POLICY FOR SPECIAL NEEDS

Rationale

The governors have a responsibility to ensure provision for pupils with special educational needs.

This policy has been written in accordance with the statutes and action programme referenced below, from which some key points are noted:

Education Reform Act 1988: all children are entitled to a broad and balanced curriculum, although for some children modification or disapplication may be recommended.

Education Act 1996 (section 312) Children are considered to have special needs if they have a learning difficulty which requires provision to be made that is additional to or different from the majority of pupils.

Excellence for all, DfEE (DfES) Action Programme 1998 Key principles:

Setting high expectations for children with SEN

Supporting Parents/carers

Increasing numbers of children included in mainstream schools wherever possible.

An emphasis on practical support not procedures

Providing better opportunities for professional development for teachers and others

Promoting partnership in SEN, locally, regionally and nationally

We will adhere to the Special Educational Needs Code of Practice DfES 2001 (CoP) and the Special Educational Needs and Disability Act 2001

Objectives

To provide the means of early identification of children with special educational needs.

To carry out relevant school based assessment of children with SEN.

To seek assessment by outside agencies, where necessary.

To provide appropriate programmes of work for children that will enable them to fulfil their potential for learning in consultation with parents/carers/carers, the children, support staff and outside agencies where necessary.

To monitor progress in a way that will inform practise and provision.

To provide information for all concerned.

Special Educational Needs

Guidelines for Practice

Basic Information

Pupil’s needs are categorised in one or more of the following areas:

  • Communication and interaction
  • Cognition and learning
  • Behaviour, social and emotional development
  • Sensory and or physical

The school SEN governor is Leila Butler

The role and responsibilities of the Special Educational Needs Co-ordinator (SENCO) are defined in the CoP sections 5:30 to 5:32. The SENCO is Stephanie Dexter

The Senior Management Team member responsible for SEN liaison is Sian Aubrey.

Admission

We will adhere to the LEA policy on admission.

Hearing impaired children in Plymouth who require a place in our enhanced provision will receive priority consideration when admission is requested and is considered by the sensory admissions panel.

Hearing impaired children from other authorities will be offered a place after consideration by the sensory admissions panel.

There may be cases of children who require a gradual or phased transfer from a specialised educational provision to our school. In any such case admission will still be in line with LEA policy

Enhanced Provision

The school has a support centre for hearing impaired pupils the co-ordinator (HSCCO) is Sian Aubrey

SEN Register

The school administrator, SENCO and HSCCO, updates this as necessary.

Identification of Pupils with SEN

Some children who enter the reception class from the school nursery, or another early education setting may already have had special needs identified. In these cases information already gathered will be examined and work in progress will continue. Their provision will become part of the SEN review and planning cycle.

Some children who enter the school at a later stage may already have had special needs identified. In these cases information already gathered will be examined and work in progress will continue. Their provision will become part of the SEN review and planning cycle.

In-school identification of pupils with SEN

A member of staff or parent may express concern about a child’s academic progress when a child is perceived to be having a greater difficulty in learning than the majority of children of the same age.

The teacher must be vigilant as to whether the learning difficulties could be due to a hearing or sight problem; this can be discussed with the school nurse who may suggest that the parents/carers consult their GP.

Before being considered for SEN provision, the class teacher must ensure the pupil is being provided with a differentiated curriculum and learning strategies designed to cater for a range of abilities. This includes both in-class provision and withdrawal for programmes such as the Early,

Additional and Further Literacy Strategies and Springboard Maths.

If the child does not make progress when subject to the above provision, or clearly cannot access the learning materials and strategies provided, the class teacher completes a Record of Concern (Appendix A) and a period of time will be agreed with the SENCO over which the child’s performance will be monitored, this should not be longer than half a term. During this time the child’s performance will be closely monitored and information gathered.

Observation and Information to be gathered

The following information may be gathered in order to determine the child’s needs:

  • Observations by staff of child’s learning behaviour.
  • Information provided by the child
  • Information provided by parents/carers (if involved at this stage)
  • Assessment by teacher of child’s performance in all subjects, but particularly in core subjects.
  • Performance in Early Learning Goals.
  • Performance in foundation stage profile.
  • Performance in PIPS at reception, year one and year four.
  • KS1 SATS results
  • Suffolk Reading Test Results year three to year six.
  • Annual QCA test results
  • Progress in short term Literacy and Numeracy Targets

If after gathering information it is evident that a child does have greater difficulty in learning than the majority of children of the same age, then he/she will be identified for school intervention. The parents/carers may already be involved, if they are not, the class teacher will invite the parents/carers to a meeting with the class teacher and SENCO about their child’s progress and discuss the action to be taken. The class teacher may speak with the parents/carers or send a letter (Appendix B), depending on which approach is felt to be most suitable in the particular instance. It is important to have regard for the feelings of the parents/carers. The approach to the parents/carers must be noted and dated.

