Forest View Primary School SPECIAL EDUCATIONAL NEEDS INFORMATION REPORT

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1 Forest View Primary School SPECIAL EDUCATIONAL NEEDS INFORMATION REPORT September 2014

2 Definitions of Special Educational Needs. Changes to SEN legislation and the Local Offer Contents 1. Legislative Compliance 2. Inclusion Statement 3. Aims and Objectives 4. Responsibility for the Coordination of SEN Provision 5. Arrangements for Coordinating SEN Provision 6. Admissions Arrangement 7. Identification and Assessment of Pupils Needs 8. Provision 9. Referral for an Education Health Care Plan (EHCP) 10. Education Health Care Plans (EHCPlan) 11. Access to the Curriculum, Information and Associated Services 12. Monitoring and Evaluating the Success of Provision 13. Inclusion of Pupils with English as an Additional Language (EAL) 14. Inclusion of Pupils who are Looked After (CLA) 15. Inclusion of Pupils who are Gifted and/or Talented 16. Roles and Responsibilities 17. Resourcing and Facilities for Pupils with SEN 18. Effective Transition 19. Complaints Procedure 20. IN Service Training 21. Links to Support Services 22. Working in Partnership with Parents 23. Links with Other Agencies and Voluntary Organisations 24. Contacts 25. Appendix 1: Areas of Need

3 Definitions of Special Educational Needs (SEN) taken from section 20 of the Children and Families Act 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 them. A child of compulsory school age or a young person has a learning difficulty or disability if they: 1. Have a significantly greater difficulty in learning than the majority of others of the same age; or 2. Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions. A child under compulsory school age has special educational needs if they fall within the definition at (1) or (2) above or would do so if special educational provision was not made for them. 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. Pupils who are identified as SEN will no longer be categorised by School Action, School Action + or pupils with a Statement. Instead the SEN register will identify pupils as those with an Educational Health Care Plan or Single Plan (a statement) and those without (pupils receiving SEN Support). The coalition government is reforming the way in which provision and support is made for children and young people with special educational needs and/or disabilities in England. New legislation (The Children and Families Act 2014) enacted on the 13 th March comes into force from the 1 st September A new SEN Code of Practice also accompanies this legislation. More details about the reforms and the SEN Code of Practice can be found on the Department for Education s website: SEN Information Report and Local Offer The SEND Local Offer is a resource which is designed to support children and young people with special educational needs and/or disabilities and their families. It describes the services and provision that are available both to those families in South Tyneside that have an Education, Health and Care Plan and those who do not have a plan, but still experience some form of special educational need. The SEND information Report includes information about public services across education, health and social care, as well as those provided by the private, voluntary and community sectors. The school Information Report is available on our website and can be found in our school Prospectus. To reference the Local Authority Local Offer refers to:

4 1. Legislative Compliance This policy complies with the guidance given in Statutory Instrument : Special Educational Needs (Information) Regulations (Clause 64). It has been written as guidance for staff, parents or carers and children with reference to the following guidance and documents. SEN Code of Practice (which takes account of the SEN provisions of the SEN and Disability Act 2001) September 2014 Ofsted Section 5 Inspection Framework January 2014 Ofsted SEN Review 2010 A Statement is not enough Equality Act 2010 Education Bill 2011 Children and Families Act 2014 School and Local Authority Local Offers 2. Inclusion Statement Forest View Primary School is a mainstream Primary school for children aged 3-11 years. We are an all-inclusive school and as such: We endeavour to achieve maximum inclusion of all children whilst meeting their individual needs. Teachers provide differentiated learning opportunities for all the children within the school and provide materials appropriate to children s interests and abilities. This ensures that all children have a full access to the school curriculum. Special Educational Need might be an explanation for delayed or slower progress but is not an excuse, and we make every effort to narrow the gap in attainment between vulnerable groups of learners and others. English as an Additional Language (EAL) is not considered a Special Education Need. Differentiated work and individual learning opportunities are provided for children who are learning EAL as part of our provision for vulnerable learners. We focus on individual progress as the main indicator of success. We strive to make a clear distinction between underachievement often caused by a poor early experience of learning - and special educational needs. o Some pupils in our school may be underachieving but will not necessarily have a special educational need. It is our responsibility to spot this quickly and ensure that appropriate interventions are put in place to help these pupils catch up. o Other pupils will genuinely have special educational needs and this may lead to lower-attainment (though not necessarily to under-achievement). It is our responsibility to ensure that pupils with special educational needs have the maximum opportunity to attain and achieve in line with their peers. Accurate assessment of need and carefully planned programmes, which address the root causes of any learning difficulty, are essential ingredients of success for these pupils. These will be provided, initially, through additional support funded from the devolved schools budget.

