Discovery School. Special Educational Needs (SEN) Policy and Procedure

Transcription

1 Discovery School Special Educational Needs (SEN) Policy and Procedure Document Control Author(s): Martyn Rawlinson (Department Team Leader for Student Performance) June 2014 Updated by: Katy Cleminson (SENDCo) October 2017 Trustee Committee Approval Board Approval Chair of Trustees Signature: Next Review Date: September 2018 Review Cycle: Annual Leadership: Every Teacher a Leader, Every Student a Leader Excellence: Fulfilling Individual Potential Kaizen: Continual Improvement

2 Introduction Rationale The Trustees and staff at Discovery School are committed to working to ensure that all students have an equal opportunity to succeed and intend to provide full access to the school s STEM curriculum for all students, including those with special educational needs and disabilities. All students are respected and valued as individuals and given the opportunity to be included irrespective of disability, gender, sexual orientation, gender reassignment, race, religion and belief, age, pregnancy/maternity and/or marriage/civil partnership. We deliver high quality learning opportunities that meet the needs of individual students so as to provide every chance for each young person to achieve their potential. The social, working and learning environment is designed to provide access to all facilities and learning activities. The staffing model for the school includes the full-time role of a Special Education Needs Co-ordinator (SENDCo). In addition, it provides for specialist staff whose role is to coach young people in terms of both their learning and other areas of their performance. These professionals have a role supporting all learners; however, they are trained to recognise and support those learners who might have SEN. Within the range of learners we have at Discovery School we identify those that have and Education Healthcare Plan (EHCP) and those who have other significant special educational needs. Aims The aim of this policy and associated procedures is to ensure that: Our inclusive approach to learning is embedded and sustained across the whole of Discovery School. High quality learning and teaching is accessible to all learners. Learners with SEN are fully able to join in all the activities of the school, as far as is reasonably practical and compatible with their needs. All staff are aware of the importance of identifying and providing for students who have SEN. All staff are clear regarding roles and responsibilities in the implementation of the policy and associated procedures. The Principal, staff and trustees (governors) report annually on the effectiveness of this policy and procedures in providing effectively for learners with SEN. Discovery School meets its legal obligation to provide access to the curriculum for all learners whilst recognising their individual needs. 2

3 Objectives To ensure the equality of provision for learners with special educational needs and disability (SEND) and to integrate special needs learners within the mainstream of the school as far as is realistically possible. To take into account legislation related to SEN and disabilities, including: o Equality Act 2006 o Disability Discrimination Act 2005 o Disability Discrimination (Public Authorities) (Statutory Duties) Regulations 2005, SI No o Special Educational Needs and Disability Act 2001; SEN Code of Practice; Disability Discrimination; Code of Practice (from 09/2002) o Special educational needs and disability code of practice 2014: 0 to 25 years- Statutory guidance for organisations who work with and support children and young people with special educational needs and disabilities. o Education Act 1996; The Green paper Excellence for all 1997; Youth Matters 2005 o Disability Discrimination Act 1995 o Equality Act 2010 o SEN Programme of Action 1998; Removing Barriers to Achievement 2004 o Framework for Children 2004; Education Act 2001; 10/99 and 11/99 Social Inclusion o Guidance; Section 52 Children Act 2004 Looked after Children o Every Child Matters change for children Inclusion Schooling 2001 To provide full access to the Discovery School STEM curriculum and to ensure work is differentiated. To provide advice and support for all staff working with learners with SEND. To ensure that the needs of learners with SEND are identified, assessed, planned for and regularly reviewed to improve outcomes. To ensure parents/ carers are fully engaged in decision making and take into account the views, wishes and feeling of learners. To provide information about the arrangements for identifying, assessing and making provision for learners with SEND. 3

