Compliance SEND Policy

Transcription

1 Compliance This policy complies with the statutory requirement laid out in the SEND Code of Practice 0 25 (2014) 3.65 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 (2014) Our School SEND Information Report (2014) Statutory Guidance on Supporting pupils at school with medical conditions (April 2014) The National Curriculum in England Key Stage 1 and 2 framework document (Sept 2013) Our School Safeguarding Policy (2014) Our School Accessibility Plan (2014) Teachers Standards (2012) This policy was created by the school s SENCO with the SEN Governor in liaison with the SLT, all staff and parents of pupils with SEND (In progress from ). SEND Policy Every child deserves a fair start in life, with the very best opportunity to succeed. At Medlock Valley Primary School we aim to be as inclusive as possible and wherever we are able remove barriers to learning. It is our aim to ensure that each pupil is educated to the best of their ability, alongside their peers, regardless of gender, additional needs, disability, culture or economic status. Information about our school Medlock Valley is a larger than average-sized primary school with over 300 pupils. The proportion of pupils with SEND, eligible for the pupil premium and those who speak English as an additional language is above average. The latest Ofsted school report graded Medlock Valley as a Good school (February 2014). SENCo at Medlock Valley Community School: Miss Anna Dickie (working towards National Award for SEN, NASENCo, completion in 2015). Member of the School Leadership Team (SLT) Contact: , info@medlockvalley.oldham.sch.uk 1

2 Principles, values and beliefs At Medlock Valley we believe that every teacher is a teacher of every child or young person including those with SEND. Medlock Valley endeavours to ensure that teachers in school are able to identify and provide for those pupils who have special educational needs are committed to providing a whole school approach to special educational needs and disability. School ensures that staff receive appropriate training and access to advice so that they have the skills and knowledge to identify special educational needs and that they make the appropriate adjustments to their teaching pedagogy. Medlock Valley has regard to the Special Educational Needs & Disability Code of Practice (2014) when carrying out its duties toward all pupils with special educational needs and ensure that parents are notified of a decision by the school that SEN provision is being made for their child. Medlock Valley believe that the partnership and engagement with parents plays a fundamental role in enabling children and young people with SEN to achieve their potential. School recognise and value that parents hold key information and have unique knowledge and experience to contribute to the shared view of a child s needs and the best ways of supporting them. Parental views are sought during Pupil Centred Planning (PCP) Review meetings, during the sharing of Learner Conversations and at Parent Consultation Meetings. In addition, parents are able to speak with staff and the SENCo throughout the school week. Medlock Valley recognise that children and young people with special educational needs often have a unique knowledge of their own needs and their views about what sort of help they would like to help them make the most of their education will be ascertained. School encourages our pupils to participate in all the decision-making processes and contribute to the assessment of their needs, reviews and transition processes. 2

3 Definition of Special Educational Needs and Disability (SEND) A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she: has a significantly greater difficulty in learning than the majority of others of the same age, has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions (0-25 SEND Code of Practice 2014) Aims and Objectives The aims and objectives of this policy are: To identify and provide for pupils who have special educational needs and additional needs To work within the guidance provided in the SEND Code of Practice (2014) To operate a whole pupil, whole school approach to the management and provision of support for special educational needs To provide a Special Educational Needs Co-ordinator (SENCO) who will work with the SEND Policy To provide support and advice for all staff working with special educational needs pupils To create an environment that meets the special educational needs of each child To ensure that all children have access to the National Curriculum, this is facilitated by the use of Kagan (cooperative learning), where children are supported and coached by their peers To ensure that the special educational needs of children are continually monitored, assessed and evaluated and to work in partnership with families, children, other professionals and staff throughout this process To ensure that families, other professionals and staff within school are aware of the SEND policy, its application and their roles and responsibilities To enable all children to have full access to all elements of the school curriculum and school life To enable children in the school to work towards promoting a positive self-image and selfworth To raise the aspirations and expectations of all children with SEND To ensure that all teachers have ongoing professional development in early identification, support and first quality teaching styles to engage, support and meet the needs of all children To ensure that parents are notified of a decision by the school that SEND provision is being made for their child. To ensure that all parents will be treated as partners and supported to play an active and valued role in their children s education. To ensure that pupils with SEND participate in the decision making processes and contribute to the assessment of their needs 3

