Children begin in the Reception class or Early Years Foundation Stage (EYFS) and then progress through six further years of education, following the National Curriculum, from Year 1 to Year 6. The first two years (Year 1 and Year 2) make up Key Stage 1 and the following four years (Year 3, Year 4, Year 5 and Year 6) make up Key Stage 2.
The majority of pupils who leave at the end of Key Stage 2 transfer to one of the two Dereham high schools, either Neatherd or Northgate; a small number children move on to high schools in Litcham and Reepham.
Our admissions proceedure follows Norfolk County Council policy.
For those children being admitted into Reception Class (Early Years Foundation Stage) the aim is for their start/transition to be a happy one, whether from home, nursey or playgroup. Our school is friendly and welcoming and all prospective new entrants make several phased visits prior to joining us.
All schools have a limit to the number of pupils they are able to admit. In the unlikely event of oversubscription Norfolk County Council has issued the following criteria to assess priority in new admissions to schools. Consideration will be given to:
- Children for whom their Statement of Special Educational Needs names that school
- Children who reside within the designated area and…
(i) have a sibling attending the school at the time of their admission
(ii) have no sibling connection with the school
- Children who reside outside the designated area and…
(i) have a sibling attending the school at the time of their admission
(ii) have no sibling connection with the school
The full Swanton Morley School Admissions Policy* can be downloaded from the Policies page.
*Please note – Applications for admission to all Norfolk primary and secondary schools must be made through the local authority’s admissions department.
If you have any concerns, do not hesitate to contact the school and talk to us about them, we will always do our upmost to help.
Swanton Morley Primary School is a successful school that works hard to meet the needs of all children. Our aim is for the children to enjoy their time here, learning through a wide and varied curriculum that provides real life contexts, challenges and experiences.
Our report has been produced by school staff in liaison with governors and cluster services. It is reviewed by staff and governors annually, taking the views of parents and children into account.
How we identify special educational needs and what should I do if I think my child has Special Educational Needs?
In the new code of practice SEN is defined as:
- Having a significantly greater difficulty in learning than the majority of others of the same age; or
- Having a disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools.
At Swanton Morley Primary School children are identified as having SEN through a variety of ways including the following:
- Liaison with the previous school or nursery
- Child performing below age expected levels
- Concerns raised by Parent
- Concerns raised by teacher
- From liaison with external agencies
- Health diagnosis through paediatrician
How to raise concerns regarding your child
Talk to us. Please contact either your child’s class teacher, the SENCO or Head teacher.
How does Swanton Morley School support learners with SEN?
All children will receive in the first instance Quality First Teaching. In addition we are able to provide the following support and interventions.
The SENCO oversees the support and progress of any child requiring additional support across the school.
The class teacher will oversee, plan and work with each child with SEN to ensure that progress in every area is made. Learning tasks will be differentiated to meet the needs of all children in the class.
There may be a Teaching Assistant working with your child either individually or as part of a group; if this is seen as necessary by the class teacher and we use a range of interventions to enable children to get back on track. These include:
Read Write Inc.
Catch Up literacy
Individual phonics tuition
Fine motor skills support
Write from the start
Norfolk Number Fixer
Targeted small group maths support
How are the school’s resources allocated and matched to children’s SEN needs?
We ensure that all children who have Special Educational needs are met to the best of the school’s ability with the funds available.
We have a team of Teaching Assistants who are funded from the SEN budget and deliver programmes designed to meet groups of children’s needs.
The budget is allocated on a needs basis.
How is the decision made about what type and how much support my child will receive?
The class teacher alongside the SENco will discuss the child’s needs and what support would be appropriate.
Different children will require different levels of support in order to bridge the gap to achieve age expected levels.
This will be achieved with on-going discussions between parents and staff.
Are specialist services and expertise available or accessed by the school?
As a school we work closely with any external agencies that we feel are relevant to individual children’s needs within our school including: Behaviour Intervention; Health including: GPs, school nurse, clinical psychologist, paediatricians, speech & language therapists, occupational therapists, as well as social services including Locality Teams, social workers and Educational Psychologists.
Within the cluster we are able to access a variety of different services and expertise for advice and assessment. The Cluster SENco is fully qualified and meets termly with our SENco to discuss interventions, assessments and progress.
All of our Teaching Assistants have had training in delivering reading and spelling / phonics programmes.
We have staff who have received training relating to speech and language therapy, dyslexia, supporting children with ASD and managing anxious children.
How will information regarding my child be explained to me?
The class teacher will meet with parents on a termly basis (this could be as part of Parent’s evening) to discuss your child’s needs, support and progress.
A written half termly progress report will be sent home.
For further information the SENco is available to discuss support in more detail.
If your child is on the SEN register they will have a home/school book to bring home so that comments from parents and teacher can be shared and responded to when needed.
How do we find out if this support is effective?
All children have learning targets. We track and monitor the progress of all the children in school on a half termly basis against national and age related expectations. Reports are issued to parents.