4 Procedures and Practice Trustees (Governors): The governing body must ensure that: Discovery School has an effective policy for identifying and supporting students SEN. There are procedures for identifying and providing for students SEN. They have regard for the requirements of the SEN Code of Practice. They are fully informed about SEN issues, so that they can play a major part in the Discovery School self-review process. They set up appropriate staffing and funding arrangements, and oversee the school s work for students with SEN. They, and the school as a whole, are involved in the monitoring, review and development of this policy. There is a nominated governor with responsibility for SEN. SEN provision is an integral part of Discovery School development plan. The quality of SEN provision is regularly monitored. The Principal: The Principal must ensure that: The policies and procedure adopted by the Trustees (Governors) of Discovery School are fully implemented. Students with SEN are able to join in all school activities alongside other students, as far as is reasonable practical and compatible with their needs. Parents/carers are notified if Discovery School decides to make special educational provision for their daughter/son. Sufficient resources are allocated to the delivery and management of all aspects of these Inclusion Policy and Procedures, including provision for learners with SEN. The board of Trustees (Governing Body) is sufficiently informed about SEN issues and provision. The implementation of this policy and its associated procedures are monitored and reported to Trustees (Governors). SENDCo: The SENDCo: Manages the operational delivery of the SEN Policy and Procedures. Ensures that this delivery consistently meets the needs of each student s identified SEN. Ensures accurate identification of need and that regular re-assessments are made, are maintained and are relevant. Oversees the day-to-day operation of these policy and procedures. Co-ordinates the provision to meet the individual needs of all students with SEN. Ensures that the agreed provision is consistently adopted and delivered. 4

5 Liaises with and manage the para-professionals supporting the learning needs and performance of students. In particular, plans and oversees the work of the learning support para-professionals in devising strategies to deliver the IEPs of each learner with SEN; advising on appropriate approaches, resources and materials for learners and on the effective use/delivery of these. Arranges for detailed assessments and observations to be carried out and for IEPs to be developed and delivered for those learners with SEN. Closely and consistently liaises with parents/carers of students with SEN so that they are aware of the strategies that are being used with their children and are involved as full partners in the process. Liaises with outside agencies, arranging meetings, and providing a link between these agencies, other staff at Discovery School and parents/carers. Maintains Discovery School s SEN register and records. Assists in the monitoring and evaluation of progress of students with SEN through the use of the Discovery School assessment information. Contributes to the in-service training of all staff in relation to working with students with SEN. Ensures that all staff are given any necessary information in relation to behaviour management and any other issues related to specific students. Liaises with the SENDCos in feeder schools to ensure smooth transition. Learning Support Professionals: These members of staff are trained to support learning and performance across the learning continuum, including those learners with SEN. Their training and development will be managed by the SENDCo. Learning Support professionals: Are fully aware of this policy and the procedures for identifying, assessing and making provision for learners with SEN. Work with the SENDCo to map provision and identify pathways and strategies for learners with SEN, set targets appropriate to the individual needs of these students, and advise on appropriate resources and materials for use with them in the classroom. Work with the SENDCo to organise appropriate allocation of support for students with SEN in the classroom. Are responsible for the administrative processes surrounding students with SEN. Teaching Staff: All teachers in Discovery School are teachers of students who have SEN. We have therefore embedded a whole school approach which ensures that staff work within a model of good practice. All Teaching Staff ensure that they: 5

6 Are fully aware of this policy and the procedures for identifying, assessing and making provision for students with SEN. Are aware of the individual needs, including any SEN, of all learners they teach; Design and deliver schemes of work and learning sessions that provide for the inclusion of all learners in lessons. Draw on the SENDCo and other specialists for advice on assessment and strategies to support inclusion of learners with SEN. Give appropriate feedback and information to the appropriate colleagues to enable progress to be monitored and effective reviews to take place. Curriculum Access: The Discovery School curriculum is STEM based. Students have made a choice to come to the school knowing this is the case. The curriculum is differentiated to enable all children to access the learning. Teachers have high expectations for all pupils. In planning and teaching, teaching staff provide suitable learning objectives, meet the pupils diverse learning needs and remove the barriers to learning. For the majority of the week pupils with SEND are taught with their peers in mainstream classes. Teachers are responsible and accountable for the progress and development of the pupils. However, in order to maximise learning, some pupils are withdrawn, individually and in small groups, to take part in targeted, time limited interventions planned to meet particular needs. Pupils with SEND are actively encouraged and supported to join in and benefit from additional activities and clubs as well as any wider community activities. Identification and Assessment: The following indicate the types of methods used to identify and assess the needs and progress of learners: Transition information. Information from parents/carers. Information from external agencies. Prior data from external measures. Internal spelling and reading tests. Diagnostic testing. On-going monitoring and tracking systems. Information from staff including reports, reviews and referrals. Test scores. General intervention strategies for all: Department Team Leaders and Lead Teachers ensure that all Schemes of Work are differentiated. This process is designed to ensure that each learner is able to work at the appropriate level, is challenged to make progress at the pace they are able to go at, and is able to access learning in styles and using approaches that best suit them. 6

