Sen policy sept 2012

CAMPSMOUNT SEN POLICY

Vision Statement We, the staff and Governors, aspire to ensure all students, irrespective of their ability, achieve their potential in full; and we aspire in this way to make Campsmount the best it can be.

SECTION 1: 1.1

Arrangements at Campsmount

Definitions: as detailed in the SEN Code of Practice (2001)

Children have Special Educational Needs if they have a learning difficulty which calls for special educational provision to be made for them.

Children have a learning difficulty if they: (a) have a significantly greater difficulty in learning than the majority of children of the same age; or (b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the Local Education Authority.

Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.

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, other than special schools in the area.

See Section 312, Education Act 1996

A child is disabled if he/she is blind, deaf or dumb or suffers from a mental disorder of any kind or is substantially and permanently handicapped by illness, injury or congenital deformity or such other disability as may be prescribed.

See Section 17(11), Education Act 1996

A person has a disability if he/she has a physical or mental impairment which has substantial and longterm adverse effect on his/her ability to carry out normal day-to-day activities.

Equality Act 2010

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Definitions from the Equality Act 2010: Long Term – is defined as ‘lasting or likely to last for at least 12 months’.

Physical Impairment – includes sensory impairments such as those affecting sight or hearing.

Mental Impairment – covers a wide range of impairments relating to mental functioning.

HIV, Multiple Sclerosis & Cancer – are automatically treated as disabilities, regardless of their effect.

1.2

SEN Policy

The aim of Campsmount is to provide learning experiences for all students with equal opportunity to achieve success, to encourage tolerance and concern for others and to establish attitudes of responsibility, thereby enabling all students within the community to grow into adjusted adults and useful members of society. It is also our aim to: I. II. III.

Ensure that SEN students take as full a part as possible in school activities.

Ensure all students follow a broad and balanced curriculum.

Recognise the importance of the role of parents by keeping them fully informed of their child’s progress.

Inclusion and SEN embraces the notion that a student has a significantly greater disadvantage to his/her development to that of his/her peers due to educational, physical, social, emotional, behavioural or sensory difficulties.

Inclusion is about more than students with SEN. Inclusion is about all students.

Students with SEN are just one of the groups considered vulnerable to underachievement. Ofsted refer to different groups – they may also be described as ‘vulnerable groups’ or as having ‘additional educational needs.’

The term ‘different groups’ applies to any or all of the following: o o o o o o o o o o o

Girls and boys Minority ethnic and faith groups; travellers, asylum seekers and refugees Students who need support to learn English as an additional language (EAL) Students with special educational needs (SEN) Gifted and talented students (G&T) Students looked after by the Local Authority (LAC) Students with persistent medical and/or mental health needs Young carers and students from families under stress Pregnant schoolgirls and teenage parents Students at risk of disaffection and exclusion Families that are seriously disadvantaged by poverty or social/rural isolation

It is important for us to remember and recognise that a student may belong to several groups. There will be barriers that are common to all vulnerable groups and at Campsmount need to adapt our policies and practice to ensure we do not discriminate against, or hinder the achievement of, any student. This whole 2

college approach to the development of the inclusive education does not mean that individual needs are ignored.

Campsmount ISEN Policy aims are that: o All students have the support they require to access the curriculum and activities of the college. o All students leave our college with the core skills in literacy, numeracy, personal organisation and social independence they will need for adult life. o All students learn the social, emotional and behavioural competencies they need in order to sustain positive relationships with others.

Our Inclusion Statement is based on the following national guidance: o o o o o

Curriculum 2000 Inclusion Statement Disability Discrimination Act 1995 SEN & Disability Rights Act 2001 SEN Code of Practice 2001 Equality Act 2010

At Campsmount we: o o o o o o

Believe all students should have an equal right to attend our college.

Value every individual and celebrate their achievements.

Ensure policies and systems are in place to promote inclusive provision and practice.

Identify and respond to individual needs.

Identify and overcome barriers to learning for groups and individuals.

Set suitable learning challenges for every student.