5 3. Aims and Objectives The aims of our inclusion policy and practice in this school are: To provide curriculum access for all To secure high levels of achievement for all To meet individual needs through a wide range of provision To attain high levels of satisfaction and participation from pupils, parent and carers To map provision for all vulnerable learners to ensure that staffing deployment, resource allocation and choice of intervention is leading to good learning outcomes. To ensure a high level of staff expertise to meet pupil need, through well targeted continuing professional development. To work in cooperative and productive partnership with the Local Authority and other outside agencies, to ensure there is a multi-professional approach to meeting the needs of all vulnerable learners. To promote children s self-esteem and emotional well-being and help them to form and maintain worthwhile relationships based on respect for themselves and others. (National Curriculum, 2000). Objectives Staff members seek to identify the needs of pupils with SEN as early as possible. This is most effectively done by gathering information from parents, education, health and care services and early years settings prior to the child s entry into the school. Monitor the progress of all pupils in order to aid the identification of pupils with SEN. Continuous monitoring of those pupils with SEN by their teachers will help to ensure that they are able to reach their full potential. Make appropriate provision to overcome all barriers to learning and ensure pupils with SEN have full access to the National Curriculum. This will be coordinated by the SENCo and Key Stage Learning Outcomes Managers and will be carefully monitored and regularly reviewed in order to ensure that individual targets are being met and all pupils needs are catered for. Work with parents to gain a better understanding of their child, and involve them in all stages of their child s education. This includes supporting them in terms of understanding SEN procedures and practices and providing regular feedback on their child s progress. Work with and in support of outside agencies when the pupils needs cannot be met by the school alone. Some of these services include Educational Psychology Service, Speech and Language Therapy, Children and Adult Mental Health Service CAMHS. Create a school environment where pupils can contribute to their own learning. This means encouraging relationships with adults in school where pupils feel safe voice their opinions of their own needs, and carefully monitoring the progress of all pupils at regular intervals. Pupil participation is encouraged through school by wider opportunities such as school council, residential visits, school plays, sports teams and mini leaders in the playground. 4. Responsibility for the coordination of SEN provision The person responsible for overseeing the provision for children with SEN is Mrs Cheryl Ward, (Headteacher) The person co-ordinating the day to day provision of education for pupils with SEN is Miss Rachel Glenn (SENCO). The Designated Teacher for Looked After Pupils (CLA) is Mrs Cheryl Ward (Headteacher).

6 In accordance with Section 6 of the SEN Code of Practice 2014, our SENCO is a qualified teacher and has attained the National Accreditation for SEN (NASENCo Award). If a new SENCO is appointed he/she will gain the Statutory accreditation within three years of appointment. 5. Arrangements for coordinating SEN provision The SENCO will hold details of all SEN records for individual pupils in a locked and confidential filing cabinet located in the Senior Management Room. Key holders being Miss Glenn (SENCO), Mrs Cheryl Ward (Headteacher) and Mrs Jeanette Peel (Office Manager). All staff can access: Forest View Primary School SEN Policy; A copy of the full SEN Register. Guidance on identification of SEN in the Code of Practice Information on individual pupils special educational needs, including pupil profiles, targets set and copies of their provision map. Practical advice, teaching strategies, and information about types of special educational needs and disabilities Information available through South Tyneside s SEND Local Offer In this way, every staff member will have complete and up-to-date information about all pupils with special needs and their requirements which will enable them to provide for the individual needs of all pupils. This policy is made accessible to all staff and parents in order to aid the effective coordination of the school s SEN provision. 6. Admission and Attendance arrangements Please refer to the information contained in our school prospectus. The admission arrangements for all pupils are in accordance with national legislation, including the Equality Act This includes children with any level of SEN; those with Education, Health and Care Plans and those without. No child will be refused admission to school on the basis of his or her special educational need, ethnicity or language need. In line with the Equalities Act 2010, we will not discriminate against disabled children and we will take all reasonable steps to provide effective educational provision. The school endeavours to support all children and their families to ensure that their attendance and punctuality is as good as it can be. There are occasions when a disability or illness requires absence from school at which point the SENCO, class teacher or Head Teacher will liaise with the family to ensure a smooth transition back to school. 7. Identification of pupils needs See definition of Special Educational Needs at start of policy. Children s needs should be identified and met as early as possible through :

