SPECIAL EDUCATIONAL NEEDS (SEN) POLICY
SEN Policy 14th February 2014
HILL WEST PRIMARY SCHOOL SPECIAL EDUCATIONAL NEEDS POLICY This policy is written with reference to the Code of Practice, January 2002. It will be reviewed in the Autumn of 2014 in line with the new Code of Practice. The school provides a broad and balanced curriculum for all children and plans to meet their individual needs so that they can fulfil their potential. As a school we value and develop the individuality of all our children, and this policy aims to address the needs of those children who may have particular barriers to their learning and require particular action to meet their needs. Children may have special needs throughout, or at any time during their school career.
AIMS AND OBJECTIVES The aims of this policy are:
To create an environment that meets the special educational needs of each child; To ensure that the special educational needs of each child are identified, assessed and provided for; To make clear the expectations of all partners in the process and to ensure that parents in particular feel able to work with the school in supporting their child; To identify the roles and responsibilities of staff in providing for children’s special educational needs; To enable all children to have full access to all elements of the school curriculum; To ensure that children’s views are taken account of in the process.
EDUCATIONAL INCLUSION We want all our children to feel that they are a valued part of our school community and we aim to remove barriers to learning and participation.
SEN Policy 14th February 2014
Through appropriate curricular provision we respect the fact that children:
Have different educational and behavioural needs and aspirations. Require different strategies to learning. Acquire, assimilate and communicate information at different rates. Need a range of different teaching approaches and experiences.
Teachers respond to children’s needs by:
Providing support for children who need help with communication, language and literacy; Planning to develop children’s understanding through the use of all senses and experiences; Planning for children’s full participation in learning and in physical and practical activities; Helping children to manage their behaviour and to take part in learning effectively and safely; Helping individuals to manage their emotions, particularly trauma or stress, and to take part in their learning.
ROLES AND RESPONSIBILITIES The SENCO, in collaboration with the Head teacher and the Governing Body, oversees the strategic development of the SEN Policy and provision in the school. The SENCO’s key responsibilities include;
Overseeing the day-to-day operation of the SEN policy; Co-ordinating provision for children with Special Educational Needs; Supporting and advising colleagues; Overseeing the records of all children with Special Educational Needs; Acting as a link with parents, external agencies and other support agencies; Managing resources, both human and material; Contributing to the professional development of staff; Monitoring and evaluating the Special Educational Needs provision, and reporting to the Local Governing Body.
The Local Governing Body has due regard to the Code of Practice when carrying out its duties towards all pupils with Special Educational Needs. The Governors ensure that they are all familiar with the schools SEN provision, including the deployment of funding, equipment and personnel. SEN Policy 14.2.14
3
ASSESSMENT AND PROVISION FOR SEN Children have a learning difficulty if:
They have a significantly greater difficulty in learning than the majority of children of the same age; They have a disability which prevents or hinders them from making use of the educational facilities that are provided for children of the same age; They are under school age and fall within the definitions above.
