SEN & Local Offer

Information for Framingham Earl High School – 2016-17


Welcome to the first draft of Framingham Earl High School’s SEN Information Report 16/17. This document outlines what support is available to learners with SEN at our school.

Our approach to teaching learners with SEN

  • All learners are of equal value.
  • We recognise and respect difference.
  • We foster positive attitudes and relationships, and a shared sense of cohesion and belonging.
  • We aim to reduce and remove inequalities and barriers that already exist.


The School has an inclusive curriculum for all students Inclusion is achieved by setting, differentiated work and additional support for selected groups of students. (Behaviour & Reward Policy)

The Guidance Team intends to support students in achieving their potential within the school through instigating actions that empower students to feel safe and secure.  Ensuring that ethos, expectations and procedures facilitate outstanding behaviour and safety is always a key goal for the team.  Other pertinent Guidance Team actions and approaches are described below.  The team will be proactive in preventing and dealing with incidents of bullying, discrimination and dangerous behaviour, by developing a climate where all students feel secure and cared for.  Restorative approaches will be used to resolve issues as appropriate. To promote mental and emotional health, the team will ensure that students have access to an appropriate range of support if they feel troubled, either within school or through external agencies.  (Guidance Team handbook)


How do we identify SEN?

Some children come to Framingham Earl High School having been on their Primary School’s, or previous High School’s SEN register, whilst some students are identified as having an SEN during their time with us at Framingham Earl High School. The route to identifying a child’s SEN normally follows the pattern below:

  • Concern raised by parent/ carer, subject teacher or Director of Learning support.
  • Conversation between school and parents/carers takes place.
  • Diagnostic assessment takes place, this can involve professionals external to the school, such as an Educational Psychologist or Advisory Support Teacher. We may also suggest you make an appointment via your GP for a medical referral.
  • A plan for the young person is developed with the young person and their parents/carers.
  • The plan is actioned.
  • The actions are reviewed.

Definitions of special educational needs (SEN)

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:

(a) have a significantly greater difficulty in learning than the majority of others of the same age; or

(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.

A child under compulsory school age has special educational needs if they fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them (Clause 20 Children and Families Bill).

This is a broad definition covering children and young people from 0- 25 years of age. Where a child or young person has a disability or health condition which requires special educational provision to be made, they will be covered by the SEN definition. ( Draft Special Educational Needs (SEN) Code of Practice: for 0 to 25 years Statutory guidance for organisations who work with and support children and young people with SEN, 2014)

Who helps us?

As a Cluster of Schools we have commissioned services from Norfolk County Council, which give us access to an Educational Psychologist and an Advisory Support Teacher.


What are the SEN stages?


Statement of Special Educational Need– A statement is a statutory document which has been produced following a statutory assessment and outlines the needs of a young person and sets out what provision is necessary to support that young person. From September 2014 statements can no longer be applied for, new referrals and existing statements will be replaced over the coming 3 years into Education Health and Care plans (EHCPs) as appropriate.


Education Health and Care Plans- These documents, which can be applied for from birth to 25, giving children young people and their parents greater control and choice in decisions and ensuring needs are properly met. Framingham Earl High School will work with Norfolk County Council during the implementation of and transition to the new system.

SEN is the stage for all other students with SEN, it replaces the former categories of School Action (SA) and School Action Plus (SA+).

There are four categories for SEN, these are;

  • Communication and Interaction
  • Cognition and learning
  • Social, emotional and mental health difficulties
  • Sensory and/or physical needs.

Further information on Norfolk’s Local offer can be found at Norfolk Local Offer



School based information People Summary of responsibilities
Who supports my child on a day to day basis? Form Tutor He/ She is responsible for:·         Ensuring that the wellbeing of all pupils in the form is nurtured and any concerns as discussed with parents/ carers and other members of staff as appropriate.

·         Holding an overview of each student’s academic progress.


  Subject Teachers He/ She is responsible for:

  • Ensuring that all children have access to a curriculum that is adapted to meet their individual need by providing quality first teaching.
Who are the best people to talk to in this school about my child’s additional educational needs?How can I talk to them about my child if I need to?


