Special Educational Needs and Disability (SEND) Policy Policy for Overall responsibility Last updated: Next review: EIA completed: Monitoring, evaluation and review This policy needs to be read in conjunction with a range of College policies ncluding: All staff, students and parents/carers/guardians Vice Principal Delivery and SENCo November 2016 November 2017 November 2015 Internally each year by Vice Principal Delivery, SENCo, E&D Committee and Governing body Equality and Diversity Safeguarding Teaching and Learning Students with Learning Difficulties and Disabilities College Admissions Examinations Challengingg Behaviour Guidelines Student Anti-Bullying and Harassment Complaints Careers education and Guidance Health, Safety and Welfare Data Protection Note: Throughout this guidance student includes all the children and young people up to 25 years old attending the College. References to SENCo refer to our nominated staff in College who coordinate our SEND provision. 1.0 Aims 1..1 To provide a rich, challenging and differentiated curriculum, in which students with Special Educational Needs and Disabilities (SEND), can achieve their full potential. 1..2 To equip students with the skillss needed for their successful life beyond College. 2.0 Objectives to identify students with special educational needs and disabilities and ensure that their needs are met to ensure that students are in receipt of an Education, Health and Care needs assessment plan (EHC) when warranted to ensure that students with special educational needs and disabilities are able to join in with all the activities of the College or appropriate differentiated activities to ensure that all students make the best possible progress to ensure that parents/carers/guardianss are kept informed of their child s (up to the age of 18) special needs and that theree is effectivee communication between parents/carers/ guardians, College and other relevant agencies to ensure that students express their views and are fully involved in decisions whichh affect their education to promote effective partnerships and involve outside agencies when appropriate to develop effective links with partner school SENCos and local authorities 1
City College Plymouth to provide equal access to a broad and balanced curriculum, inclusive of all equality groups and regardless of personal circumstance or special educational needs and disabilities to develop the whole student; physically, socially, emotionally and intellectually to recognise the importance of each student s self esteem and self value and enhance this wherever possible to provide students who have SEND with independent careers advice and guidance to meet the training needs of all staff involved with students who have SEND 3.0 Definitions 3.1 The framework for the SEND policy is provided by the UN Convention on the Rights of the Child 1989, The Children and Families Act 2014, The Education Act 1996, the Equality Act 2010 and the Special Educational Needs and Disability Regulations 2014 and key regulations and circulars on the organisation of special educational provision (see Appendix 3). Changes in policy or practice will be updated as new legislation emerges. 3.2 For the purpose of this policy, and with regard to the SEN Code of practice, we use the following: Definition of SEN: A child or young person has special educational needs if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child or 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 either prevents or hinders him or her from making use of the education facilities of a kind provided for others of the same age in mainstream schools or mainstream post-16 institutions Learning difficulties can fall into one or more of the following categories: Communication and interaction Cognition and learning Social, emotional and mental health difficulties Sensory and/or physical needs 3.3 The Equality Act 2010 defines a disabled person as someone who has: a long term mental or physical impairment which has a significant impact on the person s ability to carry out normally day to day activities. 4.0 Identification 4.1 The College will identify those students who have special educational and disabilities needs by making a judgement based on an analysis of various sources of information including: Initial or relevant assessment (such as dyslexia) Consultation with all teaching staff (referrals based on classroom observation, discussions with students, work scrutiny) Test scores Relevant outside agencies Parents'/carers /guardians perceptions and observations Peer group nomination Self referral Nomination by previous school for students entering the College See SEND Flowchart - Appendix 2 2
