SEND Policy Next Review Date: October 2017

Transcription

1 SEND Policy Next Review Date: October 2017

2 Contents LEGISLATIVE COMPLIANCE... 4 ST MARK S SEND VISION... 5 POLICY CREATION... 5 RESPONSIBILITIES... 6 Partnership working with internal and external agencies... 6 Learner participation... 6 School Leadership Responsibilities... 7 IDENTIFYING SPECIAL EDUCATIONAL NEEDS DISABILITIES... 7 What are Special Educational Needs Disabilities?... 7 What is Inclusive Education?... 8 Identification of Special Needs at St. Mark s... 8 A GRADUATED APPROACH TO SEND SUPPORT AND MANAGING PUPILS NEEDS ON THE SEND REGISTER... 9 The Four Part Cycle:... 9 SEND Documents Utilisation of Teaching Assistants SEND Support Programmes CRITERIA FOR EXITING THE SEND REGISTER SUPPORTING PUPILS AND FAMILIES New Admissions and SEND Examination Arrangements Partnerships Parents/Carers SUPPORTING PUPILS AT SCHOOL WITH MEDICAL CONDITIONS MONITORING AND EVALUATION OF SEND Assessment within SEND Criteria for Success TRAINING AND RESOURCES STORING AND MANAGING INFORMATION SEND Documents REVEWING THE POLICY

3 ACCESSIBILITY DEALING WITH COMPLAINTS BULLYING REFERENCES

4 Agreed OCTOBER 2016 Signed Approval by LGB Next review due OCTOBER 2017 Role Name Contact Details SENDCO & Director of Inclusion Dionne Jude LEGISLATIVE COMPLIANCE This policy complies with the statutory requirement laid out in the SEND Code of Practice 0-25 July and has been written with reference to the following guidance and documents: Equality Act 2010: advice for schools DfE February 2013 SEND Code of Practice 0-25 July 2014 Schools SEND Information Report Regulations (2014) Statutory Guidance on supporting pupils at school with medical conditions April 2014 The National Curriculum in England Key Stage 1 and 2 framework document September 2013 Safeguarding Policy Accessibility Plan Teachers Standards

5 ST MARK S SEND VISION At St. Mark s Church of England Academy, all pupils have the opportunity to study the National Curriculum. We regard all pupils as having individual strengths and needs and each pupil will be given every opportunity to achieve their potential, academically, socially and emotionally. It is our aim for every pupil to feel equally valued within the Academy community. Our admissions policy reflects the desire to include all pupils, wherever possible, irrespective of disability. We will work closely with parents, healthcare services and any other external agency necessary to ensure that any young person entering the Academy is able to have the appropriate facilities and support to meet their specific needs. Every teacher at St Mark s is a teacher of every pupil, including those with SEND. In addition to this inclusive ethos with teaching staff, we also have an Inclusion team to provide specific support and advice for staff, pupils and parents of the Academy. POLICY CREATION This policy has been developed in a consultative approach with St. Mark s SLT, teaching staff, support staff and parents and families of the SEND pupils at St. Mark s. In the spirit of the current reforms, this policy has also been developed with the support of local authority educational professionals and has been approved by the Governors at the Academy. AIMS AND OBJECTIVES St Mark s SEND provision aims To ensure the SEND Act and relevant Codes of Practice and guidance are implemented effectively across the Academy. To create a graduated support to SEND provision as detailed in the revised 2014 SEND Code of Practice. To ensure equality of opportunity for all and to eliminate prejudice and discrimination against pupils with SEND with a commitment to high quality educational provision for all learners in the Academy. To provide all pupils with a broad and differentiated curriculum. To meet individual needs through a wide range of provisions and using a variety of teaching strategies. 5

6 To ensure all learners are making best progress and to track progress by setting appropriately challenging targets and raising aspirations. To ensure that pupils have the opportunity to express their views and are fully involved in decisions which affect their education. To identify and coordinate the professional development of staff so that they improve their practice in relation to pupils with SEND. To value diversity within the Academy and demonstrate our commitment to it. To ensure early identification of SEND through screening and assessment systems and further referrals where appropriate. To work in effective partnership with the Local Authority and other external agencies as required. RESPONSIBILITIES Partnership working with internal and external agencies St. Mark s will ensure that parents, Governors and all external local authority agencies will be involved in strategic inclusion planning around individual pupils. Provision for SEND pupils will be discussed under the new Codes of Practice and interventions planned accordingly where applicable. Learner participation The Academy recognises that all pupils have the right to express their views and be involved in decision-making. There are real benefits to be gained from young people participating in decisions about their education as it helps to empower them and give them a sense of self-efficacy, which can also raise self-esteem. St Mark s aims to ensure that all young people have access to a broad and balanced curriculum, which is properly differentiated to meet their diverse abilities and needs. Lesson objectives are clearly displayed in lessons and explained to the learners Teaching staff regularly communicate to students regarding individual levels of progress achieved through marking and verbal feedback, ensuring all students know their current levels and how to further improve. During lessons, all pupils are involved in formative and summative assessments. Student voice activities allows the young people to voice their concerns and views. 6