4 Identification, Assessment and Provision At Medlock Valley we identify the needs of pupils by considering the needs of the whole child which will include not just the special educational needs of the child or young person. When identifying SEND there are four broad categories (SEND Code of Practice, 2014): 1. Communication and interaction Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may include children and young people with ASD, including Asperger s Syndrome and Autism, as they are likely to have particular difficulties with social interaction. 2. Cognition and learning Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), through to profound and multiple learning difficulties (PMLD). In addition this includes Specific learning difficulties (SpLD), which encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia. 3. Social, emotional and mental health difficulties Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder. 4. Sensory and/or physical needs Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. The purpose of identification is to guide staff and families on what actions need to be taken to meet a child s individual, additional needs rather than simply fitting a pupil into a category. School are also mindful of other factors that may impact on a child s progress and attainment. These may include: Dis a bility Attendance and Punctuality Health and Welfare EAL Being in receipt of Pupil Premium Grant Being a Looked After Child Being a child of Serviceman/woman 4

5 A Graduated Approach to SEN Support Provision for children with special educational needs is a matter for the whole school. All teachers are teachers of children with special educational needs and teaching such children is, therefore, a whole school responsibility. At the heart of each class is a continuous cycle of assessment and planning which takes account of the wide range of abilities, aptitudes and interests of the children. Early identification is vital and the school uses a graduated response to children s special educational needs as outlined in the Code of Practice. The class teacher makes an initial identification and informs the parents and SENCO at the earliest opportunity to share concerns and enlist their active support and participation. High Quality Whole Class Teaching All teachers will ensure that their teaching is high quality, accessible by all, covers all learning styles and differentiation for individual pupils is the first step in responding to pupils who have or may have SEN. Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff, however additional intervention and support cannot compensate for a lack of good quality teaching. School regularly and carefully reviews the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing and, where necessary, improving, teachers understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered. The class teacher considers all of the information gathered from within the school about a pupil s progress, alongside national data and expectations of progress. This includes the use of high quality and accurate formative assessment, using effective tools and early assessment materials If a teacher has identified that progress is not being made through high quality first teaching they will discuss individual needs through pupil progress meetings with senior leaders. Intervention The SENCo is kept informed of different types of support that teachers are putting in place for children identified through progress meetings with senior leaders in school. The class teacher monitors these intervention groups. Parents are informed at Parent Consultation meetings that their child is receiving additional intervention. The reasons why and the provision that will be made for their child are explained in detail. The class teacher monitors the child s progress and if the class teacher has any concerns they will share them with the parents before requesting advice from the SENCo. All referrals will be with the consent of parents. SENCo Involvement (SEND Support) The SENCo will liaise with staff to identify and assess a child s needs. With staff the SENCo will provide advice and if appropriate it may be recorded as a provision map showing areas of need, support in school and evaluation of impact. This follows the assess, plan, do and review cycle. If the evaluations demonstrate continued need these will be shared with parents and parental consent will be gained for a referral to additional agencies. If a child is receiving SENCo support their details are recorded on the school s register under SEND Support. Parents will be informed of this. 5

