Church of England Wetheringsett VCP School SPECIAL EDUCATIONAL NEEDS (SEN) Date of Policy: Latest Date Reviewed: Next review:
June 2007 July 2009 (Approved October 2009) October 2010
Contact Person: Governors Committee:
Mr Simington Head teacher and SENCO Full Governing Body
Notes: This policy needs to be checked regularly against latest legislation.
Wetheringsett VCP School
Special Educational Needs Policy
October 2004 Reviewed June 2006 Reviewed June 2007 Reviewed June 2008 Reviewed July 2009
Contents The Code of Practice The Role of Governors The Role of the Headteacher
The Role of the Special Needs Leader The Role of Subject Leaders The Role of Subject Teachers The Role of Class Teachers The Role of Teaching Assistants (Learning Support) The Role of Non-Teaching staff Provision for the range of special needs Child Protection Procedures The SEN Audit
THE CODE OF PRACTICE The Code of Practice on the identification and assessment of Special Educational Needs gives statutory guidance to schools, LEAs, health authorities and social services. It recommends a staged model for meeting children’s special educational needs. Suffolk uses a three stage model: School Action, School Action Plus and Statement of Special Educational Needs. Wave 3 Intervention strategies are then used to reach the needs of the pupils on the SEN List of Support. Children can only be placed on this list if they are receiving additional or different support than other children of a similar age. School Action Children are identified by members of staff, teachers, or parents. The child is considered for a place on the SEN Register. Every child in the school has a target card for English and mathematics. Each SEN child is given three or four targets
suggested by staff, parents or the child themselves and these targets are reviewed half-termly. Wherever appropriate or possible a child may be given an IEP (Individual Education Plan which also includes an IBP individual behaviour plan) of which the target card will be an integral part. School Action Plus Children move to the School Action Plus stage when outside agencies are involved in the assessment of their difficulties. They may also be at this stage if their difficulties cause concern and advice may be needed in the future. The children are discussed at a Planning Meeting held each term at the school between the SENCO and the Advisory Service, when a way forward is agreed and recorded. The twice yearly review of an IEP (Individual Education Plan which also includes an IBP individual behaviour plan) is maintained. A child may move back to the School Action Stage if advice from external agencies is no longer required. Statement of Special Educational Needs On advice given at a Planning Meeting, the SENCO may request the LEA to consider the need for formal statutory assessment of a child’s special educational needs. If the LEA agrees it will make a multidisciplinary assessment. As a result a Statement of SEN, 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 the needs. The school and the LEA are bound to maintain and monitor the provision stated in the statement. In addition to including these children in the IEP process, the progress of children with a statement is reviewed formally with parents and others at an Annual Review. This is recorded and copies distributed to all concerned. A document lists all targets for children on the SEN List of support for each of the stages; School Action, School Action Plus, Statement of Special Educational Needs and Individual Behaviour Plans.
JOB DESCRIPTIONS The Role of Governors Governors are actively involved in developing, supporting and reviewing the school’s policy on Special Educational Needs, in consultation with the Headteacher and the SENCO. A named governor has special responsibility for Child Protection. Governors publish information in their annual report about the success of the SEN Policy in consultation with the SENCO.
The Role of the Headteacher The Headteacher monitors the role of the SENCO, Subject Leaders, Subject Teachers, Teaching Assistants and non-teaching staff and evaluates their performance in relation to the SEN Policy. The Headteacher receives up-to-date training in child protection procedures. The Role of the Special Educational Needs Coordinator The SENCO has eight key areas of responsibility: ·
The day to day operation of the SEN Policy.
· Practice.
Maintaining the administration requirements of the Code of
·
Liaison with and advising fellow teachers and support staff.
· needs.
Coordinating provision for children with special educational
·
Liaison with parents of children on the SEN List of Support.
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Contributing to the in-service training of staff.
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Liaison with external agencies.
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Completing the annual SEN Audit.
· Liaison with Primary schools and High Schools for transition of SEN pupils. The Child Protection Coordinator and SAFEGUARDING Senior Designated Professional (SDP) is currently the Head teacher. The alternate SDP is a member of the teaching assistant team. The Role of Subject Leaders The SEN Policy reflects the aspirations and practice of the whole school. Subject Leaders play a key role in developing good practice: · Providing differentiated programmes of study for groups of children who cannot access core and extension work. Children who cannot access
the differentiated programmes independently or with peer support will normally be supported by a Teaching Assistant. · Providing resources to enable teachers to teach the differentiated programmes. ·
Monitoring and developing the provision made for children with SEN.
The Role of Subject Teachers Subject Teachers play a key role in developing good practice: · Being familiar with the special needs of children and their short term targets as described on the IEPs and target cards. ·
Assisting the SENCO in the review and target setting process.
·
Focusing on raising self esteem of children with SEN.
·
Varying the organisation of the classroom.
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Using a range of differentiation models.
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Fostering peer support without over-reliance.
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Varying the pace of tasks.
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Encouraging children to record work in different ways.
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Providing different levels of teacher intervention.
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Matching homework opportunities to needs.
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Using information communication technology (ICT).
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Setting clear expectations and boundaries for children.
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Involving children in target setting.
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Reinforcing good behaviour.
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Working closely with the TA to foster independence.
The Role of Class teacher Year Tutor and Learning Mentor play a key role in developing good practice by monitoring the emotional and behavioural development of children by promoting an ethos of calm, well-ordered behaviour in the year group. They actively address children’s difficulties by assisting the SENCO in the following areas: ·
Raising awareness of staff about a child’s difficulties.
·
Liaising with parents.