7 School Leadership Responsibilities To provide consistent and coherent support for all students To provide high quality training and development for all staff who work to support students with SEND To provide information, guidance and examples of good practice in working with all learners To arrange regular reviews and monitoring of the work of the SEND Team to ensure they are meeting the needs of the learners To provide an appropriate, broad and balanced curriculum, which meets the needs of all learners - including those with SEND To provide training to ensure that all members of staff are aware of and follow the requirements and guidance contained in the SEND Code of Practice To ensure that the members of staff respond flexibly and creatively in providing for learners with SEND. To identify and make use of relevant sources of training, advice and expertise To share good practice and support staff in increasing their expertise To take the lead in the early identification, assessment and intervention strategies for SEND pupils To have clear and accountable funding arrangements for learners with SEND To take careful account of the views of learners in making arrangements to meet their needs To monitor and evaluate the SEND provision regularly To provide training as required (in-house or external) IDENTIFYING SPECIAL EDUCATIONAL NEEDS DISABILITIES What are Special Educational Needs Disabilities? The term SEND has a legal definition which refers to young people who have learning difficulties and/or disabilities that makes it more difficult for them to learn or access education in comparison to most other students of the same age. Students who are assessed as having SEND should have their needs met. Learner views will be sought and taken into account and support will be 7

8 welcomed from parents and external partners. Learners with SEND should be offered full access to a broad, balanced and relevant education. Special Educational Needs Disabilities may explain delayed or slower progress but should not mean that students underachieve; therefore, the Academy makes every effort to narrow the attainment gap between a learner with SEND and their peers. There are four broad areas of need which are planned for within the SEND provision. Regular reviews within the Academy will assess the capacity and effectiveness of providing support across these areas: 1. Communication and Interaction 2. Cognition and Learning 3. Social, Emotional and Mental Health difficulties (SEMH) 4. Sensory and/or physical needs What is Inclusive Education? OFSTED (2000) defines an inclusive school as one where the teaching, learning, achievement, attitudes and wellbeing of every individual matters. This definition focuses on the learning environment. At St Mark s Academy, we operate in the space in-between the learning environment and individual needs. The Inclusion Team aims to identify all possible ways to overcome learning barriers, so that learning can take place, and learners demonstrate engagement in education. Inclusion is built upon the following principles: Increasing participation of all learners is a continual process Increasing the self-esteem, confidence and desire to learn is crucial to successfully enabling learners to achieve their full potential. All students should be provided with the opportunity to experience a broad and balanced curriculum that meets their individual needs. Identification of Special Needs at St. Mark s The SEND Code of Practice Guidance 2014 notes that previous SEND categories such as School Action and School Action Plus have been replaced by the term SEND Support. The Academy aims to identify and respond to an SEND need at the earliest point and then make effective provision that improves the long-term outcomes for the student, while also considering the needs of the whole child. 8

9 St. Mark s assess each pupil s current skills and levels of attainment upon entry, building on information from the previous educational setting of the pupil. Class and subject teachers, supported by the SLT, are responsible for regularly assessing all pupil progress and should seek to identify pupils making less than expected progress given their age and individual circumstances. Where a pupil is making less progress than expected, our first response is to ensure that high quality teaching targets the identified area(s) of weakness. Where progress continues to be less than expected, the SENDCO will work to identify if the pupil has a Special Educational Need. A holistic approach will be applied to decisions around planning for additional provision, including the attainment of an Education, Health and Care Plan (EHCP) where required. A GRADUATED APPROACH TO SEND SUPPORT AND MANAGING PUPILS NEEDS ON THE SEND REGISTER Where a pupil is identified as having SEND, the Academy aims to remove any barriers to learning by providing an appropriate level of support and intervention. SEND support consists of a four part cycle through which earlier decisions and actions are revisited, refined and revised with a growing undertaking of the pupil s needs and what support is providing good outcomes. The Four Part Cycle: ASSESS REVIEW PLAN 9

