Policy on SEN
East Hunsbury Primary School
Policy on S.E.N.
Policy on SEN
Policy on Special Educational Needs (SEN)
This policy should be read in conjunction with the schools Equality Policy 2012
1.
1.1
Introduction
We believe Our school should be a stimulating and welcoming community in which all children and adults feel valued, able to contribute and where relationships are based on mutual respect. Children should be active participants in the learning process and be provided with experiences that maximise their involvement, autonomy and independence. We should be an inclusive community where pupils are offered opportunities to grow together, learn together, laugh together and celebrate together. We should equip our children with the skills they need to be happy and successful in life, nurturing in them a true and lifelong love of learning. We are responsible for the development of the whole child. We recognise differing needs and endeavour to meet these needs, maximising the opportunities for children to explore their physical, social, emotional and intellectual potential. We should be a community that respects and celebrates diversity.
1.2 1.3
This policy was reviewed and updated in line with the SEN Code of Practice and Every Child Matters Our school provides a broad and balanced curriculum for all children. Each child is given the opportunity to achieve their personal best and to become a confident learner. When planning, teachers set suitable learning challenges and respond to children's diverse learning needs via differentiation. Some children have barriers to learning that mean they may work below the expected level or may not be reaching their potential as a learner and therefore, require additional support beyond wave 1 (quality first teaching). The School currently has 3 SenCos to help us to ensure that childrens differing needs are identified early and arrangements put in place to support the learners in school.
1.4
2.
2.1
Aims and objectives
The aims and objectives of SEN provision: to create an environment that meets the individual needs of each child; to ensure that the individual needs of children are identified, assessed and provided for. to work in partnership with parents/carers and outside agencies. to promote positive self esteem in children who have specific learning needs; to ensure staff have a clear understanding of their role in the SEN process.; to enable all children to have appropriate access to the curriculum; to ensure that our children have a voice in this process.
Policy on SEN
3.
3.1
Educational inclusion
We aim to offer excellence and enjoyment to all children regardless of ability or individual need. Our aim is for children to reach their full potential as learners and valued members of the school community. Through appropriate curricular provision and whole school ethos, we respect the fact that children: have different educational and behavioural needs; require different strategies for learning; learn at different rates; require a range of different teaching approaches and experiences.
3.2
Teachers respond to children's needs by: providing support for children who need help with communication, language and literacy; planning to develop children's understanding through a multi sensory approach to teaching and learning; planning for children's participation in learning; helping children to manage their behaviour to take part in learning effectively and safely; helping individuals to manage their emotions.
4.
4.1
Identification of pupils with Special educational needs
Children with special educational needs have difficulties that call for special provision to be made. All children may have a need for special provision at some time in their lives. Children with SEN: have significantly greater difficulty in learning than the majority of children of the same age; may have a disability which prevents or hinders them from making use of the educational facilities that are provided for other children of the same age.
4.2 4.3
Early identification is used to provide starting points for the development of an appropriate curriculum for all our children. Assessment and tracking of all pupils enables teachers and SENCOs to provide children with a range of support. The support can be explained in WAVES: Wave 1 Classroom planning, teaching and learning differentiated to meet the needs of pupils Quality First Teaching. Wave 2 Small group intervention, for a specific block of time, for pupils working below age related expectations. For example: o o o o o ELS 3pm Readers Springboard Catch up RM maths
Policy on SEN
School Action
The basis for intervention through School Action could be the teacher's or other's concern, underpinned by evidence, about a child who despite receiving differentiated learning opportunities:makes little or no progress even when teaching approaches are targeted particularly in a child's identified area of weakness; shows signs of difficulty in developing literacy or numeracy skills that result in poor attainment in some curriculum areas; presents persistent emotional and/or behavioural difficulties which are not improved by the behaviour management techniques used by the school; has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment ; has communication and/or interaction difficulties and continues to make little or no progress despite the provision of a differentiated curriculum.
Staff Action Teaching staff raise concerns to SenCo; SenCo observes and feedbacks to the team; Look at recent assessment information and if appropriate undertake further diagnostic assessments; Staff to meet with parents to agree next steps; Additional support or intervention put in place; Teacher and SenCo monitor progress via conversations with staff and other assessment information.
Wave 3 Individualised support for pupils working significantly below their peers, academically or socially. For example: o o o o o o o PRE-PAT & PAT Acceloread/Accelowrite Toe by Toe Individualised behaviour programs Learning Mentor support Word Shark & Number Shark Supporting Pupils with Gaps in their Mathematical Understanding
School Action Plus
If the pupil continues to have difficulties despite all the interventions and the putting in place of an Individual Education Plan (I.E.P.), then School Action Plus comes into play. The trigger for this could be that the pupil:Continues to make little or no progress in specific areas over a long period; Continues working at National Curriculum levels substantially below that expected of pupils of a similar age; Continues to have difficulty in developing literacy and numeracy skills; Has emotional or behavioural difficulties which substantially and regularly interfere with their own learning or that of the class group despite having an individual behaviour management programme;
Policy on SEN
Has sensory or physical needs and requires additional or specialist equipment or regular visits or advice providing direct intervention to the pupil or advice to the staff by a specialist service; Has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.