At Campsmount we take action to: o Promote inclusion. This is reflected in our policies, planning, curriculum provision and delivery, recording and reporting procedures. o Have regard for inclusion in our college and departmental improvement plans. o Ensure access for all students to all areas of the college site. o Promote equal opportunity for students. o Recognise and celebrate the achievements of all students. o Ensure all strategies are in place to identify students’ needs and put in place an appropriate differentiated curriculum and where necessary individual support programmes. o Ensure that through positive behaviour management all students are enabled to learn within a safe and caring environment and that the Behaviour Policy includes clear rewards and sanctions. o Work in partnership with parents/carers and that parent/carer participation in the review of their child’s needs is promoted and enabled. o Enable staff to attend training to meet the needs of individuals and groups. o We regularly monitor and evaluate our provision and practice by:  SEN Audit  SEN progress meetings/Review Days  Parent/carer participation at Statement Reviews  Student participation at Statement Reviews  Student participation in the school Student Voice and Year Council Meetings.  Pastoral Liaison meetings  Team Around the Child meetings 3

     1.3

SEF School Review days Departmental evaluation.

Termly reports for the Governing Body INSET

The Objectives of the SEN Policy

The main objective is to offer a clear, coherent way to provide for the special educational needs of as many students as possible in as flexible was as possible. This principle is enshrined in the school’s Equality of Opportunity Policy which states that we are committed to equality of opportunity for everyone involved at Campsmount.

I. II. III. IV. V. VI. VII. 1.4

In so doing, to boost the literacy and numeracy skills of students with general and specific learning diffiuclties both as an end in itself and as a means of providing maximum access by such students to the rest of the curriclulum.

To develop differentiation in all lessons to improve the eduational opportunities of all students regardless fo ability.

To meet the special educational needs of students with physical/sensory disabilities, with speech, language and communication difficulties and with social, emotional and behavioural difficlties as far as is practicable, making adjustments in terms of the layout/resources of the school.

To increase the confidence of students with SEN, encouraging them to be involved in their own provision.

To aim to communicate with parents about all aspects of the special needs provision made for their son/daughter and to seek to develop this partnership.

To deploy the resources of the Learning Support Department in as effective a way as possible.

To use the SEN Code of Practice as a framework for identification of and provision for students with special educaitonal needs.

Role & Responsibilities

The Governing Body will: I. II. III. IV.

V. VI. VII.

do its best to ensure all the necessary provision is made for any student who has special educational needs. ensure that, where the ‘responsible person’ (Headteacher or appropriate Governor) has been informed that a student has special educational needs, those needs are made known to all who are likely to teach them, following assessment. ensure that teachers at Campsmount are aware of the importance of identifying and providing for those students who have special educational needs. ensure that a student with special educational needs joins in the activities of the school together with students who do not have special educational needs, so far as is reasonably practical and compatible with the student receiving the special educational provision their learning needs call for and the efficient education of the students with whom they are educated and the efficient use of resources. report to parents on the implementation fo the school’s policy for students with SEN as required. (see Section 317, Education Act 1996) have regard to the Code of Practice when carrying out its duties toward all students with SEN. (see Section 313, Education Act 1996). identify a named Governor for special educational needs (Mrs Jean Werrett).

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The Governors play an important role in ensuring that: o o o o

They are fully involved in developing and monitoring the college’s SEN Policy.

They are up-to-date and knowledgeable about the college’s SEN provision.

SEN provision is an integral part of the College Improvement Plan and the self-evaluation process.

The quality of SEN provision is continually monitored.

The Special Educational Needs & Disability Act 2001 (SENDA) states that: I.

The responsible body must take all steps not to discriminate against disabled students in their admissions arrangements, in the education, exclusion and associated services provided by the college for its students or in relation to exclusions from the college.

II. The Act says that a responsible body for the college discriminates against a disabled child if: o For a reason relating to the student’s disability, it treats him or her less favourably than it treats, or would treat others to whom that reason does not apply, or would not apply. o It cannot show that the particular treatment is justified.

The Headteacher: I. II.

has responsibility for the day-to-day management of all aspects of the school’s work, including provision for students with SEN. should keep the Governing Boday informed of the progress made by SEN students.