10 The Academy aims to ensure DO parents are fully aware of the planned support and interventions and where appropriate, parental involvement is sought in order to reinforce and contribute to progress at home. SEND Documents The SEND Register is available to all staff and is updated three times a year. Statements of Special Educational Need / Education, Health and Care Plans are held in pupils SEND files in SEND Office and can be accessed by relevant staff at any time. These files can only be read on the premises. The specific difficulties of individual pupils are summarised on their SEND Profiles. Utilisation of Teaching Assistants Individual subject teachers will provide the support required for both the more and less able pupils, largely by the provision of differentiated material. They are invited to consult with the SENDCO, SEND Teacher and/or Teaching Assistants on methods of adapting the content and delivery of their lessons to meet the needs of pupils with SEND. Teaching Assistants will be timetabled judiciously to support pupils with SEND where possible but pupils with Statements/EHCPs are a priority. Pupils within KS4 receive support flexibly, where most needed; this timetabling is made in conjunction with requests from staff and submitted to the SENDCO via Heads of Department. The Academy tries to ensure that all pupils have full access to the National Curriculum by adjusting: teaching styles presentation of tasks the difficulty of the tasks given the amount of initial teacher input the amount of adult support the ways in which pupils can respond and give evidence for their learning, e.g. use of tape recorder, more structured worksheets, etc. the groupings within the classroom However, certain pupils are taught in highly differentiated settings in order to give them every opportunity to work towards expected National Curriculum levels. 10

11 Where pupils receive in-class support, Teaching Assistants try to help all pupils in the class, whilst still ensuring identified individuals obtain the help necessary to participate fully in the lesson. In this way, pupils do not feel isolated. Similarly, where pupils are given differentiated tasks, all teachers are sensitive to the feelings of those pupils and ensure that pupils do not consequently suffer embarrassment. All Teaching Assistants aim to work towards reducing the level of support given to pupils by moving them towards increasing independence. SEND Support Programmes The SEND Department has a number of support programmes available to students. To ensure that SEND students receive targeted support, students may be involved in one or more of the following programmes where appropriate: Ruth Miskin Literacy Programme Read Write Inc. Year 7 Shared Reading Programme Speech and Language Support Nurture Groups Social Skills/Anger Management Support Handwriting Support Sessions Touch Typing Lessons Break/Lunch Club Emotional Literacy and Social Learning Dyslexia workshop CRITERIA FOR EXITING THE SEND REGISTER A student will be removed from the SEND register, if their response to intervention and support is at a suitable level, whereby it is assessed that the support is no longer required. Regular monitoring and reporting against outcomes and achievements for SEND learners allows us to make informed decisions and regularly review in conjunction with parents and other external agencies whether or not the support and intervention is still required. SUPPORTING PUPILS AND FAMILIES Regulation 51, Part 3, Section 69 (3) (a) of the Act lays out the school s requirement to provide an SEND information report, which can be obtained from the SENDCO. Where a pupil is receiving SEND support, we will communicate regularly with the parents of the student to set clear outcomes and review progress towards them. 11

12 New Admissions and SEND Wherever possible, pupils with SEND are identified upon admission. Prior to entry, SEND information is requested from the feeder primary schools. The SENDCO or SEND Teacher will liaise with each school to discuss with the needs of pupils with SEND and how to best support their transition to secondary. Pupils needs are also identified through medical records and through discussion with parents. The SENDCO will then provide staff with information that will aid the pupils induction in September. SEND Profiles will also be created, which all staff will be able to access electronically, to inform of relevant objectives and how to best meet their needs in the classroom. When pupils join the Academy during the year, the SENDCO works directly with the Admissions Officer to ensure that full discussion with parents and any other relevant agencies provides as much information as possible about the specific needs of any new pupil. All SEND information available is then shared with colleagues upon their admission. Visits to the Academy are encouraged by all transferring pupils. Examination Arrangements Where necessary, arrangements will be made for pupils on the SEND Register to receive appropriate support during any end of unit tests or exams. Where students with SEND are completing GCSEs or other external examinations, the SENDCO may arrange for specialist assessments to determine their eligibility to receive exam concessions. If granted, this may include additional time, a reader or scribe to support in the completion of examinations. Any special arrangements granted will also part of the regular classroom practice. Partnerships To enable continuity of learning for pupils transferring from primary to secondary school, we maintain close links with our feeder primaries. When a pupil transfers from primary or between secondary schools, the SEND file is passed to the SENDCO who disseminates information. To support pupils with SEND prior to leaving the Academy, we work with a wide range of external agencies to provide a specific careers programme for pupils with special needs from Year 9 onwards. We also liaise with the local further education colleges and training agencies. Visits and information are exchanged at transition times. Our Academy regularly utilises the outside support and facilities of the following external agencies: Educational Psychology Service, Virtual Behaviour Service (VBS), Advisers and Advisory Teachers, Sensory Impaired Service, Language and Behaviour for 12

