SEND Policy To be reviewed: Summer 2018 Approved by full governing body: Summer 2016

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1 As a Rights Respecting School, we believe that every child has the right to receive an education that enables them to: Be the best that they can be to work hard, to love learning and to be fascinated by the world Become confident individuals living fulfilling lives, aware of their rights and of those of others and able to take on responsibility in the local and the wider community. SEND Policy To be reviewed: Summer 2018 Approved by full governing body: Summer 2016 Sylvia Lang. Chair of governors.

2 1. Introduction At Southwark Park Primary School, we work in the best interests of every child, and are committed to a policy of inclusion, recognising that all children have the right to equal access to the curriculum, and that children who have any kind of special educational need or disability have the right to special care and support, as well as all the other rights that we aspire to for children, so that they can live full and independent lives. We do our best to make necessary provision for any child who has special educational needs or disability (SEND), in cooperation with our local authority. We work hard to make reasonable adjustments to minimise any disadvantage experienced by disabled children and constantly strive to improve the accessibility of our school and curriculum. Every teacher is a teacher of every child, including those with special educational needs. Admission of children with special educational needs or a disability is considered in line with our admissions policy, which can be found on our website. We recognise that some children may have needs beyond those which we can cater for, and we work with parents/ carers and specialists to facilitate the appropriate placement of children with special educational needs or disability. The SENCO is Ms Bernadette Steiert. She is also a member of the Senior Leadership Team. She can be contacted on , or by ing office@southwarkpark.southwark.sch.uk; There is also a named Governor responsible for SEND, Ms Sylvia Lang. This policy complies with the statutory requirement laid out in the SEND Code of Practice 0 25 years (July 2014) and has been written with reference to the following guidance and documents: Equality Act 2010: advice for schools DfE Feb 2013 School s SEN Information Report Regulations (2014) Statutory Guidance on Supporting pupils at school with medical conditions (April 2014) Children and Families Act 2014 The National Curriculum in England Key Stage 1 and 2 framework document Sept 2013 Safeguarding Policy Accessibility Plan Teachers Standards 2012 This policy was created by the school s SENCO and involved consultation with governors, staff and parents of pupils with SEND. 2. Parental Involvement The involvement of parents and carers in their children s education is enormously important to us. We encourage parents/ carers to share their views on their child s SEND at all meetings.

3 We welcome parents/carers who wish to play a role in the school and have an active group of parents and carers who form the Parents Association, who provide a wealth of enriching experiences for the children as well as raising funds for the school and for charities e.g. through the Summer Fair; McMillan Coffee Mornings. We aim to be approachable by parents / carers before or after school, and very much welcome parents to make an appointment to meet with either their child s class teacher or the SENCO to discuss their child s provision and progress and to get advice on how to support their child at home. We will always ensure parents are informed and involved if we begin to make SEN provision. We provide an end-of-year report for all parents and carers on their child s progress. They are invited to meet their child s teacher at termly Parent Evenings. If their child is receiving support for SEN, additional meetings are often held to talk about support and review progress. Where a child receives intervention or has an Individual Education plan (IEP), this will be reviewed termly. Parents and carers will be given an up-to-date copy of their child s IEP and be offered a chance to talk to the SENCO about their child s provision and progress. A child may have an Education, Health Care Plan (EHC Plan), which will be formally reviewed at least annually, in addition to the arrangements above. Details of our provision for Special Educational Needs can be found in the Special Educational Needs Information Report on our website. More information on what is available to children with SEN and their parents/carers in Southwark can be found on the Southwark Local Offer website: The school recognizes the huge value of parental involvement and liaises closely with parents, advising on ways in which parents can support their children at home. Parents are welcome to phone or make an appointment to see the SENCO at any time and from September 2016 they will be invited to a formal consultation with the SENCO twice a year. 3. Definition of Special Educational Needs Special educational needs and provision can be thought of in four broad areas: Communication and interaction Cognition and learning Social, mental and emotional health Sensory and/or physical At Southwark Park Primary School, we take great care to identify and support children who have a significantly greater difficulty in learning than most other children of the same age, or who have a disability which prevents them from making use of educational facilities.

