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Special Educational Needs

Our school SENCO is Mrs Emma Morris.

She works Monday,Tuesday and Wednesday and can be contacted via the school office on 01823 276611

 or via email on

 For more information on anything you've read below, check out the SEND Local Offer page from Somerset Choices

How do you know if a child needs extra help?

All children at Norton Fitzwarren Church  School are monitored closely by their Class Teachers. This is done through on-going observation and assessment and regular Pupil Progress Meetings to discuss individual needs and progress. We have developed a graduated response to identifying and supporting children with additional needs. Initially this is completed by the class teacher to ensure that their needs are being met within the class. If the Class Teacher feels the child still isn’t making the required progress, they will be discussed with the Special Education Needs Co-ordinator (SENCo). Assessments may be carried out and if necessary a referral made to external agencies with the consent of the Parent/Carers. If Parent/Carers have any concerns they should see the Class Teacher in the first instance. Teachers are available for brief discussions at the beginning or end of the day. An appointment can be made if a more detailed discussion is needed.

How will the school support my child?

The Class Teacher is responsible for your child’s education. They will oversee, plan and work with each child with additional needs in the class to ensure that progress in every area is made. Our SENCo oversees the support and progress of any child requiring additional needs across the school. There may be a Teaching Assistant (TA) working with your child either individually or as part of a group. If this is above the normal support given in the class these sessions will be explained to the Parent/Carers when the support starts or during Parents’ evenings.


How will the curriculum be matched to my child’s needs?

As a school we are committed to providing quality first teaching. Observation, marking and assessment inform Teachers’ planning to ensure all work is accurately matched to the needs of all children. Typically this might mean that in a lesson there would be three different levels of work set for the class, however on occasions this can be individually differentiated. Groupings of children can change regularly according to needs and understanding.


How will I know how my child is doing?

There are parents’ evenings in the Autumn and Spring terms and end-of-year reports are sent home in the Summer term. In addition to this, children on the SEN Register will receive termly Pupil Passports which list the targets the children are working towards together with the additional provision which has been put in place to enable them to achieve these targets. Any child with complex needs or in receipt of an Education, Health and Care Plan will also have an Annual Review meeting to inform and plan for next steps.


What support will there be for my child’s overall wellbeing?

We are an inclusive school and we welcome and celebrate diversity. All staff believe that children having high self-esteem is crucial to a child’s well-being. Therefore in addition to support received for academic subjects, there is a range of pastoral support available. We deliver sessions which help children understand and express their feelings and we use THRIVE to help children manage their emotions and improve their self-esteem. There is always the opportunity for any child to talk with a trained adult about their concerns and anxieties. We also have a Parent and Family Support Advisor (PFSA) who can work with children and families. Specific support plans will be put into place for children experiencing difficulties with behaviour and those needing medical support or intimate care.


What are the specialist services that the School can access?

When a child has a specific need, we seek advice from county services such as Educational Psychology, Learning Support Services and behavioural advisors (listed on the back page). We also access advice for physical impairments and medical conditions, including hearing and vision support. We can access Speech and Language Therapists, physiotherapists and Occupational Therapists via the NHS when needed and we liaise with EMAS (Ethnic Minority Achievement Service) who assist us in supporting our children and families with English as an additional language. We also have a Speech and Language Therapist that works in school for half a day each week.


How accessible is the School environment?

The school site is wheelchair accessible and there are changing and disabled toilet facilities, with an adjustable changing bed with removable sides. All children have the right to access class trips wherever it is safe for them to do so. For those children with additional needs, alternative provision can be made, for example, additional adult support, alternative travel arrangements, or alternative arrangements for the administration of medicines.


How will the School support my child’s transitions to a new setting?

Prior to starting in Reception, children identified as having Special Educational Needs will have a School Entry Planning meeting. This will be attended by parent/carers, pre-school staff, school staff and any external professionals involved in supporting your child. Through discussion, an action plan is devised to make the transition to school as smooth as possible. For children with a medical condition, this will include identifying staff training needs to ensure your child’s needs are fully met. All families will be invited to a new parents meeting to gather information. The Reception teacher and at times the SENCo will also visit pre-schools to meet the children in a familiar setting. All children will be invited to attend transition sessions to ensure they are familiar with the staff and the setting in advance. On moving to Secondary School, children in Year 6 with additional needs are discussed with the SENCo at the Secondary School once places have been allocated. Additional visits can be organised by the Secondary School for children with additional needs. If your child has complex needs an Annual Review meeting will take place in the summer term and a representative from the secondary school will be invited to attend.


What training is provided for support staff who work with children with SEN?

All TAs who work with individuals or groups of children on interventions will have received training to deliver the sessions. These sessions are overseen by the Class Teacher and SENCo to monitor the progress of the children. Somerset’s support services, the therapeutic services and charities offer a comprehensive list of training which schools can access. The extent and level of training provided depends on the nature of a child’s needs. Where necessary, Special schools and Somerset’s advisory services can offer outreach support so that our staff are able to receive support and training within the school setting.


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 supported to the best of the School’s ability with the funds available. We have a team of TAs who are funded from the SEN budget and deliver programmes to meet groups and individual needs. The budget is allocated on a needs basis. The children who have the most complex needs are given the most support, often involving a TA.


Who do I see if I am worried?

Speak to your child’s teacher. · If you are still concerned you can make an appointment to meet the SENCo (Tamsin Witchell) · If you feel matters are still not resolved, you can make an appointment with the Headteacher to discuss your concerns.


Who might work with my child?

A range of outside professionals might be called in to support the School in providing the best opportunities for every child. These include: · Speech and Language Therapists · Educational Psychologists · Learning Support Advisory Teachers · Social, Emotional and Behavioural Advisory Teachers · Physical Impairment and Medical Support · Hearing Impairment Advisory Teachers · Visual Impairment Advisory Teachers · Occupational Therapists · Physiotherapists · Autism and Communication Advisors Further Support You can also access support from our Parent and Family Support Advisor,