13 Learning Team (LBL), Speech and Language Therapy Service, Social Services, Educational Welfare Service, CAMHS Parents/Carers Parents and carers of students with SEND are consulted regularly. We value parents and carers comments on: How we can help them feel more confident in their contact with us, whether in formal meetings and parental interviews or through informal contact with the staff; Ways in which we can improve our arrangements for recording and acting on concerns; Our procedures for involving them when a concern is first expressed in Academy; Our arrangements for incorporating their views in assessment and subsequent reviews. If a parent has a special need or concern that has not been noted in the Academy they should, in the first instance, contact the SENDCO. If the concern is not resolved to the satisfaction of the parent or SENDCO, it will be directed to the Vice Principal (Inclusions). If a concern is not resolved it may be necessary, and parents have the right to ask, for an examination of the complaint by the Governing Body. Details of whom to contact within the appropriate Borough Councils can be found in the SEND Services Administration Directory. The SEND Tribunal considers appeals against the decisions of Borough Council about a pupil s Statement of SEND. (SEND Tribunal, 71 Victoria Street, London SW1 - Tel ) SUPPORTING PUPILS AT SCHOOL WITH MEDICAL CONDITIONS St. Marks recognises that some of our pupils will have medical conditions and we will support these students so that they have full access to education where practicable including school trips and physical education. Any pupil taking medication will be supported appropriately as directed by parents/carers and medical practitioners. 13

14 MONITORING AND EVALUATION OF SEND The quality of SEND provision at St. Marks is regularly reviewed. We use regular audits, observations of provision, parent, pupil and staff views and data and achievement monitoring. Assessment within SEND The Special Needs Department uses the following methods and tests to help in the assessment and monitoring of the Special Educational Needs Disabilities of our pupils: Hodder Graded Word Spelling Test NFER Group Reading Test Bangor Dyslexia screening and assessment Reports from relevant outside agencies. Pupils are encouraged to be involved in discussions about the difficulties they are experiencing and are involved in setting and reviewing their own targets. Criteria for Success In meeting the needs of the children with Special Educational Needs Disabilities, the policy is effective when: pupils are quickly identified and assessed; a complete and accurate Register is kept of pupils receiving help; pupils are placed at the relevant stage and there is evidence of appropriate movement between the stages; well-defined and realistic Individual Education Plans are produced for those students with a Statement or EHCP; staff are confident in dealing with pupils with special educational needs in their lessons; there is evidence of integration and pupils have access to the whole curriculum; there is evidence of differentiation within the ordinary classroom; there is evidence of improvement of basic skills; pupils achieve to the best of their ability; support staff are deployed effectively and efficiently; outside agencies are contacted as soon as it is deemed necessary; the atmosphere is one in which pupils individual differences are recognised and valued; parents/carers are involved early in helping their child overcome difficulties. 14

15 TRAINING AND RESOURCES Training and development of staff is driven by classroom practice and SEND needs of the pupils that attend St Marks. It is delivered by experienced members of the SLT and outside agencies as appropriate. The SEND Department has an on-going commitment to CPD. Staff training is provided to all Teaching Assistants via a variety of formal and informal methods. These include: curriculum development work as a planned part of the Academy s INSET Plan; induction of new staff and newly qualified teachers; an SEND Guidance booklet is available from the SENDCO, which answers important questions; training of Teaching Assistants; provision of a TA Tool Kit to all Teaching Assistants, which provides detailed strategies, resources and advice on supporting and monitoring SEND students; performance management program for TAs; SEND Department Meetings; Both teaching and support staff are given opportunities to attend relevant SEND courses provided by the Borough Councils, outside agencies as well as in-house training to update skills and knowledge in Special Educational Needs Disabilities. Staff training also happens informally through the day-to-day contacts between staff. ROLES AND RESPONSIBILTIES A) The SENDCO, supported by the Inclusion Administrator, is responsible for: preparation and review (for the governing body) of the Special Educational Needs Disabilities policy; overseeing the day-to-day operation of the Special Educational Needs Disabilities policy and special needs resources; identification and assessment of pupils needs (including screening tests, monitoring and evaluation); analysing data from a variety of sources to ensure that all pupils on the SEND register make good progress; formulating and maintaining the Special Needs Register ensuring SEND files are kept up-to-date; co-ordinating provision for pupils with special needs; 15

