Special Educational Needs

 

 

Policy On Inclusion

Pupils With Special Educational Needs

Aims

 

The aim of our inclusive education policy is to give all members of the Sacred Heart Community equal rights to membership of the same groups and aspects of school life, as recognised in international law.

 

We believe that inclusive education is a human right, is good education and makes good social sense.

 

Inclusive education means all children being able to learn together with appropriate support.

 

Inclusive education leads to improved social development and academic outcomes for all children including mainstream peer groups who do as well as children who are disabled, disaffected or have special educational needs, while the mainstream peer group adopt more positive attitudes and actions towards disabled students where they have been educated together.

 

Inclusive education makes good social sense because children – whatever their impairment or approach to learning – have a part to play in society in school/adult life.

 

We believe that all pupils have a right to experience a real environment in which they can learn that people are not all the same and that all people should be welcomed and should have the right to have their individual needs met appropriately.

 

Through inclusive education we would seek to adapt systems and structures to meet needs and fully involve the child who is disabled, disaffected or has a special educational need in the process. Adaptations to the school curriculum, to the building, (wherever possible) to attitudes and values, to language and role models are some of the changes required if we are to move from integration to real inclusion.

 

We recognise that disability is not caused by an individual’s particular impairment, but by the physical, environmental and attitudinal barriers.

 

The Inclusive Education Policy does not at any point detrimentally affect the learning entitlements of either disabled or disaffected pupils, or of their non-disabled peers.

 

 

How We Will Do This

 

We seek to ensure that there is an agreed understanding within the school of the broader meaning of inclusion, that it is a quality issue that concerns the entire process of education.

 

We recognise the links between inclusive education and catering for diversity by promoting a whole school ethos that values all children and their families.

 

We foster a climate that supports flexible and creative responses to individual needs.

 

We recognise inclusion as part of the school’s equal opportunities policy and that there are clear arrangements to implement, fund and monitor.

 

All school developments take account of inclusive principles.

 

We ensure that the admission of pupils with SEN is handled positively and sensitively, and that all pupils and their families are made to feel welcome.

 

We ensure that appropriate assessment and support arrangements are in place so that all pupils’ needs are adequately met.

 

We work with all outside agencies to identify any existing barriers and consider how these might be best overcome.

 

We recognise that inclusion is the responsibility of all staff.

 

We ensure that all members of staff have access to CPD that will support the development of inclusion. 

 

 

Information About The School’s SEN Provision

 

Rationale

 

We value all of our pupils. We believe that all children have an equal right to an education that enables them to develop fully their personal, social and intellectual potential. At the Sacred Heart School we have a commitment to high achievement and we strive to provide all our children with a quality of education appropriate to their individual needs.

 

We also recognise the fact that a child does not have a learning difficulty solely because their language at home is different from that in school.

 

Our objectives are:

 

1.   That our school’s philosophy, as outlined above, underpins all of our actions and is actively promoted by all members of our school community.

2.   That all children whatever their ability, gender, ethnic origin, social background or disability have access to a broad, balanced, relevant and differentiated curriculum.

3.   That we have high expectations of all our pupils in all areas of school life.

4.   That children’s views are sought and targets are shared.

5.   That we promote positive partnerships with

·        parents - involving them in children’s learning programmes and achievements

·        pupils - so they are aware of their targets and receive positive reinforcement

6.   That we make appropriate use within school action and school action plus of the expertise of external agencies through having whole school documentation available.

7.   That our policy and procedures on Special Educational Needs are known, understood and followed by all members of staff in order that:

·        we have in place a consistently applied framework for identifying those children whose individual needs will require intervention;

·        we always strive to produce a consistent, high level of relevant education for all our children.

8.   To provide relevant staff training.

9.   To provide the SENCO with one session per week of non-contact time to monitor the children’s progress, especially in relation to teaching, learning, annual reviews and IEPs.

10.               To develop our system for assessment, recording and reporting so that it is easily managed, accessible and clearly linked to our SEN policy.

11.               To provide a clear structure for the management of specialist support, e.g. timetable and working guidelines for support staff.

12.               To produce IEPs which are consistently formulated, manageable and are implemented as an integral part of our short-term planning and delivery.

 

 

Definition of Special Education Needs

 

Children have a special educational need if they have learning, behavioural, physical or medical difficulties that requires special educational provision which is additional to, or different from, the provision generally made for them.