Children joining the school may already have had their needs assessed and we continue to assess and monitor children both formally and informally as they move through the school. If assessments show that a child has a learning difficulty the class teacher will use a range of interventions that are different from, or additional to those provided as part of the schools usual working practices. The class teacher will keep parents informed from the earliest opportunity and positively encourage their participation. Day to Day Assessment Teachers at Hill West Primary School continually monitor children’s progress and achievement against nationally expected outcomes. If a child is perceived to be having difficulty with one or more curriculum area, then the subject content will be modified to suit their needs. If the child continues to have difficulty or doesn’t seem to be making sufficient progress the teacher will discuss their development with the SENCO and the child may be considered suitable to join the SEN Code of Practice and have an IEP (Individual Education Plan) or at Hill West a Passport to Learning. For all children on the SEN Code of practice the class teacher in consultation with TAs and the SENCO will draw up an IEP/Passport to Learning that will be shared with parents. The IEP/Passport to Learning will be reviewed and amended termly by the class teacher and parents and this process will be monitored by the SENCO. An IEP/Passport to Learning will include precise measurable targets, who will work with the child on these targets, the resources that will be used together with the place and times of working. It will include a pupil and parent contribution as well as administrative data and date for review. If an IEP review identifies that further support is needed, the SENCO together with the class teacher and parents will decide on the additional support needed. This SEN Policy 14.2.14
4
enhanced level of support is School Action + and may involve external support agencies. If a child continues to demonstrate significant cause for concern, the SENCO, class teacher, parents and support services will draw up a High Focus IEP/ Provision plan and further evidence will be gathered in order to support the child. This may lead to formal assessment. All IEP’s/Passports to Learning will be reviewed on a termly basis in conjunction with parents and any outside agencies. Those children who have undergone formal assessment and who receive additional funding will also have an annual review. Children with IEP’s/Passports to Learning are listed on the SEN register. How Does the School Decide Which Children have IEPs/Passports to Learning The SEN Audit is an age appropriate tool that identifies those children with moderate or specific learning difficulties. The Audit has descriptors for speaking and listening, reading and writing and these are divided into band 0 to 3. Staff highlight the bands most appropriate to what the child can do at best consistently and independently. If a child is identified to be working at bands 0 or 1 on the audit they will not join the SEN Code of Practice but will continue to receive additional support and work modification as part of good classroom practice. If a child is identified to be working at bands 2 or 3 on the Audit they will join the SEN Code of Practice and an IEP/Passport to Learning will be developed to meet their needs. Early Years Action/School Action A child who is identified by the audit to be working at band 2 to 3 will join the Code of Practice at Early Years Action or School Action. A child at Hill West Primary who needs support at School Action will be finding aspects of his/her work difficult and there will be evidence to support this.
The child makes little or no progress, even when teaching approaches are targeted at the areas of weakness.
The child shows signs of difficulty in developing literacy or numeracy skills which result in poor attainment in some curriculum area.
SEN Policy 14.2.14
5
The child presents persistent emotional or behavioural difficulties which are not resolved by the behaviour management techniques usually employed in school
The child has sensory or physical problems and continues to make little or no progress despite the provision of specialist equipment.
The child has communication and/or interaction difficulties and continues to make little or not progress despite the provision of a differentiated curriculum.
Early Years Action +/School Action + A child who is identified by the Audit as working at band 3 to 4 will join the Code of Practice as Early Years School Action + or School Action +. If a child finds many aspects of his/her work difficult and progress is very limited despite the support put in at School Action the child may need the support of School Action +. Children at this level will
Continue to make little or no progress in specific areas over a long period.
Continue working at National Curriculum levels substantially below that expected of children of a similar age.
Continue to have difficulty in developing literacy and numeracy skills.
Have emotional or behavioural difficulties which substantially and regularly interfere with the child’s learning or that of the class group despite having an IBP
Have sensory or physical needs and requires additional specialist equipment or regular visits by a specialist support service.
Have on-going communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.
SEN Policy 14.2.14
6
RESOURCES The SENCO manages the range of resources for special needs provision within the school. The Audit is conducted in the autumn term and funding allocated for children with SEN provides a range of resources for those children at School Action and School Action + on the Code of Practice. The Head Teacher and SENCO decide how to allocate CRISP funding for those children who have undergone formal assessment. Teaching assistants are in all year groups and support children in a variety of ways according to their needs and in line with the Code of Practice. Support is within the classroom but groups or individuals are withdrawn to work on specific IEP/Passport to Learning targets. All TA’s undertake regular INSET and there are opportunities, both formal and informal, for them to discuss issues with the SENCO and Head Teacher, as well as the Class Teacher on a daily basis.
PARTNERSHIP WITH PARENTS The school works closely with parents in the support of those children with special educational needs. We encourage an active partnership through an on-going dialogue with parents. We have regular meetings each term to share the progress of special needs children. We inform the parents of any outside intervention, and we share the process of decision-making by providing clear information relating to the education of children with special educational needs.
