Special Educational Needs And Inclusion Policy

Transcription

1 Special Educational Needs And Inclusion Policy Created February 2008 Reviewed June 2011 Reviewed Feb 2014 Reviewed April 2016 Reviewed Feb 2018 Contents Information about the school s special education provision. 1. The school s objectives in making provision for children with Special Educational Needs (SEN). 2. The person responsible for co-ordinating the day-to-day provision of education for children with SEN. 3. Arrangements for co-ordinating provision for children with SEN. 4. Admission arrangements for children with SEN but without a statement. 5. Specialist provision and support. 6. Facilities and equipment which increase access for disabled pupils. Information about the school s policy for the identification, assessment and provision for all children with SEN. 7. Allocation of resources. 8. Identification, assessment and provision. 9. Access to the curriculum. 10. Arrangements for Inclusion. 11. Evaluation arrangements. 12. Arrangements for the treatment of complaints. Information about the school s staffing policies and partnership with bodies beyond the school. 13. SEN in-service training for staff. 14. External support services. 15. Partnership with parents/carers. 16. Links with other schools, including special schools and arrangements for transition between schools.

2 Information about the school s special educational provision. Definition of Special Educational Needs A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child or young person has a learning difficulty or disability if he or she: has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools. Many children with 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. Special educational provision means: Special educational provison is educational provision that is additional to or different from that made generally for other children of the same age by mainstream schools. The code says that although it recognises that each child is unique, they will have needs and requirements, which may fall into at least one of four areas: communication and interaction cognition and learning social emotional and mental health problems sensory and or physical (SEN Code of Practice 2015) Aims: At Morden Primary School we welcome and value all children equally no matter what their special need or disability. We are committed to providing equal access for all children, to a broad and balanced social and academic curriculum, including the National Curriculum, and to the life of the school. It is our aim, therefore, that any pupil with a special educational need has that need identified and addressed as quickly as possible, and to enable pupils with SEN to maximise their attainment and progress. We constantly work towards providing a safe, secure and structured environment where all children feel nurtured. We encourage all children to value their own achievements, and provide opportunities for the school community to acknowledge the achievements of all children. We understand that achieving our aims will require the full and active involvement of all staff, parents and children. 2

3 We view parental support and commitment as vital to the child s learning success. The school values the partnership with parents and we aim to involve them in their child s success. We see the role of teachers in the identification, assessment and support of children with special needs as critical. We have a differentiated approach in planning and use a range of teaching styles. We aim to provide challenging learning experiences for all children and opportunities for developing positive social relationships. We use assessment as a tool for monitoring special needs through pupil progress meetings and IEP reviews. We ensure that staff attend training for SEN, inclusion and disability equality. We involve all children in their learning and the life of the school by: encouraging them to reflect on their strengths, weaknesses and achievements encouraging them to value their achievements and develop a positive self-image establishing a caring ethos towards each other within the school having an expectation that they will take responsibility for their behaviour having an expectation that they will take a pride in their work and the way in which it is presented agreeing targets for their work, social skills and behaviour involving pupils whenever possible, in the special needs process and taking their opinions into account in any matters affecting them. The governors and members of the teaching and support staff are fully committed to making Morden a truly inclusive school. We have adapted systems and structures: curriculum, building, attitudes and values towards making our school an inclusive school and recognise that the needs of all children must be accounted for in the decision making process. 1. The school s objectives in making provision and including children with SEN. The objectives of our SEN policy are to ensure that: All children are given equal access and opportunity to the curriculum, to high quality teaching and learning and to value each child s achievement. All procedures for identifying children with SEN are known by everyone in the school. We identify and assess children with SEN as early as possible. There is involvement of parents and pupils at every stage. We provide differentiation of learning within a balanced and broadly based curriculum in a way which includes all children. 3

