DRAFT Policy for Special Education Needs
Earl Soham Community Primary School
Written by: Peter Lambillion-Jameson th
Date: 19 October 2014 Approved by: ………………………….. Date of approval: 1
The Code of Practice 2014 The Code of Practice on the identification and assessment of Special Educational Needs gives statutory guidance to Local Authorities, schools, health authorities and social services. It recommends a staged model for meeting children’s Special Educational Needs of SEN Support and Education and Health Care Plans (which will gradually replace Statements over the next three academic years). Alternative support strategies will be used to meet the needs of the pupils on the SEN register. Children will only be placed on this list if they are receiving additional to or different from support to other children of a similar age. SEN Support Children can be identified by teachers, support staff or parents. The child, following various assessments, will be considered as requiring additional support that goes beyond the differentiation and support normally provided by the school for learners. Once on the SEN register, a child will have a Support Plan developed to target their needs. Support Plans are reviewed every term by the SENCo with parents/carers. Children with behavioural/emotional issues will also have a Support Plan, with the aim of developing their individual skills and understanding. Statement of Special Educational Needs/ Education and Health Care Plan The SENCo may request the LA to consider the need for formal statutory assessment of a child’s SEN. If the LA agrees, it will make a multi-disciplinary assessment. As a result, an Education and Health Care Plan, recorded in a legal document, may be completed and would include a detailed description of the child’s needs and the provision required to meet those needs. The school and LA are bound to maintain and monitor the provision stated in that plan. In addition to including these children in the termly IEP process, the progress of children with an Education and Health Care Plan is reviewed formally with parents and relevant agencies at an Annual Review. This is recorded and copies are distributed to all relevant parties, including the LA. Assess, Plan, Do, Review Approach All children are assessed regularly within their classrooms and more formally on a half termly basis. Children with SEND might be identified through concerns raised by their class teacher or parental concerns. Once a concern has been raise, the school will follow the assess, plan, do and review process as stated by the SEN Code of Practice. Assess
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These are some of the ways children are assessed before making a decision to move them to SEN Support. Teachers’ assessment and experience of the pupil Pupil progress, attainment and behaviour The individual’s development in comparison to their peers The views and experience of their parents Advice from external support services Discussions with the parents, pupil, class teacher, support staff and senior leadership
Plan Once the need for SEN Support, the first step is to ensure that high-quality teaching, differentiated for individuals, is in place. All teachers and support staff who work with the child should be made aware of their needs, the support provided and any teaching strategies or approaches that are required. The planning process should take place in consultation with the parents and the pupil and should be accurately recorded. Class and subject teachers retain responsibility for the pupil, even when the pupil is undertaking targeted provision outside of the classroom Training is provided for all staff involved in delivering and monitoring targeted provision The time and place for targeted provision to take place are establishes and adhered to Skills learnt during targeted provision are practiced back in class Time and a system for feedback from staff delivering targeted provision to class teachers are planned for and carefully monitored Parents understand and agree on the intervention and support and the expected outcome Staff make sure that pupils are clear as to the key aspects of learning they will be working on during the provision Do The class teacher is at the centre of the day-to-day responsibility for working with all pupils, including those with SEND. It is imperative that teachers and support staff work closely to plan and assess the impact of targeted interventions. Teachers will continuously reflect during their lessons, and when marking and planning afterwards, on where all pupils are in their learning, where they are going and how best to get there. The pupil participates as fully as possible in decisions and are provided with the information and support necessary to enable them to join in the decision making processes. Review
Progress will be tracked and reviewed at least termly and then reported to parents 3
Evidence of attainment and progress will be taken from a variety of sources, including: observations, work scrutiny, assessed work, and tests If progress has not been made, then the SENCO will further advise and work with the class teacher. It may be necessary to seek the support of other external agencies.
