Policy on Special Educational Needs and Learning Difficulties _________________________________________________________________________________________________________________
Approved by:
Local Governing Body
Approved on:
7th October 2021
Review date:
October 2022
Originator(s):
DPM / RC
Version:
1
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Policy Statement “We look to the future with what we feel is a realistic optimism. The Church has a tradition of ministry to people with learning difficulties and disabilities, and this tradition will fuel the stronger, more broadly based efforts called for by contemporary circumstances. We also have faith that our quest for justice, increasingly enlisted on the side of individuals with disabilities, will work powerfully in their behalf. No one would deny that every man, woman and child has the right to develop his or her potential to the fullest. With God's help and our own determination, the day will come when that right is realized in the lives of all people.”(Bishops’ Conference Statement of People with Learning Difficulties and Disabilities 1976) As a Catholic School we recognise and affirm the dignity of all, as people made in the image and likeness of God. It is our Christian duty not only to hold and affirm this fundamental principle but to act upon it. The great majority of children grasp the opportunities offered in school, to grow to become self-disciplined, happy, mature young adults. Some young people, however, suffer disadvantages which limit their ability to access both the curriculum and co-curricular activities. In caring for the most vulnerable and ensuring an inclusive framework in our search for excellence in all and for all, the Special Educational Needs Department work towards making our vision a reality. Many young people find themselves in the position of needing additional support at some time in their school career; the pupil who is taking longer to read than his friends, the child who has been ill and absent for a long time, the child who breaks both wrists and needs help using a laptop computer. Then there are the children with permanent disadvantages to overcome. Physical disabilities which limit their mobility and stamina, sensory impairment, behavioural and learning difficulties across the whole range from being very gifted to the handicap of specific learning difficulties and all the associated problems of limited literacy and numeracy skills. St Cuthbert’s recognises the need to make provision for these children to include them in every aspect of school life. For a Special Educational Needs Department to be effective we need full participation of staff, pupils, parents and governors so that effective provision is made to secure teaching and learning opportunities that meet the needs of all pupils as a fully integrated part of the school vision and the mission of the Church. 1. Aims 1.1 The aims of this policy are to promote good practice in our detection and management of special educational needs and to explain the support we can provide for children who have learning difficulties and the co-operation we will need from parents. 1.2 This policy can be made available in large print or other accessible format if required. 2. Objectives 2.1 To ensure equality of provision for pupils with special educational needs (SEN) and/or disabilities without prejudice or discrimination including admissions (See Admissions Policy) 2.2 To take into account legislation related to SEN and Disabilities , including part 3 of the Children and Families Act 2014, The SEN Code of Practice 2014 (0-25 age range), The Special Educational Needs and Disability Regulations 2014, The Special Educational Needs ( Personal Budgets and Direct Payments) Regulations, Section 49, The Order setting out transitional arrangements, Section 137, Equality Act 2010, The Mental Capacity Act 2005, Keeping Children Safe in Education 2021, Supporting pupils at school with medical conditions 2014 2.3 To provide full access for all pupils to a broad and balanced curriculum
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2.4 To ensure that the needs of pupils with SEND are identified, assessed, planned for and regularly reviewed to improve outcomes 2.5 To enable pupils with SEND to achieve their highest potential 2.6 To ensure parents/carers are fully engaged in decision making 2.7 To take into account the views, wishes and feelings of pupils 2.8 To provide advice and support for all staff working with pupils with SEND 2.9 To provide detailed information about the arrangements for identifying, assessing and making provision for pupils with SEND 2.10 To work with and receive guidance from Newcastle City Council SEND Department ‘Local Offer’ and the Newcastle School Effectiveness SEN Team 2.11 Make a successful transition into higher/further education, employment, training and adulthood 3. ‘Special educational needs’ and ‘learning difficulty’ 2.1 Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. 2.2 Children have a learning difficulty if they: 2.2.1
