 2. Additional transitions can be planned in for the summer term to prepare your child for the change.


Have your say

Mousehold Infant and Nursery School is our community’s School. We can implement and develop provision for all learners ensuring high levels of achievement for all. This SEN report will be reviewed in October 2017 and to be effective it needs the views of all parent and carers, learners, governors and staff. If you have any comments or feedback, please share these with us and be part of the review.

Please contact our school SENCO Julie Bright on 01603 427012 or email senco@mousehold.norfolk.sch.uk


Useful links

Nasen (National Association for Special Educational Needs)- http://www.nasen.org.uk

National Autistic Society- http://www.autism.org.uk
Norfolk Local Offer- https://www.norfolk.gov.uk/children-and-families/send-local-offer

Norfolk SEND partnership- http://www.norfolksendpartnershipiass.org.uk

Autism Anglia- www.autism-anglia.org.uk

Benjamin foundation- http://benjaminfoundation.co.uk

East Coast Community Healthcare- http://www.eastcoastch.co.uk

Special Educational Needs and Disability Code of Practice 0 – 25 years (June 2014) https://www.gov.uk/government/publications/send-code-of-practice-0-to-25

The Dyslexia Trust- http://www.thedyslexia-spldtrust.org.uk