4 Reviews, records and assessments follow the child through and beyond the school which are clear, accurate and up to date. We raise staff awareness and expertise through regular INSET and CPD. There are adequate resources for SEN. We maintain close links with support services, other schools and outside agencies. 2. The person responsible for co-ordinating the day-to-day provision of education for children with SEN. The Special Educational Needs Co-ordinator (SENCO) is Jim Carrington. The post is 0.6 and is out of class. There is a SEN designated governor Dennis Pearce. 3. Arrangements for co-ordinating provision for children with SEN. The SENCO is responsible for: The management for the day-to-day operation of the school s SEN and inclusion policy. Liaising with and advising class teachers, Teaching Assistants (TAs) and non-teaching staff. (Especially at School Support. ) Co-ordinating provision for all children with SEN. Maintaining the school s SEN register and overseeing the records and reviews for all children with SEN. Liaising with parents and carers of children with SEN. Setting up convenient meetings and appointments with them. Contributing to the in-service training of staff, including SEN/inclusion issues. Liaising with external agencies including the Educational Psychology Service (EPS), Language Behaviour and Learning team (LBL), medical services and other primary support agencies. Ensuring that class teachers are identifying those children with SEN. That they are being monitored as a cause for concern, and appropriate documentation filled in. That reviews are undertaken on time and Individual Education Plans (IEPs) are written, inform planning and are implemented. Monitoring and drawing up IEPs with class teachers at School Support and beyond. Ensuring that all staff who work with SEN children are aware and meet the needs and targets of the children and their IEPs. Collecting evidence and submitting documentation in the cases where applying for an EHCP (Education and Health Care Plan) is appropriate. Monitoring, through planning, that the curriculum is fully inclusive and accessible to all children. Co-ordinating Annual Reviews of children with EHCPs. The allocation and effective use of the SEN budget. 4

5 The SENCO and Headteacher meet as necessary, to discuss SEN provision and inclusion in the school. There are also additional policies to inform provision and support for our children. They are the Medical Policy, the Equality Statement, the Teaching and Learning Policy, Assessment Policy, Behaviour Policy, Equal Opportunities Policy and Curriculum Policies. Once a child has been placed on the SEN register at School Support, then formal records are kept in the SEN room; though relevant IEPs and other pertinent documentation will be copied to class teachers folders. Records and files are accessible, on a need to know basis, to all teachers, parents, carers and professionals in consultation with the SENCO The Role of the Class Teacher The class teacher has a key role in the special needs process as they are usually the first to become aware of any difficulties a child may be experiencing. All class teachers should: Provide a differentiated curriculum and challenging learning experiences for all children Record any children who are falling behind on a Cause For Concern form and communicate with parents and SENCO. Keep the SENCO informed and work with him. Participate fully in the School Support stage of the profiling system Liaise regularly with the parents of pupils with special needs including being available to meet with parents of SEN children during the review process of IEPs Keep themselves informed of the individual needs of all pupils in their class; monitor, review and plan accordingly Put into action all IEPs and this must be reflected in their daily, weekly and termly planning Co-ordinate any support from individual support teachers, Teaching Assistants, EAL teachers, in consultation with the SENCO Meet regularly with teaching assistants and involve them in planning Attend staff training on SEN / inclusion issues. 4. Admission arrangements for children with SEN but without an EHCP. Where a place is available, all children who meet our admissions criteria are entitled to a place in our school. Parents/carers will have the opportunity to discuss their child s individual needs with the Headteacher/SENCO during the admission interview where as much information as possible is collected. 5

6 Early years staff make initial home visits for children starting in the nursery and reception. In some cases, school will liaise with Early Years Inclusion staff to ensure a successful transition is made and appropriate provision can be organised. 5. Specialist provision and support. The school has no specialist units. No members of staff have specialist SEN training qualifications. The SENCo attends relevant courses and recommends courses to staff, in consultation with the Headteacher and CPD co-ordinator. Feedback is given to colleagues. Appropriate training for all staff is also identified during the Appraisal Process. External agencies are invited to meet the training needs of the staff. The SENCO, after consultation with parents and class teachers, can arrange for specialist provision and support from Educational Psychologists, Language Behaviour and Learning Team, Speech and Language Therapists, Occupational Therapists, Sensory Team and the Virtual Behaviour Service or any other appropriate service. Specialist staff have a role and a duty to encourage and develop independence and self-esteem as well as social, behavioural and academic learning in our pupils. All members of staff are committed to enhancing and extending their skills through continuous professional development, so that they are able to meet the needs of pupils currently attending Morden. Special educational needs, inclusion issues and disability equality will be matters central to the in-service training programme for staff. 6. Facilities and equipment for children with SEN. The school is a single storey, ground-floor building and hence suitable for wheelchair users. The building has wheelchair access to all areas. There is a wheelchair users toilet situated within the main building. All internal rooms and corridors are accessible. The Medical Room is situated in the office. Asthmatic children administer their medication in the school office. An adult must be present. Each child has access to their own clearly labelled medication bag. Other medication is administered and monitored by a designated member of staff only. (see Supporting Children with Medical Conditions and Medicines in School Policies) 6