7 the analysis of data including entry profiles, Foundation Stage Assessments, reading ages, other whole-school pupil progress data classroom-based assessment and monitoring arrangements. (Cycle of planning, action and review.) following up parental concerns tracking individual children s progress over time, liaison with feeder nurseries on transfer information from previous schools information from other services maintaining a provision map for all vulnerable learners but which clearly identifies pupils receiving additional SEN Support from the school s devolved budget. This provision map is updated half termly by Key Stage Learning Outcomes Managers and SENCO through Key Stage Progress meetings. Undertaking, when necessary, a more in depth individual assessment - this may include a range of commercially available assessments, carefully chosen to deliver appropriate, useful information on a pupil s needs. Involving an external agency where it is suspected that a special educational need is significant. In line with the Code of Practice, reference will then be made to the four categories of need: Communication and interaction Cognition and learning Social, emotional and mental health difficulties Sensory and/or physical needs. 8. Provision All the teachers in the school are teachers of children with Special Educational Needs. As such Forest View Primary School adopts a 'whole school approach' to special educational needs which involves all the staff adhering to a model of good practice. The staff of the school are committed to identifying and providing for the needs of all children in a wholly inclusive environment. Inclusion is regarded as crucial to the policy, in line with that of the Local Authority. Information Report for children with Special Educational Needs (SEN) We are a fully inclusive school who ensures that all pupils achieve their potential personally, socially, emotionally and academically in all areas of the curriculum (regardless of their gender, ethnicity, social background, religion, sexual identity, physical ability or educational needs). This document is intended to give you information regarding the ways in which we ensure we support all of our pupils, including those with SEN, in order that they can realise their potential. It may not list every skill, resource and technique we use in order to achieve this as these are continually developed and used to modify our provision to meet the changing requirements for individual pupils. Children are identified as having SEN when their progress has slowed or stopped and the interventions; resources etc, put in place do not enable improvement. Once this occurs, we use specific need-based plans and pupil profiles which help support their development and speed up progress. Other useful documents such as our SEN and Inclusion policy are available on the school website ( If you would like further information about what we offer here at Forest View Primary School, then please do not hesitate to contact the SENCO, Miss R Glenn, directly on

8 A graduated approach: Quality First Teaching Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored. Once a pupil has been identified as possibly having SEN they will be closely monitored by staff in order to gauge their level of learning and possible difficulties. The child s class teacher will take steps to provide differentiated learning opportunities that will aid the pupil s academic progression and enable the teacher to better understand the provision and teaching style that needs to be applied. The SENCO will be consulted as needed for support and advice and may wish to observe the pupil in class. Parents will be informed fully of every stage of their child s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school. The child is recorded by the school as being under observation due to concern by parent or teacher but this does not automatically place the child on the school s SEN register. Any concerns will be discussed with parents informally or during parents evenings. Parent s evenings are used to monitor and assess the progress being made by children. SEN Support Pupils will be offered additional SEN support when it is clear that their needs require intervention which is additional to or different from the well-differentiated curriculum offer for all pupils in the school i.e. they have a special educational need as defined by the SEN Code of Practice Intervention for pupils on the SEN list will be identified and tracked using the whole-school provision map. It may be decided that a very small number, but not all of the pupils on the SEN list will require additional High Needs funding, for which an application needs to be made to the Local Authority, to ensure their underlying special educational need is being addressed. This may particularly be the case where outside agencies have been involved in assessing the pupil or contributing to their provision. Where the school can evidence that more than 6,000 above the Average Weighted Pupil Unit has, or will need to be, spent on a pupil within any one financial year, in order to meet his or her special educational needs, an application will be made to the Local Authority, with particular regard to the success criteria and SEN Descriptors published as part of the local offer. On very rare occasions, where a pupil has a significant, severe and sustained need, it may be necessary to enter a multi-disciplinary assessment process with health and social care in order to consider the need for an Education Health and Care Plan. Where a pupil is in receipt of High Needs Funding and/or an Education Health and Care Plan, a decision will be made as to whether a short-term Individual Education Plan is required. Our approach to IEPs, which we recognise are no longer prescribed in the SEN Code of Practice 2014, is as follows: Our IEPs are a planning, teaching and reviewing tool which enables us to focus on particular areas of development for pupils with special educational needs. They are seen as working document which can be constantly refined and amended. Targets will address the underlying reasons why a pupil is having difficulty with learning. Our IEPs will be accessible to all those involved in their implementation pupils should have an understanding and ownership of the targets.

