Special Educational Needs and Disability Policy (SEND)

Transcription

1 Special Educational Needs and Disability Policy (SEND) Reviewed Autumn term 2017 Version 2.0

2 INTRODUCTION SEND POLICY AND GUIDELINES A pupil has special educational needs (SEN) where the learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age. (6.15 SEND Code of Practice 2015) Social, emotional and mental health problems have a detrimental effect on learning and it is important to acknowledge that they must be taken into account when assessing Special Educational Needs. This policy takes into account the SEND Code of Practice It is designed to help us make effective decisions regarding our duties towards children with SEND. Here at The Rydal Academy we believe in equal opportunities for all pupils, whatever their age, gender, ethnicity, attainment or background. We are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs or abilities. The Code of Practice (2015) explains that once a potential SEN is identified, schools should take action to remove barriers to learning and put effective special educational provision in place. These actions form part of a cycle through which earlier decisions and actions are revisited, refined and revised with the growing understanding of the pupil s needs and of what supports the pupil in making good progress and securing good outcomes. We strive to remove the barriers to achievement, believing that every child matters and ensuring that these five elements are embedded throughout our school. Aims A child with SEN should have their needs met by: access to a broad, balanced and relevant curriculum, having their needs identified early, planned intervention being effective, interventions which are reviewed and revised regularly, being included, having opportunities to express their views and are fully involved in decisions which affect their education, being happy, achieving the very best of which they are capable, involving parents by providing formal and informal information, promoting effective partnership and involving outside agencies when and where appropriate, all teachers being well equipped to identify and meet their needs. Page 2

3 CURRICULUM ENTITLEMENT (OBJECTIVES) To achieve these aims in school we need to:- plan differentially and set targets for individuals and groups, provide support in an effective manner through resources and additional targeted human resources, provide high quality learning opportunities and materials, ensure planning incorporates opportunities for a range of learning styles, intervene early to promote progress, use positive and supportive language with pupils, make effective use of outside agencies, liaise effectively with parents/carers, provide a secure and caring environment, set suitable learning challenges, use praise to celebrate achievement, provide children with positive images of children with SEN and disabilities, encourage parents to discuss any problems they may have with the school s SEN provision through the class teacher, SENCo and Head Teacher, ensure that pupils are taught by staff that have an up to date knowledge and understanding of SEN. ALL SCHOOL POLICIES MUST MAKE PARTICULAR REFERENCE TO SUPPORTING INCLUSION AND ACCESS TO THE CURRICULUM FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS. MONITORING AND EVALUATION Monitoring and evaluation will take the form of: To have a SEND policy approved by the governing body and which all staff are familiar with monitoring of the aims and objectives by the SENCo, Head Teacher, responsible governor and LA School Improvement Team, evaluation and monitoring of our school SEN Standards is undertaken through school evaluation activities, an annual review and evaluation of interventions, Individual curriculum s or personal targets (speech and language and/or behaviour) and any other identified additional targeted support, monitoring and evaluation of classroom observations and planning, leading to training, discussions and improved practice, recognise staff training needs in the allocation of in-service training, develop an approach to curriculum delivery which ensures that each member of staff recognises and accepts professional responsibility for meeting pupil s SEND needs, ensure that teachers are aware of the implications for meeting SEN in all policy documents, report findings through the Annual Report to parents. Page 3

4 SCHOOL PROCEDURES GUIDELINES Our school is committed to early identification of special educational needs and adopts a graduated response to meeting special educational needs in line with the SEND Code of Practice. The triggers for intervention should be underpinned by a range of evidence collected through parental feedback, in-house assessment and professional input about a child who despite receiving differentiated learning opportunities: makes little or no progress even when teaching approaches are targeted particularly in a child s identified area of weakness, shows signs of difficulty in developing literacy or mathematics skills which result in poor attainment in some curriculum areas, presents persistent social, emotional or behavioural difficulties which are not ameliorated by the behaviour management techniques usually employed in school, has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment, has communication and/or interaction difficulties, and continues to make little or no progress despite the provision of a differentiated curriculum. SEN Support Deciding to place a child at SEN Support If the child is not making the expected progress, the class teacher will consult with the SENCo, in order to decide whether additional/or different provision is necessary. If agreed, the child will be placed on the SEN register at the SEN Support stage. When a child is identified as having SEN the class teacher will: Use information arising from the child s previous educational experience to provide starting points for the development of an appropriate curriculum for the child. Use the assessment process to allow the child to demonstrate what they know, understand and can do, as well as to identify any learning difficulties. Ensure that ongoing observation and assessment provide regular feedback to teachers and parents about the child s achievements and experiences and that the outcomes of such assessments form the basis for planning the next steps of the child s learning Involve parents in developing and implementing a joint learning approach at home and in school. When a child is identified as having a SEN the teacher should provide interventions that are additional to or different from those provided as part of the school s usual differentiated curriculum and strategies. The Nature of intervention at SEN Support The class teacher and SENCo will decide on action needed to help the child progress in the light of their earlier assessment. This may include: Different learning materials or special equipment, Some group or individual support, Extra adult time to devise the nature of the planned intervention and to monitor its effectiveness, Staff deployment and training to introduce more effective strategies, Access to LA support services for one-off or occasional advice on strategies or equipment Page 4

