ST ANN’S C.E. PRIMARY SCHOOL,
NURSERY
& EARLY LEARNERS
POLICY FOR
SEND
POLICY REVISED
Autumn Term 2015
To be reviewed: Autumn Term 2016
Managed by: Kathy Sherwen
Special Educational Needs Policy
Contents
COMPLIANCE 3
CO-ORDINATORS 4
SCHOOL MISSION STATEMENT 5
PRINCIPLES 5
STATEMENT OF POLICY 5
AIMS 6
EQUAL OPPORTUNITIES 6
OBJECTIVES 7
DEFINITION OF SPECIAL EDUCATIONAL NEEDS 7
ENGLISH AS AN ADDITIONAL LANGUAGE 9
A GRADUATED APPROACH TO SEN SUPPORT 9
SEN REGISTER 12
MANAGING PUPILS NEEDS ON THE SEN REGISTER 13
MEDICAL CONDITIONS 14
SEN ‘SCHOOL SUPPORT’ 15
THE RANGE OF PROVISION 15
INDIVIDUAL EDUCATION PLANS (I.E.P.) 16
REVIEWING INDIVIDUAL EDUCATION PLANS 16
SPECIALIST SERVICES 16
REQUEST FOR EDUCATION HEALTH CARE PLAN ASSESSMENT 18
AN EDUCATIONAL, HEALTH CARE PLAN 19
REVIEWS OF EDUCATIONAL HEALTH CARE PLANS 19
TRAINING AND ALLOCATION OF RESOURCES 20
RESOURCES 20
ROLES AND RESPONSIBILITIES 21
STAFF DEVELOPMENT 24
THE PUPIL’S VOICE 24
STORING AND MANAGING INFORMATION 25
REVIEWING AND EVALUATING THE POLICY 25
PARTNERSHIP WITH PARENTS 26
ACCESSIBILITY 26
DEALING WITH COMPLAINTS 26
HEALTH AND SAFETY 26
COMPLIANCE
This policy complies with the statutory requirement laid out in the Special Educational Needs and Disabilities (SEND) Code of Practice 0 – 25 (date July 2014) and has been written with reference to the following guidance and documents:
· Equality Act 2010: advice for schools DfE Feb 2013
· SEND Code of Practice 0 – 25 (July 2014)
· Schools SEN Information Report Regulations (2014)
· Statutory Guidance on Supporting pupils at school with medical conditions April 2014
· The National Curriculum in England Key Stage 1 and 2 framework document Sept 2013
· Safeguarding Policy
· Accessibility Audit and Plan
· Medical Conditions Policy
· Teachers Standards 2012
· Behaviour Policy
· Induction Policy
· Freedom of Information Act
· Confidentiality Policy.
This policy was created by the school’s SENCO in liaison with the SEN Governor, Senior Leadership Team (SLT) and shared with staff and parents with SEND.
The policy is consistent with the statutory requirements of the school from the Special Educational Needs and Disability Code of practice: 0-25 yrs, July 2014.
CO-ORDINATORS
SENCo – Mrs K Sherwen is a member of the Senior Leadership Team, Specialist SEN teacher and Reception Class Teacher
Qualifications – BA Hons Primary Education with QTS, PGCE: Autism and children, PGCE: Specific Learning Difficulties, Diploma: Specific Learning Difficulties (dyslexia, dyspraxia, dyscalculia)
INCo – Mrs R Pimblett, Deputy Head, Year 6 class teacher and is a member of the Senior Leadership Team
Qualifications – BA Hons: QTS and National Award for SEN Co-ordination
The SENCo and INCo can be contacted through the school office: 01925 632210
Mrs Joanne Owen is the S.E.N. Governor.
Mrs K Sherwen is the Special Educational Needs Co-ordinator (SENCo), Foundation Stage Reception Leader/class teacher (job share) and Specialist SEN teacher. She deals with all queries concerning children with Special Educational Needs and those requiring additional support. The SENCo works closely with the INCo to monitor the schools SEN provision through the ‘assess, plan and do’ cycle linked to the graduated response.
The Inclusion Co-ordinator (Inco) liaises with the SENCo regarding the graduated response to SENs and interventions.
The SENCo and INCo are given weekly non-contact time to enable the co-ordination of Special Educational Needs provision within school, observe children and staff, monitor provision, contact outside agencies, other professionals, provide some training and to carry out any administrative tasks that occur. This also includes the costings of provisions and measuring of the impact of progress from the interventions identified from the provision management.
There is a weekly staff meeting in which staff are informed of any appropriate S.E.N.D issues.
St Ann’s SEN Information Report can be found on the school website
http://st-anns.eschools.co.uk/site
Warrington’s Local Offer can be found using the link http://warrington.fsd.org.uk/kb5/warrington/fsd/localoffer.page
SCHOOL MISSION STATEMENT
St. Ann’s Church of England Primary School is one of the family of church schools within the Liverpool Diocese. Our welcoming school is at the heart of the community and is distinguished by its nurturing ethos which is underpinned by Christian values.
Excellent teaching makes learning exciting and accessible for all and we challenge our children to develop a love of learning and to reach their full potential.
Throughout their school journey we encourage children to grow as resilient individuals who aspire to search out and grasp all of life’s opportunities, making wise choices in order to build a positive future for themselves and others. Our vision is that our children leave the school as compassionate citizens who respect the rights, beliefs and individuality of others.
PRINCIPLES
The Head Teacher, Staff and Governors at St. Ann’s are committed to the inclusion of all children including those with Special Educational Needs and Disabilities. We embrace inclusive education and believe that all class teachers are teachers of SEND.
It is intended that this policy will be used as a working document for all teaching, support staff, Governors, parents and visitors.