have a significantly greater difficulty in learning than the majority of children of the same age; or 2.2.2 have a disability which prevents or hinders the child 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 (if your child has a disability, please ask to see our Disability & Accessibility Policy)
2.3 A child must not be regarded as a having a learning difficulty solely because the ‘language or medium of communication of the home is different from the language in which he or she is or will be taught.’ (Education Act 1996, Section 312(1), (2) and (3)). However, children for whom English is an additional language will be provided with appropriate support. (please see the School’s Statement of Provision for Students with English as an Additional Language). 2.4 A child who finds a particular subject difficult does not necessarily have a ‘learning difficulty’ in the legal sense of that expression; there will often be disparities in the speed with which children learn, in their skill at solving problems and in their general acumen. Support is provided at St Cuthbert’s Catholic High School which children can choose to attend if they need particular help with one or another aspect of a subject. 2.5 The expression ‘learning difficulty’ covers a wide variety of conditions and may include those known as dyslexia, dyscalculia, dyspraxia, attention deficit hyperactivity disorder, semantic processing difficulty and learning problems which result from emotional or behavioural disorders. The expression may also include those who have problems with their eyesight or hearing or who have an autistic disorder. A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age
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2.6 Learning difficulties may affect children who have a high IQ and academic ability as well as those of lower IQ and ability. Sometimes a child’s learning difficulty becomes apparent for the first time at the age of 11+ or older, when the educational pressures tend to increase. 2.7 Disabled children and young people 2.7.1
2.7.2 2.7.3 2.7.4 2.7.5 2.7.6
Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Where a disabled child or young person requires special educational provision they will also be covered by the SEN definition. The Equality Act 2010 sets out the legal obligations that schools. They must not directly or indirectly discriminate against, harass, or victimise disabled children and young people They must not discriminate for a reason arising in consequence of a child or young person’s disability They must make reasonable adjustments, including the provision of auxiliary aids and services, to ensure that disabled children and young people are not at a substantial disadvantage compared with their peers. must have regard to the need to eliminate discrimination, promote equality of opportunity and foster good relations between disabled and nondisabled children and young people
3. Terms herein 3.1 The School: St Cuthbert’s Catholic High School is a mainstream voluntary aided Catholic academy and a member of the Bishop Bewick Catholic Education Trust. The school has high academic standards. Even so, we may carry out screening tests pupils, in order to detect signs of previously undiagnosed learning difficulties. 3.2 Provision: The provision which we can make for children who appear to have a learning difficulty includes: leaning support; targeted teaching, and formal assessment either by our own teachers or, where appropriate, by referral to an educational psychologist or other external specialist. 3.3 Consultation: We will do all that is reasonable to report and consult with parents about their child’s learning difficulties and to ensure that teachers are given any necessary information about a child’s learning difficulties and that teaching practices are appropriate. 4. Implementation and procedures 4.1 Screening test: We may carry out standardised testing on every pupil commencing in Year 7. We may recommend a more comprehensive diagnostic assessment to be completed by an educational psychologist or other external agency, should these results, or other indicators, suggest this to be desirable. The Special Educational Needs Co-ordinator (SENCO) will provide details upon request. 4.2 Screening test: During a pupils’ first year and at each Key Stage thereafter, we may carry out a screening test, the results of which will be reported to you. The tests which we use are not diagnostic tests of a kind which an educational psychologist would carry out, and they are not infallible. The purpose of the tests is to detect circumstances which may need further investigation or a formal assessment. 4|Page
