Special Educational Needs and Disability Policy (SEND)

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1 1 Special Educational Needs and Disability Policy (SEND) Governor Committee Responsible Teaching and Learning Review Period Annually Policy Approved by Governors January 2015 Status Statutory Next Review January 2016 Document Version Number v.01 Author Mrs Lesley Carter Contributors Mrs Jennifer Rogers, Mrs Sandie Gordon Signed By Signature Date Chair of Governors January 2015 Headteacher January 2015 Document History V0.1 December 2014 Notes Used SCC model (adapted)

2 2 LAKESIDE PRIMARY SCHOOL POLICY FOR SPECIAL EDUCATIONAL NEEDS AND DISABILITY (SEND) INTRODUCTION This document is a statement of the aims, objectives and strategies for the teaching and learning of children with Special Educational Needs & Disabilities at Lakeside Primary School. WHAT ARE SPECIAL EDUCATIONAL NEEDS OR DISABILITIES? A child has Special Educational Needs if they have a learning difficulty or disability which calls for special educational provision to be made for them, which is additional to or otherwise different from, the educational provision generally provided for the majority of children of the same age. The Code of Practice 2014 describes 4 broad categories of need. These broad areas give an overview of the range of needs that should be planned for. We aim to identify the needs of a child quickly, so that we can work out what action the school needs to take. We try to identify the individual needs of the whole child not just their most prominent need. The 4 areas of need are: 1. Communication and Interaction, including: SLCN (Speech, Language and Communication Needs) ASD (Autistic Spectrum Disorder) 2. Cognition and Learning; is when children learn at a slower pace than their peers, even with appropriate differentiation. They include: MLD (Moderate Learning Difficulties where children may need some support to access the curriculum.) SLD (Severe Learning Difficulties - where children are likely to need support across all areas of the curriculum and associated difficulties with mobility and communication.) PMLD (Profound and Multiple Learning Difficulties where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.)

3 3 SpLD (Specific learning Difficulties affecting one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.) 3. Social, Emotional and Mental Health Difficulties. They include: A wide range of difficulties that manifest themselves in many ways e.g. becoming isolated, withdrawn, displaying challenging, disruptive behaviour. They may reflect underlying mental health conditions such as anxiety, depression, selfharming, substance misuse, eating disorders or other physical symptoms that are medically unexplained. ADD (Attention Deficit Disorder) ADHD (Attention Deficit Hyperactive Disorder) Attachment Disorder 4. Sensory and/or Physical Needs, including: Vision Impairment Hearing Impairment Multi-Sensory Impairment Physical Disability Many children who have SEND may have a disability. The Equality Act 2010 defines a disability as a physical or mental impairment which has a longterm and substantial adverse effect on their ability to carry out normal day-to-day activities. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy and cancer. OUR VISION FOR SEND CHILDREN IN OUR SCHOOL Lakeside is an inclusive and supportive primary school. We believe that all children are entitled to access the full school curriculum and to take part in every aspect of school life, unless there is a specified modification or disapplication outlined in an individual child s Statement of Special Educational Need or EHCP (Education and Health Care Plan). We respect the unique contribution which every individual can make to our community through having the highest possible aspirations and we accept individual differences in ability, aptitude and level of skills. We believe that every teacher is a teacher of every child, including those with SEN and

4 4 children with individual needs are known to all adults who are likely to work with them. KEY ROLES & RESPONSIBILITIES OF OUR STAFF The Special Needs Co-ordinator (SENCo) Sandie Gordon took on the role in January She is an experienced teacher and is under-going SENCo training. She can be contacted via the school office. Her responsibilities include: Overseeing the day-to-day operation of the school s SEND policy Co-ordinating provision for children with SEND Advising on the graduated approach to providing SEND support Advising on the deployment of the schools delegated budget and other resources to meet child s needs effectively Liaising with parents of children with SEND Liaising with early years providers, other schools and outside agencies Being a key point of contact with external agencies especially the local authority and it s support services Working with the Head teacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements Providing professional guidance to colleagues to secure high quality teaching for children with SEND. Ensuring that the school keeps the records of all children with SEND up to date Managing the schools responsibility for meeting the medical needs of children. The SENCo has a termly meeting with the SEN Governor and they discuss changes and challenges to SEND and the impact of interventions at Lakeside. Lesley Carter was the previous SENCo for a number of years and as Deputy Head teacher is a member of the Senior Leadership Team and Governing Body. The Head teacher, Jenny Rogers has responsibility for the day-to-day management of all aspects of the school s work, including provision for children with SEND. She works closely with the SENCo to keep the Governing Body fully informed of SEND issues and providing an annual SEN Information Report which is made available on the school website. She also has overall responsibility