 

The 1996 Education Act states that a pupil has special education needs if he or she has:

·        significant greater difficulty in learning than the majority of children of the same age, or

·        a disability preventing or hindering use of the educational facilities provided for children of the same age within the LA.

A child must not be regarded as having a learning difficulty solely because the language of the home differs from the language in which he or she is taught. However, it may be that in the short-term children with little knowledge of English will need extra support to enable them to develop functional use of the language.

 

 

The SENCO is Mr P Loughlin. SEN support in FDS/KS1 is Mrs T McTiernan.

 

 

Admission Arrangements

 

With due regard to parental choice and the accessibility of the school building all children with special educational needs who apply will be accepted into the school.

 

 

Arrangements for providing access for pupils with SEN to the National Curriculum

 

All children will be taught a broad and balanced curriculum. Where children require extra support, resources or extension materials will be provided wherever possible.

 

Provision will be mainly provided by the class teacher through:

·        careful planning which takes into account the needs of the children;

·        strategic help, with the teacher targeting tasks for pupils who need input or guidance;

·        work which is appropriately matched to the individual need and taught through an arrangement of different groups, tasks or resources;

·        specific activities within the Literacy and Numeracy strategies e.g. ‘Guidance to Support Pupils with Specific Needs in the Daily Mathematics Lesson’ and ‘Supporting Pupils Working Significantly Below Age-related Expectations’ (DCFS);

·        good procedures for assessment and recording e.g. Flying Start Baseline Assessment extension profiles, P levels, PIVATS, teacher assessments, NFER and QCA tests and diagnostic tests. The assessment will inform planning for the next stage and feedback to the child and his or her parents.

Where this provision is not resulting in progress, as outlined in the Code of Practice, the SENCO will be consulted for advice.

 

 

The arrangement for co-ordinating educational provision for pupils with SEN – roles, responsibilities and structures.

 

In our school we feel that a team approach is the most effective way we can to ensure that the needs of our children are met.

 

 

 

 

Meetings between the SEN Team and year group class teachers to review progress are held termly for pupils on School Action Plus; as are co-ordination meetings with SMT to update them on current pupils’ progress against targets.

 

 

SENCO

 

The SENCO, as part of the SMT, is able to represent SEN in all decision-making and strategic planning. This involves attending Governing Body meetings, as appropriate.

 

Responsibilities include:

1.             liaising with and advising colleagues;

2.             co-ordinating provision, managing support staff;

3.             maintaining the SEN register and recording system in accordance with Middlesbrough guidance;

4.             liaising with parents together with the class teacher and team leader, as appropriate;

5.             monitoring and evaluating the quality of teaching and learning and standards of pupils’ achievements and practice (including carrying out classroom observation,  sampling of work, talking to children and parents about action taken and the outcomes), setting targets for improvement;

6.             reviewing the progress of children within School Action and School Action Plus and, at a termly meeting with SMT, drawing together a whole school picture of the effectiveness of school practice;

7.             liaising with the staff development co-ordinator to provide INSET activities which are known and used effectively;

8.             liaising with the SMT to ensure appropriate levels of funding are budgeted for and built into the SIP;

9.             building up a resource bank of practical strategies for the identification and assessment of pupil’s short, medium and long term SEN as well as resources for providing appropriate work for the children in the classroom;

10.               working with external agencies and support staff to ensure school use any extra support in the most effective way;

11.               collaborating with curriculum co-ordinators;

12.               involvement in strategic planning for SEN provision by identifying future needs and contributing to a costed plan for inclusion in the SIP.

 

The SENCO will have one morning per week of non-contact time.

 

 

Responsibilities of the Headteacher and Designated Governor

 

To:

·        support the team in carrying out their work to a high standard;

·        promote high expectations;

·        monitor and evaluate the quality of teaching, learning, attainment and progress;

·        ensure that SEN allocation in the budget enables, as far as possible, the team to meet its objectives and by doing so raise standards in the classroom;

·        ensure commonality of practice in line with school policy.

 

The SENCO, Headteacher and the Designated Governor work together with the team to monitor the effectiveness of the procedures in place.

 

 

INFORMATION ABOUT THE SCHOOL’S POLICIES FOR IDENTIFICATION, ASSESSMENT AND PROVISION FOR ALL PUPILS WITH SEN

 

 

The procedures at work in the school

 

The Code of Practice action provides us with a framework for deciding practice.