SenCo Action
SenCo meets with parent to discuss next steps; Relevant outside agencies are contacted for advice and support; Advice of agencies inform additional support or extra arrangements; Regular monitoring and review by SenCo and teachers using appropriate tools and assessments. Statement of Special Educational Needs If despite the above actions children still have difficulties significantly beyond that of their peers a Request for Statutory Assessment can be made by the SenCo.
SenCo Action
Meet with parents to discuss the RSA process; Gather evidence of school input and action to date; Request a Statutory Assessment; Send relevant information and await response; Put in necessary arrangements if RSA is successful and hold post statement planning meeting; Agree first years targets from statement of SEN; Yearly review of statement of special educational need with parents and relevant professional. 5. 5.1 5.2 The role of the governing body The governing body has due regard to the Code of Practice when carrying out its duties toward all pupils with special educational needs. The governing body does its best to secure the necessary provision for any pupil identified as having special educational needs. The governors ensure that all teachers are aware of the importance of providing for these children. They consult the LA and other schools, when appropriate, and report annually to parents on the success of the school's policy for children with special educational needs. The governing body ensures that parents are notified of any decision by the school that SEN provision is to be made for their child. The governing body has identified a governor to have specific oversight of the school's provision for pupils with special educational needs. The 'responsible person' in this school is the Headteacher. The Headteacher ensures that all those who teach a pupil with a statement of special educational needs are aware of the nature of the statement.
5.3
6.
6.1
Allocation of resources
The SENCOs are responsible for the management of the special needs provision within the school, including the provision for children with statements of special educational needs.
Policy on SEN
6.2 6.3
The Headteacher informs the governing body of the funding allocated to support special educational needs. The Headteacher and the SENCOs meet to agree on how to use funds directly related to statements. The SENCOs write a 3 year SEN improvement plan that feeds into the SIP.
7.
7.1 7.2 7.3 7.4
Assessment
Early identification is vital. The class teacher informs the parents at the earliest opportunity to alert them to concerns and enlist their active help and participation. The class teacher and the SENCO assess and monitor the children's progress in line with existing school practices. This is an ongoing process. The SENCO works closely with parents and teachers to plan an appropriate programme of support. The assessment of children reflects as far as possible their participation in the whole curriculum of the school. The class teacher and the SENCO can break down the assessment into smaller steps in order to aid progress. The LA seeks a range of advice before making a formal statement. The needs of the child are considered to be paramount in this.
7.5
8.
8.1
Access to the curriculum
All children have an entitlement to a broad and balanced curriculum, which is differentiated to enable them to: understand the relevance and purpose of learning activities; experience levels of understanding and rates of progress that bring feelings of success and achievement.
8.2
Teachers use a range of strategies to meet children's special educational needs. Lessons have clear learning objectives; we differentiate work appropriately, and we use assessment to inform the next stage of learning (AFL). Specific intervention strategies at Wave 2 or 3 and Individual Education Plans feature significantly in the provision that we make in the school. By breaking down the existing levels of attainment into finely graded steps and targets, we ensure that children experience success. We support children with appropriate arrangements within class and if needed structured withdrawal times. The school employs Teaching Assistants with specialist responsibility for the following: SEN Behaviour Nurture Speech and Language
8.3
8.4 8.5
Policy on SEN
9.
9.1
Partnership with parents
The school works closely with parents in the support of those children with special educational needs. We encourage an active partnership through an ongoing dialogue with parents. The homeschool agreement is central to this. The School Profile indicates how we meet the needs of individuals. We have regular meetings as necessary to share the progress of children who require additional support. We inform parents of any outside agency intervention, and we share the process of decision-making by providing clear information relating to the education of children with special educational needs. The school employs a Learning Mentor/Family Worker
9.2 9.3
9.4
10.
10.1
Pupil participation
Depending on their area and/or level of specific need children are encouraged to reflect on their learning and discuss next steps. Children are encouraged to select resources appropriate to their needs from class buddy boxes and are guided and supported in making these choices.
11.
11.1
Monitoring and review
The SENCOs plan, monitor and review the provision for children with SEN or who are not making appropriate progress. The SENCOs monitor the impact of the provision and feedback to staff and governors. The SENCOs are involved in supporting teachers in drawing up interventions for children. The SENCOs and the Headteacher hold regular meetings to review the work of the school in this area. The SENCOs and the named governor with responsibility for special needs also hold regular meetings. The governing body reviews this policy annually.
11.2
11.3
Signed: Alastair Brenan Date approved by the Governing Body: 22nd May 2012 Date of Review: May 2013