5 5 specifically for Safeguarding; Looked After Children and meeting the medical needs of children attending the school. The class teacher Class teachers are responsible and accountable for the progress and development of all of the children in their class, including any children receiving additional support because of SEND. The SEND Governor for this school is Susan Burrell. Her responsibility is to oversee the school s SEND arrangements. HOW WAS THIS POLICY PUT TOGETHER? It was developed through a process of consultation with children, parents, staff and Governors. This policy complies with the statutory requirement laid out in the SEND code of practice 0-25 (September 2014). It was also written with reference to the following guidance and documents: Our SEN Information Report (which can be found on our website or from the School Office) Equality Act 2010: advice for schools DFE Feb 2013 Part 3 of the Children and Families Act 2014 Statutory Guidance on supporting children with medical conditions April 2014 The National Curriculum in England Key Stage 1 and 2 Sept 2013 Teachers Standards 2012 Other school policies which can also be found on our website or from the school office. HOW CAN PARENTS ACCESS THIS POLICY? A copy of this policy can be Viewed on the school website Read in the school s prospectus on the website or hard copy A hard copy can be obtained on request from the school office The SENCo can also meet to go into the policy in more detail WHAT ARE OUR SEND AIMS? At Lakeside, all children regardless of their particular needs, are provided with inclusive teaching which will enable them to make the best possible progress in school and feel that they are valued members of the wider school community.

6 6 We expect that all children with SEND will meet or exceed the high expectations set for them, based on their age and starting points. We use our best endeavours to give children with SEND the most effective support that they need. We want all children to become confident individuals who will be able to make a successful transition onto the next phase of their educational journey and into adulthood. WHAT ARE OUR SEND OBJECTIVES? To identify, at the earliest possible opportunity, barriers to learning and participation for children with SEND with children and their parents /carers views clearly sought. To ensure that every child experiences success in their learning and achieves the highest possible standards by fully participating in high quality lessons. To value and encourage the contribution of all children to the life of the school. To work closely with external support agencies, where appropriate, to support the needs of individual children. To work within the guidance provided in the SEND COP, 2014 to deliver a programme of training and support for all staff working with children with SEND. To clarify the roles and responsibilities of staff and communicate with the Governing Body to enable them to fulfil their monitoring role. HOW DO WE KNOW IF A CHILD NEEDS EXTRA HELP? All children receive a differentiated curriculum delivered through Quality First Teaching. All children have individual targets for reading, writing and mathematics set in line with National curriculum expectations and these are discussed with each child and with their parents at regular meetings. Those children who fail to make the expected progress are initially identified by class teachers, but also directly by the SENCO and subject leaders. The SEND Code of Practice (2014) describes adequate progress as being that which, Is similar to that of children of the same age who had the same starting point Matches or improves on the child s previous rate of progress

7 7 Allows the attainment gap to close between the child and children of the same age We use a range of assessment data to identify a specific barrier e.g. relevant family/medical history; Foundation Stage Profiles; P Scales; Teacher Assessments, Screening Tests, SATs results, RAISE online, Teaching Assistant assessments; reading, spelling & phonological awareness tests; behaviour observations recorded in a diary, etc. A range of diagnostic tests are also used as appropriate. The progress and attainment of all children is reviewed and discussed with the Senior Leadership Team at half termly intervals. In addition to this, any teacher or member of staff can raise concerns about a child with the SENCo at any time. We involve parents/carers and where appropriate the child, as soon as we feel that they may have a barrier to learning. The first step to meeting the needs of any child who is under achieving is high quality, differentiated teaching. If the child is still not making sufficient progress or meeting their targets despite some interventions and adjustments we follow the SEND Code of Practice 2014: 0 to 25 years graduated approach with regard to the identification, assessment and review of children with SEND. The four key actions are: Assess: The class teacher and SENCo will assess the child s development needs and track their progress before identifying a child as needing SEND support. We will listen to the views and experience of the child and their parents/carers. In some cases we will draw on the assessments and guidance from other professionals. A Pupil Profile will be created and a Pathway Plan may be started. Plan: Where SEND support is required the teacher and the SENCo in partnership with the child and the parent/carer will put together a plan outlining adjustments, interventions and support which will be put in place. Clear targets, expected progress and a review date will be included. This will be written as a Pathway Plan and will be shared with all staff who work with the child and it will then be amended if necessary before the review date. Do:

8 8 The class teacher will remain responsible for working with the child on a daily basis. Where the interventions involve group 1:1 teaching away from the main teacher, they will still retain responsibility for that child s learning. The SENCo will have oversight of this work and will provide support, guidance and advice where requested. Interventions, different strategies and resources will be carried out and parents will be asked to help and share in the monitoring of progress through home learning. Review: The plan including the effectiveness of the support will be reviewed by the teacher in partnership with the SENCo, the child and the parent/carer at the agreed date. For children with an Education Health Care Plan the Local Authority will review the plan with the school, the child where appropriate and the parents/carers at least annually. Following a termly review it may be decided that the child has made and maintained significant progress and no longer requires such intensive support. We would consider the recommendations of professionals and views of parents before removing a child from the register. However, after removal, any child would continue to be monitored closely by the SENCo and the class teacher at the half termly reviews. The Pathway Plan will be revised, new targets and a review date set or where successful the plan will be ceased and the child s name removed from SEND support. WHAT SHOULD A PARENT DO IF THEY THINK THEIR CHILD HAS SEND? Termly review meetings are held with the class teacher, parents/carers and the SENCo is sometimes present, but parents are encouraged to initially contact the class teacher whenever they have a concern or additional information to share about their child. If they have continued concerns they should contact the SENCo and if after this they have further concerns which they feel are not addressed they should make an appointment to see the Deputy or Head teacher. HOW WILL WE SUPPORT A CHILD WITH SEND? As stated earlier, all children are provided with high quality teaching that is differentiated to meet the diverse needs of all children within a class. All class teachers have a summary of the children identified as having additional and SEND. They also have a list of interventions and support currently in place.

9 9 We fully utilise a set amount of allocated Educational Psychologist Support and can also request support from Learning and Language Services, Behaviour Support, Health Services including Speech and Language and many other professionals in other services and special schools. If we are unable to fully meet the needs of a child through our own internal provision and expertise we would call upon these services for support. We prioritise children dependent upon their needs. SEND support can take many forms and a child will be provided with reasonable adjustments in order to overcome a barrier and increase their access to learning. This may include: A special learning programme for an individual child Extra help from a teacher or teaching assistant in a small group, a pair or 1-1 Making or changing materials and equipment Observing a child in class or at playtime and keeping records Giving a child the confidence to take part in activities Making sure that a child has understood things by encouraging them to ask questions and to try something that they find difficult Helping other children to work and play with a child Providing specialist equipment such as pencil grips, fiddle toys and specialist seating Adjusting arrangements so that a child has preferential placement within a room or queue. For children with SEND, but without an EHC Plan the decision regarding the support to be provided will be taken at a joint meeting with the class teacher, parents/carers and sometimes the Teaching Assistant or SENCo. For children with an EHC Plan this decision will be reached in agreement with parents/carers when the EHC Plan is being produced or at an annual review for their child. WHEN WOULD A REQUEST FOR AN EDUCATION HEALTH CARE PLAN (EHC PLAN) BE MADE? If a child despite support and interventions is either not making expected progress or is achieving at a considerably lower level than is within the national expectations for their age, a decision may be made to request formal assessment

10 10 by the Local Authority for an EHC Plan. An application can usually only be made following two full cycles of Assess, Plan, Do, Review covering at least two terms. There may be exceptions to this and an application may be made earlier. On gathering all relevant advice about a child s progress the SEND team may issue an EHC Plan outlining outcomes to be met and additional provision to be provided. This may include additional funding to employ staff or additional support and advice from an outside agency such as Speech and Language therapy in order to meet a child s needs. If a Plan is not issued, the Local Authority will make further recommendations and additional advice may be sought. HOW WILL PARENTS BE HELPED TO SUPPORT THEIR CHILD? The Surrey Local Offer can be found on the Surrey Council website and this provides information on what is available in the area. Parents without internet access should contact the Local Authority for support in finding the information they require. Our admission arrangements and our SEND information report are available on the school website or from the school office. Arriving from and moving to another school is recognized as a very stressful time for a child and their parents/carers and clear induction exit processes are in place to reduce anxiety. Children with SEND may have additional visits, meetings with parents/carers and arrangements in order to ensure a smooth transition between schools. Other transitions may be internal transition between year groups, from other educational settings and also transfer to secondary schools at the end of year 6. Parents are encouraged to consider options for the next phase of their child s education before making a preference by visiting possible local schools; discussing the needs of their child with the SENCo and seeking advice from the Local Authority. The Deputy Head teacher is responsible for this with guidance from the relevant class teacher and the SENCo. When additional advice and guidance is needed the SENCo is available to meet with parents and can be contacted through the school office.