7 There is a register of all children suffering with asthma, ADHD, nut allergy and other ailments that require medication. 7

8 Information about the school s policies for the identification, assessment and provision for all children with special educational needs. 7. Allocation of resources. There is an amount within the school s overall budget, called the notional SEN budget. This is not ring fenced and the school is intended to provide high quality appropriate support from the overall budget. The school then plans how to use these resources to meet SEN need within the school. The school s SEN offer is published on our website, detailing what can be expected for SEN pupils. For pupils with higher needs, the school can make an application for additional funding to the local authority where the child lives, to supplement school SEN funding. 8. Identification, assessment and provision. The Code of Practice (2015) sets out a clear structure for the process of identifying and meeting the needs of children with SEN. We use assessment and observation to identify needs of all pupils. Where there is a cause for concern about the attainment, progress or behaviour of a child, in the first place this is recorded on a Cause For Concern sheet, where targets are set. This is done by the class teacher, in consultation with the SENCO, parents and children. The child then becomes part of the IEP cycle of plan, do, assess, review. Where appropriate, the child may move up to School Support, where more support may be needed to meet needs. When a child is seen to have higher needs, the school will collect and assemble evidence to apply for an EHCP where necessary. Records are kept of the cycle of observation, assessment, planning and review for each identified pupil. Short-term targets, generally in the form of an Individual Education Plan (IEP), are drawn up and provide a focused way of monitoring progress and building access to the curriculum. Consultation with parents/carers at every stage of the process is vital. Pupils are involved in the identification of their strengths and weaknesses and the setting of goals. The more involved they are, the more responsive they are likely to be to intervention. We aim to identify and assess children with SEN as early as possible upon entering the school. Meetings are held termly between class teachers and the SENCO at which IEPs are written and new children are added to the register. Parents are invited to contribute to this process by meeting with the class teacher, SENCO or providing written feedback on progress towards meeting targets The whole school assessment programme provides both an overview and a record of individual progress. Pupil Progress Meetings are held on a termly basis. 8

9 CAUSE for CONCERN: This process begins when a teacher, parent or other professional involved with a child becomes concerned about that child s educational progress. Once a concern has been expressed it is the class teacher s responsibility to determine the cause for concern. This can be done by: Closely monitoring the child in their normal classroom context; perhaps carrying out relevant tests or observations to clarify the concern/s raised. Liaising with parents/carers informally for a broader clarification of concerns. Discussing the child with the SENCO and where appropriate, other members of staff. This, along with information from assessment/test data, should build up a clear picture of the child and their school progress. If after having monitored the child, there is a genuine cause for concern, then the class teacher should fill in a Cause For Concern sheet and speak to the SENCO. This should be in consultation with the child s parent/carer, which can be done on an informal basis, meeting briefly with the class teacher in the classroom, before or after school. If it is difficult to contact the parent/carer then a letter may be sent to the parents. It is important at this point to keep all conversation concerning the child on an informal basis, to avoid worrying the parent/carer and, ideally maintaining their trust and gaining their support. At this stage the class teacher may well seek further advice from others in the school; including; the SENCO and curriculum co-ordinators, but will still maintain the responsible role at this stage. It is important that any medical concerns be highlighted and identified or eliminated at this stage. You may seek SENCO support in bringing in other outside agencies in determining such concerns, i.e.; school nurse or doctor for medicals, hearing or sight tests, speech and language or counselling referrals. The class teacher should look at ways in which increased differentiation of class activities or re-deployment of class support staff could better meet the needs of the child. The Plan of Agreed Action (on the CFC form) will focus this and where possible should be extended with the parent/carer into the home to strengthen the plan. If a child has made significant progress with their Plan of Agreed Action, then there is no further cause for concern and the child is taken off of the SEN Profiling System. The class SEN register should be marked accordingly (Close File) and the child s file handed over to the SENCO for future reference and filing. 9