4 4. Guiding Principles As a Rights Respecting School, we believe that every child has the right to receive an education that enables them to: Be the best that they can be to work hard, to love learning and to be fascinated by the world Become confident individuals living fulfilling lives, aware of their rights and of those of others and able to take on responsibility in the local and the wider community We aim to raise the aspirations of, and expectations for, all children with SEN, focusing on positive lifelong outcomes. To do this, we try to identify and provide for children who have special educational needs and / or additional needs, thinking about and providing for their wider as well as their core learning needs. We try to ensure that: The quality of provision for pupils with special educational needs is maintained and improved. Inclusive practice is continuously developed and implemented in all areas of school life. Effective assessment systems are used as early as possible, in consultation with other agencies as appropriate. Resources are allocated and used efficiently, effectively and equitably according to need. Partnerships with children, parents and carers work effectively. 5. Judging our effectiveness Whilst we are continually looking to improve what we do, we believe that our policy is effective because: The school s culture, practice, management and deployment of resources are designed to ensure all children s needs are met The school works collaboratively with the LEA and other agencies to ensure that any child s special educational needs are identified early The school uses best evidence-based practice when devising interventions SEND provision considers the child s wishes in line with their age and understanding School staff work in partnership with parents, taking account of the views of individual parents in respect of their child s particular needs Interventions for each child are reviewed regularly to assess their impact, the child s progress, and the views of the child, their teachers and parents

5 Good progress is made by children in literacy, mathematics, social and emotional development and self-esteem. Resources are used efficiently and effectively. Where the LEA has awarded an Education, Health and Care Plan, this is reviewed annually in accordance with LEA guidelines 6. Roles and responsibilities All teachers are teachers of children with SEN; teaching these children is therefore a whole school responsibility. They provide good Quality First Teaching for their class, taking account of the varying needs of all the children in their care, through differentiation, support and teaching strategies. All teaching and non-teaching staff are aware of the school s policy and procedures for identifying, assessing and making provision for pupils with SEN. Governors are responsible for ensuring that the Special Educational Needs policy is implemented. In co-operation with the Headteacher, they determine the school s policy for children with SEN; they monitor the school s work on behalf of children with SEN. The nominated Governor with special responsibility meets the SENCO termly and reports to the Governors on matters of special educational needs. The Headteacher has overall responsibility for the management of SEN, working closely with the SENCO and keeping the governing body fully informed. The SENCO has responsibility for day-to-day operation of the SEN policy and the SEN Register and for co-ordinating provision for pupils with SEN, liaising closely with school staff, parents/ carers and other agencies. Teaching / Learning Support Assistants support individual children or groups of children within the class as directed by the class teacher and SENCO. Children may be withdrawn to work with the TAs / LSAs in small groups or one to one. TAs / LSAs liaise with staff over the needs and progress of individual children, and are timetabled to support children according to their individual needs. The Designated Officers with safeguarding responsibility are Ms Carole Pellicci, Ms Bernadette Steiert, Mr Carl Vernalls, Mrs Karen Foreman, Mrs Emily Jones, Ms Sarah Landeg and Ms Sharon Bennett.

6 The Designated Teacher for Looked After Children is Ms Bernadette Steiert. The members of staff responsible for managing the schools responsibility for meeting the medical needs of pupils are Ms Bernadette Steiert and Mrs Simone Butler. 7. Identifying Special Educational Needs Every child s current skills and levels of attainment are assessed soon after they join the school, and this will include liaison with their previous school. We regularly assess children s progress and if they are falling behind or are not making expected progress, they are given extra support. If children continue not to make expected progress, despite high quality teaching targeted at their areas of particular need, the teacher and SENCO work together, with parents/carers, to decide if the child has a significant learning difficulty, and if appropriate, what form of SEN support is needed. Identification of children s special educational needs may include more specialised assessments from external agencies and professionals, such as an Educational Psychologist or Speech and Language Therapist, or from paediatrician at Sunshine House. Parents and carers know their children best, and we always listen when they express concerns about their child s development. We also listen to and address any concerns raised by children themselves. Where a child is not making expected progress, teachers, the SENCO and parents/carers work together on problem-solving, planning, support and teaching strategies for individuals. We identify the needs of pupils by considering the needs of the whole child. This may mean considering not just their special educational needs, but also any disability, or issues around attendance and punctuality, health and welfare, English as an Additional Language, being in receipt of Pupil Premium Grant, being a Looked After Child or being a child of Serviceman/woman. 8. SEN Support Pupils are added to the SEN Register at a level called SEN Support when they meet the criteria for SEN under one of the four categories of need listed in section 7(i). The SEN Register is reviewed each term and pupils needs are assessed according to their attainment and progress in the core subjects of Reading, Writing and Numeracy, as well as their social and emotional development and self-esteem if this is appropriate. If it is clear that a child no longer meets the criteria for

