Southfield Primary School SEN/D Policy

Introduction:

Thispolicy was developedas aresponseto,andis reflectiveoftheSEN/D CodeofPractice

0-25(September 2014).

Itshouldbereadinconjunctionwith thefollowingpolicies

 Accessibility

 Behaviour

 ChildProtection

 Safeguarding

Inclusionstatement

Southfield PrimarySchool believes that

Everyteacher isateacher of everypupiloryoungperson including those with SEN/D

We recognise that pupils learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. We believe that many pupils at some time in their school career may experience difficulties which affect their learning and we recognise that these may be long or short term.

We see the inclusion of children identified as having special educational needs as an equal opportunities issue. All pupils are entitled to receive a broad, balanced and relevant curriculum. All pupils’ individual needs are considered and a range of flexible responses are available to accommodate and value their diversity.

At Southfield Primary School we aim to identify these needs as they arise and provide teaching and learning contexts which enable every child to achieve to his or her full potential.

Aims

At Southfield PrimarySchool weseek to:

  • placethe pupilatthecentre ofour provision
  • provide opportunitiesfor parentstobefullyinvolvedwith and activeinthe decision makingprocess abouttheirpupil
  • allowpupils withSEN/D to fullyparticipateineveryaspectoftheschool experience
  • raise theaspirationsof andexpectationsfor allpupils withSEN/D
  • focusonoutcomesfor pupilsrather thansimplydetailinghours ofsupport given
  • ensurethatpupils withSEN/Darepreparedforthenextstageoftheirschooling
  • ensurepupils withSEN/Dhave thenecessaryskills that allowthemto beas independentaspossible both atschool andinthewider world
  • Provide aninclusiveschoolwhereeachindividualcanthriveandachievewithinaframeworkof highexpectations, mutualrespectandfriendship

Objectives

  • toidentifyandprovide for pupils who havespecial educationalneeds andadditional needs
  • towork withinthe guidanceprovideintheSEN/DCodeofPractice,2014
  • tooperatea“wholepupil,wholeschool” approachtothemanagementandprovision

ofsupportfor special educationalneeds

  • to provideaSpecial Educational Needs Co-ordinator(SENCO) whowillworkwith the

SLTtoensure thatthe SEN/D Policyis implementedacrosstheschool

  • to providesupport andadvicefor allstaffworkingwithspecial educational needs pupils
  • formasupportive partnershipwith parents ofpupilswhohaveSEN/D
  • To continually monitor the progress of all pupils, to identify needs as they arise and to provide support as early as possible

TheIdentificationofSEN/D:

WhatareSpecialEducationalNeeds?

TheSpecialEducationalCodeofPractice2014 statesthat:

“Achild oryoungpersonhasSEN/Diftheyhavealearningdifficultyordisabilitywhichcallsforspecialeducation provisiontobemadeforhimorher. A child ofcompulsoryschoolageorayoungpersonhasalearningdifficultyor disabilityifheorshe:

a) hasasignificantlygreaterdifficultyinlearningthanthemajorityofothersthesameage,or

b) hasadisabilitywhichpreventsorhindershim orherfrommakinguseoffacilitiesofakindgenerallyprovided forothersofthesameageinmainstreamschoolsormainstreampost-16institutions.

Theseneedscanbecategorisedintofourareas:

TheSEN/DCode ofPractice0-25,2014describes thefollowingbroad areas ofneed:

  • Communication and Interaction: includingspeech andlanguageneeds,social and interaction difficultiesandAutistic SpectrumDisorders (ASD)
  • Cognition and Learning:difficultieslinked tocognitiveabilities,Specific Learning

Difficulties suchas dyslexia and dyscalculia

  • Social,Emotionaland Mentalhealth(SEMH):including AttentionDeficit and

HyperactivityDisorder(ADHD), eatingdisorders, anxietyanddepression

  • Physicaland /orSensoryNeeds: difficulties withmobility,sight, hearingand Sensory difficulties

In Section6.15theCodeofPracticedefinesSpecialEducational Needsasfollows:

A pupilhasSEN/Dwhere theirlearningdifficulty or disability calls forspecialeducational provisionthatisdifferentfromor additionalto thatnormally availabletopupils ofthesame age.

Thepurpose ofidentificationistowork outwhatactiontheschool needstotaketo ensurea pupilcanmakeprogress, nottofitapupilintoacategory.

AtSouthfield PrimarySchool weidentifytheneeds of pupils byconsideringthewhole pupilwhichwill include notjustthespecial educational needsofthepupil.