10 If there is little or no significant progress after at least three-four months, then the class teacher meets with the SENCO to discuss whether the child should be moved on to the SEN register. SCHOOL SUPPORT: At this stage the SENCO takes the leading role of a child s special educational needs. The class teacher should: Provide the SENCO with as much information as possible, including assessment results, observations Attend meetings with the SENCO and the parents/carers, and wherever possible, the child, to plan and implement an IEP. Make sure the IEP focuses on a maximum of 4 targets and record strategies that are additional to or different from the normal differentiated curriculum. Review the IEP and pupil s progress three times a year, with the pupil, parent/carer and the SENCO. Termly or more frequent reviews may be necessary for pupils whose progress is causing concern. Make sure all teachers who work with the child are aware of and have access to the child s IEP Remind children of their IEP targets and encourage them in working towards them. Implement the strategies stated on the IEP and work with TAs on how to support the child. The SENCO should: Make sure the parents/carers are clear about the procedure and their rights (Where a parent/carer is unable to attend a meeting, send a letter.) Collate and file relevant information about the pupil Liaise with any external agencies that may be involved with the pupil and collect any relevant information from them Share information with every professional teaching the child, so that they are able to conduct and reinforce the provision Decide with the pupil s teachers and parents, and where possible, the child, on targets for the IEP and teaching strategies Arrange review meetings three times a year, involving everyone who works with the child Manage teaching programmes and support staff for children on School Action. Distribute copies of IEPs to class teachers, parents and outside agencies. In some cases, where sufficient progress is still not being made, it may be necessary to work with outside agencies and professionals to devise strategies which will help the child. Parents should always be informed and grant their approval. 10

11 It may also be necessary for the child to have an increased level of adult support, which will be agreed upson by senior leaders after consulting, where appropriate, outside professionals, teachers and parents STATUTORY ASSESSMENT: The special needs of the great majority of pupils should be met effectively within mainstream settings through school support, however, in a very small number of cases, the LEA will be requested, by the SENCO to make a statutory assessment of special educational needs and decide whether or not to issue a statement. Statutory assessment itself will not always lead to an EHCP. The information gathered during an assessment may indicate ways that the school can meet the pupil s needs without the need for additional SEN provision to be determined by the LEA through a statement. For an EHCP to proceed, the LEA has to be satisfied that the child s learning difficulties: are significant or complex have not been met by measures taken by the school need resources which cannot reasonably be provided within the budget of the mainstream school. A statutory assessment may be requested by the school or by a parent. When the school makes a request for a statutory assessment, they need to state clearly the reasons for the request and submit the following evidence: Views of parent/carers, teachers and pupils recorded at School Action and School Action Plus meetings Copies of IEPs, showing evidence of evaluated intervention Evidence of progress, or lack of progress, over a period of time Advice, if appropriate, from health or social services Involvement and views of professionals with relevant specialist knowledge and expertise Evidence that the school has followed the advice provided by the professionals with relevant specialist knowledge. Note: Dependent on need, children may be fast-tracked through the SEN staging procedures. Education, Health and Care Plan: Following a statutory assessment, the LEA decides whether or not to issue an EHCP. If agreed, the LEA will issue a proposed EHCP, and (subject to parental agreement) a final EHCP, which outlines the additional support that the child will receive from the LEA. The school continues to provide resources from the SEN budget. Targets are set and reviewed termly. 11