· Maintaining a Behavioural and Emotional Development IEP/IBP including reviews. ·
Maintaining a Pastoral Support Programme including reviews.
·
Supporting staff – modify – behaviour.
The Role of 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 described on the IEPs. ·
Regularly monitoring pupils’ achievement towards IEP targets.
· Making written reports on aspects of children’s development for reviews and assisting in the target setting process. ·
Attending Annual Reviews where necessary.
·
Assisting the SENCO during the SEN Audit process.
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Taking part in in-service training.
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Providing specialist groups/ clubs for pupils with various needs.
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Provide Wave 3 intervention for pupils as necessary.
Teaching Assistants with additional responsibilities These teaching assistants need to focus on the aforementioned job description as well the following: ·
Aid the SENCO in all aspects of the SEN policy.
·
Assist the SENCO in creating IEPs.
· Attend weekly meetings with the SENCO to discuss current behavioural, emotional and learning difficulties of children on the SEN List of Support. ·
Complete classroom observations on request.
· Provision of support for pupils with English as an additional language (EAL)
The Role of Non-teaching staff Non-teaching staff play an important role in assisting the integration of children in the following ways: ·
Reporting concerns about individual children.
· Being aware of children with targets relating to behaviour, and any special provision made during break and lunchtimes. ·
Where appropriate, encouraging children to achieve their targets.
PROVISION Areas of Special Educational Needs ·
Learning difficulties (literacy, numeracy, basic concepts).
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Speech and Language difficulties.
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Learning behaviour difficulties.
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Conduct behaviour difficulties.
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Emotional behaviour difficulties.
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Medical problems.
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Welfare concerns (in conjunction with the Headteacher).
LEARNING Literacy Children are taught in sets for English and literacy. Children who have difficulty acquiring basic literacy and numeracy skills are placed on the SEN List of Support. Standardised reading, spelling, verbal and non-verbal tests are used to assess difficulties. Provision to meet the special needs of children with literacy difficulties includes withdrawal from Literacy for either one or two lessons a week (depending on support required for specific child) to work in a very small group on a structured scheme with the SENCO or Teacher Assistant. Close liaison is maintained with the Literacy teacher to provide a balanced programme. In addition Teacher Assistants support children in their Literacy classes. Additional support for Wave 3 interventions also takes place. Pupils are assessed to establish their individual needs and the SENCO will tailor the curriculum to meet their needs in consultation with parents.
Numeracy Children are set in ability groups for Maths and those with numeracy difficulties work in a small set with the support of a Teacher Assistant. Some children are withdrawn to work on a specific maths programme tailored to their needs. Basic concepts in subject areas Where children have difficulty understanding basic concepts across the curriculum, they are supported in class by Teacher Assistants who are able to help them access differentiated work, and to simplify explanations at a level the children can understand.
SPEECH AND LANGUAGE
Where children have been assessed by the Speech and Language Therapy Service, the recommendations provided by the SALT are recorded and included in IEP Targets. Children experience difficulties with speech, receptive and expressive vocabulary, vocabulary acquisition and retrieval, phonological processing problems, retaining and processing language and processing information. Each of these difficulties is addressed according to the guidance given by the SALT. Children who are not held back by their difficulties and have no learning problems are not put on the SEN List of Support. BEHAVIOUR Learning behaviour Where children are not making progress due to weak study skills their IEPs are set, targeting any of the following areas (as appropriate): · · · · ·
Paying attention/concentration/motivation Organisation/equipment/completing tasks/homework Communication/thinking/responding Group skills/discussion/collaboration Independence/solving problems
Conduct behaviour Where children are not making progress due to poor conduct their IEPs are set, targeting any of the following areas (as appropriate): · · · ·
Behaving respectfully towards staff and peers Ability to work without distracting others Issues of physical aggression Respect for property
Emotional behaviour Where children are not making progress due to emotional difficulties their IEPs are set, targeting any of the following areas (as appropriate): · · · ·
Tolerance, consideration and understanding towards others Ability to socialise Self esteem/confidence Emotional stability
The SENCO, Headteacher, Senior Teacher, Class teacher, Learning Mentor are all involved in initiating, maintaining and reviewing the IEPs of children with behavioural difficulties. The Learning Mentor provides an intervention programme and a range of strategies are in place to encourage children to meet their targets and to liaise with parents. These are listed on the IEP. There is a staff meeting each week specifically held to discuss concerns and report on progress made. The Year Tutors meet the children with an IEP on an aspect of behaviour regularly to discuss their progress. MEDICAL Medical matters are generally the responsibility of the School Office Manager. Where children’s medical problems affect their learning such as ADHD, hearing or visual problems and physical disabilities, the SENCO maintains an IEP and liaises with external agencies. Non-ambulant children are able to access all parts of the school. WELFARE An IEP to monitor aspects of a child’s welfare may be initiated when external agencies are involved. All staff are aware of procedures to take where there are concerns and appropriate action is taken by the Headteacher and Assistant Head, Safe Guarding Officer, in line with Suffolk Area Child Protection guidelines. Vulnerable children are carefully monitored and supported, including specific programmes set in place by the SENCO. A Personal Education Plan is maintained by the Headteacher for children who are ‘looked after’ by the Social Care Services. Where welfare concerns do not involve the Social Care Services, the child’s needs are addressed by close liaison between parents Senior Staff and class teachers. Where a concern appears to be long term, an IEP may be initiated. Our weekly staff meeting ensures that all staff have relevant information and guidance on how to support all our children and their specific needs. The School Nurse counsels individual children about aspects of their welfare and liaises with external agencies as appropriate.