Sacred Heart Catholic Primary School Special Needs and Disabilities Policy
Together in faith we are living, loving and learning.
Policy statement for SEND
‘There are a variety of gifts but always the same spirit; there are all sorts of service to be done but always the same Lord working in all sorts of ways in different people, it is the same God who is working in all of them. The particular way in which the Spirit is given to each person is for a good purpose.’
(1 Corinthians 12: 4-7)
In the spirit of this quotation and linking it to our mission statement, we have developed our SEND policy. This recognises the uniqueness of each child and their right to an education, which will enable them to fulfil their true potential morally, spiritually, socially and academically.
We value the abilities and achievements of all of our children and we are committed to providing an inclusive curriculum to ensure the best possible learning environment for each pupil whatever their needs and abilities. We believe that all children should be equally valued in school. We will strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe.
We aim to give all of our children, including those who are with SEND, every opportunity to develop their potential in all areas of the curriculum. Not all pupils with disabilities have special educational needs and not all pupils with SEN meet the definition of disability but this policy covers all of these pupils.
At Sacred Heart, we aim to develop an ethos of care, empathy and understanding. This is essential when dealing with children with Special Educational Needs and Disabilities, who may have low self-esteem.
The implementation of this policy is the responsibility of the whole staff, with any extra provision or expertise being provided by external agencies and professionals. It is intended that this policy statement will be used as a working document for all teaching staff, governors, parents and visitors.
The meaning of Special Education Needs (SEND)
A child is considered to have SEND if they have a learning difficulty or disability that calls for special educational provision to be made for them
Children have a learning difficulty if they:
· Have significantly greater difficulty in learning than the majority of children of the same age.
· Have a disability that prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same school age in schools within the area of the local authority.
· Are under compulsory school age and fall within the definitions above or would do so if special educational provision was not made for them.
Children must not be regarded as having SEND solely because their language, or home language, is different from that in which they are taught.
At Sacred Heart we have due regard for the Special Educational Needs and Disability Code of Practice when carrying out our duties towards all pupils with SEND, and ensure that parents and carers are notified when SEND provision is being made for the child.
Identifying children with SEND
A child has learning difficulties if they have:
· Significantly greater difficulty in learning than the majority of the children the same age.
· Has a disability, which prevents or hinders them from making full use of educational facilities of any kind, which children of the same age in other schools within the LEA are able to fully access.
The SEND aims of the school
We recognise that many pupils experience delay in their learning and do not make expected progress for a variety of reasons. Many will have differentiated work prepared for them by their class teacher in conjunction with the support staff which will be additional to and different from the curriculum available for the majority of children of their age. Progress at this stage will be tracked three times a year by the inclusion team and parents kept fully informed. In implementing this policy, it is our aim to address these pupils’ needs as and when they occur.
We believe that through working in partnership with parents, carers and pupils, much can be done to overcome the range of difficulties that SEND children experience.
We aim to:
· Ensure identification of all pupils requiring SEND provision as early as possible in their school career.
· Ensure that parents and carers of SEND children are kept fully informed about the pupil’s progress and attainment.
· Ensure that SEND children are involved, where possible, in decisions effecting their SEND development and provision.
· Ensure that realistic targets are set that are shared with the pupil and parent so that they experience a sense of challenge yet achievement.
· Ensure that all pupils have access to a broad and balanced curriculum.
· Provide a differentiated approach to each individual’s needs.
· Ensure that SEND pupils take as full a part as possible in all school activities.
Inclusion
This policy builds on our School Inclusion Policy, which recognises the entitlement of all pupils to a broad, balanced curriculum. Our SEND policy reinforces the need for teaching that is fully inclusive.
The Governing Body will ensure that appropriate provision will be made for all pupils with SEND. This policy recognises the Special Educational Needs and Disability Act 2002 (SENDA) in developing provision within the school.
Admissions
The Governing Body believes that the admissions criteria should not discriminate against pupils with SEND and has due regard for the practice advocated in the Code of Practice, in that, ‘All schools should admit pupils already identified as having SEND as well as identifying and providing for pupils not previously identified. Pupils with SEND but without Educational Health Care Plans must be treated as fairly as all other applicants for admission.’
All admissions to the school are based upon the school’s admissions policy. There is no special unit attached to the school.
Staffing
The SEND team in the school are:
SEND Governor: Mrs Sarah Raby
Safeguarding Governor: Ann Preston
SEND Co-ordinator (SENDCo): Mrs Colleen Everett
Pastoral Manager/Assistant SENDCo: Mrs Gaynor Froggatt
Organisation and management of Support
Children with identified SEND are supported within the classroom by their class teacher or a teaching assistant; some may be withdrawn for specialist support where appropriate.
At Sacred Heart we have a team of dedicated and well trained teaching assistants who support our children with SEND. Regular training is provided in order that teachers and teaching assistants can support our children in the best possible way.
Where necessary, additional support and advice may be provided by the Educational Psychologist, Inclusion Team teachers, Inclusion practitioners, Speech and Language Specialist, Sensory Specialists and School Health Advisor.
The Warrington Inclusion Service is split up into 4 areas. Our school is in the West Team Area.
Facilities
Every effort is made to make the school building accessible to people with SEND. There is no special unit, but the school is well resourced with a fully adapted disabled toilet. There are also ramps which allow wheelchair access into and out of the building. Where people are educated/work every effort is made to make sure that the surroundings allow the person to complete the task to their full potential.