9 Our IEPs will be based on informed assessment and will include the input of outside agencies, Our IEPs have been devised so that they are manageable and easily monitored and therefore will be monitored and evaluated regularly. Our IEPs will be reviewed regularly Targets for an IEP will be arrived at through : Discussion between teacher and SENCO Discussion, wherever possible, with parents/carers and pupil Discussion with another professional Our IEPs will be reviewed at least termly by class teachers in consultation with the SENCO. Where it is determined that a pupil does have SEN, parents will be formally advised of this and the pupil will be added to the SEN register. The aim of formally identifying a pupil with SEN is to help school ensure that effective provision is put in place and so remove barriers to learning. The support provided consists of a four part process: Assess Plan Do Review This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes. Assess This involves clearly analysing the pupil s needs using the class teacher s assessment and experience of working with the pupil, details of previous progress and attainment, comparisons with peers and national data, as well as the views and experience of parents. The pupil s views and where relevant, advice from external support services will also be considered. Any parental concerns will be noted and compared with the school s information and assessment data on how the pupil is progressing. This analysis will require regular review to ensure that support and intervention is matched to need, that barriers to learning are clearly identified and being overcome and that the interventions being used are developing and evolving as required. Where external support staff are already involved their work will help inform the assessment of need. Where they are not involved they may be contacted, if this is felt to be appropriate, following discussion and agreement from parents. Plan Planning will involve consultation between the teacher, SENCO and parents to agree the adjustments, interventions and support that are required; the impact on progress, development and or behaviour that is expected and a clear date for review. Parental involvement may be sought, where appropriate, to reinforce or contribute to progress at home. All those working with the pupil, including support staff will be informed of their individual needs, the support that is being provided, any particular teaching strategies/approaches that are being employed and the outcomes that are being sought.

10 Do The class teacher remains responsible for working with the child on a day-to-day basis. They will retain responsibility even where the interventions may involve group or one-to-one teaching away from the main class teacher. They will work closely with teaching assistants and to plan and assess the impact of support and interventions and links with classroom teaching. Support with further assessment of the pupil s strengths and weaknesses, problem solving and advising of the implementation of effective support will be provided by the SENCO. Review Reviews of a child s progress will be made regularly. The review process will evaluate the impact and quality of the support and interventions. It will also take account of the views of the pupil and where necessary their parents. The class teacher, in conjunction with the SENCO will revise the support and outcomes based on the pupil s progress and development making any necessary amendments going forward, in consultation with parents and the pupil. Below is an example of the provision by Forest View Primary School and the tiered response to pupil needs Quality first teaching (all pupils) SEN Support pupils SEN pupils with EHCP Differentiated curriculum Differentiated delivery Differentiated outcome Visual aids Visual timetables Use of writing frames Alternative recording methods General ICT access with appropriate software Sensitive grouping/seating/class or playground buddy Where appropriate simple and clearly laid out worksheets Structured class and school routines Use of Makaton for understanding Whole school and class reward system Whole school/class rules School Behaviour Policy School Marking Policy PSHE Curriculum Use of positive language to promote self esteem Modified/adapted resources Desk slopes Overlays Quality First Teaching Provision Map Group/individual English intervention Group/individual Maths intervention Group/individual Phonics intervention Speech and Language support Time out/anger Management support Sensitive grouping/seating/class or playground buddy 1:1 reading intervention 1:1 phonics intervention Communication and support from external services Emotional Resilience Support from LA IEPs/EY Action Plans Pre-school and Portage support Use of KS1 Intervention teacher to teach identified pupils phonics/rwi/maths Quality First Teaching, assistance and support in line with individual EHCP.

11 This can be broken down further to the specific areas of the Code of Practice: Type of SEN Communication and Interaction Needs: e.g. Speech, Language and Communication Needs (SLCN) Autism Spectrum Disorder (ASD) Asperger s Syndrome and ASD Specific learning difficulties such as dyslexia or a physical or sensory impairment such as hearing loss may also lead to communication difficulties. Type of support Use of child friendly pupil profiles and needs-based plans involving pupils, parents and staff in the formulation, review and implementation of these documents. Differentiated curriculum and resources Visual timetables Areas of low distraction Support/supervision at unstructured times of the day. Social skills programme/support including strategies to enhance self-esteem. Small group targeted intervention programmes are delivered to pupils to improve skills in a variety of areas. ICT is used to reduce barriers to learning where possible. Strategies/programmes to support speech and language development. Strategies to reduce anxiety/promote emotional wellbeing. Support and advice is sought from outside agencies to ensure any barriers to success are fully identified and responded to. Planning, assessment and review. Access to teaching and learning for pupils with SEN is monitored through the schools self-evaluation process. Teaching resources are routinely evaluated to ensure they are accessible to all pupils. All school-related activities are evaluated in terms of their positive impact upon the learning success and inclusion of pupils with SEN. Support staff are placed where needed throughout the school to ensure pupil progress, independence and value for money. Fully qualified/trained SENCO who can provide advice and guidance to staff. All staff have completed, and will continue to receive, ongoing training in relation to meeting pupils needs within the classroom. Support is offered to families and they are signposted to services/organisations which may offer support/advice where appropriate, via the Local Offer.