4.3 Outcome of tests: If the outcome of a test or any other circumstances give us a reason to think that your child may have a learning difficulty, we will report and consult with you as necessary and make recommendations. 4.4 Formal assessment: If the test results indicate that your child may have a learning difficulty which ought to be assessed without delay, we may ask you to agree to your child being formally assessed by an educational psychologist/external agency or specialist and we will ask you to agree to follow his/her recommendations unless there are persuasive reasons to the contrary. You may consult an LA educational psychologist or one of your own choice. 4.5 Targeted teaching: If justified by the test results, we may suggest a course of targeted teaching by an appropriate specialist. St Cuthbert's Catholic School’s targeted teaching will take place on a one-to-one basis or in small groups in school. The frequency of lessons will be variable but usually there will be two lessons per week during term time. 4.6 Learning support: If the test results indicate that there may be a learning difficulty but the circumstances are not such to indicate an immediate formal assessment or a course of targeted teaching, we may suggest that your child gives up one of the normal curriculum subjects and instead attends a small learning support group which will concentrate on developing skills such as a phonics, spelling, maths and handwriting. 4.7 Code of Practice: Our approach to the detection and management of learning difficulties will be guided by the 0-25 Special Educational Needs code of practice (DfE/2014), Department for Education (DfE), September 2014, or any substituting or amending Code of Practice issued from time to time by the Department for Education (DfE). Under Section 25 of the Children and Families Act 2014, local authorities have a duty to ensure integration between educational provision and training provisions, health and social care provision where this would promote wellbeing and improve the quality of provision for disabled children young people and those with SEND. This require close co-operation with education, health and social care partners to research, plan, commission and review services. 4.8 Statements: Parents have the right under s 329(1) of the Education Act 1996 and the 0-25 SEND Code of Practice 2014 to ask the Local Authority to make an assessment with a view to drawing up an Education, Health and Care Needs Assessment/Plan (ECHP) formerly a statement of Special Educational Needs. The School also has the right (under s 329A) to ask the Local Authority to arrange an assessment. The School will always consult with parents before exercising this right. If the Local Authority refuses to make an assessment, the parents or the School have a right of appeal. 4.9 Where a prospective pupil has an Education, Health and Care Plan (ECHP) or Statement of Educational Needs, we will consult the parents and, where appropriate, the Local Authority to ensure that the provision specified in the Statement can be delivered by the School. We will co-operate with the Local Authority to ensure that relevant reviews of Statements are carried out as required. 5. Welfare Needs and Disability 5.1 Welfare needs: The School recognises that pupils with special educational needs or learning difficulties may be at risk of being bullied. The School has an Anti-bullying Policy which makes it clear that bullying behaviour of any kind is not acceptable and will be taken very seriously. If parents are concerned about their child’s welfare they can approach the pupil’s tutor/form teacher or any senior member of staff to discuss their concerns in private at any time. 5.2 Disability: The School recognises that some pupils with special educational needs or learning difficulties may also have a disability. Pupils and parents are referred to the School’s Disability & Accessiblity Policy. The School will make all reasonable adjustments in order to afford opportunity to disabled pupils. 5|Page
6. Access to the Curriculum All pupils should have access to a broad and balanced curriculum. All pupils receive inclusive quality first teaching that is differentiated to meet individual need. Identifying, assessing, planning and review is part of quality first teaching. Teachers should set high expectations for every pupil, whatever their prior attainment. Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement. In many cases, such planning will mean that pupils with SEN and disabilities will be able to study the full national curriculum. Pupils with SEND are actively encouraged and supported to join in and benefit from additional activities and clubs as well as any wider community activities. SEND students attend a range of co-curricular clubs and afterschool activities in school including clubs designed to engage SEND and vulnerable pupils specifically. 7. Access to Facilities and Provision: Please refer to school’s accessibility plans which outlines how we: (i) increase access to the curriculum for pupils with a disability (ii) improve and maintain access to the physical environment (iii) improve the delivery of written information to pupils Lifts or ramps are available in each building within school allowing pupils with disabilities access all facilities. Accessible toilets are located in each building. 8. Allocation of Resources: The headmaster and the SENCO are responsible for the operational management of the budget for SEND provision. The school will use a range of additional funding including the notional SEND budget and, where applicable, pupil premium to provide high quality appropriate support for pupils with SEND. Where a pupil’s needs exceed the nationally prescribed threshold (currently £6,000) additional funding will be applied for from the local authority through the SEN Advice and Support Allocation Panel (SEN ASAP). 9. Roles & Responsibilities 9.1 Special Educational Needs Co-ordinator (SENCO): St Cuthbert’s Catholic High School’s SENCO is Mr Richard Collinson. He has responsibility for: 9.1.1