Teaching & Non-Teaching Staff: I.

are made aware of the school’s procedures for identifying, assessing and making provision for students with SEN through the Staff Handbook, SEN Register and other informtion distributed by the L S Co-ordinator. All teachers have a responsibility to bring to the attention of the L S Co-ordinator any student whose needs they believe are not being met. It is incumbent upon teachers to be aware of the varying needs of students in their classes and to differentiate accordingly. All teachers are teachers of students with SEN.

The Learning Support Co-ordinator: I. The Learning Support Co-ordinator, Mrs Claire Allen, is responsible for the implementation of the SEN Policy. The Learning Support Co-ordinator is responsible in particular for: o the day-today operation of the school’s SEN Policy and co-ordinating provision for students with SEN, particularly through Statements, School Action Plus and School Action, working closely with staff, parents/carers and other agencies. o liaising with and advising other members of school staff. o maintaining the school’s SEN Register and overseeing the records of all students with SEN as well as co-ordinating Individual Education Plans (IEPs). o liaising with parents of students with SEN. o liaising with external agencies, including the Educational Psychology Service, the Health & Social Care Services and voluntary bodies. o liaising with Heads of Year who oversee the social and emotional and behavioural development (SEBD – Social, Emotional and Behavioural Difficulties) of students. o managing and deploying the Learning Support Assistants (LSAs). o running the Learning Support Department.

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o identifying students at the beginning of each academic year for examination access arrangements. o Liaising with our primary feeder schools to ensure a smooth transition for students transferring to Year 7.  Collating transition information for Year 6 at least one term before they arrive.  Structure Year 7 tutor groups with head of Year 7.  Share transition information with Senior Leadership Team, Heads of Departments, Heads of Year and teaching and support staff.  Write tutor pen pictures for Year 7.  Provide all staff with SEN pen pictures and other relevant information at the start of the new college year and as necessary. o Contributing to and reporting on the provision for children with SEN to the Governing Body each term. o Co-ordinating the range of support available to students with SEN;  Test the reading levels of all Year 7 on arrival and provide results to all staff.  Ensure provision of corrective reading groups for students with a reading age of two years below their chronological age.  Assess and monitor reading ages every term.  Work with the SEN Teacher and identify students for one-to-one SpLD/MLD support.  Write Schemes of Work for Reading Groups, SuccessMaker (English & Maths) and NonSpanish (2nd MFL) in Year 9.  Implement access/special arrangements for all internal and external exams.  Provide cover (as far as possible) for all internal and external exams.

The Learning Support Department comprises of the Head of Learning Support, one part-time SEN teacher and 15 Learning Support Assistants, both full and part-time who meet weekly.

All requests for support for classes or help for individual students should be brought to the attention of the L S Co-ordinator, usually through Heads of Department.

1.4

Admission Arrangements

Normal admission arrangements apply. We strive to be a fully inclusive college. All students will be treated according to their needs in line with the college’s policy for equality and opportunity.

No student will be denied admission because of his or her creed, race, physical ability or academic attainment. Where a student has a particular need. The Governors will make reasonable adjustments to ensure the students’ needs are fully met. The college implements/operates its Accessibility and Disability Equality Scheme to ensure that all students’ needs are met as fully as possible. If a student is transferring into the college with a SEN, or has been receiving extra support from the Local Authority, the continuation of this support will be negotiated with the appropriate officer of the Local Authority to ensure that their needs can be met.

1.5

Areas of Specialism

All teachers at Campsmount have a responsibility for teaching those students with SEN admitted to the school. There is experience of providing students with physical disabilities, with literacy and numeracy difficulties as well as students with social, emotional and behavioural difficulties and students on the Autistic Spectrum.

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1.6

Disabilities

The school is used to working closely with advisory teachers from the Local Authority for students with physical and sensory impairment and students on the Autistic Spectrum. It is happy to make arrangements to enable these students to participate as fully as possible in the education and activities offered at Campsmount.

Campsmount is a new build which opened on 18th April 2012. It meets all building regulations. The building is easily accessible by wheelchair and there are disabled facilities including ramps, toilets and a lift in the forum which gives access to main school and first floor classrooms. It has first class acoustics which benefits students with hearing impairments.

