Special Educational Needs and Disability (SEND) Policy SENCO: Emma Howard. SLT SEN Lead: Anna Hitchen

Transcription

1 Special Educational Needs and Disability (SEND) Policy SENCO: Emma Howard SLT SEN Lead: Anna Hitchen SEN Governor: Jenny Leap Excellent practice or children with special educational needs is excellent practice or all children. Learn, care and share, through work, play and prayer. School Mission Statement The following policy outlines information for children and their families with special educational needs and disability. The policy is in line with the SEND reforms that become statutory from September 2014.

2 Aim (The Longer View) St George s always strive or excellence in every area o the curriculum as well as in the sa e, caring, Christian ethos that we oster. We aim to ensure that each individual thrives and grows to their ull potential. We aim to raise the aspirations o and expectations or all pupils with SEN. Objectives 1. To ensure early identification and provision for pupils who have special educational needs. 2. To work within the guidance provided in the SEND Code of Practice, To operate a whole pupil, whole school approach to management and provision of support for special educational needs. 4. To provide a Special Educational Needs Co-ordinator (SENCO) who will facilitate the SEN Inclusion Policy. 5. To provide support and advice for all staff working with special educational needs pupils. Identifying Special Educational Needs In the SEND Code of Practice 2014, it describes the 4 broad categories of need as: Communication and interaction Cognition and learning Social, mental and emotional health Sensory and/or physical

3 The purpose of identification is not to place a child in a specific category, but to help school to work out the actions that school needs to take. At St George s it is the responsibility of the class teacher along with the SENCO to 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. First and foremost we will provide quality first teaching to all pupils in our setting. It is the role and responsibility of the class teacher to provide appropriate access for all pupils in their class. 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. Other factors may impact a child s progress and attainment which do not necessarily mean they have SEN. These can include: Disability ( the Code of Practice outlines the reasonable adjustment duty for all settings and schools provided under current Disability Equality legislation these alone do not constitute SEN) 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 Behaviour

4 A Graduated Approach to SEN Support At St George s we follow a process by which we identify and manage children and young people with SEN. In line with the Code of Practice, we will only identify pupils with SEN if they do not make adequate progress after having good quality personalised teaching and interventions in place. High quality, differentiated teaching for individual pupils is the first step in responding to pupils with SEN. We regularly and carefully review 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. When we enter a child onto our SEN register, we will have first gone through the process: ASSESS - PLAN - DO REVIEW This process is a cycle which we will repeat until we feel that we have tried all options in our capabilities. From here we would go on to formalise our assessments with help from other professionals. School will decide to put in Special Educational Provision when the teacher and SENCO consider all of the information gathered from within the school about the pupil s progress, alongside national data and expectations of progress. This will include high quality and accurate formative assessment, using effective tools and early assessment materials.

5 In circumstances where children have or display higher levels of need, school will arrange to draw on more specialised assessments from external agencies and professionals. An important part in the SEN process is keeping parents and, where appropriate, the young people, involved. This may take the form of short meetings and conversations with the class teacher and SENCO which will enable school and home to work together to create the best plan for the child or young person. Managing Pupils Needs on the SEN Register Children with SEN at St George s will be part of our whole school cycle. Early identification and provision is the best way to work with SEN and is the practice endorsed at St George s. When we decide that a child should be on the SEN register, they will be assessed by our educational psychologist and these results will be used to support the drawing up of a child s IEP (individual education plan). At St George s we employ an outside agency, Acorn Psychology, to assess our children and work with the SENCO and staff to decide how to best support each child. This is paid for from the schools budget, set at the beginning of each financial year. IEP s will set the children SMART (specific, measurable, attainable, realistic and timely) targets to work on both in and out of school. These will set out children s specific needs and strategies to remove these barriers for effective learning. IEP s will be reviewed by the Class teacher at the end of each term and from this a new IEP will be written by the class teacher in partnership with the SENCO or Educational Psychologist. The ultimate responsibility for a child s progress

6 lies with the class teacher who will work with the SENCO to produce personalised planning to best meet the needs of each child. Along with IEP s, the school will also track children who have specialist support or intervention through the whole school provision map. Provision mapping is a tool for school to keep track of the impact of intervention programmes and also adds to any applications for an Education, Health and Care Plan. This is updated termly in pupil progress meetings by the class teacher in partnership with the Head/SENCO and will identify type and frequency of support that children are receiving as well as tracking their progress through intervention. When the school makes a request for statutory assessment to the LA, the child will have demonstrated significant cause for concern. The LA will seek evidence from the school, that any strategy or programme implemented, has been continued for a reasonable period of time without success and that alternatives have been tried, or the reasons why this has not occurred. For children with an EHCP (Education, Health and Care Plan), long term targets are laid down in this document and children s SMART targets are drawn from these. Targets are set which are met through specialist teaching and TA support. The amount of support is built into the EHCP. Class Teachers and TAs have regular meetings with the Support Specialist Teacher from Acorn Psychology and they evaluate and write IEP targets on a termly basis. Class Teachers and TAs are also involved in the Annual Review process, contributing to the advice and attending the meeting.