12 An EHCP is subject to statutory annual reviews. The SENCO organises the annual review, seeking the views of all professionals involved with the child and inviting them to the meeting. 9. Access to the Curriculum. Our policy is to provide access for all children to the National Curriculum which is differentiated to meet the needs of individuals. We differentiate in all the following ways: By activity this is when various tasks and activities are set within the classroom to meet the needs of varying groups of children. By organisation when additional adult support is given, or groupings and teaching strategies are arranged to meet certain needs, or when extra resources are provided. By outcome this is when one task or activity is set for all children, but with different expectations of the individual results. The curriculum for all children is planned collaboratively by teachers working together. Planning and differentiation are monitored by subject coordinators and the Senior Leadership Team. Children with SEN are given support from the school s resources. We run language groups, talking partners groups, social communication groups, reading programmes, writing programmes, maths programmes, motor skills programmes, speech programmes and occupational therapy programmes. Teaching Assistants are used in classrooms to work with groups and individuals, supporting their learning, especially during the literacy and numeracy hours. The IEPs are essential consultation documents when staff are planning, preparing and delivering differentiated programmes of learning. On review, relevant teachers are consulted regarding the extent to which IEP targets have been met and in the setting of new targets. 10. Arrangements for Inclusion. We are fully committed to the DfE s and Merton s policy of inclusion of children with SEN within mainstream schools and our own school policies reflect this. All school policies are strongly underpinned with an understanding that all children shall be included in all areas of the curriculum. We recognise that inclusion for all is a social process, one enabling children to be able to value each other within the school and the wider community. In order to achieve this we have set up many initiatives, including; Mentoring, language groups and social skills groups. 12

13 Parents/carers and outside professionals are consulted about the most suitable ways of including pupils with special educational needs in all aspects of school life. 11. Evaluation Arrangements. The policy is considered to be a working document, open to comment and reviewed regularly according to changing circumstances and political/educational weather. Various INSET needs are reviewed regularly during Headteacher/SENCO meetings and in SLT meetings. Staff are also invited to submit suggestions and training needs. The SEN governor visits the school to monitor the SEN process and provide feedback to the governing body. The governor s report on the success of the SEN policy and its practice in the annual report to parents. Monitoring will consider the following: Do all children have equal access and opportunity and are they equally included in the mechanisms of this policy and the teaching and learning that drives it? Are we identifying children s difficulties early and quickly enough? Are the IEP targets SMART and addressing the needs of the children? Are class teachers meeting their SEN duties at CFC? Is there effective communication/support between staff and SENCO and parents/carers and SENCO? Are parents/carers happy with the provision for SEN children? Are IEPs being delivered within the classroom? Are they considered in teachers planning? Are IEPs regularly reviewed and children sufficiently monitored through the profiling system? SEN is evaluated at the end of each academic year by whole profile audit, criteria including; by gender, ethnicity and special need. Pupils attainment and progress is monitored at the end of each academic year; by the percentage of pupils who meet their IEP targets. Individual pupil progress is determined at Pupil Progress meetings, and children moved through the SEN register accordingly. 12. Arrangements for the Treatment of Complaints. It is our aim to work as closely as possible with parents and carers. Explaining and outlining their child s involvement with the SEN register. If parents/carers are anxious or concerned in any way about any aspect of their child s education they are always welcome to approach the school in person. 13

14 We will respond promptly to parental concerns and complaints by organising a meeting to discuss the matter. Informal concerns or complaints can be discussed initially with the class teacher or SENCO by prior appointment. Formal complaints can be discussed with the Headteacher. She will investigate the concern and arrange to meet the parents/carers again to advise of the outcome. Notes are kept of contact with parents, recording what has been agreed in response to a specific complaint. If parents/carers are still dissatisfied, they can make a written complaint to the school governors, following the complaints procedure. Information about the school s staffing policies and partnership with bodies beyond the school. 13. SEN CPD training for staff. The school s CPD policy covers the needs of all the staff; teachers, SENCO, governors, Teaching Assistants and lunchtime supervisors. Priorities will be identified in the school s Development Plan. Staff are asked to identify their individual needs which can be voiced at morning business meetings. Regular CPD is selected to address continuing professional development on; SEN, EBD, inclusion, disability. Training needs identified in Appraisal will also be noted and addressed. SEN INSET takes the following forms: Attending courses held by the London Borough of Merton for teachers and support staff, at the Professional Development Centre (PDC). School INSET days and twilights. Opportunities for discussion with the EP, specialist teachers from the LBL team and other outside professionals. Literature available on specific aspects of SEN. Ongoing discussion of individual children s needs with the SENCO 14. External support services. In supporting children with SEN we liaise with other educational and professional agencies which include: Educational Psychology Service. Our EP visits the school two-three times a term to observe children, make individual assessments, meet with parents/carers and discuss individual children with the SENCO Learning Behaviour and Language Team. Specialist teachers are on hand to offer specialist direction, assessment advice, support and/or provide INSET about language, behaviour and learning issues. The school buys into this service. Speech and Language Therapy. Therapists come into school for a designated number of days per term depending on the current needs 14

