Barnes Wallis Academy Policy on Special Educational Needs and Disabilities

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1 SEND POLICY 1

2 Barnes Wallis Academy Policy on Special Educational Needs and Disabilities The following are the three strands of SEND 1. SEND Arrangements aims and objectives definition of SEND admissions and graduated approach roles and responsibilities managing provision special facilities 2. Identification, Assessment and Provision identification resources evaluation success complaints procedure 3. Partnership staff development partnership liaison parent partnership pupil voice links to other schools transfer arrangements review A. Aims and Objectives The school is dedicated to encouraging and enabling all its students to learn, to discover and develop their full potential. It is accepted that a number of pupils will, at some point in their development have special needs which require support over and above the usual academic and pastoral system. Students with SEN and disabilities are admitted on the same basis as other students. They will not be refused admission or discriminated against because of their special needs. 2

3 Mr Blanchard is the link governor with responsibility for the SEND department Mr Lancaster The Principal is the link SLT member for SEND department and line manages the SENCO Mrs Hone, who is responsible for the day to day operation of the Special Educational Needs Department and its Teaching Assistants. The Aim of the SEND Department at the Barnes Wallis Academy is to assess the special need of each individual student and promote inclusion so that they can: experience success in learning and reach his / her potential; enjoy greater self-esteem; be fully and genuinely included in the life of the school; make a successful transition into adulthood. To achieve these goals the SEND Department will seek; to follow the Code of Practice for Children with SEND and the Disability Equality Duty and to promote an inclusive approach; to work closely with feeder primary schools to ensure ease of transition ; to raise awareness and advise regarding the specific nature of learning difficulties to encourage easy, friendly and effective home school relationships with parents and guardians; to consult and liaise with subject staff in identification and assessing students needs to promote effective differentiation and independence in learning; to enable access to a broad and balanced curriculum; to monitor and evaluate SEND pupils to ensure good progress. Definition of Special Educational Needs (from revised Code of Practice) A child has special educational needs if they have a learning difficulty that calls for special educational provision to be made for them. Special educational provision is in addition to, or different from the educational provision made generally for children of the same age in local mainstream provision. A child has a learning difficulty if he or she: 1. has significantly greater difficulty in learning than the majority of children of the same age, 2. has a disability which prevents or hinders the child from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the LA. 3. is under compulsory school age and falls within the definition at 1. or 2. above or would do so if special educational provision was not made for the child. 3

4 Special Education provision means For a student over two, educational provision which is additional to, or different from, the educational provision made generally for students of the same age in maintained schools in the area. For a student under two, educational provision of any kind (1933 Education Act, Section 156). Students must not be regarded as having learning difficulties solely because their language, or form of the home language, is different from that in which they are taught. The Barnes Wallis Academy School will have due regard fro the Special Needs Code of Practice when carrying out its duties towards all students with special educational needs, and ensure that parents are notified when SEND provision is being made for their child. Admissions The governing body believes that the admissions criteria should not discriminate against students with SEND. The governing body has due regard for the practice advocated in the Code of Practice in that All schools should admit students already identified as having special educational needs, as well as identifying and providing for students not previously identified as having SEND. Students with special educational needs but without statements must be treated fairly as other applicants for admission (SEND Code of Practice 1:33). Identification and Graduated Approach School Action We strive to identify students SEND needs as early as possible to allow successful intervention. We use the Graduated Approach in the Secondary Sector, whilst moving toward the single category Additional Support beginning. School Action is defined by good teaching and differentiation within the classroom. Subject and pastoral teachers remain responsible for working with the student on a daily basis and for planning and delivering a differentiated curriculum. Many on these pupils are provision mapped. 4