12 Cognition and Learning Needs: e.g. Severe Learning Difficulties (SLD) Profound and Multiple Learning Difficulties (PMLD) Specific Learning Difficulty (SpLD) eg: dyslexia, dyscalculia, dyspraxia, dysgraphia. Social, Emotional and Mental Health: e.g. Behavioural needs Social need Use of child friendly pupil profiles and needs-based plans involving pupils, parents and staff in the formulation, review and implementation of these documents. Differentiated curriculum and resources. Strategies to promote/develop literacy and numeracy. Provision to support access to the curriculum and to develop independent learning. Small group targeted intervention programmes are delivered to pupils to improve skills in a variety of areas, i.e. reading skills groups etc. ICT is used to reduce barriers to learning where possible. Support and advice is sought from outside agencies to ensure any barriers to success are fully identified and responded to. Planning, assessment and review. Access to teaching and learning for pupils with SEN is monitored through the schools self-evaluation process. Teaching resources are routinely evaluated to ensure they are accessible to all pupils. All school-related activities are evaluated in terms of their positive impact upon the learning success and inclusion of pupils with SEN. Support staff are placed where needed throughout the school to ensure pupil progress, independence and value for money. Fully qualified/trained SENCO who can provide advice and guidance to staff. All staff have completed, and will continue to receive, ongoing training in relation to meeting pupils needs within the classroom. Behaviour and anti-bullying policies are evaluated on a regular basis with a focus on the impact upon pupils with SEN. Support is offered to families and they are signposted to services/organisations which may offer support/advice where appropriate, via the local Offer. The school ethos values all pupils. Behaviour management systems in school are based upon encouraging pupils to make positive decisions about behavioural choices. The schools behaviour policy identifies where reasonable adjustments/changes can be made to Emotional Health and

13 Wellbeing ensure the need for exclusion is kept to a minimum. Risk assessments are used and action is taken to increase the safety and inclusion of all pupils in all activities. The school provides effective pastoral care for all pupils. Support staff are placed where needed throughout the school to ensure pupil progress, independence and value for money. Support and advice is sought from outside agencies to ensure any barriers to success are fully identified and responded to. Small group targeted programmes are delivered to pupils to improve social skills and emotional resilience. Outdoor learning is used to offer a different approach to the curriculum, which supports children with social, emotional and behavioural needs. Access to information and support is available within school for behavioural, emotional and social needs. Sensory and Physical Needs: e.g. Hearing/Visual Impairment Multi-sensory impairment Physical and Medical Needs Support is offered to families and they are signposted to services/organisations which may offer support/advice where appropriate, via the Local Offer. Advice and guidance from the Local Authorities Sensory Impaired Service is sought and acted upon to ensure barriers to success are reduced or removed. ICT is used to increase access to the curriculum. Provision to support access to the curriculum and to develop independent learning. Support staff are placed where needed throughout the school to ensure pupil progress, independence and value for money. Advice and guidance is sought and acted upon to respond to pupils who have significant medical needs. Access to Medical Interventions. Access to strategies/programmes to support Occupational Therapy/Physiotherapy. Support with personal care if and when needed. Staff receive training to ensure they understand the

14 impact of a sensory need upon teaching and learning. Staff understand and apply the medicine administration policy. The SENCO completes any necessary training in order to offer advice and guidance to staff about the needs of pupils. The school works hard to ensure that parents/carers are able to work in partnership with them to support their children. Support is offered to families and they are signposted to services/organisations which may offer support/advice where appropriate, via the Local Offer. The school has disabled toilets/facilities 9. Referral for an Education, Health and Care Plan If a child has lifelong or significant difficulties they may undergo a Statutory Assessment Process which is usually requested by the school but can be requested by a parent. This will occur where the complexity of need or a lack of clarity around the needs of the child are such that a multi-agency approach to assessing that need, to planning provision and identifying resources, is required. The decision to make a referral for an Education, Health and Care Plan will be taken at a progress review. The application for an Education, Health and Care Plans will combine information from a variety of sources including: Parents Teachers SENCO Social Care Health professionals Information will be gathered relating to the current provision provided, action points that have been taken, and the preliminary outcomes of targets set. A decision will be made by a group of people from education, health and social care about whether or the child is eligible for an EHC Plan. Parents have the right to appeal against a decision not to initiate a statutory assessment leading to an EHC Plan. Further information about EHC Plans can found via the SEND Local Offer: or by contacting the Parent Partnership Service on:

