Special Educational Needs Policy

Transcription

1 Special Educational Needs Policy

2 Special Educational Needs and Disability Policy Index 1. Contact Information 2. Compliance 3. Information about Special Education Provision Aims Objectives Responsibility for the co-ordination of the SEN policy Roles and Responsibilities Arrangements for Co-ordinating Educational Provision for Students with SEN Admissions Arrangements Access 4. Information About Identification, Assessment and Provision 5. Monitoring progress 6. Curriculum Access and Inclusion 7. Support for pupils at School with Medical Conditions 8. Criteria for evaluating the success of the SEN Policy 9. Complaints Procedure Regarding Special Education Provision 10. Information About Staffing Policies and Partnership with Outside Agencies Continued Professional Development Support Services Partnership with Parents 11. Storing and Managing Information 12. Reviewing the Policy 2

3 Responsibility for the co-ordination of SEND at Hendon Brook: Mrs Jackie Ward Deputy head teacher (SENDCo) contact details: Schools Special Needs and Disabilities Governor; Cherry Wilkinson contact via COMPLIANCE This policy complies with the statutory requirement laid out in the SEND Code of Practice 0-25 (2014) and has been written with reference to the following guidance and documents: Equality Act 2010:advice for schools DfE Feb 2013 SEND Code of Practice 0-25 June 2014 Schools SEN Information Report Regulations (2014) Statutory guidance on supporting pupils at school with medical conditions April 2014 Safeguarding policy Accessibility Plan Teachers Standards 2012 Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they: (a) have a significantly greater difficulty in learning than the majority of children of the same age; or (b) have a disability which prevents or hinders them 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. Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught. Special educational provision means educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LEA, other than special schools, in the area. 3

4 Details of the Hendon Brook local offer can be found on our website : This information should be read in conjunction with this policy. See Section 312, Education Act 1996 A child is disabled if he is blind, deaf or dumb or suffers from a mental disorder of any kind or is substantially and permanently handicapped by illness, injury or congenital deformity or such other disability as may be prescribed. Section 17(11), Children Act 1989 A person has a disability for the purposes of this Act if he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to-day activities. Section 1 (1) Disability and Discrimination Act

5 3. Information about Special Education Provision Philosophy and purpose This policy reflects the school values and philosophy in relation to Special Educational Needs. It sets out a framework within which teaching and nonteaching staff can operate and gives guidance on practice within school. Provision Hendon Brook School is a pupil referral day school for primary aged pupils who have been permanently excluded or are at great risk of exclusion. In addition to their primary need, our pupils may also have moderate learning difficulties, ASC, ADHD, Speech and Language difficulties and a range of other needs. Admissions Arrangements All admissions to the Unit are based upon the school s Admissions Policy. There is no differentiation made between pupils with or without Special Educational Needs. Children experiencing difficulties will be supported within the classroom by their Class Teacher and TA and may be occasionally withdrawn for Specialist Support or One to One tuition. Facilities & access The school is situated in Nelson however pupils attend from all areas of East Lancashire. Arrangements for the transport of pupils to and from school are made by the local authority special education transport department at the request of school. The school has: 4 classrooms Withdrawal room Multi-purpose hall 2 play areas Garden area Peace place/ withdrawal area There is an accessible parking space at the front of the building and a ramp to enter school. 3 out of 4 classrooms are fully accessible as is the main yard. There are currently only partially accessible toilet facilities, however permission has been granted for new fully accessible toilets to be constructed in

6 We are happy to make arrangements to enable students with physical disabilities to participate as fully as possible in the education and activities offered within the Unit. Aims To promote learning and enable pupils to: Access a broad and balanced curriculum Improve self-esteem and levels of motivation Raise levels of achievement Experience success and achieve recognition for this Work to their strengths and receive support in their areas of difficulty Reintegrate successfully into mainstream school or access appropriate specialist provision To share our expertise within the community of East Lancashire Primary schools. Objectives To identify and provide for pupils who have special educational needs and additional needs To ensure Hendon Brook s SEN policy is implemented consistently by all staff To provide an opportunity to celebrate the achievements of students with SEN Identify barriers to learning and participation and provide appropriately to meet a diversity of needs Work in partnership with parents/carers for the benefit of the pupil Guide and support all staff and parents in SEN issues To provide appropriate resources, both human and material, to ensure their maximum and proper use. To work within the guidance provided in the SEND Code of Practice,

7 To involve students actively in decisions about their SEN provision To involve parents actively in their child s SEN provision To liaise productively with relevant outside agencies To provide a Special Educational Needs and Disabilities Co-ordinator (SENDCo) who will work with the SEN Inclusion Policy Responsibility for the co-ordination of the SEN policy Head teacher Nicola Fielding SENDCo Jackie Ward SEND Governor Cherry Wilkinson Roles and Responsibilities The SEND Governor is responsible for monitoring how a provision meets the needs of children with Special Educational Needs across the school. All teachers are teachers of pupils with SEN. It is incumbent upon teachers to be aware of the varying needs of students in their classes and to differentiate accordingly. Both teaching and non teaching staff are made aware of procedures for identifying, assessing and making provision for pupils with SEN through information distributed by the Head Teacher and SENDCo. All teachers have a responsibility to bring to the attention of the SENDCo any child whose needs they believe are not being met. All staff have a responsibility for supporting students with emotional, social and mental health difficulties in their care. They are expected to raise any concerns with the SENDCo or Headteacher. The SENDCo may act in an advisory capacity where appropriate and share responsibility where learning, emotional social and mental health difficulties are interlinked. The Headteacher has responsibility for the day to day management of all aspects of the schools work, including SEN provision. The Headteacher should keep the Management Committee informed and work closely with the SENDCo. 7