16 receiving and collating reports from staff on pupils with special educational needs from Heads of House, Pastoral Managers, Coaches, subject teachers and Heads of Department; writing SEND Profiles and formulating appropriate targets and objectives in liaison with other colleagues; monitoring and reviewing all Annual Reviews and Transition Plans of statemented / EHCP pupils; organising and attending Annual Review meetings for statemented / EHCP pupils; liaising with parents, outside agencies and primary/secondary/special schools; setting up in-class support and withdrawal programmes; arranging and supporting basic skills teaching of selected individuals and/or small groups; advising on all aspects of differentiation, teaching and learning styles and resourcing; contributing to departmental meetings; planning and delivering the SEND in-service training of teaching staff; TA induction programmes; TA specific INSET/CPD programmes; liaison with the Academy s Examinations Officer regarding submissions for special arrangements financial management and monitoring of all Statemented / EHCP funding, reporting directly to L.Peterkin and the Finance Manager; the daily management and deployment of TAs funded by Statemented money; The role necessitates regularly: working in conjunction with Vice Principal (Inclusion) - Dionne Jude working with Senior Vice Principal (Teaching and Learning) Hannah Fahey working with Vice Principal (Reporting, Recording and Assessment) Debbie Wiles working in conjunction with the Academy s Inclusions and Pastoral Teams to develop learning programs, re-integration programs and aid review procedures; working in conjunction with the Student Well-being Coordinator Nicola Purvis working in conjunction with the Academy Child Protection Officer Dionne Jude 16

17 B) To support this work, Heads of Department have the responsibility for: monitoring implementation of Special Educational Needs Disabilities (SEND) policy within their subject area; nominating a member of the department to act as a link with the SEND department or act as that link themselves; ensuring SEND is a fixed item on the agenda for Department meetings; ensuring differentiation in schemes of work and teaching methods; working with the SEND Department to adopt best practice for pupils with SEND within the classroom; ensuring effective use of Teaching Assistants in provision of class support; ensuring discussion of pupils with SEND at every departmental meeting; liaison with the SENDCO in relation to parental issues; ensuring policy documents define departmental policy for meeting the needs of SEND pupils. C) All subject teachers have the responsibility to: be an integral part of SEND procedures; download and refer to pupil SEND Profiles; identify pupils requiring support in their classes and consult SEND staff for advice and/or support; differentiate activities for all pupils; take note of pupils preferred learning styles; monitor individual progress; raise initial concerns at departmental meetings contribute to review procedures and target setting; communicate clearly and regularly with Teaching Assistants regarding their role in the classroom and provide necessary planning information and lesson details in order to facilitate effective in-class support of SEND students; D) All Coaches have the responsibility for; monitoring individual progress through student planners, support staff and teaching staff and record information (e.g. grades, reports); liaising with appropriate colleagues to formulate, monitor and review pupil progress; assisting the Academy in liaising with parents and/or external agencies regarding SEND students. 17

18 E) The Governing Body s duties in this respect are to: ensure that the SEND policy is available to those in receipt of the prospectus and included in the Academy policy handbook; report annually on the success of the SEND policy; do their best to ensure that SEND provision is made, as appropriate, by appointing a Governor with specific responsibility for SEND. F) The Principal, Lisa Peterkin, maintains overall responsibility for all special educational needs matters. STORING AND MANAGING INFORMATION SEND Documents The SEND Register is available to all staff and is updated three times a year. Statements of Special Educational Need / EHCPs are held in pupils SEND files in the Individual Learning Office and can be accessed by staff at any time. These files can only be read on the premises. The specific difficulties of individual pupils are summarised on their SEND Profiles. REVEWING THE POLICY The SEND policy at St. Marks is reviewed on an annual basis. This review is coordinated by the SENDCO with the support of the Leadership Team and consultation with the school Governors, parents and students at the school. ACCESSIBILITY Please see Accessibility Policy DEALING WITH COMPLAINTS Please refer to the St Mark s complaints policy. BULLYING Please see St Mark s Anti-bullying Policy REFERENCES The Schools Guide to the 0 to 25 SEND Code of Practice Children and Families Act SEND Code of Practice Equality Act