5 School Action Plus Despite receiving support at School Action level / and or some additional provision the triggers may be: continues to make little or no progress in specific area. continues to work at NC levels substantially below expected levels. continues to have difficulties developing basic literacy and maths skills. has emotional or behavioural difficulties which regularly interfere with their own learning and that of others. has sensory or physical needs requiring specialist support. has ongoing communication difficulties which impede social relationships and cause substantial barriers to learning. In these circumstances the SENCO will: enlist specialist support implement specialist advice discuss arrangements with parent and student help draw up and distribute an I.E.P. or B.M.P. (Behaviour Management Programme) monitor and review progress. Referral for Statutory Assessment If a student fails to make progress through School Action Plus, The Barnes Wallis Academy, parents and specialist services, will consider asking the LA to initiate a statutory assessment, which may lead to the issue of a statement. In exceptional circumstances, where a new student exhibits serious learning or behavioural difficulties, or a student is at risk of permanent exclusion, The Barnes Wallis Academy School may request an urgent LA assessment. As part of a referral for statutory assessment, evidence will generally be available to demonstrate. action taken through School Action and School Action Plus. IEP s and / or PSP / BMP s. NC levels attainments in literacy and numeracy. educational and other assessments. involvement and agreement of the Educational Psychologist. involvement of health, social and education welfare services views of parents and student. Throughout the referral and assessment process, students will continue to be supported through School Action Plus. 5

6 SEND Register The student on School Action Plus or who have a statement are placed on the SEND register according to their needs. The register briefly explains their difficulties and type of support. All staff have access to the SEND register on Common Folders. The register is updated at least once a month. Students may move off the register when reviewed and monitoring identifies progress. In addition some students with additional needs are provision mapped to show other support such as Dyslexia Group and Counselling. Reviewing All students on the SEND register are reviewed regularly. Meetings are undertaken at least twice a year, many far more frequently as needs require. Parents/Carers and students are always invited and encouraged to attend. Teachers and TA s are also asked to attend where possible. All meetings are recorded and lead by the SENCO or an HLTA. Individual subject teachers are requested to fill in a form for each child about their progress. IEP s are regularly updated and evaluated. All students on the SEND register have an IEP. Roles and Responsibilities The Governor with special interest in SEND is Mrs Hone. In accordance with the SEND Code of Practice school governing bodies should make sure that: they are fully involved in developing and monitoring the school s SEND policy; all governors, especially any SEND governors, are up-to-date and knowledgeable about the school s SEND provision, including how funding, equipment and personnel resources are deployed; SEND provision is an integral part of the School Development Plan; the quality of SEND is continually monitored. The Principal has a responsibility to keep the governing body fully informed of all SEND issues. The SLT has a responsibility to consider the needs of students with SEND in their planning and policies. Heads of Faculties have a responsibility to consider the needs of students with SEND in their planning and policies and to ensure these needs are met by teachers within their department. Subject teachers have a responsibility to be aware of the needs of students with SEND in their classes and to plan and deliver lessons with these in mind. They also have a responsibility to provide information on students for Annual and School Action Plus Reviews. 6

7 The Pastoral Care Team have a responsibility to be aware of the needs of students with SEND in their year and to liaise effectively with SENCO as to how these can be met. Tutors have a responsibility to be aware of the needs of the students with SEND to their tutor group, to deal sensitively with these students and to provide information for Annual and School Action Plus Reviews. Responsibilities of the SENCO include to inform staff of a students Special Educational Needs and Disabilities through student profiles and Individual Education Plans: to process requests to the LEA for statutory assessment; to ensure that staff are aware of the importance of effective identification, assessment and SEND provision. to liaise with Head, SLT and Pastoral Care Team who retain overall responsibility for pastoral provisions; to consult with other bodies and agencies and co-ordinate action that school needs to take; contribute to an annual report to governors; to ensure that students with SEND are fully included and have access to an appropriate curriculum; to operate the school s SEND policy and co-ordinate the SEND provision; to ensure prompt and effective identification and assessment of SEN; to advise class and subject teachers and liaise with other departments; to liaise with parents of students with SEND; to contribute to staff INSET; to ensure relevant SEND information is passed on when students leave or change school; to ensure effective deployment of teaching assistants to maximise their value to students with SEND; to produce and oversee the implementation of Individual Education Plans and to involve colleagues in their practical use and review; to liaise with feeder schools and attend Annual Reviews and School Action Plus Reviews of Year 6 students when appropriate; to ensure that students with SEND are fully informed in order that they can participate in formulating the provision to be put in place for them; to liaise with the Examination Officer to ensure appropriate access arrangements are available for examinations for students with SEND. to evaluate, develop and review the SEND policy. to liaise with the link governor in order that the Governing Body appreciates the implications for students with special needs of policy decisions made and to appraise them of developments and concerns regarding provision. 7