Thesecouldbe(butare notlimitedto):

  • Disability( theCode ofPracticeoutlinesthe“reasonableadjustment“ dutyfor all settings andschools provided under currentDisabilityEqualitylegislation–these alonedonotconstituteSEN/D)
  • AttendanceandPunctuality
  • HealthandWelfare
  • English as an Additional Language
  • BeinginreceiptofPupilPremiumGrant
  • BeingaLookedAfter Pupil
  • Beingapupil ofServiceman/woman

How do we identify and manage SEN/D learners

All pupilsidentified ashavingspecial educationalneeds arerecordedonthespecial needs register whichis updatedtermly.

All pupilsatSouthfieldPrimarySchool will receiveQualityFirstTeaching. QualityFirst Teachingis characterised byhighqualityteaching,usuallydeliveredbytheclass teacher, and differentiated for individual pupils andis thefirststepinrespondingto pupils who have or mayhaveSEN/D.

TheStrategicLeadershipteamregularlyandcarefullyreviewthequalityofteachingfor all pupils,includingthose atrisk of underachievement. This includes reviewingand,where necessary,improving,teachers’understandingofstrategiestoidentifyandsupport vulnerablepupils andtheirknowledgeoftheSEN/Dmostfrequentlyencountered.

All pupils’ progressismonitoredonanongoingbasis, andpupils’ progress andachievement is discussedhalf-termly ina PupilProgressMeeting(PPM).Theclass teacher,member oftheStrategicLeadershipTeam and SENCoareinvolvedin thesePupilProgressMeetings.

Somepupils,despiteQualityFirstTeaching,mayfailtomakeadequate progress. These pupilswill receivesome additional supporttargetedattheiridentifiedareasofneeds.This maybedeliveredinclass or maybeawithdrawnintervention dependingontheneeds of the pupil.This targetedsupport is monitoredclosely. Mostpupilswill make accelerated progress as aresult of this additional support. Parent/Carerswill be notified bytheclass teacher thattheirpupil is receivingadditional support ina particular areaoflearning.

Somepupilsmaynot make thisexpected progressinresponsetothetargetedsupport.In somecasesthismaybe dueto otherfactors such aspoor attendance. Ifthere arenoother factors thatcouldexplainalack of progressfor apupil receiving targetedsupport,thena process ofSEN/Didentificationwill begin.

Parent/Carers will beinvited tomeetwith theSENCo andclass teacher atthis pointto discuss their pupil. Allinformationgatheredfrom within theschoolaboutthe pupil’s progress, alongsidenational data andexpectationsof progress willbeconsideredalongside theviews oftheparentsandthepupil themselves.

Fromthisdiscussion,aprofileofthepupil is built outlining particularstrengths andalso areas of difficultythatwillinformwhich areasofneedwemayconsider assessingthepupil in.

Ifwe thinkitnecessary, wemayask externalprofessionals to assess apupil. External professionalsthatSouthfield PrimarySchoolmayreferapupil tofor

assessment includebut are notlimitedto:

  • Educational Psychologist
  • SpeechandLanguageTherapist
  • OccupationalTherapist
  • CAMHS(Pupil andAdolescentMental HealthServices)
  • Physiotherapist
  • Schoolnurse
  • ChildDevelopmentTeam
  • Clinical Psychologist

PupilsareplacedontotheSEN/D register(SEN/DSupport) atSouthfield PrimarySchool when theprovision theyrequire tomakeprogressissignificantlydifferentfromor additional to thatnormallyavailabletopupils ofthesameage.

Differentiated Curriculum Provision

In order to make progress a child may only require differentiation of the plans for the whole class. At Southfield Primary School this is known as Early Intervention. The differentiation may involve modifying learning objectives, teaching styles and access strategies.

Under these circumstances, a child’s need will be provided for within the whole class planning framework. Differentiation will be recorded in the daily planning by the class teacher.

Monitoring of progress will be carried out by the class teacher and used to inform future differentiation within whole class planning.

Targets for children receiving support at Early Intervention will have their individual targets added to the school’s provision management system.

The school uses the definition of adequate progress as suggested in the revised Code of Practice, that is, progress which:

  • Closes the attainment gap between the child and their peers
  • Prevents the attainment gap from growing wider
  • Is similar to that of peers starting at the same attainment baseline, but less than the majority of peers
  • Matches or betters the child’s previous rate of progress
  • Ensures full access to the curriculum
  • Demonstrates an improvement in self-help or social or personal skills
  • Demonstrates an improvement in the child’s behaviour

Where a period of differentiated curriculum support has not resulted in the child making adequate progress or where the nature or level of a child’s needs are unlikely to be met by such an approach, provision at Wave 3 may need to be provided.