7 inclusion on the SEN Register, parents / carers are informed and the child s name is removed from the register. 9. A Graduated Response High quality teaching, differentiated for individual children is the first step in responding to all children s educational needs. Some children need something additional to or different from what is provided for the majority of children; this is SEN provision. Teachers are responsible and accountable for the progress and development of all children in their class, including where pupils receive support from teaching assistants or specialist staff. Teachers work with the SENCO to follow the ASSESS PLAN - DO REVIEW cycle. Appropriate SEN provision is planned and reviewed by the SENCO and the class teacher, and is recorded on the class provision map. This provision may take the form of extra support or intervention from within school, for example Teaching Assistants (TAs), Learning Support Assistants (LSAs), or the Learning Mentor or Pupil Development Centre leader. School may involve specialists at any point to advise them on SEN and effective support. Parents and carers are always consulted around these decisions. Interventions are designed to narrow gaps in attainment and to help children move towards independent learning. Approaches used in interventions are based on the best possible evidence. We monitor the impact of interventions termly as part of the Assess- Plan- Do- Review cycle; we do this during the termly Pupil Progress meetings, which are in turn reported back to the governor with particular responsibility for SEND and to the whole SLT team. Where a child s attainment and progress are significantly below nationally age related expectations, we use PIVATS system to guide us in assessing their learning and in setting targets and planning, to help us to move towards closing the gap between them and other learners in their year group. TAs and LSAs are generally supported by specialist outside agencies with guidance from Speech and Language Therapist, Educational Psychologist, Occupational Therapist and Autism Support Service around supporting in different areas. The school also has access to a Clinical Psychologist, who liaises closely with parents to supports pupils with behavioural and emotional difficulties, including friendship skills, self-esteem, social communication, attachment and anger. The views of parents and carers are sought and valued on all aspects of their child s SEN provision.

8 The SENCO / Assistant Head with responsibility for KS2 works within the Department For Education s Access Arrangements guidance to arrange special arrangements for some children with Special Educational Needs and Disabilities when they perform in statutory tests. 10. Education Health and Care Plans In exceptional cases, the school may, with parental involvement, ask the LEA to make a statutory assessment of a child s SEN in accordance with set criteria where a child demonstrates significant cause for concern over a period of time. This may lead to an Education, Health and Care Plan. 11. Transition Arrangements We always do our best to support pupils in moving from Nursery to Reception, and Reception to Year 1, as well as Key Stage 1 classes to Key stage 2 and from primary school to secondary school, as well as any pupils who join or leave us in between. Before joining Southwark Park Primary School, we always meet parents and children, and we encourage all new children to have a tour of the school. Photo books and social stories are also used where appropriate to help children move from one year group to another. The Early Years team and SENCO liaise closely with parents and with our colleagues from other Nurseries to gain all relevant information about the child to make sure they have a smooth transition. From this term we plan to have home visits to ensure that this goes well and that vital information is shared about every child. Transition to secondary school is supported by close liaison between our Year 6 team and SENCO and our secondary colleagues. Additional transition visits are arranged as needed. The SENCO will liaise with local Nurseries and secondary schools in the summer term preceding transfer and at other times as necessary. Full pupil records, including any reports, IEPs or other information held by the SENCO, are forwarded to any receiving school. 12. Working with other providers of support We regularly seek support from different education, health and social care services. These include, but are not limited to, the school nurse, an independent educational psychology, speech and language therapy, other therapies such as physiotherapy and occupational therapy, services relating to physical and mental health, Specialist Teacher Advisers, including hearing and vision impairment and physical disability and Children s Services.