11 11 HOW ARE CHILDREN WITH MEDICAL CONDITIONS SUPPORTED? For details of how we ensure that we support all children please see our Medical policy, Intimate Care and Toileting policy, Accessibility Plan and SEN Information Report, Copies of these can be requested from the school office. Risk assessments are carried out and procedures and adaptations are put in place to enable all children to participate in all school activities. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act Some may also have SEND and may have a statement, or EHC plan which brings together health and social care needs, as well as their special educational provision and the SEND Code of Practice (2014) is followed. 18 staff are first aid trained and 5 staff currently have the Paediatric First Aid qualification. Teaching teams have appropriate training to administer medication and carry out intimate care when a child within their year group has a medical condition such as diabetes, severe allergic reactions or requires intimate care. HOW IS SEND MONITORED AND EVALUATED? The monitoring and evaluation of provision is an ongoing process and a range of provision maps are used to record not only the provision for all children across the school, but more specialised interventions and support for our SEND children. SEND children and their parents receive a questionnaire annually seeking their views on the provision of SEND at Lakeside. Their responses are then used to inform future actions and focus areas. The Senior Leadership team and the SENCo visit classrooms and observe intervention groups away from classrooms focusing on SEN planning and differentiation. Observations are discussed with class teachers; any gaps identified and training delivered. The SENCo meets half termly with the SEN Governor and the she is involved in monitoring SEN within the school. She keeps the Governing Body up to date with her main findings. The Local Authority also carries out regular SEND monitoring visits.

12 12 Evaluation and monitoring arrangements enable us to continually review and seek to improve the provision for all children. WHAT TRAINING AND RESOURCES SUPPORT SEND CHILDREN? We are allocated funding from the Local Authority, which is specifically used to support the learning of children with SEND. In order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all children, all staff are encouraged to undertake training and development on a regular basis. When a child has specific or more unusual SEND advice and guidance is sought from appropriate outside professionals. All teachers and support staff undertake induction on taking up a post and this includes a meeting with the SENCo to explain the systems and structures in place around the school s SEND provision and practice and to discuss the needs of individual children within their class. The school s SENCo regularly attends the Local Authority and local school SENCo network meetings in order to keep up to date with local and national updates in SEND. Where a training need is identified beyond this we will find a provider who is able to deliver it. Training is ongoing in response to identified needs. Specialist equipment is considered on an individual basis. HOW IS SEND INFORMATION STORED AND MANAGED? SEND files are stored in locked filing cabinets. Pathway Plans, reports and other information are stored on the school s secure internal computer files and the child s secure electronic records. SEND information is shared with all staff working with the child. At the end of each year the information is shared with the next teaching team and discussions held to ensure transition is efficient and effective. When a child moves to another school the records are passed on to the new school. WHEN WILL THIS SEND POLICY BE REVIEWED? This policy will be reviewed annually (or sooner in the event of revised legislation or guidance).

13 13 HOW ARE COMMENTS, COMPLEMENTS AND COMPLAINTS DEALT WITH? The school strives to work in partnership with its parents/carers to ensure a collaborative approach to meet the needs of.all children. We encourage parents/carers to make comments and these are recorded in the Pathway Plan or in a discussion record. We record both complements and concerns. All complaints are taken seriously and are heard through the school s complaints policy and procedure. We encourage parents to discuss their concerns initially with the class teacher, SENCO, Deputy or Head teacher to resolve the issue before making the complaint formal to the Chair of the GB. The Complaints Policy is on the school website. The Local Authority has a Parent Partnership Service which aims to ensure that parents/carers are empowered and can play an informed role in planning provision to meet their child s special educational needs. The Parent Partnership Service aims to build partnerships between parents/carers, the Local authority and schools. The service also encourages parents/carers to be involved in the development of local SEND policy and practice. They can be contacted on the Local Authority or tel APPENDICES APPENDIX 1 HOW IS THE SCHOOL MADE MORE EASILY ACCESSIBLE? The DDA, as amended by the SEN and Disability Act 2001, placed a duty on all schools and Local Authorities to plan to increase over time the accessibility of schools for disabled children, parents/carers, staff and visitors and to implement their plans. A copy of our plans can be obtained from the school office. APPENDIX 2 WHAT OTHER POLICES MAY BE RELEVANT TO SEND? In addition to this SEND Policy there are a number of additional policies which are particularly important to children with SEND and other vulnerable groups. Copies can be obtained from the school office. Examples of these policies are: Equality & Single Equality Scheme Anti-Bullying

14 14 Behaviour Child protection Safeguarding Teaching & Learning Assessment Marking Medical In addition, there is the school SEN Information Report and Provision Maps which outline provision for all children. APPENDIX 3 WHAT DOCUMENTS HAVE BEEN USED TO SUPPORT THIS SEND POLICY? Special educational needs and disability code of practice 0-25 years Special educational needs and disability: a guide for parents and carers Supporting pupils at school with medical conditions Keeping children safe in education Surrey SEND 14 Toolkit for Pathway & EHC Plans Equality Act 2010 Surrey Local Offer website

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