GORDON S SCHOOL. POLICY AND PROGRAMME ON MEETING SPECIAL EDUCATIONAL NEEDS and DISABILITIES (SEND)

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1 GORDON S SCHOOL POLICY AND PROGRAMME ON MEETING SPECIAL EDUCATIONAL NEEDS and DISABILITIES (SEND) The core principle that guides everything we do is Putting Students First. 1. INTRODUCTION This policy is based on the recommendations contained in the Code of Practice and provides the information required by the current Education Act. It provides a staged approach to pupils with special educational needs, based on a continuum of need and a continuum of provision It is in keeping with the school s aims, its teaching and learning policy and its policy on inclusive education. The Governing body and staff of the school will ensure that all pupils enjoy a broad, balanced and relevant education, which meets individual needs. You can get a copy of our policy in a number of ways: the school website under the SEN sections within Departments; a hard copy on request at the school office. Please let us know if you need this to be made available to you in a different format, e.g. enlarged font. The school s Governing body is mindful of its obligations under the Disability Rights Act and is addressing the question of access through its rolling programme of new building works, refurbishment and maintenance. At Gordon s School every teacher is a teacher of every pupil including those with SEN. Gordon s School respects the unique contribution which every individual can make to the community and seeks to place this contribution within a clear structure which both embraces the highest possible academic aspirations and accepts individual differences in ability, aptitude and level of skills. Every pupil with SEN and disability in this inclusive school has an entitlement to fulfil his/her optimum potential. This is achieved by ensuring the wellbeing of all pupils in relation to: being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving social and economic wellbeing. These wellbeing outcomes are embraced in every aspect of school life: personalised teaching and learning approaches; access to ICT across the curriculum; flexible learning pathways and out-ofhours learning activities; support for emotional wellbeing; flexible timetables; assessment for learning which engages pupils in having a say about their progress and SEN provision; and partnerships with parents/carers, other schools, the local community, the LEA Locality Team and with personalised wraparound health care and social service providers. 2. A DEFINITION OF SPECIAL EDUCATIONAL NEEDS AND DISABILITY At our school we use the definition for SEN and for disability from the SEND Code of Practice (2014). This states: SEN: A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England. Disability: Many children and young people who have SEN may have a disability under the Equality Act 2010 that is a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day to day activities. This policy reflects the statutory guidance set out in the Special Educational Needs and Disability code of practice 0-25 years (July 2014) It has been written with reference to the following related guidance and documents: Equality Act 2010: advice for schools DfE Feb 2013; Schools SEN

2 information Report Regulations (2014);Statutory Guidance on Supporting pupils at school with medical conditions April 2014; Accessibility Policy; Teacher s standards A child has special educational needs if he or she: has a significantly greater difficulty in learning than the majority of others of the same age. has a disability, which either prevents or hinders them from making use of the educational facilities of a kind generally provided for children of the same age in the school. NOTE: Pupils who experience difficulties related solely to learning English as an additional language are not SEND. Such pupils are provided for through specialist teaching intervention under the guidance of the Deputy SENCo. Likewise, pupils identified as Potential High Achievers are not deemed to have special educational needs as such but benefit from Quality First Teaching in class, and taking part in the Gordon s School Honours Programme. 3. A DEFINITION OF SPECIAL EDUCATIONAL PROVISION Special educational provision means provision, which is additional to, or otherwise different from, the educational provision made generally for pupils of the same age in school. KEY OBJECTIVES SUCCESS INDICATORS To support teachers continuing professional development in SEND. We expect that all pupils with SEND will meet or exceed the high expectation set for them based on their age and starting point. We will use our best endeavours to give pupils with SEND the support they need. Ambitious educational and wider outcomes will be set for them together with you as parents and with your child. To develop teaching and learning styles that take account of the wide range of abilities, aptitudes and interests of the pupils. To maximise the potential of ICT for pupils with SEND. To ensure successful transition for pupils with SEND. To increase the range of strategies used to support pupils with behavioural difficulties. To ensure that pupils with SEND work at an optimal level. To provide a framework for evaluation. To promote an active partnership with parents. To ensure a clear process for identifying, assessing, planning, A raised awareness and increasing expertise throughout the staff with regard to SEND issues. Appropriately differentiated work which ensures raised levels of achievement in ALL pupils with SEND. SEND pupils increasingly make use of ICT applications in their lessons and are confident in using them to produce their own work Defined systems and monitoring in place to ensure continuity for pupils thus maintaining their confidence through a reduction in stress. A decrease in the incidences of both internal and fixed term exclusions. Successful reintegration of pupils assigned to us from Pupil Referral Unit. Results in both internal and external exams and value added scores show that pupils achieve more than their ability would suggest. Feedback from those named. The school policy published and available. Pupils placed at appropriate stage under the COP; evidence in IEPs and Annual Review Statements that the provision made is appropriate to the needs of the pupil. Evaluation and assessment are seen to provide a secure basis on which to develop and refine provision. Regular contact with parents ensuring that