6 Outside Agency Involvement (SEND Support) For children whose progress continues to cause concern after SENCo involvement, the school may request support and advice from external agencies (e.g. Educational Psychologist, Speech and Language Therapist). Advice on specific targets and strategies will be implemented by the class teacher based on the advice and all advice will be reflected in a Provision Map. If there is continued concern the school will implement Person Centred Planning (PCP) meetings to agree the next steps for the child and this may include a request for an Education, Health Care Plan. If the school has sought outside agency involvement regarding a child s needs this will be recorded on the school s register under SEND Support. Parents will be informed of this. Education, Health and Care Plan (ECHP) The EHCPs replace the previous system of applying for statutory assessment (SEND Code of Practice, 2014). A request for an EHCP will be made by school if there is: evidence that the child is not making expected academic attainment and progress evidence of the action already being taken by school to meet the child s SEN evidence that where progress has been made, it has only been as the result of much additional intervention and support at a sustained level over and above that which is usually provided evidence of the impact of the child s physical, emotional and social development and health needs evidence that school have sought and implemented relevant advice from clinicians and other health professionals and can show that they have worked in partnership with the family and other agencies If a child is in receipt of an EHCP this will be recorded as EHCP on the SEND register. Parents will be informed of this. Managing Pupils Needs on the SEN Register As detailed above the progress of pupils is monitored through teacher assessment and pupil progress meetings. In addition, a child who has an individual provision map will have their needs reviewed by the class teacher and SENCo. This could be a half-termly or termly review dependent on the child s needs. The provision maps provide a summary of the strengths and needs of a child. It gives a detailed outline of a child s needs, how school will meet those needs (by removing barriers to learning through use of additional resources and strategies) and a measure of the impact and effectiveness of this provision. Through the review process agreed next steps are made which outline clear outcomes and a time frame. The class teacher is responsible for maintaining and reviewing the provision map. The outcome of the review is discussed with the SENCo and next steps are agreed. The level of provision is decided through the graduated response process within school and if it is identified through the graduated response process that we are unable to fully meet the needs of a pupil then school will start the process of applying for an EHC Plan, outlined above (A Graduated Approach to SEN Support). In line with Oldham LEA s criteria for EHC Plans the school monitor the cost of additional resources through the individual provision maps and timetables for a child. Through the monitoring of a child s progress, through pupil voice and parent voice during parent consultation meetings/reviews and through consultation with outside agencies (if applicable) it is agreed what stage of the SEN Register the child is recorded at and whether this needs to be deescalated or escalated. 6

7 Supporting Pupils and Families All staff within school are informed of the SEND policy and referral process and can advise pupils and families about this. The SENCo is able to support pupils and families in identifying appropriate additional services and can support families to access these. This can be done through support completing referral forms or completing a Family Common Assessment Framework (Family CAF). At all stages of the special needs process, the school keeps parents fully informed and involved. We have regular meetings to share the progress of the children with parents and take account of their wishes, feelings and knowledge at all stages. We encourage parents to make an active contribution to their child s education. Whenever appropriate, from an early age, children are encouraged to be actively involved in setting targets for their learning and reviewing their performance (Learning Conversations). School can guide families and pupils to the Local Offer and other support groups or advice websites. We work closely with schools within Oldham and we are able to support parents in admission arrangements, including facilitating meetings with next schools and support additional transition arrangements where necessary. The SENCo works closely with class teachers to ensure that the needs of all children are met within school and this includes ensuring appropriate access to exams and other assessment within school. If necessary, the SENCo can gain additional advice and guide class teachers appropriately. School implement a carefully planned transition programme, which includes teachers ensuring they are following the Classroom Organisation Staff Handbook (consistent classroom structure, routines and organisation across all year groups), as this aids transition between year groups and across key stages. The school has strong links with local schools; nursery, primary and secondary, to support children with Special Educational Needs e.g. liaison with local nursery practitioners prior to children starting school. Therefore any provision already in place will be continued, if appropriate, or concerns can be shared to help with early identification and provision. Supporting pupils with medical conditions Medlock Valley 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 education. 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 (2010). Medlock Valley also recognises that some children within school may also have special educational needs (SEN) and may have a statement/ehc plan, which brings together health and social care needs, as well as their special educational provision and in these cases school ensures that the SEND Code of Practice (2014) is followed. Medlock Valley has close links with the Local Authority s health care professionals. This includes regular meetings with the School Nurse, Claire Mann. School also facilitate parents meetings with the school nurse and ensure that any advice that the School Nurse or other medical professionals is implemented by all staff to ensure that all barriers to learning are removed and that all children have access to a wide and varied curriculum, including access to extra-curricular activities and visits. 7

