Additional Educational Needs Policy
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1 Monkwearmouth School A specialist Arts College Additional Educational Needs Additional Educational Needs Policy This policy was ratified by the governing body on 23/09/2013 Signed Chair of Governors
2 ADDITIONAL EDUCATIONAL NEEDS POLICY REVIEW DATES Originally compiled Last review date Date of next review September 2014 Principles Monkwearmouth School recognises that every teacher is a teacher of Additional Educational Needs (AEN) Monkwearmouth School values the abilities and achievements of all its students. We recognise the individual needs of all students and aim to maximise their potential: every teacher shares these responsibilities, as outlined in the School's aims and the Home-School Partnership. We recognise that children with Special Educational Needs are more vulnerable to abuse and exploitation. All students have the same entitlement to National Curriculum and the full range of other school opportunities. We are committed to making these accessible to all through flexible approaches to learning and teaching styles. This will raise the standards of teaching and learning for all student regardless of ability. The underlying principle which forms the school's AEN policy is that of inclusion: that all students are valued for what they bring to Monkwearmouth and are entitled to take part in all that the school offers, given the resources available. The school's AEN Policy is based on the recognition that a number of factors may have an influence on the student, resulting in the need for additional provision. These factors may include environmental, social, educational and medical factors as well as factors within the student. These will be treated without prejudice and the school will adapt provision in an attempt to meet the student's needs. Support which is deemed necessary over and above what can be provided by Curriculum Areas will be available to students within the classroom during normal lesson time and/or via specialised tuition, within a group situation or on an individual basis according to need. Curriculum Areas will have access to specialists in support for learning via the Learning Support Team. Parent/carers/carers/Carers and students themselves have the right to have a say in the provision made for their child and should be involved through the annual review process in all discussions about learning needs and in planning appropriate action, whether for the long or short term. The school believes that effective AEN Co-ordination results from a commitment to the thorough gathering and dissemination of quality information to staff, the production of appropriate differentiated materials and the development of strong and effective links between the AEN team and Curriculum Areas. This AEN Policy Covers:- Students with Educational Statements identifying their individual learning needs Students who receive additional LEA funding through the SEN Assessment Panel Students who fall behind the general progress of classes and are deemed to have a significantly greater difficulty in learning than the majority of students of the same age Students with Specific Learning difficulties Students with sensory or physical difficulties Students with emotional and behavioural or social difficulties The School will maintain an AEN Register using the stages of Special Educational Need identified by the Department for Education (DfE). This register will be updated twice yearly and available to all staff via the network and the circulation of a hard copy (pink book), outlining the specific learning difficulties of the student and suggested strategies to help minimise any barrier to learning within the classroom/subject area. A student must not be regarded as having a learning difficulty solely because the language or form of language of the home is different from the language in which he or she will be taught. The Learning Support Team work to meet the needs of students experiencing language difficulties as a result of using English as an additional language at Monkwearmouth School. 2
3 Procedures How we aim to meet the needs of our students with Special Educational Needs and/or Disabilities Few students will go through the education process without experiencing some form of learning difficulty at various stages of their education. The Code of Practice is recognition that some students have difficulties which may impede their learning. These difficulties may be short or long term and may include one or more of the following areas: intellectual, physical, sensory, social, emotional, behavioural, speech and language. Targeting help towards AEN students in the classroom enables teachers to give more time and resources to teaching students of all abilities. However, some AEN students will at times require some direct intervention which can be better provided within small groups or through one-to-one teaching. The Learning Support Team works closely with parent/carers/carers and outside agencies, reviewing student s progress on a regular basis using the school's Parent/careral Consultation evenings as well as Bi- Annual Review Meetings for all students on the AEN Register. Letters and telephone calls are also used to contact parent/carers/carers to celebrate successes as well as to raise concerns. The Learning Support Team also