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Special Educational Needs Policy

 

Introduction

 

At Blue Coat CE Junior School, we value the abilities and achievements of all children and we work to promote their self esteem and emotional well-being.  We have high expectations of all children and aim to offer excellence and choice to every child, whatever their ability or needs.

 

We are committed to:

  • providing the best possible environment for learning for each child
  • encouraging mutual respect and consideration as part of the ethos of our school
  • meeting individual needs
  • offering an inclusive curriculum to ensure the best possible progress for all of our children whatever their needs or abilities
  • teaching of the highest quality that is fully inclusive
  • providing materials appropriate to individual interests and abilities
  • ensuring that all children have a full access to the National Curriculum
  • the efficient use of resources.

 

This policy is in line with the SEN Code of Practice 2014 (which takes account of the SEN provisions of the SEN and Disability Act 2001). It is part of a whole school strategy to promote the inclusion and effective learning for all pupils.  It should be read in conjunction with other school policies.

 

 

Our Inclusive Approach

 

We aim to ensure every child reaches their full potential through the removal of barriers to learning and participation.  Through appropriate curricular provision, we respect the fact that children:

  • have different educational and behavioural needs and aspirations
  • require different strategies for learning
  • acquire, assimilate and communicate information at different rates
  • need a range of different teaching approaches and experiences.

 

Teachers respond to all children’s needs by:

  • providing support for children who need help with communication, language and literacy
  • planning to develop children’s understanding through the use of all available senses and experiences
  • planning for children’s full participation in learning, and in physical and practical activities
  • helping children to manage their behaviour and to take part in learning effectively and safely
  • helping individuals to manage their emotions, particularly trauma or stress and to take part in learning.
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Definition of Special Educational Needs

We recognise that not all children with disabilities have Special Educational Needs and not

all children with SEN meet the definition of disability, but this policy covers all of these children.

 

This includes children who have:

  • a significantly greater difficulty in learning than the majority of the children of the same age
  • a sensory and/or physical disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age
  • behavioural, emotional or social problems which are hindering their concentration and progress and that of others in the class.

Aims

  • to identify children with Special Educational Needs and/or disabilities and ensure that their needs are met
  • to ensure that children with Special Educational Needs and/or disabilities join in with all the activities of the school
  • to ensure that every child, regardless of their ability (and background), achieves his or her maximum potential
  • to ensure parents and carers are informed of their child's Special Educational Needs and that there is effective communication between parents/carers and school
  • to ensure that children have the opportunity to express their views and are fully involved in decisions which affect their education
  • to work with external agencies to ensure high levels of achievement, effective learning, progress and development for all children.

 

Identification and Assessment

We accept the principle that a child’s needs should be identified and met as early as possible. The SENCo works closely with class teachers and liaises with Newton Hall Infant School staff.

We adopt the following procedures for identification and assessment:

  • the analysis of data including SATs, reading ages, spelling ages, NFER and QCA assessments
  • teacher assessments
  • following up parental concerns
  • tracking individual pupil progress over time, including termly tracking of every child for reading, writing and numeracy
  • evidence of a child showing persistent emotional/ behavioural difficulties which are not affected  by behaviour management strategies in place currently
  • a child having a diagnosis of sensory/ physical impairments
  • a child experiencing communication and/or interaction problems and making little or no progress despite experiencing a differentiated curriculum
  • information from previous schools
  • information from other services.

For some pupils, an external agency is involved in the assessment and identification of need, including:

  • Speech and Language Therapist
  • Learning Support Service
  • Sensory Support Service
  • Behaviour Support Service
  • Doctor
  • Physiotherapist
  • Occupational Therapist
  • Educational Psychologist.