7 Discovery School staff who deliver and support learning are required to work with the SENDCo to set and monitor targets. The SENDCo ensures that any recognised SEN of students within any given group are also addressed. Any member of staff recognising that an individual learner is struggling with the material and not making planned progress refers the learner to the SENDCo for further intervention. The SENDCo co-ordinates the delivery of any additional support required in liaison with appropriate other staff. The school regularly reviews the quality of teaching for all pupils and aims to improve the teachers understanding the strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered. Appropriate CPD is put in place to achieve this. High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching. Discovery School SEN Support: Accurate and formative assessment and information gathering (from parents/carers, pupils and professionals) will be undertaken when considering the need for special educational provision. The SENDCo and staff will consider all of the information gathered and then make a decision regarding placing the pupil on the SEN list under the category of SEN SUPPORT. Once the identification has been made, an intervention plan involving a four part cycle will be put in place, with a clear date for reviewing the progress made and recorded. The views of the parent/carer will be sought in addition to the views of the pupil. Teachers will have access to this intervention plan and will therefore use the information in order to inform their teaching practices and other differentiation required for the pupil. There are four broad categories of need as described in the SEND Code of Practice Communication and Interaction including pupils with speech, language and communication needs (SLCN) and pupils with ASD, including Asperger s Syndrome and Autism. Cognition and Learning moderate learning difficulties (MLD) when pupils learn at a slower pace than their peers, severe learning difficulties (SLD), profound and multiple learning difficulties (PMLD) and specific learning difficulties (SpLD) which encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia. Social Emotional and Mental Health these difficulties could manifest themselves in many ways including; becoming withdrawn, displaying challenging, disruptive or disturbing behaviour, underlying mental health issues and disorders such as ADD, ADHD or attachment disorder. 7

8 Sensory and/or Physical needs including pupils with visual impairment (VI), pupils with hearing impairment (HI), pupils with multi-sensory impairment (MSI) and pupils with a physical disability (PD). The purpose of identification is to work out what action the school needs to take, not to fit a student into a category. The range of support developed will be tailored to the individual need following assessment. It is designed to help students to become independent and resilient learners. Interventions are provided in a range of different ways including: One-to-one support for specific learning weakness. Alternative learning environment organisation and management. Additional literacy and/or numeracy sessions during core learning time. Specialist learning support during lessons. Short term withdrawal for specified intervention in a group of other learners experiencing the same barriers. Use of specialist equipment and/or IT software. Parents/carers are informed and students involved in decisions taken at this stage. Interventions may also include individual students being placed at particular points along a continuum of intervention as follows: Monitoring and Evaluating Learner Progress: Discovery School follows the graduated approach of assess, plan, do and review as outlined in the Code of Practice (2014). This approach is embedded in whole school practice for all pupils and every teacher is responsible for adapting teaching to respond to the strengths and needs of all pupils. (Teachers Standards 2012) School assessment data, teacher judgments and, where appropriate, assessments from outside agencies are used to identify pupils who require additional and different provision. A provision map outlines all SEND support and is updated each term. A variety of methods are used to monitor and evaluate the provision and achievements for the pupils with SEND such as: Regular observation of teaching Analysis of assessment data, with high expectations for the progress expected between key stages for all pupils, Assessment records that illustrate progress over time e.g. reading ages Pre and post assessments for those pupils who are withdrawn for targeted interventions Monitoring by the trustee with responsibility for SEND Regular meetings between SENCO and school staff Provision Mapping 8

9 Reviews of Statements and Education, Health and Care plans EHC Plans must be reviewed annually, the aim of the review will be to: Assess the pupil s progress in relation to the targets Review the provision made for the student Consider the appropriateness of the existing EHCP in relation to the pupil s performance during the year, and whether to cease, continue, or amend it. Set new targets for the coming year Record Keeping: Detailed records are kept of every student s progress and all additional provision made to address their SEN. Those students receiving support are identified on the SEN register. Records of students with an EHC plan are held in a secure area on the staff SharePoint and can be accessed by the Principal, the SENDCo, Inclusion Manager and The Head of Pastoral. Liaison and Other Support Services: Discovery School liaises, with feeder schools who have students with SEN to ensure that the transition is as smooth as possible. This also allows the SENDCo to gather as much information as possible to help arrange the required provision. When the school seeks the help of external support services, those services will need to see the student s records in order to establish which strategies have already been employed and which targets have been set and achieved. Discovery School will explore the best option for buying in expert support services as required ensuring that appropriate provision and arrangements can be made for students with SEN that cannot be met within the specialist capacity of Discovery School. The external specialist may act in an advisory capacity, provide additional specialist assessment or be involved in teaching the student directly. Delivery of the curriculum elements of the EHCP will remain the responsibility of teachers. If the SENDCo and the external specialist consider that the information gathered about the student is insufficient, and that more detailed advice must be obtained from other outside professionals, then the consent of the student s parents/carers will be sought. Discovery School also ensures the school s SENCo has access to an SEN consultant. 9

