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SEN Information

SEN: Cliff Park Ormiston Academy 2017-18


Welcome to our SEN information report which is part of the Norfolk Local Offer for pupils with Special Educational Needs (SEN). All governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools have a legal duty to publish information on their website about the implementation of the governing body’s policy for pupils with SEN. The information published must be updated annually. The required information is set out in the draft SEN regulations which can be found here.

At Cliff Park Ormiston Academy we are committed to working together with all members of our school community. This local offer has been produced with pupils, parents/carers, governors, and members of staff. We would welcome your feedback and future involvement in the review of our offer, so please do contact us. The best people to contact this academic year are:

SENCO: Mrs K Webb
Principal: Ms T Poulter
SEND Governor: Dr P Hann, OBE

If you have specific questions about the Norfolk Local Offer please look at ‘Frequently Asked Questions’ by clicking on the SEN pages of the Norfolk Schools website. Alternatively, if you think your child may have SEN please speak to their Community tutor or contact Karen Webb our SENCo on 01493 661504. Alternatively email Karen Webb on

Our Approach To Teaching Pupils With SEN

At Cliff Park Ormiston Academy 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 create an inclusive culture in our Academy and we are responsive to the diversity of children’s backgrounds, interests, experience, knowledge and skills.

The Code of Practice 2015 states that high quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have, or may have Special Educational Needs. For more information on our approach please see our teaching and learning policy which is available on the academy website or from the academy Office.

Our Academy Improvement Plan is about developing learning for all and details are planned with continued professional development (CPD) opportunities for all staff.

We create a learning environment which is flexible and outstanding to meet the needs of all members of our academy community. We monitor progress of all pupils, and our staff’s continuous assessment ensures that learning is outstanding. Our whole academy system for monitoring progress includes half termly pupil progress evaluations, work and planning is scrutinized via discussions with staff.
At Cliff Park Ormiston Academy, we value:

Outstanding Provision and Learning for All

How We Identify SEN

At different times in their education, a child or young person may have a special educational need. The Code of Practice 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:
  • 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.”

If a pupil is identified as having SEN, we will provide a provision that is ‘additional to or different from’ the normal personalised curriculum, intended to overcome the barrier to their learning.

Pupils can fall behind at the academy for a variety of reasons. They may have been absent or they may have attended lots of different schools and not had a consistent opportunity to learn. Sometimes they may be worried about different things which may distract them from learning and some pupils may have little or no English when starting school. In this case their acquisition of English language is tracked and interventions put in place to accelerate their learning and progress where possible. At Cliff Park Ormiston Academy we are committed to ensuring that all pupils have access to learning opportunities. For those who are at risk of not achieving their potential in learning, we will put into place additional intervention that is SMART. This does not mean that all vulnerable pupils have Special Educational Needs. Only those with a learning difficulty that requires special educational provision will be identified as having SEN.

Our SEN profile 2017-2018 shows that we have 20.4 % of pupils with SEN and 2.5 % with an EHCP or statement.

Assessing SEN at Cliff Park Ormiston Academy is completed in various ways. The Lead Teachers, support staff, parents/carers and in many cases, the pupil themselves will be the first to notice a difficulty with learning. At Cliff Park Ormiston Academy we ensure that assessment of educational needs directly involves the pupil, their parents/carers and of course their teacher. The SENco will also support with the identification of barriers to learning. The cycle is termly using the APAR model (Assess, Plan, Action, Review). We have a range of assessment tools available along with an updated tool kit for 2017-18, which we share with our cluster of schools.

For some pupils we may want to seek advice from specialist teams. At Cliff Park Ormiston Academy we buy into the SSSfN (Short Stay School for Norfolk provision). In our academy and cluster we have access to various specialist services. We have access to services universally provided by Norfolk County Council, which are described on the Local Offer website.

Cliff Park Ormiston Academy as part of the Gorleston C39 Cluster have also commissioned for 2017-18 support from:

Educational Psychologist – CEPP service – as required
Sensory Support – as required
Respectrum – as required

The cluster is also providing support through a variety of packages that benefit the whole Cluster, individual schools and individual pupils.

We also employ Teaching Assistants who deliver the interventions as highlighted in the provision map and coordinated by our SENCo. Teaching Assistants also support in class. Alongside this we have the Bridge (learning Support Centre delivering small group work in Lexia, Rapid Reader Plus and Essential Arithmetic (literacy based) and we have R.I.S.E. ( Recovery, Inclusion, Support and Enjoyment) support specialising in the enjoyment of literacy and building pupil’s confidence acting as a bridge to mainstream.

What We Do To Support Pupils with SEN at Cliff Park Ormiston Academy

Every teacher is required to personalise the curriculum to ensure access to learning for all pupils in their class. The Teacher Standards 2012 detail the expectations on all teachers, and we at Cliff Park Ormiston Academy are proud of our teachers and their development. The Teacher Standards are available on the academy website.

Our teachers will use various strategies to personalise access to the curriculum, this includes using:

  • Information from the communication profile to support individual strategies to achieve outstanding progress
  • Visual timetables
  • Writing frames
  • Adapted learning materials
  • i-pads, computers or other alternative recording devices
  • Peer systems
  • Positive behaviour rewards system
  • Additional structured support for unstructured times
  • Extended learning for all.

