Stanwix Primary School SEN & Inclusion Policy 2018-2019 Special Educational Needs Co-ordinators (SENCO) Mrs K McMullan / Mrs K Thompson Contact: admin@stanwix.cumbria.sch.uk Stanwix Primary School, Church Street, Stanwix, Carlisle, CA39DW. 01228 596069
This policy is a statement of the arrangements for inclusion and SEN at Stanwix Primary School. It has been written to make the arrangements for inclusion explicit and to ensure continuity of practice across the school. This policy follows the arrangements as stated in the Special Educational Needs and Disability Code of Practice:0-25 years (September 2014). This policy should be read alongside the School Local Offer which can be found on the school website. Our Aim Stanwix Primary School is committed to providing an appropriate and high quality education to everyone within its community. All the children, including those identified as having Special Educational Needs, have an equal entitlement to a broad and balanced academic and social curriculum, this curriculum being accessible to all, with everyone fully included in every aspect of Stanwix Primary School life. Every child is equally valued and we strive to develop an environment where all children can flourish and feel safe. Objectives: 1. To ensure the SEND Code of Practice 0 to 25 years (2014) and the Children and Families act 2014 are fully implemented within Stanwix Primary School. 2. To ensure equality of opportunity for, and to eliminate prejudice and discrimination against children with SEND 3. To continually monitor the progress of all learners, to identify needs as they arise and to provide support as early as possible, including referring to outside agencies as appropriate. 4. To provide full access to a broad and balanced curriculum through differentiated planning by class teachers, SENCO and support staff as appropriate.
5. To provide specific input, matched to individual needs, in addition to differentiated classroom provision, for those learners who are recorded as having SEN Support (single category) 6. To involve parents/carers at every stage in the plans to meet their child s additional needs, and where possible, involve the children themselves in any decision making. 7. To enable children to move on from Stanwix Primary School well equipped in the basic skills of literacy, numeracy and social independence to meet the demands of secondary school life and beyond 8. To identify the most needed additional provision for groups of children, or individuals, and through school tracking provide intervention work. 9. To ensure that children with SEN are perceived positively by all members of the school community, and that SEND and inclusive provision is positively valued and accessed by all staff and parent/carers. Identifying Special Educational Needs and Disabilities (SEND) The Code of Practice (2014) describes the four broad areas of need. We monitor all pupils who are not making adequate progress in the four Broad Areas of Need specified in the SEN Code of Practice: Communication and Interaction Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what has been said to them
or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives. Children and young people with ASD, including Asperger s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others. Cognition and Learning Support for learning difficulties may be required when children and young people learn at a slower place than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia. Social, emotional and mental health difficulties Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental
health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD) or attachment disorder. Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils. The department for education publishes guidance on managing pupils mental health and behaviour difficulties in schools. Sensory and/or physical needs Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multisensory impairment (MSI) will require specialist support and/or equipment to assess their learning, or habilitation support. Children and young people with MSI have a combination or vision and hearing difficulties. Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers. The purpose of identification is to work out what action the school needs to take. At Stanwix Primary School we identify the needs of pupils by considering the needs of the whole child which will include not just the special educational needs of the child or young person.
The following categories are NOT SEN but may impact on a child s progress and attainment: Disability (the C of P outlines the reasonable adjustment duty for all settings and schools provided under current Disability Equality Legislation) Attendance and Punctuality Health and Welfare EAL Being in receipt of Pupil Premium Grant Being a Looked After Child Being a child of a serviceman/woman A graduated approach to SEN support We have regard to the definition of SEN stated in the SEND Code of Practice 2014 and the Children and Families Act 2014 section 20: A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she: (a) has a significantly greater difficulty in learning than the majority of others of the same age; or (b) has a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools. A child under compulsory school age has special educational needs if they fall within the definition at (a) or (b) above or
would so do if special educational provision was not made for them (Section 20 Children and Families Act 2014). Teachers are responsible and accountable for the progress and development of the pupils within their class, including where pupils access support from teaching assistants or specialist staff. High quality first 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 first teaching. At Stanwix Primary School termly monitoring takes place to ensure that quality first teaching is happening in all classes. This includes class observations, planning monitoring and book scrutiny. Where needed, the SENCo will give advice and recommend strategies and/or resources to better support a child with SEND. CPD will be arranged by the SENCo to improve teachers understanding of SEND. In deciding whether to make special educational provision, Stanwix Primary School will gather information about the pupil s progress alongside national data and expectations of progress. This will include high quality and accurate formative assessment using effective tools and early assessment materials. Where a pupil is identified as having SEN, Stanwix Primary School will take action to remove barriers to learning and will put special educational provision in place. The SEN support at Stanwix Primary School will take place in a four-part cycle known as the graduated approach. This is describes as Assess,
Plan, Do, Review and is set out in the SEN Code of Practice 2014 section 6.45 to 6.56. Managing Pupils Needs Where deemed necessary, a pupil will be given an Individual Education Plan (IEP). This will be written in consultation with parents and where appropriate, the child. Targets will be child friendly. IEPs will be reviewed at least every term. The school will record the steps taken to meet the needs of individual children through the use of an Individual Education Plan (IEP) and the SENCO will have responsibility for ensuring that records are kept and available when needed. Strategies employed to enable the child to progress will be recorded within an Individual Education Plan which will include information about: The short term targets set for the child The teaching strategies to be used The provision to be put in place How the targets will help the child in their learning How the child can be successful Identify who is responsible for carrying out the work The review date The child s views will be sought and taken into account, as will those of the parents, whose support is vital if progress is to be achieved and maintained The SENCo will keep a provision map for pupils with SEND. Further advice and professional support is sought and implemented as is considered necessary for the individual needs of the pupils.