overseeing the day to day operation of this policy across the school (Year 7-13)
9.1.2
coordinating provision for pupils with SEND across the school (Year 7-13)
9.1.3
being a key point of contact with external agencies, especially the local authority and its support services for all matters relating to SEND across the school
9.1.4
liaising with early years providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies
9.1.5
Liaising with the designated teacher where a Child in Care has SEND
9.1.6
liaising with potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned
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9.1.7
ensuring liaison with parents and other professionals in respect to children’s special educational needs
9.1.8
Liaise with potential next providers of Education, Training or employment to ensure a smooth transition is supported
9.1.9
advising and supporting other staff in the School including the provision of advice on the graduated approach to providing SEND support
9.1.10 ensuring that the school keeps the records of all pupils with SEND up to date 9.1.11 ensuring that appropriate Individual Educational Plans / Pupil Profiles / Provision Maps and a SEND Register are in place 9.1.12 ensuring that relevant background information about individual children with special education needs is collected, recorded and updated 9.1.13 undertaking any other appropriate duties in accordance with the Code of Practice on special educational needs 9.1.14 where applicable, line management of other support staff 9.1.15 where applicable, budgetary provision for the department 9.1.16 working with the headmaster and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements 9.2 The class teacher: each class teacher is responsible for: 9.2.1
setting high expectations which inspire, motivate and challenge pupils
9.2.2
promoting good progress and outcomes for pupils
9.2.3
planning and teaching lessons in which teaching responds to the strengths and needs of pupils with SEND using pupil profiles to guide learning interactions
9.2.4
working closely with support staff in the planning and monitoring of interventions
9.2.5
making accurate and productive use of assessment to inform the four part cycle
9.2.6
managing behaviour effectively to ensure a good and safe learning environment
9.2.7
fulfilling their wider professional responsibilities in relation to SEND e.g. the effective deployment of support staff, professional development, acting on specialist advice
9.2.8
communicating effectively with parents with regard to pupils’ achievements and pupils wellbeing
9.2.9
supporting individuals and groups of pupils at SEND support level of provision, both in class and through withdrawal for targeted interventions/ programmes.
9.2.10 Provide data and information on attainment, cognition and learning, social interaction to the SENCO when requested 7|Page
9.3 Parents/Carer Parents bear the overall responsibility for taking decisions about the management of their child’s learning difficulties. A parent who would prefer to have a formal assessment should make arrangements accordingly with the School or outside but must ensure that we are given copies of all advice and reports received. 10. Identification, Assessment, Planning and Review Arrangements: St Cuthbert’s Catholic High School follows the graduated approach of assess, plan, do and review as outlined in the Code of Practice (2014). This approach is embedded in whole school practice for all pupils and every teacher is responsible for ‘adapting teaching to respond to the strengths and needs of all pupils’. (Teachers’ Standards 2012) School assessment data, teacher judgments and, where appropriate, assessments from outside agencies are used to identify pupils who require additional and different provision. A provision map / intervention map outlines all SEND support and is updated regularly. There are 4 broad areas of need: (i) Communication and interaction (C&I) (ii) Cognition and learning (C&L) (iii) Social, emotional and mental health difficulties (SEMH) (iv) Sensory and/or physical needs (S&P) 10.1 Involving Specialists Where a pupil continues to make less than expected progress, despite evidence-based support and interventions that are matched to the pupil’s area of need, St Cuthbert’s will consider involving specialists, including those secured by the school itself or from outside agencies. This may involve