8 Co-ordinating and Managing Provision Effective support is most effective when SEND staff, subject staff and students work in partnership. In co-ordinating and managing provision the SENCO endeavours to employ all available staff to best meet the individual needs of all students who have been identified as having Special Educational Needs and disabilities. Teaching Assistants are used to support students with statements of SEND, who have allocated additional hours. They also work with School Action Plus students. Timetables are flexible to meet the needs of students. The SENCO will take the lead in identifying needs and planning for provision by TA s. Support may be 1:1 or small group work, providing in lesson support and some lunch time supervision. Some teaching assistants work in Faculty areas with named students (usually those with statements and those at SAP) and priority will be given to their needs. They may support students, under the direct supervision of teaching staff, by: assisting students with personal organisation interpreting instructions and tasks maintaining student focus on tasks raising self-esteem of learners liaising between students and teacher, subject teacher and SENCO reducing tension in volatile situations deliver individualised literacy or numeracy programmes deliver small group work. The aim of support is to enable students to gain access to, and benefit from, the broad and balanced curriculum. Most support will be classroom based, but where specific skills are being taught e.g. through a multi-sensory language programme, students will be withdrawn to the Base. Teaching Assistants hold recognised NVQ Teaching Assistant Certificates at Level 2 and 3. Special Facilities. School has ramps where possible, disabled toilet facilities and a lift for access in the main building. B. Identification, Assessment and Provision The Barnes Wallis Academy is committed to ensuring that all students receive their entitlement to a broad, balanced and relevant education. The Learning Support Department will help achieve this by ensuring we: 8

9 attend Year 5 / 6 Primary School reviews as requested use information from previous schools to provide a starting point to develop an appropriate curriculum intake Evening / Day liaison between parents and staff administer appropriate tests such as NFER reading tests and CATs files and information from previous schools Primary and Secondary identification and registration of concerns by academic / pastoral staff identification and registration of concerns by parents / guardians and other agencies identify and focus on the student s skills, highlighting areas for early intervention ensure that ongoing observations and assessments provide regular feedback to staff, parents and student, and form the basis of future plans. Regular formal and informal assessment of all students takes place in all curriculum areas, and staff are encouraged to analyse results and pass on concerns to the SENCO. In addition to this day-to-day monitoring of students by classroom teachers and support staff, standardised tests are administered where appropriate. These include a range of testing materials including NFER Group Reading Tests CATs Schonnell Spelling Tests. To decide whether a student has special educational needs we will consider: Evidence from staff observation and assessment. Performance against level descriptions within the National Curriculum. Standardised screening information Views of parents and students Resources There is a large SEND Base comprising of a large teaching classroom suitable for 1:1 and small group work. The Base is well equipped with a small number of computers. There is also a SEND office which is suitable for meetings. For some identified students it is necessary to provide some literacy withdrawal intervention and / or some individual language based programmes and reading programmes. A small, private area is available for students who need time out / reflective time. 9

10 Specialist resources for use with students with learning difficulties and disabilities include: computers and lap-tops subject specific software library area with fiction and non-fiction appropriate to reading and interest levels games and supplementary resources to reinforce literacy, language and social skills school counsellor specialist teacher Criteria for evaluating success of SEND Policy. The Barnes Wallis Academy SEND policy is regularly reviewed by the SENCO in liaison with the Principal. The main criteria concern the identification of and provision for need, especially with respect to curriculum access, access to staff and material facilities. Also, to be able to spread knowledge about students to all relevant staff, the progress of students both socially and academically and the cost and effectiveness of the provision bearing in mind the resources available. Evaluating Success The success of the Special Educational Needs and Disabilities Policy can only really be measured by the progress of individual students with learning difficulties and disabilities. Such progress can be measured by improvements in: test scores the number of positive comments on school reports and progress updates; the number of positive oral responses in class the amount and quality of classroom work completed the number and quality of homework completed the performance of students with SEND in internal and external examinations. the number of students with SEND who go on to further education or, apprenticeship or work progress shown by whole school assessment procedures outcomes for students with SEND as measured by the value added index. Complaints Any complaints regarding the meeting of a student s SEND should be addressed to the SENCO. If this does not resolve the situation the Principal should be approached along with the Governor responsible for SEND. C. PARTNERSHIP within and beyond the School 10