Waves of Intervention

Southfield classifies targeted intervention as Wave 1, Wave 2 and Wave 3:

Wave 1:

Wave 1 provision is delivered through Quality First Teaching in the classroom , including differentiated teacher questioning, differentiated tasks, differentiated planning informed by formative and summative assessment and dedicated teacher and, as appropriate, teaching assistant led individual and small group support.

Children at Early Intervention are mainly targeted with Wave 1 support.

Wave 2:

Wave 2 provision is usually delivered through small group and sometimes individual support, and targeted, nationally recognised, intervention programmes (e.g. Springboard Numeracy, Catch-Up Literacy) and group or individual support in meeting specific targets that address gaps in learning and progress identified through formative and summative assessment and the school’s evaluation and moderation systems.

Wave 3

Wave 3 provision is delivered through highly individualised and targeted support. Carrying out any recommendations and addressing needs identified by external agencies including, but not limited to, educational psychologists, speech therapists and occupational therapists.

Children with Statements or EHCP (Educational Heath Care Plans) receive, as appropriate, support at Wave 3.

StatutoryAssessment

If theschool andparent/carers,inconsultationwithexternal agencies,feel thepupilrequires more than£6000worthofSEN/D support,arequestis madetotheLondonBoroughofEalingSEN/Dassessmentservicefor astatutoryassessmenttobemade. TheSENCowill completean ERSAform(EalingRequestfor StatutoryAssessment) whichwill thenbesubmittedto Ealing. Pupils undergoingassessmentremain atSEN Support duringthis time.

If theLondonBorough ofEalingconsiders thatthepupilneedsadditional support beyond thatwhichcanbe providedbytheschool,they will issue anEducationandHealthcare Plan (EHCP- previouslyastatement).

A pupilwith an EHCplanreceives additionalfunding fromEalingtoallowtheschool to provide thepupilwith additional supportfor thespecificneeds identified.

An EHCplanis reviewedannuallyattheAnnual Review.Alladultsinvolvedwith thepupil (includinghealth professionals,members oftheLA,school staff,parents) areinvited to discussthetermlyandyear’s progress, amendingthestatementwhere necessary. When appropriate,thepupil willbe presentattheAnnual Review.

Exiting the SEN/Dregister

Ifa pupilisfoundtobemakingrapidandsustainedprogressthensupport will bereduced whilst progresscarefullymonitored. Ifthepupilis abletocontinue tomakeprogresswith no significantprovision differentfrom or additional tothatoftheir peers,thena decisionwould bemadetoremove the pupilfrom theSEN/Dregister. This processwouldbe discussedwith parents ateverystage andviews of parentsandthepupilwouldbeconsideredthroughout.

Supporting pupils and families

Parentsof pupils withSEN/Dwill be directedtotheEalingLocal Offer whichsets outthe servicesavailableto themwithinEaling.

Southfield PrimarySchool provides a SEN/D InformationReport. This report gives furtherdetails abouttheSEN/Dsupport we as aschool provide.This report can befoundonour website, or copiesare availablefrom theschool office.

Admission arrangementscanbefoundwithin our Admissions Policy.This is availablefrom theschooloffice.

Pupils withSEN/Daresupportedto accessassessments(statutoryandschool led) bythe classteachers andphaseleaders, workingin partnershipwith theSENCo.

Pupils withSEN/Daresupportedduringperiods oftransitioninmany ways,includingbut notlimitedto:

  • meettheteacher sessionsfor pupils andparents
  • social stories
  • transition books
  • additional visitstoa newclassroom/teacher
  • handover meetings betweenstaffwithinschool and atnewschools
  • stafftraining
  • supportfromtheSENCo and or Seniormembersofstaff

Supporting pupils at schoolwithmedical conditions

Southfield PrimarySchool recognisesthat pupils atschool withmedical conditions shouldbeproperlysupportedsothattheyhavefullaccess to education,includingschool trips andphysical education.Somechildrenwithmedical conditionsmaybedisabledand where this is thecase theschool will complywithits duties underthe EqualityAct2010.

Somepupils withmedical conditionsmayalso haveSEN/Dandmayhaveastatement or Education,HealthandCare(EHC)planwhich brings togetherhealthandsocial careneeds, as wellastheirspecial educational provisional. Inthesecases,theSEN/DCode ofPractice (2014) isalsoadheredto.

Pupils who havemedical conditionsatschoolwillhaveaHealthCare planwhich allstaffwill be aware of. Healthcare plans statethenature ofthechild’smedical needandthesteps thatneedtobetakenwithinschool to manage theneed. Forfurtherdetails, pleaserefer to thePupilswithMedicalConditions Policy whichcanbefoundonourwebsiteorfrom the schooloffice.

Professional Development

FundingforSEN/D support and provisionis provided throughtheschool’s delegatedbudget. SEN/D support canbeprovidedin theform ofresources,training(staff andpupil), devices or aidsinadditiontostaffingcostsforadditional learningsupportprovidedtoachild.