3 providing and reviewing for pupils who have special educational needs and disabilities with pupils and their parents/carers at the centre. they are fully informed of their child s progress via invitations to attend Reviews and Pupil Progress Evenings, open door policy. 5. THE SPECIAL EDUCATIONAL NEEDS CO-ORDINATOR The school s Special Educational Needs Co-ordinator is Miss Chloe Pepperrell. She works closely with both the Pastoral and Curriculum Deputy Heads. Contact details: cpepperrell@gordons.surrey.sch.uk The SENCo has day to day responsibility for the operation of SEND policy and co-ordination of specific provision made to support individual pupils with SEN, including those who have EHC plans and statements. Part of the role of the SENCo is to co-ordinate arrangements with the relevant teacher regarding those pupils with SEND. Miss Chloe Pepperrell BA QTS (Hons) PAPAA Mrs Ilona Jones PGCE MA English TESOL Cert Mrs Felicity Johnson Mrs Michaela Matheson QTS Mrs Deborah Belcher NVQ3 in Child Development and Learning Mrs Heather Kennedy BA Eng./Educational Studies TESOL Cert Mrs Yvette Williams NNEB Cert Miss Sofia Wareich BSc Mrs Karen Carson NVQ3 Teaching and Learning Mrs Mair Kelly HND Miss Fatima Vasco BSc Special Educational Needs Co-ordinator DeputySENCo/Special Needs Teacher The SEND team is responsible for: The day to day operation of the school s SEN D policy Advising class teachers on meeting a range of needs

4 Liaising with pupils and parents within the SEND mentor scheme Co-ordinating the staged approach to school based assessment Maintaining effective record keeping including the SEND Register Ensuring the involvement of parents in decisions taken about pupils with SEND Liaising with external agencies such as Surrey s Specialist Teacher and Educational Psychology Service which includes, Learning and Language, Physical and Sensory, Home and Hospital Tuition, Behaviour Management, Education Welfare, EAL and the Educational Psychology Service, REMA, Outreach support for pupils on the Autistic Spectrum and those with Moderate Cognitive Learning Difficulties is sought from local specialist schools. In addition, pupils can be referred to CAMHS, the school nurse/ doctor and other statutory/voluntary bodies. 6. ADMISSION ARRANGEMENTS Parents should contact the Admissions Registrar, Mrs S. Tozer, for further details with regard to applications and admissions. Specialist Provision - SEND staff are qualified in teaching pupils with a range of learning difficulties and Individual Educational Plans are drawn up for those pupils whose needs cannot be met without individualised provision. 7. INTEGRATION Pupils with SEND have access to a balanced and broadly based curriculum including the National Curriculum. The pupils are fully integrated into the life of the school and hold positions of responsibility. Many represent the school in a number of areas including sport, outdoor activities, music and drama productions. 8. RESOURCES The Department has its own rooms and offices in Chapel House which are all very well resourced. Within this area records on all SEND pupils are securely kept in addition to specialist teaching materials and other resources. Both the Governing Body and The Gordon Foundation are always very supportive in respect of resourcing Learning Support for those pupils who require it. The Senior Management Team and SENCo determine the staffing levels for the SEND Department. An annual capitation allowance is provided from the Curriculum Budget. LEA funding provides teachers holding specialist literacy qualifications and s who implement the school s SEND Policy. Additional funding provides the support necessary for the pupils with a Statement of SEND or an EHCP. The SENCo, Bursar and Head of Finance are responsible for costing SEND provision in respect of individual pupils. 9. IDENTIFICATION, ASSESSMENT AND PROVISION We aim to be aware of pupils needs before they come to Gordon s. On occasions the SENCo may liaise with and visit primary schools. Parents are asked for information and may provide reports from a variety of specialists. On entry to the school in Year 7, children sit the Middle Years Information test (MIDYIS) and in- house tests of reading, spelling, comprehension and numeracy are given. Children with high ability, or in need of help, are identified.

5 As a result of observation in the classroom, teachers may refer pupils to the Learning Support Department after completing the Expression of Concern form and informing the Form Tutor. A parent of a pupil may express concern and the Learning Support Department will conduct an assessment. On occasion pupils themselves may self-refer with a difficulty or problem. Pupils who have been identified as described, will be put on to the SEND Register and discussed with parents. The Learning Support Teachers will assess pupils in the following ways: - Examine results of MIDYIS and previous school records if available. Give further tests: - Literacy attainments Numeracy attainment Processing Speed Interview pupil and analyse work Classroom observations How does the school decide whether to make special educational provision? This will involve teachers and the SENCo considering all of the information gathered from within the school about the pupil s progress based on their age and starting points and against national data and expectations of progress. This will include accurate formative assessment (assessments which compare the pupil to others of the same age nationally); internal staff moderation of progress; provision management outcomes and any specific assessments e.g. Reading. Where pupils have a higher level of need the Learning Support Department will work in partnership with other specialist professionals and agencies to assess e.g. Educational Psychologists, REMA (Race, equality and minority achievement), Specialist Support Teachers from Surrey County Council. Gordon s follows the staged procedure recommended by the Code of Practice when making provision for pupils with SEND. The Assess (COP 6.45) Plan (6.48 COP), Do (6.52 COP), Review (6.53 COP) approach is followed. Wave 1: This is the first step in responding to pupils who may have SEND. The class teacher will provide differentiated expectation for all pupils and good quality personalised teaching. Pupils will receive differentiated work where necessary and will be monitored by teachers and the Learning Support Department. Quality first teaching in class will address needs in the classroom to see a list please refer to Wave1/2/3 on the school website Departments, Learning Support. Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from s or specialist staff. The school regularly and carefully reviews the quality of teaching for all pupils, including those at risk of underachievement. During INSET days the SEND department provides INSET and training to develop teachers understanding and repertoire of strategies to identify and support vulnerable pupils and their knowledge of the SEND most frequently encountered. Wave 2: Some pupils may be withdrawn from class for individual tuition by a member of the Learning Support Team and/or support may be provided in class. Interventions for these pupils will be recorded on a provision map which can be discussed with the Learning Support Mentor for the pupil.