draw on additional specialist support from Sunderland Local Authorities SEN Support Team, Educational Psychologists and Durham School Improvement Service. The Learning Support Team has development links to assist subject departments in meeting the needs of AEN students as well as developing the Curriculum. Faculty Leaders identify a member of their department to attend termly link meetings with the SENCO and the Learning Support Team. Faculty Leaders and link representatives can identify areas of the Curriculum and/or schemes of work that need to be developed, differentiated or adapted to incorporate teaching and learning styles. The SENCO or Senior Learning Support Assistant will then liaise with the department and offer advice and support to help them achieve these aims. Identification, assessment and provision Identification Monkwearmouth High School has regard to the Code of Practice and the Disability Discrimination Act. The School follows the guidelines set out by the Department for Education (DfE) and Sunderland Local Authority in this policy statement. Prior to entry to Monkwearmouth School The identification of students with Additional Educational Needs from the primary sector is managed in the following ways: Information is gathered from the partner Primary School about students with Additional Educational Needs. This is achieved through regular cross phase meetings, primary links programmes as well as regular consultation with primary SENCO s and outside agencies. The SENCO and other school staff attend Year 6 and, where possible, Year 5 annual reviews in order to gather information, meet parent/carers and the students, in order to ease transition into Monkwearmouth School During induction, some time may be spent observing students in the classroom or working with them in groups or on an individual basis. Additional induction programmes are arranged for more vulnerable students. Information gathered is disseminated to all staff, in booklet form, for the beginning of term. Students in other groups are given support as necessary, either by referral or by individual need. Students entering the school after Year 7 induction are screened using a variety of tests and these, in conjunction with SATs scores and previous school reports are used to place the student in a teaching group suited to their needs. 3
4 Identifying existing students Students who begin to experience difficulties during their time at Monkwearmouth School are identified in the following ways: Classroom teachers who identify difficulties that are not alleviated by different teaching approaches or differentiation make a referral to the SENCO. Tutors/Learning Progress Leaders may request an assessment following a number of referrals from subject staff where there is clear evidence of a range of strategies tried without success. Student Services, Inclusion or Intervention staff may request an assessment by referral to the Learning Support Team Parent/carers/carers/carers request an assessment of their child by contacting the SENCO or at a review meeting Referral from school nurse and other external professionals Assessment On entry to school in Year 7 all students are screened in spelling, reading and comprehension using the Access Reading Test for accuracy, rate and comprehension and NFER Spelling tests. Students may also be screened for Dyslexia and Dyscalculia using NFER software if necessary. If further, more specialised assessment is required the Learning Support Team will carry this out on an individual basis to assess more precisely the needs of a students using Neale Analysis of Reading Ability or WIAT test. In the first few weeks of September the school will be using SAT, Teacher Assessment and Renaissance Data with the incoming Year 7 students, as a baseline assessment. These are useful in that they measure ability rather than achievement, fluency rather than knowledge and help the school to highlight strengths and weaknesses of its students for appropriate targeting and support. National Curriculum SAT s results (Key Stage 2) are also used in the screening process. Students needing additional support are identified from this data, as are more able students who will need extension work. In the middle of October these results, along with SATs results and recommendations from departments are used to finalise teaching groups for that academic year. All teaching groups are reviewed at the end of each academic year. Intervention and support This is based on the student's needs as summarised in the Individual Education Plan, student profile or in the Statement of AEN. Learning Support Team staff characteristically takes the following roles: Working collaboratively with classroom teachers Assisting in identifying individual students in order to overcome learning obstacles and set appropriate objectives Helping to provide effective learning strategies which can be incorporated into the work of particular students Assisting in the development of differentiated resources/materials to meet individual needs Assisting in providing differentiated methods for marking, assessment and recording which can be practised by both teachers and support staff Continual evaluation of the approaches, methods and materials being offered to all the class, but especially AEN students Individual/small group support/tuition Assisting wherever practical with National Curriculum assessment, marking, report writing etc. Reviewing of Individual Education Plan Targets for individual students Producing student profile outlining areas of strength, weakness and areas for development. This method of working has evolved over the last year and is the product of constant discussion and negotiation. Further guidance on the Role of Learning Support Assistants in the classroom is available. 4