Roles and Responsibilities Governors Governors are actively involved in developing, supporting and reviewing the school policy on SEN and the SEN Information Report, in consultation with the SENCo (who is the headteacher) annually. A named governor has special responsibility for SEN. Headteacher/SENCo At Earl Soham Community Primary School, the headteacher is also the SENCo. As headteacher he/she monitors the role of subject leaders, class teachers and teaching assistants, evaluating their performance in relation to the SEN policy. As SENCo he/she has nine key areas of responsibility:
The day to day operation of the SEN policy Maintaining the administrative requirements of the Code of Practice Liaison with and advising fellow teachers and support staff Coordinating provision for pupils with SEN Liaison with parents on the SEN register Contributing to the in-service training of staff Liaison with external agencies Completing the termly High Tariff Needs Funding Liaison with other school for transition of SEN pupils
Subject Leaders The SEN policy reflects the aspirations and practice of the whole school. Subject leaders play a key role in developing good practice by:
Providing advice for differentiated programmes of work for pupils who cannot access core or extension work Providing resources to enable teachers to teach differentiated programmes Monitoring and developing the provision and progress made for children with SEN
Class Teachers Class teachers play the key role in developing good practice by:
Being familiar with the special needs of children and their short term targets as described on Support Plans 4
Assisting the SENCo in the review and target setting process Focusing on the raising of self-esteem of pupils with SEN Varying the organisation of the classroom Using a range of differentiation activities Varying the pace of tasks Encouraging children to record work in different ways Involving children in target setting Setting clear expectations and boundaries for all children Working closely with Teaching Assistants to foster independence Reinforcing good behaviour Raising the awareness of staff about a child’s particular needs and difficulties Liaising with parents
Teaching Assistants Teaching Assistants play an important role by assisting in the integration of children with SEN in the following ways: Implementing the learning programmes provided by the teacher Encouraging independence and self-reliance Being familiar with the special needs of children and their short term targets as outlined in Support Plans Regularly monitoring pupils’ progress towards Support Plan targets Attending annual reviews where necessary Assisting the SENCo during the High Tariff Needs process Taking part in in-service training Providing Wave 3 intervention for pupils as necessary Completing a variety of observations on request Non-teaching Staff Non-teaching staff play an important role by assisting in the integration of children with SEN in the following ways: Raising concerns about individual children Being aware of children with targets relating to behaviour, and any special provision made at break and lunch times Where appropriate, encouraging children to reach their targets Areas of Special Educational Needs Within the Code of Practice, there are four broad areas that give an overview of the range of needs that should be planned for. The purpose of identification is to work out what action the school needs to take, not fit a pupil into a category. In practice, individual children often have needs that cut across all these areas and their needs may change over time. A detailed assessment of need should ensure that the full range of an individual’s needs is identified, not simply the primary need. The areas are: Communication and Interaction Cognition and Learning Social, Emotional and Mental Health Difficulties 5
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Physical and Sensory
Communication and Interaction Children with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use the social rules of communication. Cognition and Learning Support for learning difficulties may be required when pupils learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD) and severe learning difficulties (SLD). Specific learning difficulties (SpLD), affect one or more specific aspects of learning and encompasses a range of conditions such a dyslexia, dyscalculia and dyspraxia. Social, Emotional and Mental Health Difficulties Pupils may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include being withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression. There is a clear process to support pupils, including how to manage the effect of any disruptive behaviour so it does not adversely affect other pupils. Physical and Sensory Some pupils require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. . Behavioural Difficulties Children may exhibit behavioural difficulties as part of their SEN, and may use this as a way to mask their difficulties. Medical Where children’s medical difficulties affect their learning such as ADHD, hearing or visual problems and physical disabilities, the SENCo maintains a Support Plan and liaises with external agencies. Complaints procedure The governing body will make sure that anyone who wishes to make a complaint in relation to children with SEN, is treated fairly, given the chance to 6
state their case, provided with a written response and informed of their appeal rights in line with the school’s complaints procedures. In the first instance, any parent or carer with a concern about the implementation of the SEN Policy should speak to their child’s class teacher. If the concern is not resolved, then an appointment should be made to discuss the issue with the SENCO. If the parents wish to pursue a complaint they should contact the headteacher and follow the school’s complaints procedure.
This policy was formally adopted by the governing body of Earl Soham Primary School on: (Expected approval January 2015). It will be reviewed annually.
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