5 What is adequate progress for children with SEN? Adequate progress can be defined in a number of ways. It might, for instance, be progress which: closes the attainment gap between the child and their peers, prevents the attainment gap growing wider, is similar to that of peers starting from the same attainment baseline, but less than that of the majority of peers, matches or betters the child s previous rate of progress, ensures access to the full curriculum, demonstrates an improvement in self-help, social or personal skills, demonstrates improvements in the child s behaviour. If a child makes adequate progress removing the child from the SEN register should be considered. Pupil and parent should be kept fully informed. However, if after suitable provision has been made and reviewed, adequate progress is not observed, the school will consider a move to a One Plan. This is characterised by greater involvement of external agencies. One Plan The triggers for a One Plan will be that, despite receiving support under SEN Support, the child: continues to make little or no progress in specific areas over a long time, continues working at new National Curriculum levels substantially below that expected of children of a similar age, continues to have difficulty in developing literacy and numeracy skills, has social, emotional or behavioural difficulties which substantially and regularly interfere with the child s own learning or that of the class, despite having an individualised behaviour management programme, has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service, has an on-going communication or interaction difficulty that impedes the development of social relationships and cause substantial barriers to learning. Where school seeks the help of external support services, those services may need to see the child s records in order to establish which strategies have already been employed and which targets have been set and achieved. They can then advise on new and appropriate targets for the child and any accompanying strategies. The targets set may require specialist assessment arrangements to measure the child s progress. With a view to early intervention, regular monitoring and observations are carried out in the Foundation Stage. If deemed necessary a referral can be made for advice and support from the Early Years Inclusion Team. The SENCo and class teacher together with external specialist should consider a range of teaching approaches, appropriate equipment and teaching materials, including the use of Information Technology. The external specialist may act in an advisory capacity, or provide additional specialist assessment or be involved in teaching the child directly. In some instances improved management or alternative arrangements based on advice from health professionals may considerably reduce the child s Special Educational Needs. Delivery of the interventions will be recorded on the school s Provision Map. Page 5

6 Education, Health and Care Plan If after interventions at the SEN Support and One Plan stage, the child continues to demonstrate severe and/or complex needs, the school will request further assessment from the relevant professionals involved with a view to going forward for an Education, Health and Care Plan (EHCP) by the Local Authority. The Provision Panel Request forms and educational advice should be completed along with the Primary and Secondary Needs of the child. Permission from parents must be given. The school will need to provide written evidence about: whether the school has taken relevant and purposeful action with the help of other professional and parents, adequate progress is not being achieved, the child s difficulties which are severe and complex (support needed beyond Band 6 60% timetabled support), provision that may be necessary and cannot be provided from resources normally available within school, the child s current curriculum targets, regular reviews and outcomes, medical history where relevant, National Curriculum levels, educational assessments, including those from specialists, views of parents and child. Education, Health and Care Plan If from the information provided, the Local Authority agrees that an Education, Health and Care Plan is required then the Local Authority will convert the One Plan into an Education, Health and Care Plan and determine the provision needed. Annual review of an EHCP The SENCo will ensure an annual review of any Education, Health and Care Plan involving the pupil, parents/carers and relevant professionals. Support will be provided according to the provision required in the Education, Health and Care Plan action plan and interventions recorded on our school Provision Map. At the review, the pupil, parent, LA, school and professionals involved will consider whether any amendments need to be made to the description of the pupil s needs or to the provision specified in the EHCP. The annual review should focus on what the child has achieved as well as any difficulties that need to be resolved. When a review takes place for a year 5 child, the aim should be to give clear recommendations to the type of provision the child will require at the secondary stage. It will then be possible for the parents to visit the schools to consider appropriate options within the similar timescales as other parents. The SENCo of the receiving school will be invited to attend the final annual review. This will allow the receiving school to plan an appropriate provision and enable the pupil and parents to be reassured that an effective and supportive transfer will occur. Page 6

7 Funding Specific funding for Special Educational Needs is allocated annually and this figure includes GLS and ILS funding since the transfer of ILS funds to individual schools according to a formula set by the Local Authority. The school business manager will monitor and evaluate funding allocated to SEN to ensure best value and impact on pupil attainment. General Information: Designated Governor: Kelly-Anne Lyle Inclusion Team SENCo: Miss L Truby Shadow SENCo s: Mrs C Spiers Designated Safeguarding Lead: Mrs Jo Thurland Personal Development, Behaviour and Welfare Lead Professional: Mrs A Galey Personal Development and Family Wellbeing Advisor: Mrs S Alexander Speech, language and Communication Advisor: Mrs T Dodds Complaints procedure The school aims to provide a quality service that responds to the needs of the children. However, we are more than happy to listen to any concerns parents/carers have about their child s education and will try to act upon them. Discussion with the child s class teacher should be the first stage. If the class teacher cannot deal with the problem, he/she will seek further advice from the Head Teacher and/or SENCo. If parents/carers are unhappy with the outcome or the way in which the school have dealt with the problem then they should address their concerns in writing to the chair of governors. Contact details can be obtained from the school office. Independent Advice At any point after being identified as having a special educational need (SEN) parents/carers can seek independent impartial advice from Darlington s Information Advice and Support Service (IASS). More information from this service can be found at or by phoning Glossary: SENCo special educational needs co-ordinator EHCP education, health and care plan LA local authority Page 7