Director of Learning Support (SENDCo) / Deputy Director of Learning Support He/ She is responsible for:

  • Ensuring that individual children are assessed to identify specific learning needs or barriers to learning.
  • Carrying out baseline assessments when children arrive at school and using this information to accurately identify areas of need
  • Ensuring that all members of staff working with your child in school are aware of your child’s individual needs and/or conditions and what they need to enable them to learn and make progress
  • Ensuring that all staff members working with your child in school are supported to deliver planned work/programmes for your child, so they can achieve the best possible progress. This may involve input from external specialists.
  • Maintaining a dialogue between school and parents as necessary. We also welcome telephone calls and e-mails.
  • Ensuring your child can be ‘listened to’ in order to promote a state of well-being in which individuals realise his or her abilities, can cope with the normal stresses of life and can work productively and fruitfully.
  •  Ensuring that you are:
    • involved in supporting your child’s learning
    • kept informed about the support your child is getting
    • involved in reviewing their progress
    • included in the process of planning ahead
  • Leading and co-ordinating Annual Review meetings.
  • Liaising with all the other people who might contribute to and support your child’s learning e.g. Educational Psychologist.

Contact through school office 

Leadership Team They are responsible for:

  • Coordinating all support for all children.
  • Developing the school’s provision to ensure that every child receives a consistent, high quality response to identified needs in school.
  • Ensuring staffing levels are appropriate in meeting the needs of your child.
  • Making sure that staff are provided with high quality training so they are aware of, and confident in meeting, the needs of your child and others within our school.

Contact Mrs J Wilson through school office 

Headteacher They are responsible for:

  • The overall strategic development of the school
  • The day to day leadership and management of all aspects of the school.
  • Ensuring that the Governing Body is kept up to date about any issues arising in the school.

Contact through school office 

Governing Body Members are responsible for:

  • Making sure that the school has an up to date SEN Policy
  • Making sure that the school has appropriate provision and has made necessary adaptations to meet the needs of all children in the school
  • Making visits to understand and monitor the support given to children within the school and being part of the process to ensure your child achieves his/her potential

Contact through school office 

Exams Office/ Access Arrangements HLTA They are responsible for:·         Gathering evidence of access arrangements requirements for public examinations.

·         Testing students in line with JQC (Joint Qualifications Council) guidelines in preparation for applying for access arrangements.

·         Applying for access arrangements with JQC for public examinations.

·         Communicating results of application to parents/ carers, students and teaching staff.




Children in school will receive support that is specific to their individual needs. This will be provided by the subject teacher in partnership with:

  • Director of Learning Support (SENDCO)
  • Learning Support Assistants
  • Staff who visit the school from the Local Authority central services e.g. Visual impairment team, Teacher of the deaf etc.



Types of support provided What would this mean for your child? Who can get this kind of support?
What are the different types of support available for children in this school?
  • Subject teacher input via good/outstanding classroom teaching.
  • Led by a teacher in collaboration with a team of learning support assistants.
  • Provision of a Listening Service


  • The teacher will have the highest possible expectations for your child and all pupils in their class
  • All teaching is based on building on what your child already knows, can do and can understand.
  • Putting in place different ways of teaching so that your child is fully involved in learning in class.
  • Your child will be in a mixed ability class for many subjects, but some subjects are taught in ability groupings, numbers range from 16 to 31.
  • The subject teacher will plan lessons as appropriate and will set relevant targets to ensure that your child makes progress.
  • Lessons are taught using dyslexia friendly techniques.
  • The Benjamin Foundation works with the school and offers a listening service for your child to talk about issues that are impairing their daily functions. This service is available through a referral, please contact your child’s Director of Leaning for access to this service.
  • The Student Counsellor offers a space for your child to receive counselling.
All children in school have access to those strategies that best meet their needs

Some children in school receive the support of a Learning Support Assistant, this is dependent on their need.






All children in school have access to this service.

Site access
  • Framingham Earl High School is fully accessible to all via a lift to the first floor.
Some students- based on need.
Specified support according to your child’s need:
  • Small workshop groups with high ratios of adults to children.
Any child as appropriate




  • The Dragons are a group of Year 7 students who are identified at transition to FEHS as having a need for additional support on the basis not only of SEN but social and emotional Issues.
  • Dragons is a mixed ability class where they are taught Maths English and humanities alongside Nurture group principles.
  • The Dragons’ Den is based on the 6 Principles of Nurture;
    • Children’s Learning is understood developmentally.
    • The importance of Nurture for the development of wellbeing.
    • All behaviours are communication.
    • The classroom offers a safe base.
    • Language is a vital means of communication.
    • The importance of transition in children’s lives.

Some students- based on need.




