Elthorne Park High School

SEN Policy

andInformation Report

Adoption – January 2018

Review frequency - annual

Next review – January 2019

Status – Statutory

Committee – Curriculum

This policy complies with the statutory requirement laid out in the SEND Code of Practice 0 – 25 (29.07.14) 3.66 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 (29.07.14)

Schools SEN Information Report Regulations (2014)

1Introduction

2. Definition of Special Educational Needs (C.O.P xiii and5.32)

3 Roles and Responsibilities

4. SEN Information Report

5 SEN Register

6 Criteria for exiting the SEN Register

7 Arrangements for Monitoring and Evaluation

8 Admission Arrangements

9 Special Facilities and Accessibilty

10 Extra Curricular Activities and School Trips

11 Examination Access Arrangements

12Supporting Families

13 External Agencies

14 Review and Evaluation

15. Storing and Managing Information

16Links with other policies and documents

1.Introduction

Elthorne Park High School believes that every student is entitled to a broad and balanced education whatever their ability and educational needs. As a fully inclusive school we are committed to providing personalised, differentiated learning so that the needs of all students are addressed, and their potential fulfilled. The whole school inclusive approach means that supporting students with additional needs is the responsibility of all subject teachers in partnership with the SEN Department and Pastoral team. The Special Needs Policy and Information Report is in line with the values and principles outlined by the school’s cornerstones, which aim to provide an inclusive learning environment where all students can strive to seek excellence in a learning community. All students will be encouraged to succeed by the positive and supportive ethos of the school as well as by strong links with the home and relevant agencies

This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:

•Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEN and disabilities

•The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEN co-ordinators (SENCOs) and the SEN information report

1.1 Aims and Objectives of the Policy

The Special Educational Needs Policy and Information Report is intended to exist as a practical working document which will inform and advise staff, and which sets out clearly procedures and practice related to students with special educational needs and their learning and development. As a school we acknowledge students’ strengths as well as their complexities, aiming to provide the necessary support to empower students to take responsibility for their learning and prepare them for the challenges of the wider world. We strive to support our students in their emotional, social, physical and academic development, which means that teaching and learning is at the heart of our school. We aim to match the quality of our provision to the changing needs of all our students. We aim to ensure that:

We identify, assess and provide for students with special educational needs and additional needs as early and as thoroughly as possible according to the SEND Code of Practice for Identification and Assessment of Special Educational Needs 2014.
Work within the guidance provided in the SEND Code of Practice (2014), so that our SEND pupils are integrated as fully as possible into the educational and social life within the schools setting. Where this cannot be the case, to ensure that suitable alternative provision are made.
Ensure pupils with SEND are the shared responsibility of all staff
Ensure all pupils are of equal value and are entitled to a broad and balanced curriculumwhich is differentiated to ensure maximum progress. All teachers are teachers of SpecialEducational Needs
Provide students with a smooth transition at each transition stage for the student
Work in partnership with the parents and carers of pupils with special educational needs.
Involve pupils where ever possible in planning for and reviewing the provisions they areprovided.
Work collaboratively with all external providers of support
We maintain up to date knowledge of current SEND good practice and methodology in order to offer support and training in these areas to all staff in the school

2. Definition of Special Educational Needs (C.O.P xiii and5.32)

Young people with every type of need are supported at our school and we make our best efforts to ensure that every child in our school makes good progress and is well prepared for adulthood.

The Code of Practice 2014 defines SEN as:

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:

• has a significantly greater difficulty in learning than the majority of others of the same age, or16

• has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions’

The ’Equality Act 2010’ states:

A person has a disability if:

• they have a physical or mental impairment

• the impairment has a substantial and long-term adverse effect on their ability to perform normal day-to-day activities

Where a disabled young person requires special educational provision they will also be covered by the SEN definition. From Education Act 1996 section 312 ‘special educational provision’ means:

Educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LA.

Some students have a Special Educational Need and disability.