In order tomaintainand develop thequalityofteachingand provision torespondtothe strengths andneeds ofallpupils, allstaff areencouragedtoundertake training and development.

Allstaff andsupport staffundertakeinductionontakingupapostand this includesa meetingwiththeSENCoto explainthesystemsandandstructures in place aroundthe school’s SEN/Dprovisionandpracticeand todiscusstheneedsofindividual pupils.

Theschool’s SEN/DCOregularlyattends theLocal AuthoritySENConetwork meetings in

order tokeepup todatewithlocal andnational updateinSEN/D.

Partnership with parents/carers

We recognise that parents/carers play a key role in enabling children with SEN/D to achieve their potential. The school recognises that parents/carers hold key information and have knowledge and experience that contribute to the shared view of a child’s strengths, abilities and needs and the best way of supporting him / her.

All parents/carers of children at the school are encouraged to play an active role in their child’s education. The school will do its best to ensure that parents understand procedures.

Representations from Ealing Parent Partnership are welcome to attend meetings at the request of parents/carers.

Parents/carers will be involved at all stages of the education planning process. An appointment will be made by the class teacher to meet parents/carers whose children are being recorded as having additional needs. The SENCo will attend this meeting if the school or parent thinks this is appropriate.

Parents/carers are always invited to contribute their views to the review process. All IEPs and reviews will be copied and either given to parents at the meeting or SEN/D to them following the meeting.

Parents/carers evenings provide regular opportunities to discuss concerns and progress. Parents/carers are able to make other appointments on request.

Roles andresponsibilities

SENCo

TheSENCoplays acrucial roleintheschool’s SEN/Dprovision.This involvesworkingwith theheadteacherand GoverningBodyto determine thestrategic developmentofthepolicy. Other responsibilities include:

• Overseeingtheday-to-dayoperation ofthepolicy

• Co-ordinatingthe provisionforpupilswithSEN/D

• Liaisingwith andgivingadvicetoteachersandother staff

• ManagingLearning SupportAssistants

• Overseeingpupils’ records

• Liaisingwith the parents

•Liaisingwith external agencies, LEAsupportservices,HealthandSocial Services andvoluntarybodies.

Governing body

The GoverningBody’s responsibilitiestopupils withSEN/D include:

• Ensuringthat provision ofahighstandardismadefor SEN/Dpupils

• Ensuringthattheschool hasaSENCowhois aqualifiedteacher

• EnsuringthatSEN/Dpupils arefullyinvolvedinschoolactivities

•Havingregard to theSEN/D Code ofPractice 2014whencarryingoutthese responsibilities

• Beingfullyinvolvedin developingandsubsequentlyreviewingSEN/Dpolicy

Class Teacher

TheSEN/DCode ofPractice 2014clearlyacknowledges theimportanceallocatedto the teacher, whoseresponsibilities include:

• Providinghighqualityteachingforallthepupils intheirclass

• Beingaware oftheschool’s proceduresfor theidentificationandassessment of,and

subsequent provision for SEN/Dpupils

•Collaboratingwith theSENCoto decide theactionrequiredtoassistthepupilto progress

• Workingwith theSENCotocollect allavailableinformationonthepupil

• Incollaborationwith theSENCo,developtargetsfor SEN/Dpupils.The extentofthe

SENCo’s involvementis atthe discretion oftheschool.

•WorkingwithSEN/Dpupils onadailybasis to deliver theindividual programs required

• Developingconstructiverelationshipswith parents

Headteacher

Theheadteacher’s responsibilities include:

• Theday-to-daymanagementof allaspects oftheschool includingtheSEN/Dprovision

• KeepingtheGoverningBody wellinformedaboutSEN/Dwithintheschool

•Workingcloselywith theSEN/Dteam

• Informingparents ofthefactthatSEN/Dprovisionhas been madefortheirchild

•Ensuringthattheschool has clearandflexiblestrategiesfor workingwith parents,andthat these strategiesencourageinvolvementintheirchild’s education

Monitoring, evaluation and review

In order to determine the effectiveness of this policy it is necessary to monitor and evaluate its impact. This will be achieved by:

  • The Deputy Head Inclusion monitoring the progress of pupils with SEN/D on a termly basis.
  • Pupil Progress Meetings
  • Regular review of the school’s provision management system
  • The governing body, via the school governor for Inclusion will review progress made and the effectiveness of the policy on an annual basis, in the summer term.

REVIEW OF POLICY

Signature of Headteacher and Chair of Governors

------Headteacher

------Chair of Governors

Policy approved by Governing Body ------

The policy will be reviewed October 2017