15 10. Education, Health and Care Plans (EHC Plan) Following Statutory Assessment, an EHC Plan will be provided by South Tyneside Council, if it is decided that the child s needs are not being met by the support that is ordinarily available. The school and the child s parents will be involved developing and producing the plan. Parents have the right to appeal against the content of the EHC Plan. They may also appeal against the school named in the Plan if it differs from their preferred choice. Once the EHC Plan has been completed and agreed, it will be kept as part of the pupil s formal record and reviewed at least annually by staff, parents and the pupil. The annual review enables provision for the pupil to be evaluated and, where appropriate, for changes to be put in place, for example, reducing or increasing levels of support. Pupils with a statement of educational needs (pre September 2014) or an Education Health and Care Plan (post September 2014) will have access to all arrangements for pupils on the SEN list (above) and, in addition to this, will have an Annual Review of their statement/plan. Our school will comply with all local arrangements and procedures when applying for o High Needs Block Funding o An Education Health and Care Plan and will ensure that all pre-requisites for application have been met through ambitious and pro-active additional SEN Support using our devolved budget at an earlier stage. Our review procedures fully comply with those recommended in Section 6.15 of the Special Educational Needs Code of Practice and with local policy and guidance - particularly with regard to the timescales set out within the process. 11. Access to the curriculum, information and associated services Pupils with SEN will be given access to the curriculum through the SEN provision provided by the school as is necessary, as far as possible, taking into account the wishes of their parents and the needs of the individual. Every effort will be made to educate pupils with SEN alongside their peers in a mainstream classroom setting. Where this is not possible, the SENCO will consult with the child s parents for other flexible arrangements to be made. Regular training and learning opportunities for staff on the subject of SEN and SEN teaching are provided both in school and by the Local Authority. Staff members are kept up to date with teaching methods which will aid the progress of all pupils including those with SEN. In class provision and support are deployed effectively to ensure the curriculum is differentiated where necessary. We make sure that individual or group tuition is available where it is felt pupils would benefit from this provision (refer to Teaching Assistant Policy). We set appropriate individual targets that motivate pupils to do their best, and celebrating achievements at all levels. At present, all extra-curricular activities provided by the school allow for an inclusive approach, as all children are encouraged to take an active role in these activities. If adaptations to either the delivery of the activity or the environment were needed, the school would consult with the child (as appropriate), the parents/carers and any other relevant party to ensure full inclusivity.

16 12. Monitoring and Evaluating the Success of the Provision The monitoring and evaluation of the effectiveness of our provision for vulnerable learners is carried out in the following ways: classroom observation by the SLT and/or SENCO. ongoing assessment of progress made by intervention groups work sampling on a half termly basis. scrutiny of planning. teacher interviews with the SENCO. informal feedback from all staff. half termly pupil interviews when setting new IEP targets or reviewing existing targets pupil progress tracking using assessment data (whole-school processes) monitoring IEPs and IEP targets, evaluating the impact of IEPs on pupils progress. attendance records and liaison with EWO. regular meetings about pupils progress head teacher s report to parents and governors. 13. Inclusion of pupils with English as an additional language (EAL) Definition A pupil who has English as an Additional Language is a pupil whose first language is not English, and who uses that language on a regular basis inside or outside of school. EAL pupils are not considered to have a Special Educational Need, but are seen to benefit from the ability to live and learn in more than one language. Ethos We strive to recognise, welcome and celebrate linguistic and cultural diversity and have a high expectation of all pupils regardless of ethnic, cultural or linguistic heritage. We aim to include all pupils and parents in our school by respecting that diversity and reflecting it in our school environment, curriculum, learning resources and partnership with parents. We welcome the enrichment that linguistic and cultural diversity brings to our school community. Provision Pupils with EAL will have full access to mainstream provision regardless of their proficiency in English. Where necessary, additional support will be given to improve acquisition of English: this will be provided through First Quality Teaching and where appropriate, Intervention teaching. The following provision can be expected: initial assessment of EAL a further mother tongue assessment may be applicable where SEN is known or where further information needs to be gathered in the pupil s first language Work in class will be differentiated for the pupils to lessen linguistic difficulties without significantly reducing academic challenge. Differentiated homework will be provided to enable the pupil to improve their knowledge and use of English and to participate in homework activities on an equal basis with their peers. Additional support for pupils may be given through: first language resources & translation facilities; teaching support on a 1:1 or small group basis, peer group support; pre-teaching of key concepts and vocabulary.