SECTION 2: 2.1

Identification, Assessment & Provision for all Students with Special educational Needs

Allocation of resources to and amongst students with SEN

Staff resources in the school are allocated to and amongst students with SEN according to the following principles: I. that the basic standards of literacy and numeracy should be raised as far as possible for as many children as possible whilst they are in Year 7-8. All students have the NFER Single Word Reading Test at the end of Year 6 or start of the new Year 7. Students with a Reading Age 2yrs below their chronological age are identified and offered support once a week. This is organised on a rotational lesson basis.

Campsmount also runs a Phonic Group in Year 7. This is for students with very weak reading ages. It is organised during English lessons and covers phonics and basic literacy skills.

II. Booster sessions are provided by a designated Learning Support Assistant for Maths and English.

Students in Year 7-8 attend SuccessMaker速 for Maths twice a week and English once a week on a rotational basis. In Year 9 a group of students are identified and follow a booster programme in English instead of MFL. III. Students identified at the end of KS2 (either by their primary school or KS2 data) are assessed by the SEN Teacher at the end of Year 6 or the start of Year 7. They will, as appropriate, receive regular oneto-one or small group support once a week. This should be reinforced with a programme to be completed at home.

IV. Students with General or Specific Learning Difficulties in all Key Stages should receive additional help (whether by in-class support or withdrawn). This is reviewed every term by the Learning Support Coordinator.

V. Students with SEN needs are eligible to participate in any programme established under these principles.

The L S Co-ordinator will advise the Headteacher and SLT on the adequacy of the resources allocated to these purposes and report to the Governors Welfare Committee each term.

2.2

Identification & Assessment Arrangements: Review Procedures

The L S Co-ordinator is formally responsible for identifying children with SEN, assessing their needs and progress and bringing information to the attention of other staff, as appropriate. All teachers have a responsibility to bring to the attention of the L S Co-ordinator any student whose needs they believe are not being met. The L S Co-ordinator will brief all staff on the first day of the new academic year. She will also provide Pen Pictures for all students with SEN. This information is updated bi-annually and if appropriate, at other times during the year. All teaching staff are regularly updated in staff briefing each morning or at weekly meeting with the Learning Support Assistants.

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I.

The principal sources of information for identifying students with SEN are: o Information from parents o Statements of SEN and other records of SEN and provision from a student’s previous school. o Liaison with primary schools before children enter Year 7, attendance at Team Around the Child, Child in Care and Statement Review meetings and meetings with prospective parents. o Information provided by the Local Authority Advisory Team. o KS2 tests/Teacher Assessments for all students entering Year 7 and KS2 English/Maths Levels. o Information from the English and Maths Departments on basic literacy and numeracy skills. o Members of staff can meet with the L S Co-ordinator at any time if they feel that further help is required.

II. Students receiving additional support will have their needs assessed and provision recorded by the L S Co-ordinator. The effectiveness of special help provided will be evaluated and further programmes identified, if appropriate at a meeting with the L S Co-ordinator.

III. Parents of students who receive support from the SEN teacher are invited each term to meet and discuss progress and future targets.

IV. Where appropriate, School Action and School Action Plus procedures will be used to formalise identification, assessment and review procedures. These will operate as far as possible in accordance with the SEN Code of Practice. Individual Education Plans are reviewed at least twice a year for students with Statements or on School Action Plus with the involvement of parents and students.

Students identified at School Action: School Action is an intervention process carried out with Campsmount which enables curriculum access for students identified by our family of schools prior to entry in Year 7. This may be due to failure to make sufficient progress or low attainment, but may equally be for other reasons e.g. social, emotional, behavioural or medical needs. These students have an entitlement to support. If a student does not make expected progress, the L S Co-ordinator would seek advice from an external agency. At this stage the student may become School Action Plus on the SEN Register.

Students identified as School Action Plus: Students identified as School Action Plus involves the engagement by Campsmount with external agencies, to provide detailed planning and intervention strategies. This will involve identifying which strategies and interventions have already been tried and which targets have been set and achieved. Funding for school Action Plus is within the delegated budget. It is at the discretion of the L S Co-ordinator how to use the funding effectively. The school may seek advice from a specialist teacher or agency.