6 Wave 3: Pupils experiencing greater or persistent difficulty in acquiring skills that impair their ability to access the curriculum, and who meet the criteria set by Surrey LEA, will receive specialist tuition. In addition their progress may be discussed with the school s Educational Psychologist or other outside agency. An Individual Education Plan may be drawn up after discussion with the pupil and reviewed twice yearly. The parents will be contacted and the school s concerns discussed. There may become a point where preparation for an EHCP application is necessary: a very small minority of pupils may need to be the subject of statutory assessment. The SENCo, having gone through the previous three stages and consulted the parents, will contact the LEA. Stage S: Full statement /EHCP: An Education Health and Care Plan will be drawn up and an annual review arranged by the SENCo in conjunction with the LEA and in accordance with the Code of Practice. An EHCP will always specify what the outcome for the student is and that the hours allotted will be used in any combination of 1:1, paired work, small group work, to be divided up at the discretion of the SENCo based on the needs of the pupil at any given time. Pupils with SEND are also the responsibility of all teachers who will operate Quality First Teaching and who are informed about an individual pupil s needs and advised on differentiation using the graduated approach to SEND support. Teachers are supported through: Discussion and liaison with the Learning Support Department Wave 1/2/3 interventions A file on the school intranet containing IEPs A booklet containing suggestions for helping pupils with learning difficulties in the classroom The LSA mentor scheme liaising with teachers Departmental SEN handbook 10. LINKS WITH OTHER SCHOOLS; ARRANGEMENTS FOR TRANSITION The school maintains links with feeder primary schools through the SENCo who makes regular visits and gathers relevant information on pupils with SEND. There are established procedures for passing on information when a pupil transfers to another school. The SENCo maintains links with local colleges and offers advice to all Year 11 pupils with SEND. The SENCo works closely with the Careers Co-ordinator, Careers Advice Officer, Head of Sixth Form and the Pathways Service to ensure that pupils on the SEND register have access to appropriate advice. 11. COMPLAINTS PROCEDURE A key objective of this policy is to promote an active partnership with parents and to involve them fully at every stage. The majority of queries and complaints can quite properly, be resolved on an informal basis. Formal complaints are resolved in accordance with the schools complaints procedure, which is designed to ensure that complaints are dealt with speedily and satisfactorily. 12. STAFF DEVELOPMENT AND PARTNERSHIP The SENCo and Learning Support staff are happy to provide informal advice and guidance to pupils with SEND or on any aspect of its policy. Staff may request specific training at their Performance Management review. Learning Support teachers and assistants will be given opportunities to attend courses which may be run by the LEA, private or voluntary bodies, such as the National Association for Special Educational

7 Needs and the British Dyslexia Association. Training for all teaching staff will be arranged when appropriate as part of In Service Training days. All SEND staff keep a CPD Training Log. There is a Medical Centre on site and the school doctor may refer pupils to specialists for help if medical problems affect their learning. The Learning Support staff may also, with parental permission, refer pupils to seek advice from outside agencies, which include the School Psychology Service, Child and Adolescent Mental Health Service, Learning and Language Support Service, Behavioural and Pupil Support Service, Physical and Sensory Support Service, Physiotherapists, Occupational Therapist, Outreach from The Abbey School and Carwarden House School. The Department feels strongly that it is essential that parents are involved at each stage of assessment and Learning Support Department teachers encourage them to discuss their children s progress with them regularly. To make an appointment with the SENCo, Deputy SENCo or Learning Support teachers, parents should telephone the school office. 13. EVALUATION The main points for evaluation of this policy will be: The principal criteria that pupils who receive support under this Policy should achieve more than would have been predicted on entry to the school. Value added measures (e.g. YELLIS, ALIS) provide an indicator of success. Results in external examinations. Improvement in results of standardised tests used in the monitoring process. Evidence of appropriate professional development. Positive feedback on SEND provision from staff, pupils and parents. Evidence of progress at Statement / EHCP Reviews and six monthly IEP Reviews. Full records of SEND provision maintained. Evidence of provision which complies with initiatives designed to promote inclusion such as Community Cohesion, Inclusion Development Programme and various other Government reports and initiatives. Chloe Pepperrell Special Educational Needs Co-ordinator Revised and Updated Oct 2017