How is the support funded? The school receives a budget to support students in the school, this is used for students on the SEN register at SEN, statement or EHCP level, if a child has a high need that cannot be met by the provision provided by the school we can apply to our Cluster for additional funding.
How will we support your child with identified special needs starting at Framingham Earl High School?
  • The Director of Learning Support meets with SENDCOs from the Cluster primary schools and discusses pupils who will be making the transition to Framingham Earl High School.
  • We will first invite you to visit the school to have a look around and speak to staff at an informal coffee morning.
  • Once we have your child’s place has been confirmed by Norfolk County Council we will invite your child to attend “Familiarisation Sessions” in the summer term, these are run by the Learning Support Department.
  •  We will visit your child at their primary school.
  • We will invite you and your child into school for a “Family Meeting” with a senior teacher or member of the Leadership Team to discuss your child and allow you to ask questions.
  • Your Child will be invited to attend a “Super Learning Day” and “Transition Day” in July with the whole new intake cohort. If appropriate your child will be supported by a Learning Support Assistant on these days.
  • During the first Spring half term a member of the Learning Support department will contact you to discuss your child’s transition to High School.
  • If it is identified that your child may need emotional support a meeting will be set up with the Well-Being Coordinator to discuss when and how this can take place.
How will we have a dialogue if there are concerns about your child?
  • If you have concerns about your child you should phone or e-mail the school, you can contact your child’s form tutor or the Director of Learning Support.
  • If you are not happy that the concerns are being managed, and/or think that your child is not making progress, you should speak to a member of the leadership team (see above).
  • You can contact us at any time and ask for a meeting.
  • If you are still not happy you can speak to the school SEN Governor.
  • If we have concerns we will talk to you on the phone, contact you via e-mail and/or ask you to come in to school to meet with us.
How is support allocated to classes?
  • Additional in class support is decided once the individual needs of children in given class groups have been considered.
  • Class groups at Framingham Earl High school are typically around 26.
What support is offered in addition to curriculum support?
  • We currently offer additional support sessions for students on a needs basis.
  •  Numeracy- small group support, GCSE Maths support, Sound Discovery- phonics, Core+ (GCSE option), Entry level English, Lunch Club, Speed Stacking- gross motor skills, Sensory Circuits, Precision Teaching to support literacy.
  • A listening service to support your child with their emotional and mental health needs.
Will your child be supported on school trips?
  • If your child is participating on a curriculum school trip we will make sure that there is adequate support to allow your child to attend, this may mean that a Learning Support Assistant is present for the trip or that groupings are arranged to support your child.
  • If there is any doubt about the suitability of the trip, for example due to terrain, activity type or other external factor we will discuss our concerns with you to ensure that participation is appropriate for your child, and make reasonable adjustments.
What extracurricular clubs are available for your child?
  • At Framingham Earl High School we offer a wide range of clubs and activities which are open to all.
  • Learning support runs a range of activities to support children during lunch break, these include a film club, Lego group, craft sessions and mindfulness activities.
How will we measure the progress of your child in school? And how will I know about this?
  • All students at Framingham Earl High School are monitored throughout the year, teachers input assessment data every term, this is then analysed by Directors of Learning (Heads of Year) and the Director of Learning Support. If we have any concerns we will contact you directly to discuss these concerns.
  • All students receive three reports per year; two are Interim Reports which is simple report that shows effort, homework and progress towards personalised end of year targets. You will also receive one full report; this is a longer report that has a written description of your child’s progress.
  • There is one parents’/carers’ consultation per year, where you can make appointments to see individual subject teachers and discuss your child’s progress.
  • All children who Statement have an Annual Review meeting to which parents are invited. Teachers will write a report about how your child has progressed over the last year and we will also write about progress made towards meeting the annual review objectives that were set at the previous review. At this meeting we work in partnership with parents to set targets for the coming year.
What support do we have for you as a parent of child at Framingham Earl High School?
  • At Framingham Earl High School we regard it as essential to work in partnership with parents in order to achieve the best outcomes for their child.
  • We have a designated Parent Support Advisor who works across the Framingham Earl Cluster of schools (F7), the PSA’s role is to support and signpost parents to relevant services.
  • We have a parent association called the Friends of Framingham Earl High School.
  • We have a Parent Forum which meets regularly to discuss school policy and process.
  • The Cluster holds termly parent/ carer café style meetings.
How will we support your child when they are making significant transitions? ·         We recognise that transitions can be a challenge for our children and we take steps to ensure that every transition is a smooth and as positive an experience as possible.·         Transition to college/ Sixth form

·         We will make sure that all records about your child are passed on in advance of their arrival as appropriate.

·         We offer a transition support depending on the needs of the child and the college/ sixth form to which they are transitioning, for example.


© 2016 Framingham Earl High School