Identification and Assessment Arrangements, Monitoring and Review Procedures
Identification and assessment
Physical or medical difficulties are discussed when pupils are admitted to the school, and entered on the Assessment Form which is signed by the parents or carers. The class teacher is informed and the information is passed to the Pastoral Manager and SENDCO. If the medical problem is likely to affect the child’s ability to learn, such as a hearing/visual impairment, the Pastoral Manager will record the details and ensure that the staff are informed of the child’s potential needs and ensure contact with relevant support.
We regularly observe, assess and record the progress of all children. In doing this, it allows us to identify children who are not progressing satisfactorily and who may have additional needs.
The following range of information is used in the assessment and identification process:
· Baseline assessment results
· Progress measured against the P level descriptors
· Progress measured against the objectives in the National Literacy and Numeracy Strategies
· Standardised screening and assessment tools
· Observations of behavioural, emotional and social development
· An existing Educational Health Care Plan
· Assessments by a specialist service, such as educational psychology, identifying additional needs
· Another school or LEA which has identified or has provided for additional needs.
Monitoring
Initially teachers monitor concerns they have about individual children. If concerns continue, and progress does not improve, parents are informed that their child is to be included on the school’s SEND register.
The following levels of intervention are used to support children with increasing levels of need:
Element 1: The core element for all children and young people including those with a defined special educational need or disability but whose learning needs can be met through high quality teaching as part of good differentiated mainstream classroom practice. At this level of intervention an Individual Education Plan (IEP) is written by the teacher and shared with the pupil and parents or carers. Support focuses on SMART targets. Support may be provided by a TA or teacher in small groups or individually, working on specific gaps in the child’s understanding or learning. Some children may access intervention groups run outside the classroom by a TA trained to use a specific programme. Targets are reviewed termly with the class teacher, pupil and parents or carers.
Element 2: At this level of intervention school need to make additional provision from its delegated budget. Children require more intensive or individual support, they have a specific barrier to learning that can’t be met in an intervention group. We request advice from the Warrington Inclusion Service or other outside agencies. This is discussed with parents or carers beforehand. Support may be provided by a TA or teacher in small groups or individually.Targets are reviewed termly with the class teacher, pupil and parents or carer. Specific interventions for delay in the following areas will be undertaken by designated members of staff.
· Communication and Interaction ( Speech and Language)
· Cognition and Learning (Literacy and Math)
· Social Mental and Emotional Health
· Sensory and Physical
It is expected that there will be more intensive support in Early Years and KS1 with higher numbers of interventions which should reduce through KS2. It is to be hoped that there will be a considerable parental involvement in order to maximize learning situations.
Class teachers and the intervention team closely track children and are able to identify those who are still not making good progress and are causing some concern. The Pastoral Manager may seek advice from Specialist Services.
When a pupil is receiving Additional SEND Support, staff will meet with parents to discuss goals, activities and support that will help achieve them. Individual pupil progress will be intensively monitored at least three times a year by the school tracking scheme and the inclusion team. A full report on the progress of children will be presented to the Governing Body once per year and the identified SEND Governor is encouraged to take a full challenging role regarding the progress of these children with both the Pastoral Manager and the Head Teacher.
Element 3: For children still not making appropriate progress at an acceptable level, the formal assessment procedures for an Educational Health and care Plan will be started by the Pastoral Manager in conjunction with the parents and other Specialist Services following the legal assessment procedures outlined in the Local Offer by Warrington Local Authority.
Education Health Care Plan (EHC Plan): For a child who has a level of need that cannot be provided for using the school’s own resources, or have severe, complex or lifelong needs. At this level we as a school or the parents or carers, may request that the Local Education Authority (LEA) carry out an Education Health Care Needs Assessment. This is a multi-agency investigation that aims to define the long term needs of the child. It may or may not result in the writing of an EHC Plan. The LEA will decide if a child will require an EHC Plan. An EHC Plan Coordinator will write the plan with input from school, the child and parents or carers. Targets and support will be outlined in the plan and it is reviewed annually. The parents or carers are invited to attend this meeting. Termly IEP reviews continue to take place.
Individual Education Plans (IEP’s)
Children identified as having SEND usually have an IEP with between two and four child friendly manageable targets. The child’s class teacher is responsible for providing the child with appropriate differentiated support and work. It is the Pastoral Manager and Head Teacher’s responsibility to ensure that the use and allocation of Teaching Assistants and resources is appropriate to the needs of children with SEND.
IEPs give information about how the targets may be achieved, as well as who is responsible. The targets are evaluated on a termly basis, and as a result of the evaluation, new more challenging or simplified targets are given. The teacher, child and parent or carers are involved throughout the process.
Pupil Premium
This is additional funding given to school to raise the attainment of disadvantaged pupils and close the gap between them and their peers. It is given for Free School Meals, Looked After Children and Armed Forces Children. Each Pupil Premium intervention is benchmarked, undertaken and evaluated alongside the school tracking system. A full report on the spending of this funding is presented to the Governors on an annual basis and reported to parents through the School website.
Review
Each child’s progress is continually monitored by the class teacher. If a child fails to make adequate progress with their IEP targets after 2 reviews, or if a specific problem is identified, appropriate action is taken. This could include involving specialist support from the Inclusion Team or another outside agency.