Statement of Special Educational Needs: When a student has followed an individual and structured programme of interventions and support and remains a cause for concern, Campsmount will request a Statutory Assessment from the Local Authority. This request might also come from parents/carers of a student. Campsmount would provide the following information to support the application: Student IEPs/PSPs NC Levels Reading/spelling ages Records of meetings, including targets set/progress towards targets Assessments/results from support staff, booster work Monitoring levels from all areas of the curriculum.

Reports from Head of Year, Education Welfare Officer. School Nurse. Educational Psychologist and Learning Mentors.  Views of parents/carers and students.       

Students with a Statement of Special Educational Needs must be reviewed at least annually. At Campsmount we usually review students bi-annually to monitor academic progress and progress 8

towards individual targets more closely. Campsmount provides an up-to-date report for the student in all subject areas. The following people are invited to reviews:  Parents/carers  Student  Head of Year  Form Tutor  Local Authority SEN Officer  Educational psychology Service  Educational Welfare Officer (where appropriate)  School Nurse (where appropriate)  Physiotherapist  Occupational Therapist  LSA  Specialist SEN teacher 2.3

Curriculum Access & Inclusion

‘Inclusive schools enable all their students to gain maximum advantage from all opportunities which education has to offer’ 2.3.1 Access for Students with SEN to a Balanced & Broadly-Based Curriculum, Including the National Curriculum I. All students in Years 7-11 follow a common curriculum, based upon the National Curriculum, with a common range of options at KS4.

II. Students in KS3 may be withdrawn for individual or small group tuition from any subject, on a rotational basis, but every student must attend a lesson of Ethical, Philosophical & Spiritual Studies.

Some students in KS3 may be withdrawn in tutor time for one-to-one literacy/reading/spelling support.

III. KS4 students are supported in lessons across the curriculum. KS4 students may also be withdrawn from some tutor time and may receive one-to-one support with literacy/coursework catch-up.

IV. Students who have special classes over a prolonged period are withdrawn on a rotational basis which changes each half term.

V. Allowances and help will be given by subject staff to students withdrawn from lessons to minimise any disadvantage caused by the withdrawal.

VI. It is the policy of the school to develop differentiation of class work within the common framework of each subject.

2.3.2 Integration of Students with SEN within the School Site I. II. III.

All students belong to mixed ability tutor groups and attend the same Year Group Assemblies A wide range of extra-curricular activities and visits are available to all students.

Although core subjects group students by ability, for most of the week students are taught in two broad ability bands. From Year 8 students are grouped for all subjects after consultation and agreement between departments. Students are assessed and monitored regularly. Opportunity for promotion exists for all students irrespective of disability.

IV. All students participate in all Alternative Curriculum and Immersion Days.

V. All students are involved in Year Group activities.

VI. Success is celebrated for all students in the end of year Rewards Assemblies.

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2.3.3 Special Arrangements for Students with SEN in Public Examinations & National Tests I. Examination access arrangements are designed to ensure fair access for students with disabilities and learning difficulties to examinations, without giving them an unfair advantage over other students.

II. Consideration of whether students qualify for access arrangements is given in accordance with the terms of national regulations issued by the Joint Council for Qualifications (JQC).

III. Decisions at school level, including recommendations to the Awarding Bodies, are made by the Headteacher as Head of the Examinations Centre.

IV. No student has an automatic right to access arrangements. Parents are welcome to request such arrangements for their child and present factual information in support of their requests. There is a formal procedure for the assessment of access arrangements. Parental opinions in themselves are not evidence of the need for special arrangements.

V. Responsibility for organising access arrangement testing at Campsmount rests with the Head of Learning Support, who will consult with Heads of Year and other staff (as appropriate) and keep parents informed of the process.

VI. Once any Examination Access Arrangements or Special Considerations have been granted, it is the responsibility of the Examinations Officer to ensure that they are implemented.

2.4

Evaluation

2.4.1 Criteria for Evaluation of the Success of the School’s SEN Policy I. II. III. IV.

Do measures of literacy and numeracy for students with SEN show improvement over time?