 

Each class teacher has responsibility for the educational and pastoral care of the children within his/her class.  The class teacher, therefore, is usually the first person to identify the child who is failing to progress.  The importance of the class teacher in identifying a concern and responding to that concern is paramount.

 

 

Concern Level (Pre Code of Practice level)

 

Before deciding if School Action or School Action Plus is to be taken, the teacher will observe the child more closely, talk informally to parents and try strategies/differentiation of the curriculum to overcome the child’s difficulties.  The class teacher will consult with the SENCO/SEN Team.

 

 

Action and intervention

 

When a child is identified as having SEN the school should intervene at School Action or School Action Plus.  These interventions will not usually be steps on the way to statutory assessment.

 

The key test of the need for action is evidence that current rates of progress are inadequate.  There should not be an assumption that all children will progress at the same rate.  A judgement has to be made in each case as to what it is reasonable to expect a particular child to achieve.  Where progress is not adequate, it will be necessary to take some additional or different action to enable the pupil to learn more effectively.  Whatever the level of pupil’s difficulties, the key test of how far their learning needs are being met is whether they are making adequate progress.

 

Adequate progress can be defined in a number of ways.  It might, for instance, be progress which:

 

·        closes the attainment gap between the child and their peers;

·        prevents the attainment gap growing wider;

·        is similar to that of peers starting  from the same attainment baseline, but less than that of the majority of peers;

·        matches or betters the child’s previous rate of progress;

·        ensures access to the full curriculum;

·        demonstrates an improvement in self-help, social or personal skills;

·        demonstrates improvements in the child’s behaviour.

 

 

School Action

 

Triggers – teacher’s or others’ concern, underpinned by evidence about a child who despite receiving differential learning opportunities:

 

·        makes little or no progress even when teaching approaches are targeted, particularly in a child’s identified area of weakness;

·        shows signs of difficulty in developing literacy or numeracy skills which result in poor attainment in some curriculum areas;

·        presents  persistent emotional or behavioural difficulties which are not ameliorated by the behaviour management techniques usually employed in the school;

·        has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment;

·        has communication and\or interaction difficulties and continues to make little or no progress despite the provision of a differentiated curriculum.

 

(See further guidance in “SEN Thresholds” DCFS.)

 

 

Processes/Roles and Responsibilities

 

SENCO takes the lead in

 

·        further assessment of child’s strengths and weaknesses;

·        planning future support for the child in discussion with colleagues;

·        monitoring and reviewing the action taken;

·        ensuring parents are consulted and kept informed of action;

·        in some cases outside professionals may already be involved.  If they are not, the SENCO should contact them if applicable.

 

 

Class teacher should

 

·        remain responsible for working with the child on a daily basis;

·        plan and deliver an IEP

 

 

Nature of the intervention

 

·        SENCO and class teacher decide on the action based on previous assessment;

·        joint decision concerning the most appropriate action, eg

1.   different learning materials

2.   special equipment

3.   group or individual support

4.   specific IEP, effectiveness monitored

5.   staff development and training

6.   access to support services for one-off assessment, advice, strategies, and provision of staff

7.   training without the need for regular input.

 

 

Documentation required

 

·        The child’s individual record will be centrally filed. (PPA Room)  Access is via the SENCO.

·        A timetable of review meetings is drawn up at the beginning of the year.

·        Pupil Assessment Profiles – e.g. writing profile.

·        Pastoral Support Programme (EBD) if applicable.

·        Pupil assessment information e.g. Flying Start, FDSP, P-Levels , PIVATS, NFER and QCA tests, teacher assessment, diagnostic tests.

·        SEN-R registration form signed by parent(s)/guardian(s).  Pupils cannot be registered without this.

·        Pupil’s personal information form.

·        Action summary sheet from educational psychologist, if applicable.

·        Multi-disciplinary team reports.

·        IEP – this should only record that which is additional to, or different from, the differentiated curriculum plan that is in place for all children.

·        The SEN Register will be kept by the SENCO.

 

An ICT system is used to record and update this documentation (SEN Manager).

 

 

The IEP (setting and reviewing targets) should be discussed with:

 

·        the child, eg plenary within NLS, NNS, PSHE curriculum time; when objectives for the lesson are shared etc.  The IEP is the responsibility of the class teacher;

·        the parents, e.g. 2 parents evenings (with class teacher) and or more often according to the pupil’s needs (with class teacher/SENCO).

 

Targets will be shared with the children to assist in focussing on areas for development.