8 The SENDCo will be closely involved in the strategic development of the SEN policy and provision to raise the achievement of all pupils. The SENDCo has responsibility for the day to day operation of the SEN policy and for co-ordinating provision for pupils with SEN Nicola Fielding and Jackie Ward are the designated persons with responsibility for safeguarding. All staff undertake safeguarding training on an annual basis. Further details can be found in the safeguarding policy found on our website and available from the school office. Pupil mentor/ TAs contribute to the unit in a variety of ways. They establish and promote positive and productive relationships with students, acting as a role model and setting high expectations. They promote inclusion of all students within the classroom and learning environment. Arrangements for Co-ordinating Educational Provision for Students with SEN The SEN Coordinator is responsible for: The day-to-day operation of the SEN policy Identifying SEN pupils, maintaining the SEN register and having an overview of SEN pupil records, undertaking any necessary assessments and analysing results Monitoring, updating, undertaking and improving procedures and resources for screening, assessment, pupil programmes, reviewing pupils progress, and administrative systems For SEN pupils: Liaising with, training and advising teachers and support staff Liaising with the outside agencies as required about SEN pupils, e.g. educational psychology service, social services, etc. Liaising with parents on SEN matters Writing reports when required by LEA and outside agencies Organising, contributing to and attending annual reviews and case reviews as required Ensuring resources within school are allocated according to the principle of equality of opportunity, to ensure equal access for all students. 8

9 4. Information about Identification, Assessment and Provision The four 4 broad categories of need as detailed in the SEND Code of Practice, 2014 are: Communication and interaction Cognition and learning Social, emotional and mental health difficulties Sensory and/or Physical needs It is sometimes the case that students have missed large amounts of schooling upon entry to Hendon Brook and thus, consequently they may have limited evidence of ability or difficulties. The principle sources of information for identifying student s special educational needs are: Information from parents provided at the admissions meeting but also throughout their child s placement. Records of SEN and provision from student s previous schools Information from members of the admissions panel Liaison with external agencies involved with individual students such as Social Care, Early Intervention, ELCAS, Nurse Practitioners, Paediatricians, Speech and Language Hendon Brook s entry assessments performed within 2 weeks of commencing placement Members of staff will discuss with the SENDCo how to meet the special educational needs of a particular student if they feel further help is required in addition to the normal differentiated curriculum and quality first teaching. Students will have an IEP which highlights their needs, strengths, how school can support them, interventions, access arrangements and their targets. Where a student is suspected to have a Specific Learning Difficulty they will be referred to the Educational Psychologist (EP) as soon as possible with agreement from parents and student. The EP report will inform the SENDCo and other teaching staff regarding the best way to support the student with their specific needs in the school setting. Students with SEN and their parents are involved in the different and, if appropriate, graduated stages of provision to meet their SEN. 9

10 5. Monitoring progress Pupils are assessed upon entry to the school using a range of assessment tools (see assessment, recording and reporting policy). PIVATS (Performance Indicators Value Added Target Setting) Scheme is used termly as a Teacher assessment tool to review pupil progress throughout the year and set individual targets. The PIVATS assists us in tracking pupil performance and identifying curriculum strengths and areas for development. In addition summative assessments are carried out on entry and termly e.g. reading and spelling age tests. Consultation with support staff, pupils and parents are carried out both informally on an ongoing basis and formally at staff meetings, TAFS and pupil review meetings. All children in the PRU will have an IEP which will specify short term aims which encourage children to make progress in English, Maths and PSD. I.E.P. s will have achievable targets and teachers will use these targets to inform the weekly targets set for each child. The I.E.P. will be reviewed termly. 6. Curriculum Access and Inclusion All students work in small class groups of 8. Curriculum access is also promoted through careful organisation of the timetable, the school day and the learning environment. The curriculum offered within Hendon Brook School has been developed in accordance with the requirements of the 1993 Education Act in that we seek to address the individual learning needs of all the school's pupils. The Education, Reform Act 1988 also influences our curriculum planning in that we acknowledge our responsibility to provide a broad, balanced and relevant curriculum which: promotes the spiritual, moral, cultural, mental, and physical development of pupils at school and of society. prepares pupils for the opportunities, responsibilities and experiences of adult life. Within our school we plan a core curriculum of Maths, English, R.E and PSHE. We deliver the foundation subjects using a creative curriculum approach. We also teach PE and all pupils are able to participate in weekly swimming lessons. We place a great emphasis upon our children gaining a range of other important life skills which will prepare them for their next stage of learning and life including: Communication Independence skills 10