If your child is on the SEN register they will have a Pupil Passport which will have individual / group targets. This is reviewed on a termly basis and parents are given a copy. The targets are set with the expectation that the child will achieve the target by the time it is reviewed.
If your child has a Statement of SEN, an annual review will take place to discuss your child’s progress and a report will be written.
Verbal feedback from teacher, parent and pupil.
How does the school know how well my child is doing?
As a school we measure children’s progress against national and age related expectations.
The class teacher continually assesses each child and notes areas where they are improving and where further support is needed. As a school, we track children’s progress from entry in reception through to Year 6, using a variety of different methods including National Curriculum levels and reading and spelling ages.
Children who are not making expected progress are picked up through review meetings with the class teacher and senior management team. In this meeting a discussion takes place concerning why individual children are experiencing difficulty and what further support can be given to aid their progression.
When Pupil Passports are reviewed, comments are made against each target to show what progress the child has made. If the child has not met the target, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure the child does make progress.
How will my child be included in activities outside the classroom including school trips?
All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We will provide the necessary support to ensure that this is successful.
A risk assessment is carried out prior to any off site activity to ensure everyone’s health and safety will not be compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities which will cover the same curriculum areas will be provided in school.
How accessible is the school environment?
Unfortunately some parts of our school site are not accessible to wheelchairs. However we are taking advice on making modifications and improving access.
How does the school manage the administration of medicines?
The school has a policy regarding the administration and managing of medicines on the school site.
Parents need to contact the office if medication is recommended by Health Professionals to be taken during the school day. On a day to day basis teaching assistants generally oversee the administration of any medicines.
As a staff we have regular training and updates of conditions and medication affecting individual children so that we are able to manage medical situations.
What support is available for my child’s overall well-being?
We are an inclusive school. All staff believe that children having high self-esteem is crucial to a child’s well-being. We have a caring, understanding team looking after our children.
The class teacher has overall responsibility for the pastoral care of every child in their class, therefore this would be the parents’ first point of contact. If further support is required the class teacher liaises with the SENco for further advice and support. This may involve working alongside outside agencies and other services available to the cluster.
We have a nurture group and lunch time club for children needing additional support.
What support is there for behaviour and improving attendance?
As a school we have a very positive approach to all types of behaviour with clear reward systems followed by all staff and pupils.
If a child has behavioural difficulties an Individual Behaviour Management Plan (IBMP) is written alongside the child and parents to identify the specific issues, put relevant support in place and set targets.
After any behaviour incident we expect the child to reflect on their behaviour with an adult. This helps to identify why the incident happened and what the child needs to do differently next time to change and improve their behaviour.
The attendance of every child is monitored on a daily basis. Lateness and absence are recorded and reported upon to the Head teacher. Support is given through an incentive scheme where good attendance is actively encouraged throughout the school.
How will my child be able to contribute their views?
We teach and encourage children to express their views on all aspects of school life. This is usually carried out through the School Council which provides a forum for any issues or viewpoints to be raised.
Children who have Pupil Passports discuss and set their targets with their class teacher.
There is an annual pupil questionnaire where we actively seek the viewpoints of children, especially with regard to being able to speak to an adult if they have a worry or concern.
There are worry boxes in every class which are checked by the class teacher and acted upon.
If your child has a Statement of SEN their views will be sought before any review meetings.
How will the school prepare and support my child when joining or transferring to a new school?
We encourage all new children to visit the school prior to starting when they will meet their class and be shown around the school. For children with SEND we would encourage further visits to assist with the acclimatisation of the new surroundings. We would also visit them in their current school if necessary.
A key member of staff is assigned to a child if they transfer during the academic year to oversee their settling in.
When children are preparing to leave for high school, we are able to arrange additional visits.
We liaise closely with Staff when receiving and transferring children to different schools ensuring all relevant paperwork is passed on and all needs are discussed and understood.
All children are in the care of a class teacher who has overall responsibility for their well being, and in most classes there will also be a teaching assistant to further support learning and pastoral care. In order to promote the best learning possible we maintain class sizes below thirty pupils. For 2017/2018 we are in a position where we can offer single age (year group) classes from Reception right through to Year 6.
We like our pupils to be keen and punctual but hopefully not too early in the morning! School begins with registration at 8.55am. The gates are opened at 8.45am and children should not arrive before this time. There is a fifteen minute morning break at 10.45am for all children. Key stage one also have a short break in the afternoon. Lunchtime is from 12.15pm to 1.15pm for all years.
At the end of the school day all children are dismissed from the main (key stage two) playground at either 3.10pm for key stage one and reception, or 3.15pm for the older children. Parents are asked to wait for their children on the playground and to notify school office prior to anyone other than a parent or guardian collecting.
All children in Reception, Year 1 and Year 2 are entitled to a free school meal. For the other children (those in key stage two) hot meals are available to purchase.
Menus and further information can be downloaded from the NORSE website.