School Action

Consultation

This meeting with the parents/carers should be lead by the SENCO, the purpose being to discuss the child’s progress and make a plan for intervention. It may be decided that further assessment by the SENCO is required. A plan for intervention should be made in which provision is made for the child, which is different from or additional to our usual differentiated curriculum and strategies. The SENCO must take the lead in planning provision and carrying out any further school based assessments. A plan will be agreed and a time set to review the pupil’s progress, in the majority of cases this should fit in with the school review cycle – see page 9. The plan will describe how the pupil’s progress will be monitored. The SENCO should make a record of the meeting. If parents/carers do not attend the meeting the SENCO must inform them of the outcome, this may initially be done by telephone, but should be followed up with a letter (Appendix C).

School based assessments available for use by SENCO

Basic Skills Record of Achievement –

Token Test – Identifies receptive language dysfunction

Assessing Children’s Reading Difficulties – Identifies difficulties with hearing onset and rhyme.

Bangor Dyslexia Test

Neale Analysis – Tests reading and comprehension

Aston Index – for visual awareness and perception, vocabulary skills, fine motor skills etc.

Early Literacy Test (Hodder and Stroughton) – standardised diagnostic assessment with a special needs indicator.

Nature of Intervention at School Action

The following strategies may be used:

  • SEN resources provided to reinforce work in class.
  • Resources (e.g. reading books, games) provided for use at home.
  • In-class support by a teaching assistant, as part of a small group or individual, for particular sessions.
  • Individual or small group withdrawal sessions with a teaching assistant to target particular areas of weakness.
  • Individual or small group attention from the class teacher to target particular areas of difficulty, whilst the remainder of the class are on task.
  • Individual or small group attention from the SENCO to target particular areas of difficulty.

School Action Plus

This action involves the advice and support of external agencies. Some pupils may need such action as soon as their needs are identified. Some such cases are:

Early assessments indicate the need for speech and language therapy support.

Extreme behavioural difficulties emerge.

A child has sensory or physical needs and requires specialist support or equipment.

In other cases the decision to seek support from outside agencies will arise out of discussion between the SENCO, class teacher and parent at a meeting to discuss the child’s education plan. The decision may be made for one of the following reasons, the child:

Makes little or no progress over a long period.

Continues to work at National Curriculum levels well below that of children of a similar age.

Has continuing behavioural, social, emotional or communication difficulties that interfere with the child’s own learning or that of the class group

If the parents/carers do not attend review meetings, the SENCO must seek written permission from the parents/carers to gain external support.

The SENCO has responsibility for contacting and liaising with outside agencies and providing access to the child’s records.

The external specialist may carry out assessments, act in an advisory capacity and/or be involved in teaching the child directly.

Provision at School Action Plus

At the appropriate time the SENCO must convene a further review meeting to discuss a new strategy for intervention based on the specialist advice. The specialist may be invited to attend this meeting. A new Education plan will be drawn up. The plan must include details of how progress will be monitored. The class teacher with the support of the SENCO has responsibility for implementing the plan. Regular specialist support may form part of the plan.

The child’s provision will become part of the school’s review cycle and will be recorded on an individual education plan.

Recording Provision

In many cases this will be recorded on an individual education plan. IEPs should be reviewed frequently, at least three times a year, and renewed at least twice a year. (appendix D)

If a number of children in the class are following a similar programme the teacher may devise a group education plan (example – appendix E).

There may be instances where the intervention does not lend itself to an individual or group education plan, in such cases the SENCO and class teacher will decide how best to record the intervention.A format for recording a Behaviour Management Plan is available (Appendix F)

Only provision that is different from or additional to that provided for the majority of children need be recorded separately.

School Request for Statutory Assessment

If a child demonstrates significant cause for concern the head teacher may request that the Plymouth Department for Lifelong Learning (PDLL) makes a statutory assessment.

The decision to request a statutory assessment must be made at a review meeting convened by the SENCO. The head teacher and staff working with the child should be present. The SENCO must invite the parents/carers and any external specialists involved with the child. Evidence of the child’s needs should be examined at the meeting before making the decision to request an assessment.