 

 

SEN Levels of intervention

 

  • Level 1: Initially teachers monitor concerns they have about individual children. Issues are discussed with parents or carers at Parent Consultation Evenings (or at other times if more appropriate) and class teachers keep records of strategies used and progress made. The SENCo is informed and she records that the child is being monitored on the 'Level 1  Monitoring/Minor Concerns Register'. If concerns continue, and progress does not improve, parents or carers are asked to allow their child to be moved onto Level 2.
  • Level 2: At this level of intervention a 'Short Note' is written by the teacher in consultation with the child and parents. Pupils' names are recorded on the 'Level 2 Quality First Teaching Register'. Support focuses on small step targets. Support may be provided by a TA in small groups or individually. Provision includes interventions that are additional to or different from those provided as part of the school’s usual differentiated curriculum. Targets are reviewed termly with the class teacher and child and with the parents at least twice a year.
  • Level 3: At this level of intervention a 'Support Plan' is written by the teacher in consultation with the child and parents. Pupils' names are recorded on the 'Level 3 SEN Register'. The class teacher may also consult the SENCO.  In some cases, the SENCO also requests advice from SEND or other outside agencies with the permission of parents or carers. Support plan targets are matched to the needs of the child, and any advice given, and parents or carers are fully informed of the outcome of any assessments carried out by external professionals. Support is provided by a TA in small groups or individually.  Targets are reviewed termly with class teacher and child and with the parents at least twice a year.
  • Education and Health Care plan (EHC): If a child has been referred to external agencies and severe learning difficulties have been diagnosed, the child will be referred to the Educational Psychologist, who may recommend the production of an EHC. If the LA agrees that the child has educational needs that require an EHC, this is issued and  targets are matched to this. Levels of support are outlined in the EHC. Pupils' names are recorder on the 'Level 3 SEN Register'. The EHC is reviewed annually with all agencies involved with the child. Regular target reviews continue to take place.  Parents or Carers are fully involved at every stage of the assessment process (including the use of the Common Assessment Framework where appropriate) and have regular meetings with the class teacher and SENCo.

 

Procedures for writing, implementing and reviewing Support Plans and Short Notes

  • The class teacher is responsible for writing Support Plans and Short Notes, which include:
    • short-term targets set for the child
    • the teaching strategies used
    • the provision in place
    • assessment information
  • The SENCo monitors Support Plans and Short Notes to ensure appropriate targets are set and provision is in place to enable the pupil to achieve their targets
  • Support Plans and Short Notes are reviewed a minimum of twice a year with parents or carers
  • Parents or carers are given a copy of the Support Plan or Short Note
  • Children are encouraged to be involved in reviewing their targets
  • Advice from outside agencies informs targets for pupils at Level 3. These agencies may be involved in the review meetings
  • The Headteacher is responsible for timetabling available TA support to allow support towards targets.

 

Curriculum Access and Provision

All staff are aware of their responsibilities towards children with SEN. In order to meet the learning needs of all children, teachers differentiate work and a positive and sensitive attitude is shown.

Where children are identified as having Special Educational Needs, the school provides support related specifically to their needs (outlined in the Provision Map).

 

At Level 2 and 3, the following additional support may be provided:

  • in class support for small groups with a Teaching Assistant
  • small group withdrawal with Teaching Assistant
  • individual class support / individual withdrawal
  • further differentiation of resources.

 

Provision Management

Provision records are used to identify and manage all provision that is different from and additional to our normal differentiated curriculum.  This includes provision for children with Special Educational Needs, children in the early stages of acquiring English (EAL) and children who are identified as being More Able and/or Talented. 

 

Provision records are used to:

·         identify additional or different provision and its costs

·         link provision to individuals

·         record individual pupil and/or group targets and outcomes

·         audit how well provision matches need and recognise gaps in provision

·         cost provision accurately

·         ensure the effective use of resources

·         assess school effectiveness when linked with outcomes for children

·         plan development to meet identified needs

·         demonstrate accountability

·         inform parents, LA, external agencies and OFSTED inspectors of how resources are being used to meet needs

·         focus attention on whole-school issues of teaching and learning rather than on individual child issues

·         record changes in provision and transfer easily from class to class or school to school

·         form the basis for writing Support Plans and Short Notes.