Do students on special programmes demonstrate increased confidence?

Is the L S Co-ordinator making the most effective and efficient use of available resources?

Do teachers across the departments demonstrate confidence and competence in differentiating appropriately?

V. Are individual programmes of study well adapted to the students’ SEN and are they reviewed regularly?

VI. Is there regular consultation with parents and students regarding SEN provision?

Section3: 3.1

Partnership Within & Beyond the School

Staff Development & Performance Management

In-Service Training (INSET) is channelled through the Deputy Head (Curriculum).

I. II. III.

The L S Co-ordinator is made aware of all relevant courses.

The school INSET programme reflects the fact that all staff are teachers of SEN. Learning Support Assistants are given INSET to ensure they have the necessary skills and expertise to fulfil their roles effectively.

IV. Peer Mentors receive advice on how to help students with whom they are linked for reading support.

V. NQTs, GTPs and all new teaching staff are informed of the SEN Policy and practice as part of the induction programme.

3.2

Links with Support Services & Other Agencies

The L S Co-ordinator liaises with support services, in consultation with the Senior Learning Mentor, Heads of Year and Assistant Head (Pastoral).

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I.

Advice and assessment procedures are available from the Local Authority. Contact maybe made when it is necessary to seek additional advice or when assessments are needed.

II. Additional facilities, resources, information from specialist staff are utilised when necessary.

III. Contact with support services is recorded and kept on file.

It is necessary at times to work closely with Health & Social Services, Education Welfare and voluntary organisations.

I.

Liaison with the above services is the responsibility of Heads of Year, Learning Mentors and assistant teachers (pastoral).

II. Should contact be necessary with officers of Social Services/Health Services this will be done after consultation with the Assistant Headteacher (Designated Teacher for Child Protection) or the Senior Learning Mentor (Assistant).

III. Attendance of staff at Case Conferences, multi-agency or core group meetings, Team Around the Child and Looked After Child meetings and Statement Reviews will be organised with the Deputy Headteacher.

IV. Heads of Year meetings will be timetabled at the start of the school year.

3.3

Partnership with Parents

The school will work with parents, taking account of their concerns and wishes in respect of their son/daughter.

I. II.

Contact with parents of students with SEN is usually co-ordinated by the L S Co-ordinator.

Close liaison with parents of students with SEN will help ensure they are aware of the strategies used. It is expected that any significant change to the provision will be discussed with parents at an early stage.

III. Parents will be made aware of the reason for and nature of any provision, the results of any assessment or testing conducted by the school or Local Authority progress being made and any substantial modifications to arrangements.

This will be through such means as informal phone calls, invitation to come into school, the IEP, the End of Year Reports, Parents’ Evening and letters. Parents are also free to seek a meeting with the L S Co-ordinator at other times.

IV. Written contact to parents will be shared with the Head of Year, Form Tutor and Assistant Headteacher.

3.4

Student Participation

A high value is placed upon student participation in many aspects of school life; Year Council, Student Voice, supporting charity days etc. Students help organise social events, take part actively in competitions, workshops, trips and residential visits. They celebrate significant dates in the life of the school. Extracurricular activities offer many chances for students to participate positively in school life. In keeping with this, students with SEN are involved in the assessment of their needs and reviewing their progress at Statement Reviews or other meetings in school.

3.5

Links with Other Schools & Transfer Arrangements I.

Liaison with other schools in respect of students in Year 7-11 who are SEN or receive 11

II. III.

IV. V.

substantial special educational support is carried out by the L S Co-ordinator together with the Head of Year.

The responsibility for students transferring to institutions during the end of Sixth Form remains with the Head of Sixth Form.

There may be occasions when arrangements are made for integrating students previously in special schools. Such arrangements are organised and co-ordinated by the L S Co-ordinator, subject to the approval of the Headteacher.

Arrangements to share with other schools; resources, expertise, good practice of linked INSET, will be co-ordinated by the Deputy Headteacher (Curriculum) and if appropriate the L S Co-ordinator.

The L S Co-ordinator has the responsibility for maintaining records for students with SEN. These records are made available to ensure the smooth transfer of students to other schools or institutions.

CA/JN September 2012

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