5 Allocation of resources to students with Additional Educational Needs The school priorities for allocation of resources continue to be: Students in receipt of a Statement of Special Educational Need Other students with additional LA funding through SEN Assessment Panels at School Action Plus Students transferring from Key Stage 2 to Key Stage 3 on School Action Plus on the AEN register Students transferring with reading ages more than 2 years below Chronological Age at School Action on the AEN Register Students experiencing emotional and social difficulties requiring additional and different provision Student s who are identified as a 'Cause for Concern' through primary liaison and AEN Information Students with subject-specific difficulties, where short term additional advice and support is needed Subjects where Faculties have identified a need for support and advice Support systems available in the School include: The SENCO Student Services, Inclusion and Intervention staff An experienced team of Learning Support Assistants Paired Reading using students from years 10 and 11 Use of specialist AEN software packages such as Nessy, Successmaker and Number and Word Shark Homework club Individual/group tuition Resource development for subject areas as negotiated Advice from outside agencies re: specific students Roles of different staff within the school All staff share responsibility for students with AEN The Governing Body will: Report annually on the success of the AEN policy Ensure that the policy is stated in the school prospectus and school handbook Ensure AEN provision is effective, appropriate and resourced. The SLT Line Manager for AEN: Line manage the work of the SENCO Quality Assure the evaluation of this policy The Special Educational Needs Co-ordinator will: Oversee day to day operation of AEN policy and AEN resources Receive and collate reports from Tutors, Classroom Teachers, Directors of Progress and Faculty Leaders on the progress and well-being of students with AEN Liaise regularly with Student Services Manager and Associate Staff regarding students on the AEN register Formulate and maintain the AEN register, ensure records (including computerised records)are kept up to date by the staff from AEN Team Support the writing of Individual Education Plans Monitor and review all Individual Education Plans, Annual Reviews and Transition Plans Liaise with parent/carers/carers and outside agencies Ensure that support is used effectively within the classroom Organise and direct Learning Support Assistants in conjunction with Directors of Progress Organise and negotiate in-class support following referral Advise colleagues on the various aspects of differentiation, teaching and learning styles for AEN students Issue information containing strategies for dealing with a range of learning difficulties Deliver relevant CPD in relation to AEN students 5
6 Administer submissions for examination special arrangements (SATs, GCSE and GCE) in conjunction with Examination Officer and Senior Learning Support Assistant Line manage the Learning Support Team Attend training courses and Regional SENCO Meetings and update knowledge of AEN issues as necessary. Faculty Leaders will: Appoint an AEN link representative for their Faculty Ensure explicit differentiation in Schemes of Work and Medium Term Learning Plans to enable all students to access the curriculum Regularly review the subject specifications at KS4 to ensure assessment options for students with AEN are appropriate to their needs Quality Assure the use of appropriate teaching and learning strategies in the classroom Ensure discussion of AEN students and issues in curriculum meetings Monitor the use of Learning Support Assistants/Practitioners in their Faculty area, ensuring joint planning opportunities are afforded Liaise with the SENCO on matters related to AEN AEN Link Representative will: Attend link meetings each term Review Medium Term Learning Plans to ensure differentiation Distribute Individual Education Plans to the members of their Faculty Co-ordinate the responses from the Faculty to information requests at times of Annual reviews Raise AEN issues at Faculty Level. Classroom Teachers will: Differentiate activities, teaching methodologies and materials, for all students according to ability and need within their subject areas Raise initial concerns at Departmental meeting with Faculty Leaders, especially Stage 1 of Code of Practice Identify detail and report concerns regarding AEN to Faculty Leaders, Special Educational Needs Co-ordinator and Director of Progress Ensure that Learning Support Assistants are given copies of lesson plans, resources and schemes of work prior to support commencing to enable joint planning of learning activities Monitor individual progress using recognised school review procedures. Provide written information for the Bi-Annual Reviews of all AEN students. Draft Individual Education Plans with subject