17 Where necessary, catch-up work will be provided for pupils arriving from overseas who have experienced a different curriculum or who may have gaps in their schooling. Where pupils are ahead of their peer group in terms of learning, differentiation will be made in order to access learning at an appropriate level. Progress of EAL pupils will be monitored against National Curriculum indicators. Where accelerated progress in English is needed for reasons of EAL, targets will be set and provision made on agreement between the class teacher and the SENCO. Provision will be recorded and monitored for effectiveness using the school s provision map, in line with standard practice for all vulnerable learners in the school. The pupil will not be placed on the SEN register for reasons of EAL. Parental support We recognise that some parents who are learning English may find it difficult to communicate with the school and approach the school regarding any concerns they may have on their child s progress. We endeavour to fully include EAL parents in the life of the school by, wherever possible, providing interpreting facilities at parents evenings and other school meetings and by providing key school information in translated format. 14. Inclusion of pupils who are looked after in local authority care (CLA) Our school recognises that : Children who are looked after in local authority care have the same rights as all children but may have additional needs due to attachment issues, early neglect, separation and loss, trauma and many placement moves. These barriers to learning can affect their educational outcomes and their personal, social and emotional development. There are commonly understood reasons why children who are looked after in local authority care often fail to make expected progress at school : o Placement instability o Unsatisfactory educational experiences of many carers o Too much time out of school o Insufficient help if they fall behind o Unmet needs - emotional, mental, physical There is a statutory requirement for all schools to have a designated teacher (DT) for looked after children. The responsibilities of our designated teacher include: o monitoring the progress of children who are looked after to ensure that they have the best life chances possible and access to the full range of opportunities in school o ensuring that children who are looked after have access to the appropriate network of support o checking that the statutory Personal Education Plan (PEP) has been arranged and that it is regularly reviewed, at least every six months o ensuring that information concerning the education of children who are looked after is transferred between agencies and individuals o preparing a report on the child s educational progress to contribute towards the statutory review. (These are usually held at six monthly intervals or more frequently if there is a concern) o liaising with the child s social worker to ensure that there is effective communication at all times o celebrating the child s successes and acknowledge the progress they are making.

18 15. Inclusion of pupils who are able and/or talented In this section the term able refers to pupils who have a broad range of achievement at a very high level. Those children who are very able have very well-developed learning skills across the curriculum. The term talented refers to pupils who excel in one or more specific fields, such as sport or music, but who may or may not perform at a high level across all areas of learning. Physical talents sports, games, skilled, dexterity Visual/performing abilities dance, movement, drama Mechanical ingenuity construction, object assembly (and disassembly), systematic, working solutions Outstanding leadership organiser, outstanding team leader, sound judgements Social awareness sensitivity, empathy, Creativity artistic, musical, linguistic We respect the right of all children in our school, irrespective of differences in ability, to access a number of areas of learning, and to develop the knowledge, skills, understanding and attitudes that are necessary for their self-fulfilment and eventual development into active and responsible adults. The aims of our school make specific reference to teaching and learning that takes into account the needs of all children. They also identify the commitment to giving all our children every opportunity to achieve the highest of standards. This policy guides the way in which this happens for our very able and/or talented children. Identification Before identifying any child able in a particular area, we aim to ensure that all children have had the opportunity to learn and succeed in this area. This makes the identification process fair. Identification of pupils as able and/or talented is a judgement which applies to the current class/school context and refers to the current level of performance only. This means that at this time this child is showing ability in a particular area. Identification at our school does not necessarily mean that in another school or context the child would be identified. An able or talented pupil should be identified using a variety of methods. The specific procedure will vary according to subject area but will include elements of the following: teacher nomination assessment results (attaining one complete level above age-related expectations) specialist teacher identification parental nomination Each year the school will draw up a register of very able and/or talented children, this list will be kept under review. Provision for very able and/or talented children will be tracked on the school s provision map Provision Teachers have high expectations and plan carefully to meet the learning needs of all our children. We give all children the opportunity to show what they know, understand and can do, and we achieve this in a variety of ways when planning for children s learning by providing: a common activity that allows the children to respond at their own level; an enrichment activity that broadens a child s learning in a particular skill or knowledge area;

19 an individual activity within a common theme that reflects a greater depth of understanding and higher level of attainment; the opportunity for children to progress through their work at their own rate of learning. Children meet a variety of organisational strategies as they move through the school. Each strategy supports all children in their learning, but gives due regard to the more able and very able learner. From Year 1 to Year 6 we set targets for English and mathematics at the appropriate level. We teach the children in our classes with appropriate differentiation. We offer a range of extra-curricular activities for our children. These activities offer very able and/or talented children the opportunity to further extend their learning in a range of activities. Opportunities include a range of sporting and musical clubs. School based provision includes opportunities for performance, artists in residence, specialist teaching and partnership with primary and secondary schools. 16. Roles and Responsibilities Schools and Governors must ensure: That they make strenuous efforts to make sure the necessary provision is put in place for any pupil who has SEN. That when the Head or a nominated Governor has been told by the Local Authority that a pupil has SEN, those needs are made known to everyone who is likely to teach or support that pupil. That teachers are aware of the importance of identifying and providing for any pupils who have SEN. That a pupil with SEN and/or a disability joins in the activities of the school together with other pupils, so far as is reasonably practical and, at the same time, allows the pupil to receive the special educational provision that the learning needs call for and there is efficient use of resources. That they report to parents on how the school's policy for pupils with SEN operates. That when the school feel that there is a need for additional training for staff, attempts will be made to put this in place. That the school will follow the guidance in the Code of Practice when carrying out its duties towards pupils with SEN. That the school will make sure that parents are informed of a decision by the school that SEN provision is being made for their child and, where appropriate, the pupil is involved in discussions about what is being put in place. Schools must: Be aware that pupils with SEN will need additional support as they move between phases and prepare to be independent adults. Identify pupils who have SEN and make sure that they are provided for in line with the Code of Practice. Appoint a SENCO who is a qualified teacher.

