THIS POLICY FOR SPECIAL EDUCATIONAL NEEDS:

REVIEWED BY THE SENCo : June 2012

THIS POLICY WILL BE REVIEWED IN: June 2013

LAKESIDEPRIMARY SCHOOL

POLICY FOR SPECIAL EDUCATIONAL NEEDS

INTRODUCTION

This document is a statement of the aim, objectives and strategies for the teaching and learning of children with Special Educational Needs at LakesidePrimary School. It was developed through a process of consultation with staff and Governors and in consideration of the demands of both the Special Educational Needs Code of Practice January 2001 and the 1996 Education Act and the Local Authority strategy for ‘Improving Intervention for Pupils with Special Educational Needs. This policy should be read in conjunction with the policy for Equality. Reference to Special Educational Needs provision may also be found in other individual policies.

WHAT IS SPECIAL EDUCATIONAL NEEDS (S.E.N.)?

A child has Special Educational Needs if they have a learning difficulty or individual need which calls for special educational provision to be made for them, which is additional to or otherwise different from, the educational provision generally provided for children of the same age.

We believe that all children may have individual needs whatever their ability, therefore for the purpose of this document all further reference will be to Individual Educational Needs (I.E.N.) rather than S.E.N.

AIM

The aim of this policy is to enable all pupils to reach their full potential through a broad, balanced and fully inclusive curriculum and school community.

OBJECTIVES

  • All children should have their needs identified as early as possible, and action taken to enable them to access the curriculum.
  • The management and deployment of resources are designed to ensure that all children’s needs are met, including maximising the potential of I.C.T.
  • The views of the child are sought and taken into account, whenever possible practical.
  • The school will work in partnership with the parents of the child, taking into account their views on their child’s particular needs.
  • Current and best practise is used when devising interventions for each child, with advice often sought fromthe Specialist Teacher and Educationalist Psychology Service (STEPS) and any other outside agencies, which may be working with that child.
  • The range of strategies to support children with individual needs and difficulties are reviewedat least once a term and updated.
  • Individual Education Plans are monitored and reviewed, at least once a term, to assess their impact, the child’s progress and the views of all concerned.
  • Staff, are continually given opportunities to develop their knowledge of I.E.N.

ADMISSION ARRANGEMENTS

The school caters for the full ability range and the presence or absence of an I.E.N. is not a factor in the selection of children. The school will only make a priority commitment for admission for a child with I.E.N. if requested by the Local Authority (L.A), and provided that it is compatible with the efficient education of the other children.

IDENTIFICATION OF IEN

Listed below are brief details of the strategies used to ensure early identification of children with I.E.N.

  • Prior to starting the Nursery, staff visit playgroups and makea home-visit to each child.
  • Prior to starting in the Reception year, childrenare invited with their parentsto visit the Reception classrooms.
  • There is a close liaison across the Early Years Foundation Stage and between the Reception year and Year 1.
  • All parents of children admitted to the school are asked to complete a detailed admission form and a medical history form.
  • All parents with children entering the Reception classes are asked to complete a sheet which provides Reception teachers with information about each child’s progress to date. The questions relate to the six areas of the Early Years Foundation Stage (E.Y.F.S.). Nursery children also have an internal information form.

ASSESSMENT

The assessment process (see Assessment, Recording and Reporting Policy) is used to track a child’s progress through the school as follows

  • Children in the Nursery are assessed using the age appropriate E.Y.F.S. criteria and where applicable the Early Learning Goals (E.L.G.).
  • In line with National requirements, all Reception children are continually assessed during the course of the year using the assessment scales from the EYFS Profile.
  • Local Authority screening is carried out through P.I.P.s analysis within 6 weeks of the beginning of Year 3.
  • National Curriculum based tests are completed in Years 2, 3,4,5 and 6.
  • To aid monitoring and assessment all children in Years 1 – 6 complete a spelling test twice a year. Children admitted during the year are assessedwithin 6 weeks, using standardised tests in reading, spelling, writing and mathematics.
  • Teachers follow a programme of continual assessment and maintain detailed records in all subjects.
  • Class teachers, teaching assistants (T.A.s) and the I.E.N. Subject Leader undertake planned classroom observations to monitor a child’s progress.
  • Initial referrals to STEPS or other outside agencies for advice and support may be as a result of any expression of concern from parents, the health authority, the I.E.N. Subject Leader, another member of staff or the child themselves.
  • Individual Educational Plans (I.E.P.s) are reviewed and adjusted at least once a term.

The results of these evaluations are used as criteria, when considering whether the child has made progress or has a continuing need.

PROCEDURES

We follow the graduated approach as set out in the current Code of Practice.

These are referred to as

  • Early Years Action and Action Plus (Nursery & Reception)
  • School Action and Action Plus (Years 1 – 6)
  • Statement (All years)

Throughout any formal procedures the school will follow the arrangements suggested by the L.A. which have due regard to the Code of Practice 2001.

PROVISION AND FUNDING FOR INDIVIDUAL EDUCATIONAL NEEDS

A high level of funding is allocated to the employment of an experienced teacher and T.A.s to work with children with I.E.N. The needs of the children currently in the school are tracked using Provision Maps and resources are deployed accordingly.