For the purposes of the Act, these words have the following meanings:

• 'substantial' means more than minor or trivial

• 'long-term' means that the effect of the impairment has lasted or is likely to last for at least twelve months (there are special rules covering recurring or fluctuating conditions)

• 'normal day-to-day activities' include everyday things like eating, washing, walking and going shopping’

Students with SEND and/or disabilities admitted to Elthorne Park could have difficulties with one or more of:

Communication and interaction
Cognition and learning
Social, mental and emotional health
Sensory or physical

Further details of the 4 board areas of needs can be found on page 97 and 98 of the SEND Code of Practice 2014 on section 6.28, click here

This policy is concerned with provision for students who fall into these categories and has been written with regard to the Special Educational Needs and Disability Code of Practice: 0 to 25 years July 2014, which stresses inclusion in the curriculum for all young people. Provision for more able and gifted students is outlined in a separate policy document, and support for those students for whom English is an additional language will be coordinated by the EAL Coordinator; the whole school language policy refers specifically to their needs. This policy works alongside the Teaching and Learning Policy which provides information on how each teacher provides a positive learning environment. This policy is written according to current legislation and guidance and follows the SEN Code of Practice 2014. It will be reviewed and updated when any legislation is published.

Roles and Responsibilities

Provision for children with SEND needs is a matter for the school as a whole. It is each teacher’s responsibility to provide for pupils with SEND within their classroom, and to be aware that these needs may be present in different learning situations.

All staff are responsible for helping to meet an individual’s special educational needs and for following the school’s procedures for identifying, assessing and making provision to meet those needs

The governing body, in co-operation with the Headteacher has the legal responsibility for determining the policy and provision for pupils with SEND.

SEN Governor

Currently the SEN Governor is Alys Stephens. The SEN Governor and the governing body should ensure:

All staff are aware of the importance of identifying and providing for pupils with SEND.
That the needs of pupils with SEND are made known to all who are likely to teach them.
That a pupil with SEND joins in school activities with pupils who do not have such needs so far as is reasonably practical and compatible with the pupil receiving the necessary special education, the efficient education of other children in the school and the efficient use of resources
Have regard to the Code of Practice when carrying out its duties to pupils with SEND.
Parents/carers are notified if the school decides to make special educational provision fortheir child and they are fully informed about SEND issues, so that they can play a major partin school self‐review.
Are involved in developing and monitoring the policy. They are kept up to date andknowledgeable about the provision, deployment of funding, equipment and personnelresources.
The quality of SEND provision is continually monitored, evaluated and reviewed.
They set up appropriate staffing and funding arrangements, and oversee the schools' workfor pupils with SEND.
They, and the school as a whole, are involved in the development and monitoring of thispolicy.
SEND provision is an integral part of the school strategic plan

Headteacher

The Headteacher has the responsibility for:

The management of all aspects of the school’s work, including provision for students with SEND
Keeping the governing body informed about SEND issues
Ensure that the school is up-to-date with a wide range of inclusive practices
Ensure that continuing professional development is available for all staff
Ensure that effective systems are in place for identification of student’s needs at transfer from primary school and at other points of transition and that records are sought and maintained

SENCO

The named teacher with responsibility for the overall co-ordination of Special Educational Needs (SENCO) provision in the school is Ms K Reeves. The SENCO and the SEN team are responsible for the co-ordination, assessment and provision from SEN Support, which will either be managed by the team or through differentiation from each department. In collaboration with the Headteacher and Governing body, the SENCO determines the strategic development of the SEND policy and provision at Elthorne Park High School.

The responsibilities of the SENCO are:

Overseeing the day‐to‐day operation of the school’s SEN policy
Co‐ordinating the provision for pupils with SEN.
Ensuring that an agreed, consistent approach is adopted.
Liaising with and advising staff on the graduated approach to providing SEN support.
Helping staff to identify pupils with SEN and supporting class teachers in devising strategies,setting targets appropriate to the needs of the pupils. Advising on appropriate resources andmaterials for use with SEN and on the effective use of materials and personnel in theclassroom.
Advising on the deployment of the school’s delegated budget and other resources to meetpupils’ needs effectively.
Liaising with parents of pupils with SEN.
Liaising with primary, other schools, educational psychologists, health and socialcare professionals, and independent or voluntary bodies.
Liaising with the SENCOs in primary schools to help provide a smooth transition toElthorne Park High School
Liaising with potential next providers of education (Post 16 and FE) to ensure a pupil and their parents areinformed about options and a smooth transition is planned.
Assisting in the monitoring and evaluation of progress of pupils with SEN through the use ofexisting school assessment information, e.g. class‐based assessment/records.
Contributing to the in‐service CPD of staff.
Overall management of the teaching assistants.
Maintaining the school's SEN register and records so they are up to date.
To liaise with parents, staff, governors and external agencies
To arrange annual reviews of pupils with statements/EHCP.
To liaise with the exams office to coordinate special arrangements for internal and externalexaminations.
To ensure pupils are assessed on entry and providing staff with baseline information such asreading age (Identification, Assessment and Review Procedures).
To communicate the needs of pupils with SEN to staff
To update staff and the Senior Management Team on developments in SEND.
Working with the Headteacher and school governors to ensure that the school meets itsresponsibilities under the Equality Act (2010) with regard to reasonable adjustments andaccess arrangements.