specialists at any point to advise them on early identification of SEN and effective support and interventions. A school should always involve a specialist where a pupil continues to make little or no progress or where they continue to work at levels substantially below those expected of pupils of a similar age despite evidence-based SEN support delivered by appropriately trained staff. The pupil’s parents will always be involved in any decision to involve specialists. External agencies may include SENDIASS, Newcastle School Effectiveness SEN Team, Educational Psychologists, CYPS (Children and Young People Services) and Single Point of Access (NHS) Mental Health Referral 10.2 Support for children of Armed Forces Personnel 10.3 Support for children of parents in Prison 11. SEN support – four-part cycle The identification of SEND is built into the overall approach to monitoring the progress and development of all pupils in school. Termly pupil progress meetings support the early identification of pupils who may have SEND. Where concerns are identified an “initial concerns checklist” is completed and discussed with the SENCO. 11.1
Assess The class or subject teacher, working with the SENCO, will carry out a clear analysis of a pupil’s needs. This assessment will be reviewed regularly. Where appropriate, professionals will help to inform the assessment. Parents will be asked to contribute to the assessment. 8|Page
11.2
Plan Parents will be formally notified via a ‘phone call or letter. Adjustments, interventions, support and review date will be agreed with staff, parents and pupil. This will be recorded on the school information system.
11.3
Do The class or subject teacher will remain responsible for working with the pupil on a daily basis and retain responsibility for their progress and outcomes. The SENCO will plan and assess the impact of support and interventions with any teaching assistants or specialist staff involved.
11.4
Review The effectiveness of the support and interventions and their impact on the pupil’s progress will be reviewed on the agreed date. Reviews will be held with parents at least three times per year (Termly). The subject teacher, working with the SENCO, will revise the support in light of the pupil’s progress. If a pupil does not make expected progress over a sustained period of time school will seek specialist expertise. This will inform future provision. School liaises with the following services - Educational Psychology Service, School Health, SEND Advice and Support Panel (SEN ASAP), Newcastle School Effectiveness SEN Team, SEN Teaching and Support Service (SENTASS) and, when appropriate, Social Services and Looked After Children Team.
12. Concerns Where, despite having taken relevant and purposeful action to identify, assess and meet the SEN of a pupil, the pupil has not made expected progress, then school or parents will consider requesting an Education, Health and Care assessment. School will provide the local authority with evidence of the action taken as part of SEN support. We need to know immediately if your child’s progress or behaviour causes you concern so that we can devise and agree a strategy with you and carry it out. 13. SEND Information Guide This SEND Information Guide, and the Annual SEND Report, can be found on the school website. These outline the provision normally available for pupils with SEND as well as provision within the four broad areas of need – communication and interaction; cognition and learning; social, emotional and mental health difficulties; sensory and/or physical. The Annual SEND Report includes an evaluation of the impact of the above provision on outcomes for pupils with SEND. 14. Partnership with Parents/Carers St Cuthbert’s Catholic High School has positive attitudes to parents/carers and values their important role in their son’s education. Parents/carers are always informed when their son is placed on the SEND list and the graduated response, outlined in the Code of Practice, is explained to them. Parents are informed about Newcastle Special Educational Needs and Disabilities Information, Advice and Support Service. This service provides information, advice and support at any stage of a child or young person’s education, and provides an Independent Supporter for families in the process of getting an Education Health and Care Plan. Parents are fully involved in the review process. Interpreters are arranged for parents who require translation during meetings. Written information is in accessible formats and sufficient notice is given for meetings to enable parents/carers time to prepare. 15. Pupil Participation 9|Page