5.0 Implementation objectives Students should: recognise and accept each other s strengths and weaknesses and support one another to reach their goals Relevant teaching staff should: ensure the earliest possible identification of SEND ensure all students with SEND have clear and achievable targets regularly monitor and review each student s progress and take appropriate action have responsibility for meeting the individual learning needs of students with SEND and be fully committed to raising achievement encourage students to have high aspirations for employment, independent living and community participation The SENCo should: establish clear systems for identifying and assessing students who have SEND set up and maintain a register of students with SEND (with a profile and record of support) record and map provision; draw up individual and group plans as required in consultation with all involved with the students involve students and parents/carers/guardians as partners in the SEND process co-ordinate provision for students with SEND, liaise with parents/carers/ guardians, staff and external agencies work with the student and their parents/carers/guardians (if aged under 18) and other education/training providers to ensure a smooth transition where appropriate for the student s aspirations participate in the local authority reviews of students with SEND who have an EHC plan seek outside agencies advice and involvement as necessary make full use of expert support facilities e.g. medical services, Educational Psychology Service, SEND support services, social services and voluntary bodies advise parents/carers/ guardians and students on the appeals process in order to gain an EHC plan for the student be responsible for regular review of the SEND provision and contribute to improving the quality of our provision make recommendations for the training needs of staff consult with SENCos from other providers to ensure effective use of resources and the dissemination of good practice ensure that the College fulfils the requirement of the Special Educational Needs and Disability Regulations 2014 and other relevant legislation, codes of practice and guidance be responsible for the day to day operation of the SEND policy Governor s should: nominate a member of the governing body to be the SEND lead for Governors 6.0 Concerns and complaints Given the sensitive nature of the issues surrounding students with SEND, any student/parent/carer/guardian with a specific concern or complaint relating to the SEND provision is welcome to address these directly to our SENCo, who will note any complaints and arrange a suitable follow up meeting to discuss the situation. If this does not solve the issue or allay the complaint, then the student/parent/carer/guardian is welcome to follow the procedures in our Complaints Policy. 7.0 Monitoring, Evaluation and Review Date The by Vice Principal Delivery, SENCo, Equality and Diversity Committee and Governing body will review this policy every year and assess its implementation and effectiveness. The policy will be promoted and implemented throughout the College. 3
Appendix 1 - SEND Flowchart for provision, intervention and review Inclusive provision for all students All students receive high quality inclusive teaching, learning and assessment Teachers plan focussed, differentiated lessons using knowledge gained from disclosure and ongoing assessment of needs Initial concerns raised Attainment and progress not in line with expectations or appropriate differentiation within class by teacher assessment Referral to SENCo Check student is placed on College SEND Register Start to consider request for Education, Health and Care needs assessment plan (EHC) plan, SENCo to advise local authority Parents/carers/guardians (if student under 18) informed, regular review meetings held Further assessment informs individual targets Additional support resources considered Further intervention SENCo consults with outside agencies if necessary SENCo advises parents/carers/guardians (if student under 18) and student on how to appeal to local authority for EHC plan Parents/carers/guardians (if student under 18) informed, review meeting held Individual targets set to promote individual learning and living skills Significant cause for concern Continue to plan request for EHC plan Consult parents/carers/guardians, specific services, local authority Liaison between organisations involved, parents/carers/guardians, student and College to collect evidence to present to the local authority SENCo completes all necessary documentation EHC plan College provision is adjusted in accordance with content of EHC plan SENCo continues to monitor and review progress and consult with student, parents/carers/guardians and relevant external agencies 4
Appendix 2 Legislation and guidance relevant to this policy UN convention on the Rights of the Child 1989 Education Act 1996, 2002 Children Act 2004 Mental Capacity Act 2005 United Nations Convention of the Rights of Persons with Disabilities 2007 Equality Act 2010 Support and aspiration: A new approach to special educational needs and disability: Progress and next steps 2012 Children and Families Act 2014 The Special Educational Needs (Local Offer) Regulations Supporting pupils at school with medical conditions 2014 April 2014 Mental health and behaviour in schools June 2014 Special educational needs and disability code of practice: 0 to 25 years July 2014 Send gateway for advice and resources Council for Disabled Children Plymouth Parent Partnership Plymouth City Council Special Educational Needs http://www.sendgateway.org.uk/ http://www.councilfordisabledchildren.org.uk/ https://www.plymouthparentpartnership.org.uk/ http://www.plymouth.gov.uk/sen 5