15 of the children. They observe and assess children, offer advice and recommendations on appropriate provision, run speech and language groups and support members of staff who running language groups. Occupational Therapy and Physiotherapy Services. Therapists come into the school to assess children and offer advice and recommendations on appropriate provision. Child and Adult Mental Health Service. Children are referred to this service for psychiatric, psychotherapic or counselling support. Social Services. The school has its own Cluster Social Worker. She meets regularly with the school s Child Protection co-ordinator. Jigsaw 4 U the school currently has a part time Jigsaw worker working 2.5 days per week. 15. Partnership with parents/carers. We recognise that parents/carers know their children best and have a great deal to contribute in terms of knowledge and experience. We believe that children learn best when parents and carers and the school work in close partnership. This involves both parties valuing each other s views and acting in a transparent and straightforward manner. We are available to meet with parents/carers formally through arranged meetings and open evenings and informally after school as is convenient. Parents and carers are encouraged to support their children s learning through home reading and our homework policy. We extend SEN children s IEP targets into the home by formulating home targets for the parents/carers to work on with the children wherever possible. Parents and carers are involved at every stage of the SEN process. We aim to show parents/carers that we need their knowledge and support to enable us to give the best quality of support to their children. They provide valuable information about their children medical concerns, behaviour, attitude to school, sleeping patterns and so on. We also wish to convey that their concerns are recognised and shared by us. We make sure that any written communication is friendly, clear and if necessary, translated into the parents/carers home language. We can arrange for translators to be available at meetings. We assure confidentiality so that parents/carers will feel comfortable when information is shared and sought. SEN information between staff is only available on a need to know basis. We make every effort to ensure that our communications from school to home regarding children whose behaviour gives cause for concern is of a positive nature, rather than constantly negative. We aim to inform parents/carers when a child behaves well. A full copy of this policy document is also available to parents/carers from the SENCO on request. 16. Links with other schools, including Special schools and arrangements for transition between schools. 15

16 At the beginning of each new school year, the SENCO meets with class teachers to inform them of the SEN children in their class. Receiving class teachers also liaise with the previous class teachers, though both these above processes are considered to be ongoing, ensuring good practise and good teaching. When a child moves to another school, SEN records are passed on. The SENCO will make contact with a receiving school, and the previous school of an incoming child, if deemed necessary or if further information needs to be gathered or imparted. When preparing for secondary transfer, the parents are given guidance and are encouraged to visit a number of schools so that they can reach an informed decision. The year 6 class teacher and SENCO liaise with receiving Secondary schools. Records, including SEN files, are passed on in July, in accordance with LEA guidelines and procedures. The SENCO will liaise with a receiving schools SENCO where possible. If a child with an EHCP is moving to a Special School, the SENCO will arrange a visit to the school with the child and parents/carers as necessary. We welcome children who have left our school back to visit their old classes and class teachers. If a child with an EHCP is moving to Morden Primary School, we encourage at least one visit, with parents/carers and Teaching Assistants, if applicable. We also wish receiving class teachers to visit the incoming child wherever possible, to smooth the transition. U:\POLICIES\POLICIES GENERIC\INCLUSION etc\draftmordensen+inclusionpolicymay 2009.doc 16