The views of all pupils are valued. Pupils with SEND are supported to be involved in decision making and to be able to express any concerns. All pupils are aware of their academic targets and a pupil passport sheet is used to gather their information. Parents are invited to a meeting and can attended drop-in session as well as Parents’ Evenings termly. 16. Staff Development The Leadership Team reviews the training needs of staff through Performance Management and pupil progress to plan appropriate CPD in relation to SEND. The SENCO ensures staff are informed of local and national developments in relation to SEND and Inclusion. Where appropriate, specialists are used to deliver the training. Newly qualified teachers are offered support and in school training by the SENCO. All NQT’s and colleagues joining the school receive a bespoke training scheme with specific SEND sessions. 17. Transition Arrangements From Year 6 there are opportunities to engage and visit St Cuthbert’s Catholic High School. This will be through one to one visits, summer school and visits to primary feeder school to inform and support effective transition from KS2 to KS3. Year 7 there are numerous opportunities for all pupils/students to learn about further, higher education and the world of work. As pupils/students progress through their school career, events have been arranged to help with each key stage. In Years 8 & 9 pupils have meaningful engagement with employers and universities to help them in selecting options and considering subject choice leading to different career pathways. During Year 10 and crucially in Year 11 pupils are introduced to a number of visiting speakers who disseminate the message around the need to develop employability skills as well as gain qualifications. With high aspirations, and the right support, the vast majority of children and young people can go on to achieve successful long-term outcomes in adult life. St Cuthbert’s Catholic High School will work with Local authorities, other education providers to help pupils and young people to realise their ambitions in relation to: higher education and/or employment, independent living, participating in society, being as healthy as possible in adult life. Pupils in Year 11 are made aware of the next steps they can take to ensure a smooth transition into the sector of employment they have indicated they would like to work in. Throughout Sixth form careers events such as a careers fair or representatives from industry coming in to deliver presentations, students have access to work experience placements and visits to universities to widen their understanding of the many different routes into secure and rewarding employment exist. This is supported by a comprehensive PSHE/RSE programme of study. 18. Examinations Children who have been diagnosed as having a learning difficulty may be eligible to apply for individual examination Access Arrangements. You are asked to liaise with the SENCO and/or the Examinations’ Officer in good time with respect to this. 19. Monitoring and Evaluating the Success of Provision (for further details see Annual SEN Report) A variety of methods are used to monitor and evaluate the provision and achievements for the pupils with SEND these include but are not limited to: (i) analysis of assessment data, with high expectations for the progress expected of all pupils (ii) assessment records that illustrate progress over time – e.g. reading ages (iii) pre and post assessments for those pupils who are withdrawn for targeted interventions (iv) monitoring by the governor with responsibility for SEND (v) the views of parents/carers and pupils (vi) regular meetings between SENCO and Head of House and subject leads (vii)provision mapping – used as a basis for monitoring the impact of interventions. 10 | P a g e
In addition to these activities The SEND Advice and Support Allocation Panel/SEN Caseworker may support the school through a SEND Review to externally validate provision and outcomes for pupils with SEND. 20. Medical Conditions The School follows the recommendations of the Children and Families Act 2014 with regard to arrangements to support pupils with medical conditions. Where a pupil also has SEND, their provision will be planned and delivered in a coordinated way with their healthcare plan. 21. The Complaints Procedure Initially an attempt will be made to resolve a complaint about SEN provision at school level, within one week of the complaint having first been made. The procedure is firstly the Head of House attempts to resolve matters, then if required the SENCO and /or head teacher becomes involved. If the complaint is unresolved, then the person making the complaint is advised of their rights under Section 23 of the Education reform Act to make a complaint. The Governing Body will consider the complaint, after which, if necessary the LA will become involved. School will inform parents/carers of the local authority’s commissioned independent disagreement resolution service. Details can also be found in the Local Offer. All complaints are considered under the appropriate school or BBCET policy and procedure. 22. Additional Information The Confident Schools Confident Parents sets out further information for Parents and Carers of young people with Special Educational Needs. Information is also available in the school website. www.stcuthberts.high.newcastle.sch.uk
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