specific targets Maintain and update as necessary an AEN folder for AEN information AEN procedure: staff input Statement of Special Educational Need The student has a formal Statement of Educational Need. LEA gives advice and directives on appropriate education and necessary support. Reviews as normal school procedure, plus Annual Reviews and transition plans as appropriate. School Action Plus Students may receive additional support weekly from a Learning Support Assistant Direct intervention from SENCO Recommendations made by SENCO are implemented by the School as appropriate. Some students will be referred to the school's Educational Psychologist at this stage for further assessment, if appropriate, on request from the school and/or the parent/carer Targets set and Individual Education Plan written by staff making referral. Information given to the departments via their AEN link representative Reviewed and monitored by the AEN Department Reviews at Parent/carer consultation evening or other parent/carer interview 6
7 School Action If student is still giving cause for concern after strategies have been applied and reviewed, the AEN Representative or Faculty Leader will liaise with the SENCO for further advice/assessment Individual Education Plan to be produced and targets set. Circulated to teaching staff through AEN Link Representatives. Review at Parent/carer Consultation Evening or other Parent/carer interview Targets set and monitored by Curriculum Leader or Director of Progress Student is being assessed under the 1996 Education Act Prior to school action stage The classroom teacher identifies students causing concern and discusses with the AEN Representative and Faculty Leader Strategies and targets can generally be addressed by appropriate teaching and differentiation within the Subject area and the SENCO would be informed The AEN Team will provide information containing suitable strategies for classroom teachers who are dealing with students with a range of difficulties Monitoring and evaluation The policy will be evaluated annually by the SENCO and quality assured as part of Monkwearmouth School Improvement Plan by the Senior Leadership Group and subsequently the AEN Governor. The key indicators will include:- Evidence of student progress, monitored through the school's assessment and reporting procedures, through screening and diagnostic assessments and through external results. Value-added baseline tests will also be taken into consideration The Annual Review and Transition procedures for students with Statements of Educational Need. Review of Individual Education Plan targets Increasingly independent students, reflected in the atmosphere of the school and wider community Evidence of the quality of teaching and differentiation of the Curriculum monitored through the School's Improvement Plan and Department Review procedures, for both subject and Additional Educational Needs The relative success of integration and access, monitored by the amount of support delivered in the mainstream classes and the use of AEN staff in an advisory capacity Evidence of the provision and value of AEN Inset, as seen in the role of the SENCO when advising Faculty areas in a consultancy capacity Evidence arising through staff and parent/carer feedback. Disapplication A small number of students with either a Statement of Educational Need, or on the advice of the School's Educational Psychologist, have been deemed to need disapplication from a Modern Foreign Languages, Humanities or Physical Education in order to meet their physical, educational and social needs on a temporary basis. Full discussions take place with parent/carers, students, Educational Psychologist, Senior Leadership Team, Faculty Leader and subject and associate staff prior to this action being taken. Examination Concessions The SENCO routinely makes Special arrangements for students taking examinations both internal and external. This provision is carried out in conjunction with the school's Educational Psychologist, the Examinations Officer and the Senior Learning Support Assistant. Arrangements for considering complaints The Governing Body at Monkwearmouth School make the following arrangements for the treatment of complaints from parent/carers/carers of students with AEN concerning the provision made by the school: 7
8 1. In the first instance, all concerns and complaints should be directed to the Special Educational Needs Coordinator (SENCO) 2. If the concern or complaint is not resolved to the satisfaction of the parent/carer, the matter will be referred to the Assistant Head Teacher (Student Well-being and Inclusion). 3. If the concern or complaint is still not resolved to the satisfaction of the parent/carer, the matter will then be referred to the Headteacher 4. If a concern or complaint is not resolved it may be necessary to ask for an examination of the complaint by the Governing Body. 4. The SEN Tribunal considers appeals against the decision of the LA about a student's Statement of Special Educational Needs. SEN Tribunal 71 Victoria Street London SW1 This policy should be read in conjunction with other policies in school including: Attendance Policy Behaviour and Discipline Policy Medication Policy Equality, Diversity Policy Teaching and Learning Policy Assessment Policy Safeguarding Policy 8
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