 

 

Partnership with Parents/Carers

The school works in partnership with parents and carers to achieve our aims by:

  • giving parents and carers opportunities to play an active and valued role in their child’s education
  • making parents and carers feel welcome
  • encouraging parents and carers to inform school of any difficulties they perceive their child may be having or other needs the child may have which need addressing
  • instilling confidence that the school will listen and act appropriately
  • focusing on the child’s strengths as well as areas of additional need
  • allowing parents and carers opportunities to discuss ways in which they and the school can help their child
  • agreeing targets for their child
  • keeping parents and carers informed and giving support during assessment and any related decision-making process about SEN provision
  • making parents and carers aware of the parent partnership services
  • providing all information in a ‘parent friendly’ and accessible way.

 

Involvement of Pupils

We recognise that all children have the right to be involved in making decisions and exercising choice. We endeavour to fully involve children wherever possible by including them in:

  • identifying their own needs and learning about their own learning (self assessment)
  • the self-review of their own progress and in setting new targets.

 

Management of SEN within the school

We recognise that all staff are teachers of Special Educational Needs. The Governing Body have delegated the responsibility for the day to day implementation of the Special Educational Needs Policy to the SENCo.

 

In line with the recommendations in the revised Code of Practice the SENCo is responsible for:

  • overseeing the day-day operation of this policy
  • co-ordinating provision for pupils with special educational needs
  • updating the Provision Map and using it effectively
  • liaising with and giving advice, support and appropriate training to teachers to enable them to complete Pupil Profiles and provide appropriate support to children
  • managing learning support assistants
  • overseeing the records on all children with SEN  and collecting reports and updated information about children on the SEN registers
  • liaising with parents of children with SEN
  • organising the in-service training of staff
  • referring children to and liaising with external agencies including the LA’s support and educational psychology services, social care and health services, and voluntary bodies
  • organising annual reviews
  • chairing annual reviews and supplying necessary documentation to the LA
  • administering the Common Assessment Framework
  • keeping the Governor with responsibility for SEN fully informed.

 

Admission Arrangements

No pupil will be refused admission to school on the basis of his or her Special Educational Need. In line with the SEN and Disability Act we will not discriminate against disabled pupils and we will take all reasonable steps to provide effective educational provision (Admissions Policy).

 

Monitoring and Evaluation

The effectiveness of our provision for children identified as having Special Educational Needs is carried out in the following ways:

  • Classroom observation
  • Work sampling
  • Scrutiny of planning
  • Teacher interviews
  • Informal feedback from SEN staff
  • Informal feedback from all staff
  • Pupil interviews
  • Pupil tracking
  • Pupil review meetings and records of review meetings
  • Monitoring Pupil Profiles
  • Movement on the register
  • Attendance records

 

The Headteacher informs the Governing Body of SEN issues in termly reports.

 

We have identified the following success criteria to evaluate the effectiveness of the policy:

  • The SENCO has regular meetings with the Governor responsible for SEN
  • The Registers and Provision Map are updated termly
  • The Registers and Provision Map are up to date and easily accessible; levels of intervention are identified
  • There is movement on the Register, both up and down the levels of intervention
  • All children on the SEN Register have their class targets reviewed termly and Support Plan or Short Note reviewed at least twice a year
  • All children with SEN are aware of their targets
  • All targets are written in accessible language
  • Parents and carers are informed of their child’s targets and progress
  • All parents feel involved in their child’s education
  • All teachers and support staff are aware of procedures
  •  All teachers’ weekly plans show evidence of differentiation
  • There is evidence of individual pupil progress over time
  • Resources are effectively used
  • SEN issues are included in staff development planning
  • All teachers are aware of their responsibilities.

 

 

This policy is reviewed yearly.

 

Signed (SENCo)………D Donaghy……………….

 

Signed (SEN Governor) ………………………………………

 

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