11 Staff Development The teaching and non teaching staff are encouraged to attend training sessions through INSET. Main school teaching / support staff receive documentation / advice from the SENCO via whole staff and departmental meetings. Performance Management of Teaching Assistants is carried out by the SENCO and Faculty Heads. Links with other agencies, organisations and support services. The SEND department supports a multi-agency approach to maximise the educational provision for students with SEN and disabilities. The SENCO will co-ordinate with agencies, organisations and support services as necessary for students on the SEND register. This will also involve close liaison with other school staff who maybe the designated link to some outside agencies. The school s Child Protection Officers, Mr. Macleod and Mr Thomas who are responsible for contacting Social Services to register concern about a student s welfare and implementing procedures relating to Child Protection. Partnership and Liaison The following agencies are regularly liaised with Educational Psychologist Specialist Teaching and applied Psychology STAPS Learning Support Services ELTLC East Lindsey Teaching and Learning Centres EWO Education Welfare Officer Medical School Nurse / Doctor Autism Outreach CAMHs Child, Adolescent, Mental Health Services Social Services Connexions Primary Staff College Staff 11

12 Parents and Carers Occupational Health Physiotherapy Speech and Language Therapy Eclips Team Police Parent Partnership The school may procure the aid of any of the above specialist services, or others, at any time that is deemed appropriate these may be to support some of the following: Visual impairment Dyspraxia Dyslexia ADHD, ADD, ODD Autism Language disorders Physical disabilities Learning disabilities Behaviour, emotional, social difficulties Working in Partnership with Parents and Guardians The SEND Department recognises that professional help for students with special educational needs is most effective when it builds upon parents knowledge and understanding of their child, and takes into account their contribution to each stage and play a vital role in reviews. To establish and maintain positive links with parents and carers, we will; welcome enquires and visits from existing and prospective parents. respond promptly to concerns raised by parents, either directly or through other staff. invite parents to contribute to special needs assessments and reviews. inform parents of the SEND status of their child. endeavour to arrange meetings at a convenient place and time. enlist the support of outside agencies where language may be a barrier to spoken or written communication with parent. 12

13 Pupil Voice Barnes Wallis Academy s SEND Policy recognises that the effectiveness of any assessments and intervention will be influenced by the involvement and interest of the student involved. The benefits are both practical their support is crucial to the effective implementation of any individual education programme and ethical children have a right to be heard. They should be encouraged to participate in decision making about the provision to meet their special educational needs and disabilities. Students are encouraged in the following ways: attend annual, transitional, School Action Plus reviews and IEP Meetings; all students who are identified as requiring an IEP will discuss their targets with either SENCO / HLTA or TA. Students are encouraged to be involved in the decision making as to how the targets will be met; For individual students a range of strategies may be used which will determine the student s level of participation, taking into account assessments and interventions that are suitable for his / her age, ability and past experiences. For instance Time Out cards may be used by autistic students and other with difficulties which effect behaviour. Links with other schools / colleges and transfer arrangements. The SEND Department links with Primary Schools include: SENCO attends Primary Reviews both statements and School Action Plus where possible. SENCO / TAs to visit and work alongside primary transition SEND pupils where appropriate. Additional visits to Barnes Wallis Academy and individualised programmes may be organised for certain SEND pupils to aid transition as appropriate. SEND Department familiarise itself with SEND records of all new SEND pupils and summarise and inform staff. The SEND Department links with further education include. discussion with colleagues about the learning needs of individuals. pass on 139 a s for statemented pupils. help with the completion of application forms. transfer of students SEND records following departure. REVIEW This policy will be reviewed by Governors every two years or when significant changes occur. 13

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