This policy is consistent with the school’s Mission Statement.
All admissions to the school are based on the School’s Admission Policy.
STATEMENT OF POLICY
The National Curriculum States that ‘Teachers should set high expectations for every pupil’ ‘They have an even greater obligation to plan lessons for pupils who have low levels of prior attainment’ (p.8, July 2014)
At St Ann’s all children are given the opportunity to progress in their learning in a positive way; children with special needs may need to fulfil this entitlement through smaller, more specified steps than their peers.
The whole staff are committed to the provision of an exciting, caring, enriching and multi-sensory learning environment. This arouses the curiosity and raises the aspirations, plus expectations of all children, including those children who require extra encouragement and stimulus to overcome their difficulties.
The implementation of this policy is the responsibility of the whole staff including the SEN Governor, with any extra provision or expertise being provided by external agencies and professionals.
Special Educational Needs has its own page within the School’s Improvement Plan and on the school’s website
http://st-anns.eschools.co.uk/site
AIMS
The SEND Code of practice states ‘ All children and young people are entitled to an education that enables them to make progress so they: achieve their best, become confident individuals living fulfilling lives and make a successful transition … higher education or training’ (p81, July 2014)
At St Ann’s we aim to provide access to a rich, broad and balanced curriculum within class, but also to offer small group intervention, or individual help, where children have specific needs.
As a Church of England School, we aim to develop an ethos of care, empathy and understanding. We feel that this is essential when dealing with children having Special Needs, or may have low self-esteem.
All children are valued at St Ann’s. We aim and expect all children to experience success and achievement, by raising aspirations so to reach their full potential and make progress.
EQUAL OPPORTUNITIES
We aim to ensure that all individuals have equal access to the curriculum and other aspects of school life whatever their sex, race, creed or colour or socio-economic group. All individuals will receive equal treatment, regardless of their ability or disability.
OBJECTIVES
· To work within the guidance provide in the SEND Code of Practice, July 2014
· To provide a Special Educational Needs Co-ordinator(SENCO) and INCo (Inclusion Co-ordinator) who will work within the SEND Policy
· To provide support and advice for all staff working with special educational needs pupils
· Early identification of pupils with a SEN, so an inclusive intervention can be implemented for specific needs.
· To work in partnership with parents of identified children to overcome perceived needs and problems, by keeping them informed of their child’s progress and attainment
· For every child to receive a broad and balanced curriculum, differentiated to his / her needs taking into consideration the Foundation Stage (Early Outcomes) and National Curriculum.
· For all children to experience success and achievement within the whole school environment.
· To involve the child in the planning of targets and future provision and to take credence from the child’s own views of their learning and achievement.
· To apply a variety of teaching styles to engage and motivate pupils.
DEFINITION OF SPECIAL EDUCATIONAL NEEDS
‘A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age. Making higher quality teaching normally available to the whole class is likely to mean that fewer pupils will require such support. (para. 6.15, SEND Code of practice, July 2014)
The SEND Code of Practice identifies four broad areas of need which schools need to consider when planning a provision. The SEND Code advises that these areas are not to be used to fit a pupil into a category, as children often have needs in more than one area.
1. Communication and interaction
Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
2. Cognition and learning
Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
3. Social, emotional and mental health difficulties
Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
4. Sensory and/or physical needs
Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties. Information on how to provide services for deafblind children and young people is available through the Social Care for Deafblind Children and Adults guidance published by the Department of Health (see the References section under Chapter 6 for a link). Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.
What is NOT SEN but may impact on progress and attainment;
· Disability
· Attendance and Punctuality
· Health and Welfare
· EAL (English as an Additional Language)
· Being in receipt of Pupil Premium Grant
· Being a Child in Care
· Being a child of a Serviceman / woman
· Persistent or withdrawn behaviours caused by external factors
· Children are not regarded as having learning difficulties solely because their language, or form of home language, is different from that in which they are taught.
ENGLISH AS AN ADDITIONAL LANGUAGE
Teachers closely monitor children who have English as an Additional Language in their progress across the curriculum. This is to ascertain whether any problems arise from uncertain commands of English or from special educational needs. Assessment of their proficiency in English is done before planning any additional support given. This is done in conjunction with the school EAL teaching assistants, SENCo and INCo.
A GRADUATED APPROACH TO SEN SUPPORT
Whole School Responsibility
The National Curriculum and Foundation Stage Curriculum provide the basis for all planning and delivery of lessons in all subjects. At St Ann’s we recognise that teaching SEN pupils is a whole-school responsibility. The core of the teachers’ work involves a continuous process of planning, teaching, assessing and reviewing, taking into account the differences in pupils’ abilities, aptitudes, and interests. Some pupils may need increased levels of provision and support.
The Code of Practice advocates a graduated response to meeting pupils’ needs.
At St Ann’s the curriculum is adapted or differentiated in different ways according to a child’s needs and recorded on the school Provision Map.
The ‘WAVES of provision’ approach is taken:
•WAVE 1 Quality First Teaching (QFT) - class teachers routinely use their knowledge of pupil’s levels and learning styles to differentiate work to match children’s needs.
•WAVE 2 differentiation - If pupils have been identified with specific needs, their work may need to be further differentiated, to remove barriers to learning and enable them to access the curriculum more easily. This may include an intervention to help them to make progress and narrow any gaps.
•WAVE 3 differentiation - If the school feels it is appropriate, specialist equipment, resources or a learning programme may be made available.
When a pupil is identified as having a SEN, the school will intervene through SEN Support as described below.
Identification
The Code of Practice suggests that pupils are only identified as SEN if they do not make adequate progress once they have had additional intervention/adjustments and good quality personalised teaching (Section 6.3)