20 Invest in whole school training and targeted training for staff. Make sure that inclusive teaching and support is genuinely embedded in the school and that all teachers understand that they are "Teachers of SEN". Provide information on school arrangements for SEN to parents and governors. Consider what may be needed for future pupils with a disability. Governors must: Appoint an SEN Governor who will oversee the arrangements for SEN in the school. Know how many pupils in the school have SEN. Know how much money the school gets for SEN and make sure that budget arrangements are in place to let the school fulfil their duties to provide for the pupils who have SEN. Review and approve the SEN Policy. Monitor the expenditure on SEN. Monitor the progress of pupils with SEN and make sure the provisions written in Statements and Single Plans are made. Make sure that SEN provision is part of School Improvement Plan. Publish on the school website the SEN Policy and a description of the arrangements and specialist provisions made in school for pupils with SEN. Detail their arrangements for dealing with complaints from parents of children with SEN concerning the provision made at the school. Headteacher the headteacher is responsible for monitoring and evaluating the progress of all pupils and for making strategic decisions which will maximise their opportunity to learn the head teacher and the governing body will delegate the day to day implementation of this policy to the Special Educational Needs Coordinator (SENCO). the head teacher will be informed of the progress of all vulnerable learners and any issues with regard to the school s provision in this regard through: o analysis of the whole-school pupil progress tracking system o maintenance and analysis of a whole-school provision map for vulnerable learners o pupil progress meetings with individual teachers o regular meetings with the SENCO o discussions with pupils and parents Special Educational Needs Coordinator In line with the recommendations in the SEN Code of Practice 2014, the SENCO will oversee the day- to-day operation of this policy in the following ways: maintenance and analysis of whole-school provision map for vulnerable learners identifying on this provision map a staged list of pupils with special educational needs those with statements of Special Educational Need or Education Health and Care plans

21 co-ordinating provision for children with special educational needs liaising with and advising teachers managing other classroom staff involved in supporting vulnerable learners overseeing the records on all children with Special Educational Needs liaising with parents of children with SEN, in conjunction with class teachers contributing to the in-service training of staff implementing a programme of Annual Review for all pupils with a statement of special educational need. Complying with requests from an Education Health and Care Plan Coordinator to participate in a review. carrying out referral procedures to the Local Authority to request High Needs funding and/or an Education Health and Care Plan when it is suspected, on strong evidence arising from previous intervention (additional SEN support from devolved budget), that a pupil may have a special educational need which will require significant support, overseeing the smooth running of transition arrangements and transfer of information for Year 6 pupils on the vulnerable learners provision map. monitoring the school s system for ensuring that Individual Education Plans, where it is agreed they will be useful for a pupil with special educational needs, have a high profile in the classroom and with pupils (see section below on Individual Education Plans). evaluating regularly the impact and effectiveness of all additional interventions for all vulnerable learners (including those with special educational needs). meeting at least termly with each Key Stage Learning Outcomes Manager to review and revise learning objectives for all vulnerable learners in their class who are being tracked on the school s provision map liaising sensitively with parents and families of pupils on the SEN list, keeping them informed of progress and listening to their views of progress. attending area SENCO network meetings and training as appropriate. liaising with the school s Inclusion Governor, keeping him/her informed of current issues regarding provision for vulnerable learners, including those with Special Educational Needs (nationally, locally and within school). liaising closely with a range of outside agencies to support vulnerable learners. Class teacher liaising with the SENCO to agree : o which pupils in the class are vulnerable learners o which pupils are underachieving and need to have their additional interventions monitored on the 'vulnerable learners provision map but do not have special educational needs. o which pupils (also on the provision map) require additional support because of a special educational need and need to go on the school s SEN list. Some of these pupils may require advice/support from an outside professional and, therefore, an Individual Education Plan to address a special educational need (this would include pupils with statements/ehc Plans) securing good provision and good outcomes for all groups of vulnerable learners by : o providing differentiated teaching and learning opportunities, including differentiated work for EAL pupils which reduces linguistic difficulty whilst maintaining cognitive challenge o ensuring there is adequate opportunity for pupils with special educational needs to working on agreed targets which are genuinely additional to or different from those normally provided as part of the differentiated curriculum offer and strategies. (SEN Code of Practice 2013) o ensuring effective deployment of resources including teaching assistant support - to maximise outcomes for all groups of vulnerable learners.

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