10 The following external agencies are contacted for additional support as required SEN Support Services. Educational Psychology Service. Behaviour Support Service. Social Care. The Hearing Support Service. The Vision Support Service. Education Welfare Service. Child Adolescent Mental Health Service. Parental/Carer Partnerships: Parental/carer involvement in supporting and encouraging students with SEN is continuously sought at all stages of the process from referral to assessment through to review. Experience demonstrates that this is a crucial factor in achieving successful outcomes. Parents/Carers are encouraged to raise any concerns by contacting the SENDCo. They are kept informed in accordance with the recommendations of the Code of Practice. Parents/Carers are also able to contribute to the development of Discovery School through a range of parent/carer forums. These include opportunities to discuss the support provided for students with SEN at a termly SENDCo surgery, designed to allow parents the opportunity to network, share concerns and advice and speak directly to staff entrusted with SEN provision at the school. Managing Parental/Carer Complaints: It is the intention of Discovery School to maintain transparent and regular communication with parents/carers to ensure that all provision and arrangements for support receive their full support and agreement. If parents/carers are not satisfied with the outcomes of such discussions then they should engage with Discovery School complaints procedure as detailed in the policy located on the school website. With regard to SEN provision and arrangements, parents/carers who have queries or concerns should contact the SENDCo, who ensures a response is received as soon as possible. Training and Development: The culture and pedagogic practice at Discovery School require all staff engaging with learning, and the support of students performance, to be familiar with, and able to engage with a very wide range of learning approaches, styles and needs. Training requirements for all staff are identified within Discovery School s Continuing Professional Development plans 10

11 based on on-going analysis of the needs of students at the school. These are refined and more clearly specified by the outcomes of line management, staff appraisal processes and a rigorous quality assurance cycle. All staff receive an SEN awareness session as part of their induction programme, targeted towards the needs of the cohorts of students at Discovery School. The SENDCo already has, or will undergo within a specified timescale, the necessary statutory training required to undertake her/his role. Where required, bespoke training for staff is provided so as to support any learner with a specific condition or with a particular need. Such training is usually arranged by liaison with the appropriate external agencies. In addition to the above, voluntary training sessions are held throughout each school year to increase awareness of strategies for supporting learners with SEN. Student Participation: Students are encouraged to participate fully in decisions made regarding their education. All such students, regardless of their particular circumstance, are invited to meetings where their needs, potential provision and any arrangements are being discussed. There are also opportunities through Student Voice forums for the students perspectives to be gathered on Discovery School s provision for all students. SEN information document This report can be found on the school website. It outlines the provision Discovery School makes within the four broad areas of need communication and interaction; cognition and learning; social, emotional and mental health difficulties; sensory and/or physical. 11

12 Evaluation This policy is monitored regularly to assess its implementation and effectiveness. The designated member of staff responsible provides an annual report to the Board of Trustees (Governing Body) and interim reports on request. The policy is reviewed by the Board of Trustees (Governing Body) as per the published policy review cycle. 12

13 Admission and Inclusion: Inclusion and Access are core features of the ethos and practice of Discovery School. Within a whole school approach which ensures the full delivery of the inclusion and access agenda, the particular needs of learners with SEN have a high priority. Our admissions policy therefore provides the parameters to include students with a wide range of SEN from the region. Discovery School ensures that pupils with SEN are admitted on an equal basis with others in accordance with its Admissions Policy. Discovery School s Single Equality Scheme ensures that learners with SEN are afforded equal opportunity and rights to access the curriculum, and to the learning and teaching they require to become independent, mature learners. It also ensures that they are treated equally with other students in terms of social and emotional well-being. This practice includes both those children with statements of SEN and those others with less significant problems. Specialist Provision: Discovery School is located in two linked buildings, one with four floors and one with three. Both buildings are fully Disability Discrimination Act 2005 (DDA) compliant. 13