THE NEVILLE LOVETT COMMUNITY SCHOOL
SPECIAL NEEDS POLICY School objectives for pupils with Special Educational Needs: To offer opportunities to all pupils to develop to the full, their own abilities and aptitudes, to avail them of the whole curriculum and integrate them into the school community as far and as fully as possible. 1.
Special Needs Provision:
(a)
Learning Support Co-ordinators
(b)
Admission Arrangements: (i) The school follows an ‘open access’ policy for pupils of all abilities, including those with a Statement of Special Educational Need, provided such placement is in the child’s best interests. (ii) The Head of Year 7, Pastoral Assistant and Assistant Headteacher KS3, visits the feeder schools to discuss the new intake with class teachers and Headteacher. (iii) Learning Support Co-ordinators visit feeder schools and liaise closely with the Child and Family Learning Co-ordinator to ensure transition plan is in place. (iv) Interviews held with parents concerned about secondary transfer. (v) Liaison with educational psychologist, advisory teachers and other agencies where appropriate. (vi) Pupils entering the school during the year are tested on entry using NFER Verbal Reasoning, Maths Attainment Tests, and reading and spelling tests so appropriate sets can be recommended to subject departments.
(c)
Identification: (i) By access to information liaison with primary schools. (ii) By administering spelling and reading comprehension tests in the Autumn Term for each new entry and an in-house Mathematics Test based on National Curriculum. (iii) By referral from departments through the subject liaison teachers. (iv) By referral through a Head of Year. (v) By parental request. (vi) By pupil request.
(d)
Assessment: Where additional information is required further tests may be administered.
/mnt/conversion/splitting/100913103255-29b54879ba584169b533fbe24ab3eb02.file
It may be appropriate to seek assessment from educational psychologist, speech therapist, advisory teachers for hearing impairment, visual impairment, etc. By LASS Test (Lucid Assessment in Secondary School). (e)
Monitoring and Review: (i) Subject teachers, Learning Support Assistants and support staff will monitor the progress of pupils. (ii) Termly meetings held between Learning Support staff and learning support subject liaison staff to highlight any significant concerns or problems. (iii) Subject Reviews. (iv) Weekly Departmental Meetings (v) Annual Reports. (vi) Annual Reviews for statemented pupils. (vii) Completion and update of IPA.
(f)
Staged Approach to Identity and Meet Special Educational Needs: (i) Identification by subject teachers and learning needs met by them. (ii) Pupils referred to the Learning Support Co-ordinator and support given in the form of advice, in-class support, withdrawal, alternative and additional materials, or further diagnostic testing using the expertise in the Learning Support Department. (iii) Where internal strategies have not proved successful, additional advice and support may be requested from outside agencies. (iv) A request for ‘Formal Assessment Procedure’ to be initiated, submitted to the Local Authority. (v) Formal Assessment carried out and recommendations made.
(g)
Access to the National Curriculum: All pupils at Neville Lovett School will have full access to the National Curriculum. We seek to provide a curriculum which is flexible, relevant and meaningful to our pupils at different ages and stages of development and which will be responsive to their needs and interests. Maximum access to the National Curriculum will be facilitated through curriculum differentiation. (Refer to the School Statement on Differentiation)
(h)
Priorities for the Allocation of Resources: (i) Respond to the needs of an individual pupil, as identified by subject teacher(s) and/or Learning Support staff. (ii) Provision of appropriate support to address the legal requirements of a Statement of Special Educational Need. (iii) Purchase of resources for individual programmes of work to develop skills in literacy, mathematic and social skills.
(i)
Integration Arrangements under Section 161(4) of the 1993 Education Act.
(j)
Procedures for Monitoring SEN Policy: Pupil (i) (ii) (iii) (iv) (v)
Pupil progress, including National Curriculum levels. In-class year tests plus individual spelling, reading and reading comprehension tests. Pupil self-image. Pupil motivation. Absence and Truancy rate.
/mnt/conversion/splitting/100913103255-29b54879ba584169b533fbe24ab3eb02.file
Staff (vi) (vii) (viii)
Accuracy of placement and identification of difficulty. Forms completed correctly and appropriate strategies used. Parental feedback (Parents’ Evenings/Reviews).
2.
Partnership with Outside Agencies:
(a)
For Staff Training: SEN staff are encouraged to attend County or Divisional courses where appropriate. In-house training organised to ensure maximum benefit for pupils. Needs identified through departmental and school development plans, within the context of the school’s in-service policy.
(b)
Arrangements for Partnership with Parents: (i) Through the completion of IEP. (ii) Informal links as required encouraging open access. (iii) Year 7 Tutor/Parents’ Evening. (iv) Parents’ Evening (subject based), for all years. (v) Learning Support Evening to explain the function of Learning Support at Neville Lovett School. (vi) Formal involvement where ‘statementing procedures’ have been initiated. (vii) Liaison with parents where the Educational Psychologist or other outside agency is involved relating to a child’s educational progress.
(c)
Use made of External Support Services: (i) Regular liaison with the Educational Psychologist. (ii) Regular liaison with the school nurse. (iii) Regular liaison with the Education Welfare Officer (via Heads of Year). (iv) Contact made with Advisory Services as required, eg hearing, visual impairment, speech therapist, occupational therapist, physiotherapist, English as a second language). (v) Connexions (vi) Child and Family Liaison Co-ordinator.
(d)
Links with Special Schools and Resource Centres: Direct links exist with local Special Schools and Further Education and Sixth Form Colleges through the Learning Support Curriculum Support Group.
(e)
Links with Medical and Social Services and Voluntary Organisations: (i) Referrals made to GP after consultation with parents. (ii) Referrals made to the Social Services via Head of Year of where ‘Statementing Procedures’ have been initiated.
………………………………………………….. Elizabeth Webb, Chair of Governors Date: …………………………….
/mnt/conversion/splitting/100913103255-29b54879ba584169b533fbe24ab3eb02.file