Year Leaders

The leader for each year group is responsible for the day to day monitoring of students on the SEN register.

Key Stage Leaders will:

Communicate with the SENCO any issues relating to a student needs
Feedback information to their year team
Be available to liaise with parents/carers/ external agencies to discuss a student’s need
Evaluate and monitor the progress of students with SEND and feedback in SENPlan, Pupil Progress meetings and Student Forum

Alternative Resource Provision Centre Manager

The ARP Centre Manager is responsible for the day to day monitoring for students within the ARP

Class Teacher

It is each teacher’s responsibility to provide for pupils with SEND within their classroom, and to be aware that these needs may be present in different learning situations. All teacher’s should create a high quality inclusive teaching environment.

Teachers should check through pupil profiles and information available regarding a student’s need to inform planning
Lessons should have three parts (starter, differentiated activities and an effective plenary)
Students should be given clear objectives which are displayed and referred to at the start of the lesson and throughout
Provision should be made for appropriate differentiation including a range of tasks, the use of visual cues and alternative methods of recording, supported reading and reinforcement of key vocabulary
Teachers should plan and monitor the pace of work so that all students have a chance to learn effectively and achieve success
When questioning a teacher should acknowledge a student’s literacy ability and be differentiated to ensure participation
The classroom should be organised to offer quiet areas, good listening conditions and appropriate positioning for pupils
Homework should be differentiated
In line with data harvesting teachers should monitor andreview the progress of all pupils. Where a pupil is failing to make progress against the expected targets set out for pupils of a similar age, the teacher should consider other different and additional strategies.
The teacher should inform their Curriculum Lead and SENCO if the pupil does not respond to this personalised approach and continues to be a cause of concern
All staff should make themselves available for training/teach meets on individual needs when appropriate

Teaching Assistants

The overall line management of the Teaching Assistants is carried out by K Reeves SENCO

Teaching Assistants should:

Be fully aware of the SEN policy and the procedures for identifying, assessing and making provision for pupils with SEN.
Aim at increasing pupils’ inclusion in the learning with their peer group.
Have appropriate responsibility for the pupil’s specific needs during their time with that pupil. They will be led by the class teacher and SENCO on planning to ensure progress.
Work in collaboration with the class teacher to provide for an appropriately differentiated curriculum.
Work in partnerships with the class teacher to ensure that pupils are made aware of the learning objectives/outcomes and how it fits into what they already know and what they are to do independently.
Teaching Assistants should give feedback to teachers about pupils' responses to tasks and strategies.
Teaching Assistant will keep SEN files up to date for the SEN pupils they support.

The role of Teaching Assistant needs to be read in conjunction with the school’s deployment policy of support staff.

Students

Students have a right to receive and make known information, to express an opinion, and to have that opinion taken into account in any matters affecting them. The views of the children in school are given due weight according to their age, maturity and capability.
To participate where possible, in all the decision making processes, includingsetting targets and discussing their choices, assessment of needs and in the review procedures.

Parents

Partnership with parents plays a key role in enabling children and young people withSEND to achieve their potential. Parents/carers are notified of any concerns as they arise and there is always a willingness to listen to issues brought forward for discussion. The school asks that parent;

Keep the SEN department aware of any changes their child/ren’sSEND needs including updates from external agencies
To attend review meetings as and when required
To support their child/ren’s learning in carrying out strategies at home
To become involved in parent consultation groups as set up by the SENCO

4.SEN Information Report

4.1 How are children’s needs identified at Elthorne Park High School?

We recognise that students are different and they will make progress at different rates and not always in a steady linear pattern. So as a school we spend time identifying the needs of all children, whether they have a special educational need or not, before they enter school and throughout their school life. This helps us ensure all children settle in well, feel happy and confident in school and make good progress in their lessons. If the school feels that a child might have a Special Educational Need then a meeting with parents (and the child if appropriate) will always be arranged to investigate the needs further before the child is classed as having an SEN

Contents

1.Introduction

4.SEN Information Report