The head teacher should write a letter to PDLL. The letter should detail the provision in place for the child and give the reasons that an assessment is deemed necessary. Sufficient evidence should be attached to support the request.

Details of information to be provided in support of the request for assessment is contained in the CoP section 7:13 and 7:14

In the event of the parents/carers being unable or unwilling to participate in the decision to request an assessment the head teacher must write to the parents/carers/carers informing of the school’s decision.

PDLL may decide on examining the evidence and representations that a statutory assessment is not necessary. At this time the head teacher may decide that the full National Curriculum is not meeting the needs of the child and in consultation with the parents/carers make a temporary disapplication (see section 7:12 CoP)

Other referral routes for Statutory Assessment

The child’s parents/carers or another agency may request assessment. Information about these routes is detailed in chapter 7 of the CoP.

Statutory Assessments and Statements of Special Educational Needs

PCS is responsible for the assessment. Details of the procedure are in chapter 7 of the CoP.

The SENCO is responsible for informing staff of and supporting them in their participation in the assessment process.

Decision not to issue a statement

If PCS decides that a statement of SEN will not be issued, the school will continue to support the child’s education through School Action Plus. In such cases the SENCO must take a major role in planning intervention and supporting staff that work with the child.

Working with Children with Statements of Special Educational Needs

Provision for meeting the child’s needs should be set out in the statement.

The SENCO must take a lead role in preparing the child’s IEP and supporting staff in its implementation. The child’s IEP will be reviewed as part of the school’s review cycle.

Children with a statement must have an annual review, which is reported to PDLL. At this review targets will be set for the next year. This SENCO must be familiar with the detail of carrying out Annual Reviews (Chapter 9 of the CoP). Annual reviews incorporated in the school’s review cycle.

Resourcing Special Educational Needs

The majority of money for resourcing pupils SEN is determined by formula and is delegated to the school budget. Additional money is provided for some pupils with Statements of SEN.

The school employs a 0.5 non-teaching SENCO and a varying number of teaching assistants. The SENCO has a budget allocation for purchase of resources. A proportion of the budget for training each year is allocated to SEN; the Deputy Head Teacher administers this.

Teaching Assistant time is allocated at the end of each school year, in response to an analysis of pupils’ needs as part of provision mapping. Also see HSC policy and guidelines.

In service training

A yearly whole school needs analysis is undertaken yearly. This along with the Mayprovision review is used to prioritise training needs.

Teaching Assistants are provided with information about and encouraged to attend courses relevant to their work.

The SENCO and / or the SMT / SEN liaison person attend LEA primary SENCO meetings.

Links with Support Services for SEN

The school seeks advice and support from the services provided by Plymouth LEA and Health Authority. These include:

  • Educational Psychology Service.
  • Behaviour Support Team
  • Plymouth Advisory Learning Support
  • Inclusive Education Team
  • Speech and Language Therapy Service
  • Outreach worker for autism, based at LongcauseSchool.
  • Outreach worker for Downs Syndrome, based at The Mannamead Centre.
  • Outreach worker for physical disabilities, based at WoodlandsSchool
  • Plymouth Advisory Team for Sensory Impairment
  • Educational Welfare Service

The school also liaises and works with social services when relevant.

We have links with voluntary organisations that work on behalf of children with SEN; these include the Downs Syndrome Association, The Meningitis Trust, Plymouth Deaf Children’s Society, The National Deaf Children’s Society and The Royal National Institute for the Deaf

Review meetings and staff liaison cycle for children with Special Educational Needs

Staff Consultation

Mid September 1-2 hours Classroom cover required

Partner teachers/SENCO/HSC meetings

Establish needs within class and how they are to be met.

a)Children whose needs are to be met through differentiation – ensure means of documenting is in place and that teacher communicates intentions to parent, with opportunities for discussion at parent’s evenings.

b)Children who require IEPs, involvement of outside agencies etc. Discuss action to be taken and by whom. How needs may best be met and by whom, ideas for IEP.

Ensure roles for all professionals are clear (e.g. supervision of the work of any TA’s involved, referral to outside agencies, documentation).

SENCO to keep notes on all meetings.

Staff Meetings

One staff meeting each term (time will vary according to Annual Review timing) to work with partner teacher to review / adjust SEN strategies in place in the context of overall provision. Update SEN files. SENCO and Teachers of the Deaf available for consultation and to give support regarding resources.