8 Training and resources All schools within Oldham have an allocation of money to meet additional needs within school. Schools can use this allocation in a variety of ways to make the most effective use of this provision. This could be through individual, small group and in class support. If necessary, school can make an application for additional funding through the EHC Plan (previously known as statements). The Head teacher informs the Governing Body of how the funding allocated to support special educational needs has been employed. This is done through Governors meetings and the completion of the SEND section of the Governors Report by the SENCo. In order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all pupils, all staff are encouraged to undertake training and development. School is proactive in developing the skills and knowledge of all staff. This is achieved through auditing of staff skills and staff appraisals, identifying gaps and ensuring access to appropriate training. This training can be provided through staff development meetings, INSETs and facilitating the training of staff by outside agencies. A record of staff development and training is kept within school and is reflected upon during Staff Appraisals. All staff attend regular staff development sessions, which include updates and refreshers on SENCo systems, SEND provision and their roles and responsibilities within this to reflect the SEND Code of Practice (2014). The school s SENCo regularly attends the LAs SENCO network meetings in order to keep up to date with local and national updates on SEND and they are a member of National Association for Special Educational Needs (Nasen). Roles and Responsibilities Role of SENCo The SENCO at Medlock Valley is Miss Anna Dickie. Her responsibilities include: Managing the day to day operation of the SEND policy Coordinating the provision for children with special educational needs through Provision Maps Liaising with and advising colleagues Overseeing the records of all children with special educational needs Liaising with parents of children with special educational need Contributing to the in-service training of staff Managing the school-based assessment and completing the documentation required by outside agencies and the LEA Managing a range of resources, human and material, to enable appropriate provision for children with special educational needs Liaising with high school SEN Departments to ensure the effective transfer of pupils SEN records Organising, facilitating and chairing review meetings to monitor and share the pupils progress. Role of SEND Governor The SEND Governor does their best to secure the necessary provision for any pupil identified as having special educational needs. The Governor monitors, through Governors meetings, meetings with the SENCo and the Governors Report that all teachers are aware of the importance of providing for these children. They monitor and report to parents annually on the success of the school s policy for children with special educational needs. 8

9 Role of SEND Teaching Assistants Special needs teaching assistants help children with a wide range of learning, physical or behavioural difficulties. They work under the direction of the class teacher and this is monitored by the SENCo and Head Teacher. Their role includes: supporting learning under the supervision of the teacher preparing learning materials encouraging children to be confident and independent mediating language to help children follow instructions implementing recommendations from other professionals (including recommendations within the child s statement/ehc Plan) encouraging, supporting and developing children s communication skills liaising and feeding back to teachers and contributing to the maintenance of pupil s records ensuring that the emotional, social, health and care needs of children are met At Medlock Valley the Designated Safeguarding Teachers and staff responsible for managing PPG/LAC funding are Miss Joanne Backhouse and Mrs Alison Briggs. Our Office Manager, Miss Natalie Fletcher manages the medical needs of pupils, including the First Aid Training for staff, and ensures that staff are fully aware of any medical needs within their class. Reviewing the Policy This SEND Policy has been amended to reflect the Code of practice (2014) and replaces any previous SEND policies. Due to ongoing development of SEND documents within the local LEA this policy will be monitored and amended as necessary throughout the year. Dealing with complaints Medlock Valley value the views and contributions of all of our families and we always strive to try our best to meet all children s needs. However if parents feel that this has not been achieved they can contact the class teacher and if the matter is not resolved at this point the class teacher will then guide them to the Senior Leaders. For clarity on this and procedures to follow see Medlock Valley s Complaints Policy: Alternatively, parents can seek independent advice from Parent Partnership: Oldham Parent Partnership Service Suite 3, Italia House Business Centre Pass Street Oldham, OL9 6HZ parentpartnership@pointoldham.co.uk Bullying All children are valued within school and their welfare and well-being is of the upmost importance to all members of staff, regardless of gender, additional needs, disability, culture or economic status. For further clarification please refer to Medlock Valley s Anti Bullying Policy: 9

10 Where can parents/carers find extra advice or information about SEND? Parents/carers can request a meeting with the SENCo and class teacher at any time during the school year via the class teacher or school office. Additional information: Oldham Council: Children and young people with special educational needs and disabilities (Local Offer) A Local Offer gives children and young people with special educational needs or disabilities and their family information about support services available in their local area. ds_and_disabilities Medlock Valley SEND Information Report (School Offer) Schools utilise the LA Local Offer to meet the needs of SEND pupils as determined by school policy and the provision that the school is able to provide. Medlock Valley Policies (located on school website) Oldham Parent Partnership Service The Parent Partnership Service provides parents of children with special educational needs with one-on-one advice. 10

11 Special educational needs and disability code of practice: 0 to 25 years Statutory guidance for organisations who work with and support children and young people with special educational needs and disabilities. e_of_practice_approved_by_parliament_ pdf# Special educational needs and disability: A guide for parents and carers This guide describes how the new Code of Practice (2014) supports children and young people with SEND and their parents/carers. cational_needs_and_disabilites_guide_for_parents_and_carers.pdf 11