11 Life skills Emotional Literacy Anger management Empathy Resilience We have a qualified therapeutic teacher and attachment specialist in school 4 afternoons per week who works with targeted children. Targeted classes attend Forest Schools half a day a week A dance specialist delivers street dance lessons to 2 targeted groups two afternoons a week. Delivery of the curriculum will include: WHOLE CLASS Pupils are taught alongside their peers as a whole class. The class teacher ensures differentiation meets needs of all pupils. There are usually 8 pupils per group. SMALL GROUPS or 1:1 - specific interventions are delivered to children to address a range of academic, behavioural and social needs. The planning of lessons and assessment and recording of progress will differ according to the method of delivery for the subject or area. We provide extra curricular activities through: A range of activities on offer for groups of children at lunchtime including gardening, Sport, Art and Craft, Lego/construction and Computing Curriculum based and creative experiences within school- Animal/ insect visitors, Fire and Police Service, Life Education bus Diversity is provided through links with the local faith centre, visitors to school and visits to places of worship. 7. Support for pupils at School with Medical Conditions Hendon Brook recognises that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical activities. Some children with medical conditions may be disabled and where this is the case Hendon Brook will comply with its duties under the equality Act Some pupils may also have special educational needs (SEND) and may have a Statement, or Educational Health and Care (EHC) plan which brings together health and social care needs, as well as their educational provision where this is the case the SEND Code of Practice is followed. 11

12 School staff receive medical training to meet the health needs of our pupils. This is delivered by the School Nurse or other health care professional as required and is reviewed regularly. (see policy on managing the medical conditions of pupils) 8.Criteria for evaluating the success of the SEN Policy The management committee has a duty to report annually on the success of its SEN policy Regular meetings are held between the Headteacher, SENDCo and lead teachers to evaluate the success of the SEN policy. They will use the following criteria: Do measures of literacy and numeracy for children with special educational needs show improvement over time? Have children begun to demonstrate increased confidence to teachers and/or parents? Is the SENDCo making the most effective and efficient use of the available resources? Do teachers between key stages demonstrate confidence and competence in differentiating work appropriately? Are individual programmes of study well adapted to students special educational needs and are they revised appropriately in the light of either success or failure? Is consultation with parents and students, regarding SEND provision, viewed positively by parents and students? 9.Complaints Procedure Regarding Special Education Provision Staff at Hendon Brook work closely with parents of students and acknowledge that partnership with parents plays a key role in promoting the culture of cooperation between parents and the school. Parents are asked to contact the Headteacher or SENDCo over any concerns. It is hoped that by working in partnership with parents it will be possible to resolve any complaints or disagreements. Where this is not possible any complaints will be dealt with through the Local Authority complaints procedure. 12

13 10. Information About Staffing Policies and Partnership with Bodies Beyond Hendon Brook Continued Professional Development Professional development opportunities are available for all staff relating to their specific subject areas or other identified areas of personal and professional development. All continued professional development (CPD) is related to the current needs of the school and students and is attended by the SENDCo, Headteacher, teaching and non teaching staff. This is arranged by the Headteacher or the SENDCo in liaison with the Local Authority and relevant partner agencies. The CPD programme reflects the fact that all staff are teachers in a PRU setting. Partnership with Outside Agencies The school seeks to ensure appropriate involvement from all agencies in relation to the provision identified for our pupils. This support is delivered both within and outside of the class base. The school s Senior Leadership Team are responsible for liaising with Social Services, the Local Authority, the Educational Welfare Services, Careers, Youth Justice and other agencies involved with children. Reintegration of pupils to mainstream, special school or group is dealt with by Senior Staff in consultation with the relevant agencies. The following professionals support the school: Educational Psychologists Speech and Language Therapists Social Workers LCC attendance officer Pupil Access Area special educational needs officer Specialist advisers and advisory teachers 13

14 Partnership with Parents Parent partnership will be encouraged through clear communication, which is a two way process, and a shared concern for student progress. We encourage parental involvement in all aspects of their child s learning and maintain links with parents through phone calls and home/school chat book. Termly Reviews are held and parents are invited into school to discuss their child s progress. Termly targets identified via the child s IEP are shared with parents. Annual parents evenings provide further opportunities to meet with parents/carers and where a parent/carer cannot attend then a phone call is offered. Further information is available to parents and pupils through the LA local offer (Regulation 53, Part 4) on their website; 11.Storing and Managing Information: Information about how data is stored at Hendon Brook is outlined in the data protection policy. Hendon Brook collects and uses certain types of personal information about staff, pupils, parents and other individuals who come into contact with the school in order to provide for the safety, wellbeing and education of its community. In addition it may be required by law to collect and use certain types of information to comply with statutory obligations of Local Authorities (LEAs), government agencies and other bodies. 12.Reviewing The Policy: The SEND policy is reviewed annually with the staff, parents, pupils and governors. The next review will take place in February

15 HENDON BROOK Special Educational Needs Policy Adoption Statement: This policy has been adopted by the Management Committee (Chair of Management Committee) (Headteacher) Date: March