Criteria for exiting the SEN register The monitoring of progress of pupils with SEND will be reviewed every term in line with the monitoring of the rest of the class. In evaluating the success of an intervention (including a pupil having an IEP), the class teacher, with input from STAs and the SENCO will make a decision about whether a child needs to remain within the SEN category. A child may be removed from the SEN category if the: intervention has closed the attainment gap between the child and their peers child is working at A.R.E child demonstrates an improvement in self-help, social or personal skills Supporting Pupils and Families The Local Authority Local Offer can be found at: http://search3.openobjects.com/kb5/cumbria/fsd/home.page Stanwix Primary School s Local Offer can be found on our school website under SEND: http://www.stanwix.cumbria.sch.uk Stanwix Primary School s admissions policy can be found on our website under policies: http://www.stanwix.cumbria.sch.uk
Pupils with SEND are prepared for transition from class to class depending on their need. A minimum meet the teacher session takes place in the summer term. Where a child has a higher level of need additional transition sessions will take place along with a transition book which the child and school will create together. This will include photos of the classroom and staff that work in it, along with a question and answer page so that the child can raise any concerns. We work closely with secondary schools. Transition will normally start in year 6 however for pupils who have a higher level of need or who have a statement/ehcp, transition will start in year 5. Supporting pupils at school with medical conditions Stanwix Primary School recognises that pupils at school with medical conditions should be properly supported so that they have 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 2010. Some children may also have a Special Educational Need and may have a statement of Education, Health and Care Plan (EHCP) which brings together health and social care needs, as well as their special educational provision and the SEND Code of Practice 2014 is followed. The school s policy for Supporting pupils at school with medical conditions can be found on the school website.
Monitoring and evaluation of SEND The SENCo carries out a termly audit of the achievement of pupils on the SEND register. This involves looking at assessment data and discussions with the class teacher. This is then discussed in pupil progress meetings with the class teacher and SLT. Provision is the amended depending on the outcomes of the intervention. Furthermore, the SENCo along with curriculum leaders will look at impact and outcomes following interventions not aimed at SEND pupils, but aimed at those working below ARE. The SENCo regularly monitors SEND provision within school through lesson drop ins, observations, planning and book scrutiny and discussion with Teachers, STAs and children. Evaluation also takes place through discussion with parents. Training and Resources The SENCo along with the SLT will arrange CPD where there is a need either for all staff or an individual. The SENCo will keep staff and governors informed of changes to the SEN regulations. As part of the induction process for both teachers and teaching assistants, the SENCo will explain the systems and structures which are in place around the school s SEND provision and practice and discuss the needs of individual pupils. The SENCo attends half-termly local cluster meetings to share and keep up to date with SEN legislation as well as attending any relevant training provided by the Local Authority or
outside agencies. This will then, where applicable, be fed back to school staff. Roles and responsibilities The role of the governing body: The governor with responsibility for SEN is: Mrs Shelley Hayward The governing body should: Ensure that provision is made for pupils who have SEND Ensure that the needs of pupils with SEND are made known to all who are likely to teach them. Ensure that teachers are aware of the importance of identifying, and providing for, those pupils with SEND Consult the LA and the governing bodies of other schools, when necessary or desirable in the interests of coordinated special educational provision in the area as a whole Ensure that school produces a Local Offer setting out in one place information about provision available for children and young people in their school who have SEND Ensure that a pupil with SEND joins with all pupils in the activities of the school together, so far as is reasonably practical and compatible with the pupil receiving the SEND provision their learning needs call for and the efficient education of the pupils with whom they are educated and the efficient use of resources Report to parents on the implementation of the school s policy for pupils with SEND Have regard to the Code of Practice when carrying out its duties to pupils with SEND
Ensure that parents are notified of the decision of any extra provision being made for their pupils Governors are involved in developing and monitoring the policy. They are kept up to date and knowledgeable about the provision, deployment of funding, equipment and personnel resources. The Role of the SENCo The SENCO is responsible for: overseeing the day-to-day operation of the SEN and Inclusion policy co-ordinating provision for pupils with SEN ensuring there is liaison with parents and other professionals in respect of pupils with SEN, managing teaching assistants advising and supporting other practitioners in the school, contributing to the CPD of the staff, ensuring that appropriate IEPs are in place, that relevant background information about pupils with SEN is collected, recorded and updated liaising with external agencies including the LA s educational psychology services, health and social services and voluntary bodies The designated teacher with specific safeguarding responsibility is Mrs McMullan (Head teacher) The designated person for Children looked After (CLA) is Mrs K McMullan (SENCo) The member of staff with responsibility for meeting the medical needs of pupils is Mrs McMullan (Head teacher).
Reviewing the policy The SEN and Inclusion policy will be subject to an annual cycle of monitoring, evaluation and review. The SEN and Inclusion policy should also be read alongside our positive behaviour policy The SENCO ensures that all appropriate records are kept and available when needed. These are always available for parents/carers to see and can be a source of invaluable information when the pupils transfer to another school. Accessibility As a school we are happy to discuss individual access requirements. Dealing with complaints We endeavour to do our best for all pupils but if there are any concerns we encourage those concerned to approach the class teacher in the first instance and a response will be made as soon as possible. The school s complaints policy can be found on the school website. Success Criteria All learners in Stanwix Primary will have their individual needs met and be an equal member of the school community. Each learner will have opportunities to reach their full potential in a happy, safe, secure and inclusive environment.
Author/Owner Date Revised Date of next review: Sara Ruddick November 2015 February 2017 Sara Ruddick February 2017 February 2018 Kerry Thompson February 2018 February 2019