PUPIL PARTICIPATION In our school we encourage children to take responsibility and make decisions. Children are involved at an appropriate level in setting targets for their IEP’s/Passports to Learning and in the termly IEP/Passport to Learning reviews children are encouraged to make judgements about their own performance against their targets. This is a time when we celebrate strengths and talents too.l
LINKS WITH OTHER KEY STAGES AND SERVICES
SEN Policy 14.2.14
7
There are strong links with early year’s providers and across Key Stages. Meetings are held in the summer term prior to children transferring to other Key Stages. These meetings are attended by SENCO, parents and key personnel from the other Key Stages. These meetings are to ensure the smooth and successful transition for those children with Special Educational Needs. The SENCO works closely with a variety of support agencies including Pupil and School Support, Educational Psychologist, Child Health Services and Specialist Support Services.
MONITORING AND EVALUATION The SENCO monitors the effectiveness of SEN provision within the school in a variety of ways. These include the Audit, IEP/Passport to Learning reviews, pupil trackers, liaison with parents, governors, and external agencies, as well as formal and informal discussions with the Head Teacher and colleagues.
PLANNING Those children with IEPs/Passports to Learning have their work differentiated in order to support them and address the identified targets for their learning. Those children with SA IEPs/Passports to Learning have their work planned by the class teacher and may be supported by a teaching assistant within the class/year group. Those children with SA+ and above IEPs/Passports to Learning have their work planned by the class teacher, TA and with regard to advice given by outside agencies. This process is overseen by the SENCO. The identification of SEN support on planning is an area for monitoring and continued development across the curriculum. Signed
A. Staples
Date
14th February 2014
Signed
B.M. Clarke
Date
14th February 2014
SEN Policy 14.2.14
(For the Local Governing Body)
(Head Teacher)
8
SPECIAL EDUCATIONAL NEEDS GUIDANCE SEN Policy 14.2.14
9
HILL WEST PRIMARY SCHOOL WHAT ARE SPECIAL EDUCATIONAL NEEDS?
A child has Special Educational Needs (SEN) if they have a significantly greater difficulty in learning than the majority of children of the same age.
They have a disability which prevents or hinders them from making use of the educational facilities that are provided for children of the same age.
WHAT WILL HAPPEN EDUCATIONAL NEEDS?
IF
MY
CHILD
HAS
SPECIAL
Many children will have a special educational need at some point during their education. At Hill West we continually monitor a child’s progress and if a class teacher feels that a child is not making sufficient progress they will talk to the Special Educational Needs Coordinator (SENCO). The SENCO will then arrange a meeting with parents to discuss the concerns and decide how best to support the child.
WHAT WILL HAPPEN NEXT? School Action After meeting with parents, if it is decided that action needs to be taken, the child will be put onto School Action and an Individual Education Plan (IEP)/Passport to Learning will be drawn up outlining the actions needed to support the child. This may include different learning materials, special equipment or small group work. The IEP/Passport to Learning will be reviewed on a regular basis. School Action + If a child receiving School Action support continues to make very slow progress it may be necessary to seek the advice of specialist support agencies. These may include agencies such as: the Educational Psychologist, Behaviour Support and the School Doctor. The child would then be moved to School Action +.
SEN Policy 14th February 2014
Intervention for children in early years will take the form of Early Years Action and Early Years Action +. The majority of children with SEN will be able to have their needs met through School Action and School Action + but in some cases teachers, parents and support agencies will draw up a high focus IEP/Provision Plan. Further evidence will then be gathered in order to support the child. This may lead to formal assessment.
WHAT IS AN IEP/PASSPORT TO LEARNING REVIEW? Once an IEP/Passport to Learning has been drawn up it is continually monitored and each term a review meeting is held. Teachers, parents and any relevant support agencies attend the meeting and they review and amend the IEP/Passport to Learning. The children are encouraged to participate in these reviews by attending.
WHO CAN I TALK TO? We understand that you may be anxious if your child has Special Educational Needs and we would encourage you to make an appointment to discuss your concerns with the SENCO. There are many different services available to support you and your child and the SENCO can put you in touch with these.
SEN Policy 14.2.14
11