Each pupil identified as having SEN, is entitled to support that is additional to or different from a normal personalised curriculum. Progress towards individual or group targets will be monitored and reported to parents half termly through Go 4 Schools data that can be accessed electronically. The type of support is dependent on the individual learning needs, and is intended to enable access to learning and overcome the barrier to learning identified. This support is described on a provision map, which describes the interventions and actions that we undertake at Cliff Park Ormiston Academy to support pupils with SEN across the year groups and individually. We update the provision map regularly, and it changes every year, as our pupils and their needs change.

At Cliff Park Ormiston Academy we share the provision map with our colleagues in the C3G9 Cluster so we can learn from each other, and demonstrate what we offer for pupils with SEN. We are also able to promote consistent practice across all the schools in our cluster ensuring equality of opportunity.
Our provision map is shared with Governors who are able to ensure that we monitor the impact of these interventions on learning across the academy.

Funding For SEN

Cliff Park Ormiston Academy receives funding directly to the school from the Local Authority to support the needs of pupils with SEN. This is described in an SEN memorandum. The amount of funding we will receive for 2017-18 will be £482.306.

The CG39 cluster of schools also receives funding from the Local Authority which is distributed as ‘top up’ funding for pupils who require support that exceeds that available to the school. The CG39 total cluster funding for 2015-16 was £349,501

All schools in the CG39 cluster have signed a governance agreement which supports us working together. We have a written Cluster policy and handbook for SEN. There is a Cluster funding panel that meets termly to address further funding needs for specific pupils and this is led by the Cluster SENCo.

The CG39 Cluster of schools is committed to working together to improve learning for all, and we are able to share resources, training and moderate provision for pupils with SEN. If you would like any further information on SEN in the CG39 cluster please contact our coordinator: Dawn Keightly, Head teacher at Edward Worlledge Primary or Karen Webb CG39 Cluster SENCo at Cliff Park Ormiston Academy.

How Do We Find Out If This Support Is Effective?

Monitoring progress is an integral part of teaching and leadership within Cliff Park Ormiston Academy. Parents/carers, pupils and staff are involved in reviewing the impact of interventions for pupils with SEN. We follow the ‘assess, plan, do, review’ model and ensure that parents/carers and pupils are involved in each step. Before any additional provision is selected to help a child, the SENCo, teacher, parent/carer and pupil (where appropriate), agree what they expect to be different following this intervention. A baseline will also be recorded, which can be used to compare the impact of the provision.

Pupils, parents/carers and their teaching and support staff will be directly involved in reviewing progress. This review can be built in to the intervention itself, or it can be a formal meeting held at least once a term, where we all discuss progress and next steps. If a pupil has an Education Health and Care Plan (EHC plan) or statement of special educational needs the same termly review conversations take place, but the EHC plan will also be formally reviewed annually.

The SENCo collates the impact data of interventions, to ensure that we are only using interventions that impact on reducing barriers to learning and progress. Intervention data is shared with the CG39 cluster so all SENCos in our cluster are able to select high quality provision.

Progress data of all pupils is collated by the whole school and monitored by teachers, Senior Leaders and Governors. A full SEN report is provided to the governing body annually. We are also part of the CG39 cluster moderation group so can ensure that our judgments stand up to scrutiny. Our academy and cluster data is also monitored by the Local Authority and Ofsted.

Other Opportunities For Learning.

All pupils should have the same opportunity to access extended learning activities. At Cliff Park Ormiston Academy in 2016-17 we are offering a range of additional clubs and activities. A list of these is available on the academy website and from the academy Office.

All staff at Cliff Park Ormiston Academy have regular updates on the Equality Act 2010. This legislation places specific duties on schools, settings and providers including the duty not to discriminate, harass or victimise a child or adult linked to a protected characteristic defined in the Equality Act and to make ‘reasonable adjustments.’

The Equality Act 210 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

This 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 there 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.

Preparing For The Next Step.

Transition is a part of life for all pupils. This can be transition to a new class in school, having a new teacher, or moving on to another school, training provider or moving in to employment. Cliff Park Ormiston Academy is committed to working in partnership with pupils, families and other providers to ensure positive transitions occur.

Planning for transition is a part of our provision for all pupils with SEN. Moving classes will be discussed with you and your child at their termly academic review meeting. Pupils with SEN transferring at the end of Year 11 will be given some taster sessions at their new provider in preparation for transition and information is shared to ensure planning and preparation is in place. For all other pupils with SEN transition from primary to secondary education will be discussed in the summer term of their Year 5, to ensure time for planning and preparation.

Specialist Resource Base

Cliff Park Ormiston Academy does not have a specialist resource base but should there be a need a pupil maybe referred to one. The SRB is a part of a county wide provision and information can be found using the link below.

Have Your Say

Cliff Park Ormiston Academy is a part of the Ormiston Academies Trust (OAT). We shape and develop provision for all of our pupils ensuring achievement for all. This SEN report declares our annual offer to pupils with SEN, but to be effective it needs:

  • Views of all parents/carers, pupils, governors and staff. So please engage with our annual process to ‘assess plan, do and review’ provision for SEN.

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