 

If strategies at Concern Level and School Action show that a child may need further support to help their progress, the teacher should discuss this with the SENCO, then parents.  The records of evidence are vital within this process.

 

 

School Action Plus

 

Triggers – despite receiving  concentrated support under School Action, the child:

 

·        continues to make little or no progress in specific areas over a long period; 

·        continues working at National Curriculum levels substantially below that expected of children of a similar age;

·        continues to have difficulty in developing literacy and numeracy skills;

·        has EBD which substantially and regularly interferes with the child’s own learning or that  of the class group, despite having an individual behaviour management programme;

·        has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service;

·        has on-going communication or interaction difficulties which causes substantial barriers to learning.

 

 

Processes/Roles and Responsibilities

 

SENCO should always consult specialists when taking action through School Action Plus (but not limited to such children)

 

External Support Services should

 

·        advise teachers about new IEPs and fresh targets;

·        provide more specialist assessments;

·        give advice on the use of new or specialist strategies/materials;

·        in some cases provide support for particular activities.

 

 

SENCO, class teacher, literacy, numeracy co-ordinators and external specialists, should consider a range of different teaching approaches and appropriate equipment, including ICT.

 

 

External specialist may

 

·        act in an advisory capacity

·        provide additional specialist assessment

·        be involved in teaching the child directly

 

 

Documentation required

 

·        Child’s individual record

·        The new IEP should set out fresh strategies for supporting the child’s progress.  Developed with the help of outside specialists but implemented as far as possible in the normal classroom setting.  The delivery of the IEP continues to be the responsibility of the class teacher.

·        If the SENCO and external specialist consider the information to be insufficient and more detailed advice must be obtained from other professionals, then the consent of the child’s parents must be sought.

 

The SENCO should note in the child’s records:

 

·        what further advice is being sought

·        the support to be provided for the child pending receipt of the advice.

 

 

School referral for a statutory assessment

 

Where the SEN Team makes referral for a statutory assessment to the LA, the child will have demonstrated significant cause for concern.  Parents must be consulted as part of an on-going dialogue.  There should be written evidence of or information about:

 

·        the school’s action through School Action and School Action Plus;

·        IEPs;

·        records of regular reviews and their outcomes;

·        National Curriculum levels;

·        Attainments in literacy and numeracy;

·        Educational and other assessments, eg advice from a support teacher or an educational psychologist;

·        views of the parents of the child;

·        involvement of other professionals;

·        any involvement of social or education welfare services;

·        child’s medical history where relevant.

 

 

Working with Children with Statements of SEN

 

Short-term targets should be set through the IEP, which should record only that which is additional to or different from the differentiated curriculum.

 

The delivery of the IEP continues to be the responsibility of the class teacher with monitoring and evaluation by the SENCO and the LA through the Statutory Annual Review.  At the review of Year 5 pupils, provision required at the secondary phase should be considered.  The SENCO of the receiving school should be invited to the final review in primary school.

 

 

Monitoring

 

 Meetings between the SENCO and Senior Management Team are held when the progress of each child’s is discussed on a rolling programme.  The Designated Governor is invited to attend these meetings at intervals so that she is aware of the procedures, which operate in school.

 

The SENCO will have a half-day release time per week.  Time will   be spent monitoring classroom practice, monitoring teachers’ planning and provision and talking to children about their progress.  These procedures are seen as key factors in supporting teachers in improving classroom practice.

 

The progress of each child on the SEN Register is tracked termly.  This enables us to both analyse the progress of individual children and to look at our success rate across the entire school.  Success, in this school, is seen as enabling a child to achieve to his/her optimum progress through the use of set targets.

 

The school has access to the following resources.

 

·        A variety of teaching and learning materials

·        Access to the INTERNET and a variety of websites

·        Multi-disciplinary SEN support

·        Learning Support Teacher 1 day per week

·        Educational Psychologist, as appropriate

·        Teaching Assistants (1/class (majority FT) + 3 SEN TAs for 3 pupils – 1 statemented, 2 x 15 hrs support)

·        Learning Mentor

·        1 Reading Recovery Teacher (.5 teaching time)

·        1 ECC Teacher (.6 teaching time)

·        Ethnic Minority Support (.1)

·        Bilingual Support Assistant (FT Polish support)

·        ASO every day (Attendance & punctuality – rapid response)

·        Parent Support Worker

 

 

Support is allocated to pupils as directed in the SEN Registration Criteria Document. (See attached)

 

 

SEN BUDGET STATEMENT

 

·        Ref Appendix D from Review of Provision in Mainstream Schools

 

 

Access to the National Curriculum/Inclusion

 

The National Curriculum handbooks provide statutory guidance on developing a more inclusive curriculum that is based on the principles of:

 

·        setting suitable learning challenges

·        responding to pupils’ diverse learning needs

·        overcoming potential barriers to learning

 

 

External Support

 

When external agencies are involved in within-class support or withdrawal, as determined by the SENCO and class teacher in co-operation with the agency involved, every effort will be made to make their support as effective as possible.  This will involve joint planning between teacher and the support teacher or SSA.