7 Criteria for Exiting the SEN Register/Record Children will stay on the SEN register for the amount of time that they are receiving extra, personalised support from school. This will be tracked by our provision mapping and children will be removed when it is deemed that they no longer need the level of additional support outlined. Supporting Pupils and Families For full details of our school setting and what we can offer for children with SEN, please look at our section on the local offer on our website. Parent s can also view our SEN information report on the school website. At St George s we have links with other local agencies and companies that we work with to best support pupils and families within our school. These include Buckshaw Best Start centre and our school counsellor, Chavala Parker. Admission arrangements for the school are described in the school s admissions policy. The school is aware o the statutory requirements o the SEN and Disability Act and will meet the Act s requirements. St George s School admits pupils with already identified special educational needs, as well as identifying and providing for pupils not previously identified as having SEN. Pupils with special educational needs but without statements are treated as fairly as all other applicants for admission. The school welcomes pupils irrespective of their ability and anticipates that the needs of most pupils will be met within existing school provision.

8 Assessment Children with SEN may still be eligible to take part in whole school exams e.g. SATs. This will depend on the individual and their needs, any decision will be made in consultation with the class teacher, SENCO and parents. Extra time or support may be given to children or children may be deemed exempt from statutory examination. Transition Transition for pupils with SEN will follow our whole school programme. Before moving into a new class they will have numerous opportunities to meet their new teacher and support staff. They will also have opportunities to take part in taster sessions in the new class. Additionally, for pupils with additional needs, we would work with the class teachers and TAs to ensure a transition plan is put into place that suits the child s needs. Supporting Pupils with Medical Conditions The school 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 Some may also have special educational needs (SEN) and may have a statement, or Education, Health and Care (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.

9 For information about how the school manage children with medical conditions, please see our Managing Medical Conditions Policy. When a pupil has a medical need, school works with the school nurses and parents in ensuring that the personalised care plan is known and followed. Regular training is given. The school has a number of trained and qualified first aiders, paediatric first aiders and first aiders trained to use a defibrillator. In addition, annual epi pen training, asthma training and diabetic training is given. Physical Access The SEN and Disability Act 2001 strengthens the right of disabled pupils to a mainstream education. Schools and local education authorities have a duty to prevent discrimination and help facilitate inclusion. From September 2002 schools and local education authorities must: a. not treat disabled pupils less favourably, without justification, for a reason which relates to their disability; b. make reasonable steps to ensure that disabled pupils are not placed at a substantial disadvantage compared to other pupils who are not disabled (but there is no duty to remove or alter physical features or provide auxiliary aids or services); and c. also plan strategically for and make progress in improving the physical environment of schools for disabled children, increasing disabled pupils participation in the curriculum and improving the ways in which written information which is provided to pupils

10 who are not disabled is also provided to disabled pupils. Although St. George s School is on a split-level site, as part o the school s Accessibility Plan, moves have been made to accommodate pupils with physical disabilities. A handrail has been fitted alongside the outdoor steps between the Infant and Junior departments and wheelchair access is possible via the Main entrance, the Infant entrance and the rear hall door. There are two disabled toilets available and a medical room. The Accessibility Plan is reviewed and evaluated yearly by the governors. Monitoring and Evaluation of SEND At St George s we regularly and carefully monitor and evaluate the quality of provision we offer all pupils. We do this by regular auditing of what we do in school, listening to the views of pupils, parents and staff, and having a consistent, working action plan. We regularly update the governors on changes and new initiatives for SEN and the SENCO has regular meetings with the SEN governor. Monitoring and evaluating our SEN provision and arrangements regularly means that we have an active process of continual review and improvement of provision for all pupils. Training and Resources SEN is funded through the schools budget. Children with an EHCP must have the first 10,000 funded from within school and Lancashire provide top up funding. How SEN money is spent is allocated in the school s budget at the beginning of each financial year.

11 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. Staff training needs are identified by the school s SMLT and are addressed by either in school training by the SENCO or by outside agencies. 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 pupils. The school s SENCO regularly attends the LAs SENCO network meetings in order to keep up to date with local and national updates in SEND. Roles and Responsibilities The Associate Headteacher, Anna Hitchen is the school s Designated person for Safeguarding, the SENCO, Emma Smith Associate Headteacher, Anna Hitchen is the Deputy Designated Person. The Headteacher will keep the governing body informed about the special educational needs provision made by the school and is responsible for matters relating to funding. The Special Educational Needs Co-ordinator (SENCO) and person responsible for meeting the medical needs of pupils is Emma Smith. The SEN Governor is Jenny Leap.

12 The SENCO and the Head will work closely with the special educational needs governor and staff to ensure the effective day to day operation of the school s special educational needs policy. The SENCO and Head will identify areas for development in special educational needs and contribute to the school s development plan. All teaching and non-teaching staff will be involved in the education of our children, including those with additional needs. Teachers are responsible for differentiating the curriculum for pupils with special educational needs and will monitor their progress. All teachers have responsibility for reviewing and monitoring the progress made by pupils and the effectiveness of resources and other curriculum material. All staff will work closely with the SENCO. Storing and Managing Information All documents relating to SEN are kept on the school s secure server and all files are password protected. For more information, please see the school s policy on Information Management. Reviewing the Policy This policy will be reviewed annually by the SENCO in consultation with staff.