9 13. Training The SENCO maintains an up-to-date knowledge of SEN matters through regular training. This is extended to other teachers and the SEN team (Teaching Assistants and Learning Support Assistants) through internal training arrangements and external courses as appropriate. Wherever possible training is in line with our School Development Plan. All teachers and support staff have induction on taking up a post and this includes a meeting with the SENCO to explain the systems and structures in place around the school s SEND provision and practice and to discuss the needs of individual pupils. Appraisal is closely linked to Continuing Professional Development for all staff, and this incudes meeting training needs around effective teaching of children with different forms of SEND. 14. Supporting Pupils at School with medical conditions Southwark Park Primary School recognises that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act Some children may also have special educational needs (SEN) and may have an Education, Health and Care (EHC) plan which brings together health and social care needs, stating their special educational provision and ensuring that the SEND Code of Practice:0-25 years (2014) is followed. We have a strict policy regarding the administration of medicines on the school site. If a child needs medication during the school day, parents and carers should take the medication to Reception. They will be required to complete a form, authorising school staff to administer the medication. Our staff receive regular training in managing some medical conditions that are relevant to the children on roll. Several members of staff are trained as First Aiders. 15. Wellbeing We support the emotional and social development of all our pupils, including those with SEN. Our staff are caring and have the wellbeing of all children as their top priority. Class teachers have responsibility for the pastoral care of every child in their class and deliver a broad programme of social and emotional education through Personal, Social and Emotional Education (PSHE), delivering weekly PATHS (Promoting Alternative Thinking Strategies) sessions. All children are encouraged to share any worries by talking to a member of staff and / or their parents and carers. If further social / emotional support is required, this can be

10 arranged through the SENCO and may take the form of support from the PDC coordinator, lunchtime support in our Lego Club or joining one of our Friendship Groups (supported by our Learning Mentor) or our Assertiveness Group. Where appropriate, we work with parents to get support from external agencies, including the Early Years team or Child and Adolescent Mental Health Service. We take any suggestion of bullying very seriously and have a strong anti-bullying policy; we also have a very lively group of Friends Against Bullying who work with the adults to keep Southwark Park a bully-free school. Behaviour at Southwark Park Primary is very good and is underpinned by our commitment to the key core values of Respect, Responsibility and Excellence, and to Restorative Approaches to any form of conflict. We have a single rule which is: Treat other people as you would wish to be treated. After any incident, the child is given an opportunity to reflect on their behaviour with a member of staff and to work restoratively with the person who was harmed or hurt to put things right. Where a child is perceived to be at risk of exclusion, we work closely with parents/carers and any appropriate external agencies, to introduce strategies to reduce the risk. This may include an Independent Behaviour Management Plan (IBMP) which identifies issues, targets and support. The IBMP is written with the child and shared with parents and carers. 16. Record Keeping The SENCO is responsible for ensuring that records are properly kept and available as needed. In addition to the ordinary end of year reports, pupil SEN records may include: Information about the child s progress and behaviour including that from parents, previous schools, and from health and social services Parents or child s own perception of any difficulties and how they might be addressed Reports from outside agencies or information about general strategies to enable access to the curriculum and school life Description of interventions and their impact on the child on class provision map Individual Education or Behavioural Management Plan. (IEPs may be used to record aspects of learning that are additional to or different from the differentiated approaches and learning arrangements normally provided for all children. ) 17. Evaluation of SEN Provision The SENCO is responsible for the monitoring and evaluation of inclusive practice and provision for pupils with special education needs.

11 The views of parents of pupils with special educational needs, and the views of pupils themselves, will be sought and valued. The SENCO regularly evaluates the provision for pupils with special educational needs. This is done in the course of Pupil Progress meetings, where class data and provision maps are discussed, and the impact of interventions is detailed. The Headteacher and SENCO consider new documentation from Southwark and the Department of Education in relation to any changes the school should make, sharing their conclusions with Governors and staff as appropriate. 18. Accessibility We work hard to enable children with SEN and disabilities to have access to our facilities, taking known disabilities of pupils and parents into account, wherever possible, when allocating classrooms and planning activities. All of the school is wheelchair accessible, although some of the classrooms. There are disabled toilets large enough to accommodate changing. Edges of steps are demarcated to assist the visually impaired.??? We endeavour to enable children with SEN to have access to extra-curricular activities and school trips that are available to our pupils. This may require additional adult support and enhanced risk-assessment, to ensure that everyone s health and safety is not compromised. In the unlikely event that it is considered unsafe for a child to take part in an activity, then alternative activities will be provided in school. Where appropriate, we try to prepare children in advance for any new environment or situation.??? 19. Complaints Parents should approach the class teacher early on if any difficulties arise so that they may be dealt with quickly and efficiently. Appointments may be made with the SENCO and/or Headteacher who will investigate and try to resolve any issues. The school s complaints policy is available on the website. 20. Reviewing the SEN Policy The Governing Body will review this policy annually and consider any amendments in light of the annual review findings. The Headteacher will report the outcome of the review to the full governing body.

12 SENCO: Ms Bernadette Steiert. Governor with Responsibility: Ms Sylvia Lang