 

 

Arrangement for considering complaints about special educational provision within school

 

1.   Initially these should be referred to the class teacher and team leader and a meeting will be arranged to discuss the problem.

2.   Depending on the outcome of this meeting, referral would be made to the SENCO and then the Head Teacher as appropriate.

3.   The parent would be informed of the name of the governor with the responsibility for monitoring the SEN policy and the existence of the list of LA identified/nominated persons who could help them deal with their problem.

 

We aim to make the parents and child feel as if they are part of a whole process and aware of how vital we feel their contribution is.  We hope that we can resolve any difficulties or complaints within the school.

 

 

The success of the Policy can be judged by:

 

·        Pupils with SEN are assessed using the school’s Pupil Assessment Profile, given a baseline position using PIVATS followed by a target for improvement (recorded on the SEN Register).

·        80% of pupils with SEN achieve their IEP targets.

·        All pupils and parents are involved in setting and reviewing their targets.

·        The SENCO can provide evidence of the above through monitoring classroom practice, evaluating planning, IEPs and pupils’ work.

 

 

INFORMATION ABOUT THE SCHOOL’S STAFFING POLICIES AND PARTNERSHIP WITH BODIES BEYOND THE SCHOOLS

 

 

SEN In-service Training

 

·        To complete an audit on the expertise already held by staff and further training needs with regard to SEN.

·        Budget appropriately for those priorities identified in the school development plan.

·        The CPD Co-ordinator and the SENCO will liaise to ensure INSET provision is known and used effectively;

·        Disseminate the revised SEN policy and Code of Practice to staff and review it annually.

 

 

Partnership with parents and pupils

The school will endeavour to:

 

·        provide clear and accurate information about the child’s SEN and the purpose of any assessment, IEP or intervention;

·        ensure that the pupil and parents understand the agreed outcomes of any intervention and how they can be a partner in working  towards their targets;

·        be aware that many pupils may already be in contact with other professionals;

·        be aware of any local support or advocacy services for children.

 

 

Links with other mainstream and special schools

 

This school has close links with the secondary schools, which receive our children, the Cleveland Unit Beverley School and Priory Woods. Some members of staff have made visits to appropriate schools to enable them to observe good practice in teaching and learning, linked to factors which create effective classroom climate.

 

 

Secondary School – the majority of our children feed into Trinity College, with small numbers going to a number of other secondary schools.  During the Summer Term SEN staff from the secondary schools visit the school, meet Y6 teachers and discuss children’s needs and possible transfer problems.  SEN files are passed on towards the end of the Summer Term.

During Y6 we meet with our school psychologist and parents to discuss any transfer difficulties our children may experience.  Formal Statutory Reviews to take account of transfer arrangements will now include Y5 pupils.

SEN secondary staff members are among the team who attend our liaison meetings in order to make themselves available to parents.

 

We have established links with the following health and social services:

·        School Health (Nurse / Dental Care)

·        Speech Therapy

·        Family Support Service

·        Multi –Disciplinary Team – LSS, BSS, ESW

·        EPS

·        Social Services Team / Child Protection Team

 

 

Behaviour

 

All members of staff follow the school’s behaviour policy. Children have also drawn up their own class room rules with guidance from the staff working in the classroom. Each member of staff also has a copy of the document from Holmwood School that gives guidance to support behavioural differences and has suggestions about improving and maintaining a good learning environment. There is a reward system in place to reinforce and reward correct behaviour. All staff is aware of ‘catching good behaviour’ and rewarding it rather than giving attention to ‘inappropriate behaviour.’ Ways of behaving appropriately are displayed around the school so that every person working in and visiting the school is aware of the standards we expect.  The school’s council operates a surgery for those pupils who feel that they are being bullied and assists the PSHE Co-ordinator in resolving such problems. The SEG group also support good behaviour at play times.

 

 

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