T.A.s are allocated to children with Statements of Special Educational Needs as outlined in their statement. They are timetabled for when they will be of maximum benefit to the child. A wide range of schemes and equipment suited to varying abilities is maintained and occasionally supplied by outside agencies.

Children with I.E.N. are fully integrated into the life of the school; hold positions of responsibility; represent the school and are encouraged to develop their interests to the full. Some children may require medication to aid their learning. (See Medicine policy for further details.)The only modification of theE.Y.F.S.or National Curriculum requirements is where it is in the best interests of the child. For example during tests some children may require a reader in order to access them or extra time in order to allow them to organize their thoughts.

There is an understanding that every teacher at Lakeside is a teacher of I.E.N. children and is told of any relevant information received by the I.E.N.subject leader. A graduated approach (as set out in the Revised Code of Practice) is used as a model of action and intervention to help children who have I.E.N. The approach recognises that there is a continuum of I.E.N.

Children with I.E.N. may benefit from in-class support; withdrawal as individuals or small groups and continuous teacher monitoring. In order to encourage full participation in every aspect of school life teachers make weekly / daily plans, based on I.E.P. targets, which they outline to T.A.s.

An experienced teacher and T.A.s withdraw individuals and small groups of children from their classes on a regular basis throughout the school, in order that:

  • They may receive extra support and reinforcement of basic concepts.
  • Child teacher ratios in the class are reduced, thus allowing further differentiation for all children in that year group.
  • Children who are high achievers are presented with suitable challenges and experiences in larger sets.

THE ROLE OF THE I.E.N. SUBJECT LEADER – Lesley Carter

The I.E.N subject leader will, by working closely with colleagues, oversee the educational provision for statemented and non-statemented children with individual requirements. A team of qualified and experienced staff supports the subject leader.

Other members of staff have attended a variety of I.E.N. courses.

The subject leader organises I.E.N. provisionthrough

  • The day-to-day operation of the school's I.E.N. Policy.
  • Advising class teachers on meeting a range of needs within their classes.
  • Co-ordinating the staged approach to school based assessment.
  • Maintaining an efficient, clear record of children with I.E.N.s throughout the school.
  • Ensuring the full involvement of parents with children with I.E.N.s.
  • Effective liaison between STEPS, the Health Authority and other outside agencies.

THE ROLE OF THE I.E.N. GOVERNOR

The Governing Body appoint a governor to have specific oversight of the school’s arrangements and provision for meeting I.E.N. This person liaises with the IENCo termly about current issues and writes a report to the Governing Body annually. The Headteacher updates the Governors on the numbers of I.E.N. children in school in her termly report.

THE ROLE OF PARENTS

The school values the close co-operation of parents. Initial concerns may be discussed with the class teacher or the I.E.N. subject leader. Greater concerns may be discussed with the Headteacher or through Surrey’s Parent Partnership scheme.

The feelings, wishes and knowledge of parents are sought and they are kept informed of all stages of assessment concerning their child. Parents are asked to support interventions whenever appropriate and are encouraged to help within school in various capacities and assist with homework.

THE ROLE OF THE CHILD

When writing the I.E.P., where possible, the feelings, wishes and knowledge of the child are sought in order to set targets and individual programmes of work with which the child is in agreement.

STAFF DEVELOPMENT

Staff development includes the following provision

  • Relevant training opportunities for all staff and governors with regard to I.E.N.
  • 'In-School' training sessions to advise all staff of current developments in I.E.N, whenever practical and appropriate.
  • Some support from services / outside agencies attending and contributing to staff Continuing Professional Development as appropriate.

SPECIAL FACILITIES AND BUILDING ADAPTATIONS

The following are available

  • Several ramps for wheelchair access.
  • A classroom and a small room are equipped with support materials and are available for use when working with individuals, small or larger groups.
  • Other facilities, such as the library and computer suite are also frequently used for support work.

LINKS WITH OTHER SCHOOLS

Wecontinue to seek occasional advice from the Outreach teachers of Carwarden House school to enable us to integrate children with Moderate Learning Difficulties; and from Freemantles school to integrate Autistic and Asperger children into the Lakeside community. Secondary Schools liaise on the transfer of children from Year 6 to Year 7.

LINKS WITH OUTSIDE AGENCIES

We recognise that the effective implementation of the school - based stages of assessment and provision will only be possible, if we create positive working relationships with outside agencies. Teachers and other professionals, with a variety of expertise, are contacted and visit on a regular basis, whenever possible, to offer guidance and assist in the drawing up of I.E.P.s.

The following services work regularly with the school:

STEPS - Educational Psychology, Language & Literacy and Behaviour Pupil Support; Physical Disability;Speech and LanguageTherapy;I.T.and Health services mainly based at Frimley Children’s Centre.

COMPLAINTS PROCEDURE

Parents are encouraged to seek an appointment at an early stage to discuss their concerns about the school's provision for a child with I.E.N.

In the first instance, this should be with the class teacher, and then if necessary the I.E.N. subject leader, then the Headteacher and finally in writing to the Governing Body as set out in theComplaints Policy.

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