Inclusion at Norbury Hall

This section highlights provision for learners with additional needs, our Accessibility Plan for 2015 -2018 and our Equality and Diversity Plan as well as our Inclusion Statement and other relevant information for parents.

To find information about Stockport’s Local Offer – a directory of services and information for parents please visit the link below

https://stockport.fsd.org.uk/kb5/stockport/fsd/localoffer.page

February 2017

Norbury Hall Primary School

Recognising and Promoting Inclusion – Special Educational Needs and Disability Information Report

Everyone at Norbury Hall believes that learners should be valued and supported in all aspects of the curriculum. We recognise that some learners may need additional support to do this and we work as a team to promote the very best learning experiences for all at our school.

At Norbury we work with learners and parents alongside colleagues and access the additional expertise of a range of external agencies. We promote a curriculum that should be accessible for all and do our very best to ensure that our learners thrive in their learning environment.

How Inclusion is Supported at NHPS.

 At NHPS we work with a variety of experts. We are fortunate to have a dedicated staff who have skills and expertise in supporting learners with a range of additional needs. These include;

  • Speech and Language Programmes
  • Occupational Therapy Programmes
  • Art Therapy Programmes
  • Play Therapy Programmes
  • Mathematical Understanding and Recovery Programmes
  • Reading Development and Recovery Programmes
  • Phonic Support Programmes

We are supported by other agencies including;

  • Learning Support Service
  • Educational Psychology Service
  • Speech and Language Service
  • Ethnic Diversity Service
  • Behaviour Support Service
  • School Nurse Service

 

How Inclusion looks at NHPS.

How we know if a learner needs additional support.

At NHPS we identify additional needs in several ways. Sometimes, on entry to our school parents will already have concerns or have involvement with other agencies and will inform school of the specific needs.

Usually, class teachers are the first people to highlight specific needs as they are recognised within the learning environment. Learners are given a personalised plan and this is executed through differentiated tasks and quality first teaching. Once a need has been identified class teachers will invite parents or carers to discuss possible intervention programmes and additional resources and timetable implications for them.

Sometimes, after parental discussion other agencies or experts are invited to support us in the personalised programme.

How learners and parents or carers are kept informed

NHPS promotes an ‘open door’ policy where parents and carers can call in to school before or after lessons to discuss matters related to the learner. For those learners identified with additional needs parents will have regular meetings throughout the half term with their child’s class teacher and /or our Inclusion Specialist – Kate Rayner. Kate is office based for two days a week and is available to meet parents during class sessions for their convenience. Parents and Carers can also meet with either of our Assistant Head teachers – Bridget Adnett or Julie Rice who also have non-teaching times to be available for discussion during the school day. Becky Wood, our Deputy and Jacqui Ames, our Head are also available to meet for progress discussions and person centred reviews where necessary.

Learners will regularly review their personal targets (half termly) with their class teachers first, followed by relevant adults who are working with them in school.

How we work in partnership to promote success for our learners

As well as face to face communication we provide parents and carers with additional resources to support our learners and promote a ‘home school diary’ system where school and home can communicate. We have ‘working with’ books that evidence success through additional support and also highlight what support has taken place.

How we promote inclusion for all at NHPS

We consider our working practice to be solutions based and will work hard to provide opportunities for all aspects of learning. We will encourage learners to participate in all activities and where necessary ensure that colleagues with relevant medical training are able to support learners with medical needs to attend visits and even residential opportunities. We have a single site school that has two floors and where necessary cohorts will be rearranged to support access for pupils with physical disabilities. Our extensive grounds are accessible to all and promote learning and recreational activities that are multi sensory.

How we promote a smooth transition for all at NHPS

Each year we allocate 6 weeks of staff directed time to transition meetings. This enables teachers and support staff to put together a comprehensive hand over regarding all our learners and their needs.

We have good working relationships with our secondary and special school colleagues and work with them to promote extra links and visits in the summer term.

Our Early Years Team is led by Sarah Mason and she works closely with our Reception Team all year to align and discuss learners’ needs prior to starting school. During the summer term colleagues visit other settings to support transition arrangements, meet with parents and coordinate plans for starting in the autumn term.

What to do if you want to know more about inclusion at Norbury Hall.

Take a look at our Inclusion Policy which is on the school website.

Read the frequent questions flyer also on the website. Contact school – we would be really happy to meet up and talk through our provision, curriculum plan and resources and how these can support your child.

Who to talk to at Norbury Hall

Inclusion Coordinator Julie Rice from April 2017

Sarah Mason Early Years Phase Team Leader

Kerry Robinson KS1 Phase Team Leader

Hannah Garrett Upper KS2 Phase Team Leader 

Bridget Adnett  Assistant Head Teacher

Becky Wood Deputy Headteacher

Jacqui Ames Head Teacher

 

 

Norbury Hall Primary School Accessibility Plan 2015-2018 Physical Access

 

 

 

 

Item

 

 

 

Activity

 

 

 

Timescale

 

 

 

Cost

£

1. SIGNAGE Appropriate signs for visually-impaired. By Dec 2017 £1000
 

2.

 

DOOR ACCESS

 

Portable ramps for areas with restricted access

 

By Dec 2017

 

£500

 

3.

 

DOOR HANDLES

 

Ensure door handles contrast in colour with main body of door.

 

By Dec 2015

 

£500

 

4.

 

AUTOMATIC DOOR ACCESS

 

Automatic door annual service of mechanism including disability pad

 

Ongoing each autumn term

 

£100

 

5.

 

Y4 CLASS ORGANISATION

(FURNITURE)

 

Circular tables for accessibility /mobility of

Learners

Alternative tray trolleys

Ground floor classroom

Air Conditioning service

 

 

By Dec 2015

 

£1000

 

6.

 

LIGHTING

 

Alternative up-lighting for corridor display

 

By Sept 2016

 

£500

 

Norbury Hall Primary School Accessibility Plan 2015-2018 – Curriculum Planning

 

 

Target

 

 

Strategy

 

 

Outcome

 

 

Responsibility

 

 

Time-frame

 

 

Achievement

Training for teachers on SEND Reforms Staff Training Sessions against Code of Practice 2014 All teachers are able to more fully meet the requirements of SEND needs with regards to accessing the curriculum Inclusion Specialist Reviewed September 2015

Continuing until July 2017

Revisit and review annually

Increase in access to the curriculum for all.

Achievement for SEND learners at least in line with national expectations

 

Audit of pupil needs and staff training to meet those needs.

 

Review the specific needs for pupils. living with a disability

 

Teachers are aware of the relevant issues and can ensure that this group has equality of access to life- preparation learning. The use of other professional partners has been made available.

 

All staff/Inclusion Specialist

 

Ongoing September 2015 – July 2018

 

Increase in access to all school activities for pupils identified with additional needs

 

All out-of-school activities are planned to ensure, where reasonable, the participation of the whole range of pupils

 

Review all out-of-school provision to ensure compliance with legislation

 

All out-of-school activities will be conducted in an inclusive environment with providers that comply with all current and future legislation

 

 

 

September 2015

 

Increase in access to all school activities for all disabled pupils

Classrooms are organised to promote the participation and independence of all pupils Review and implement a preferred layout of furniture and equipment to support the learning process in individual class bases.

Touch screen monitors in place for all learning environments to support visual learning.

Lessons start on time without the need to make adjustments to accommodate the needs of individual pupils Whole Team September 2015

Reviewed annually

Raised achievement for all learners.
 

Training for

Awareness Raising of Disability Issues

 

Provide training for governors, staff, pupils and parents

Discuss perception of issues with staff to determine the current status of school

 

Whole school community aware of issues relating to Access

 

Whole Team

 

Ongoing September 2015 – July 2018

 

Whole school and community will benefit by a more inclusive school and social environment

 

 

 

Norbury Hall Primary School Accessibility Plan 2015-2018 Communications

 

 

 

 

 

TARGET

 

 

 

 

 

STRATEGY

 

 

 

 

 

OUTCOME

 

 

 

 

 

RESPONSIBILITY

 

 

 

 

 

TIME

FRAME

 

 

 

 

 

ACHIEVEMENT

Availability of written material in alternative formats when specifically requested. The school will make itself aware of the services available for converting written information into alternative formats. The school will be able to provide written information in different formats when requested for individual purposes Office/SLT September 2015 Delivery of information to disabled pupils improved
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Review documentation with a view of ensuring accessibility for pupils with visual impairment

 

Get advice on alternative formats and use of IT software to produce customized materials.

 

All school information available for all who request it

 

Office/SLT

 

September 2015

 

Delivery of school information to pupils & parents with visual difficulties improved.