ILCHESTER COMMUNITY PRIMARY SCHOOL Special Educational Needs Policy Reviewed February 2014 N J Heath Headteacher Review April 2014 To be reviewed following the introduction of the new SEN Reforms
Ilchester Community Primary School aims to provide an inclusive, broad and balanced Curriculum for all children; including those with special educational needs. General Philosophy All Teachers are Teachers of Special Educational Needs. All Class Teachers are responsible for the initial identification and liaison with the Inclusion Leader. All Class Teachers have responsibility for SEN provision within the classroom. A child with SEN should have their needs met, their views sought and taken into account. Parents have a vital role to play in supporting their child s education. At some time during their school careers, all children may have SEN e.g. social and domestic problems, medical problems, undue pressure from home or school. All of these can lead to temporary or even permanent learning difficulties; which may need to be identified at an early stage. The Inclusion Leader is responsible for co-ordinating the day-to-day provision of SEN within the school. General Aims and Objectives of the School To encourage the involvement of staff, pupils and parents in the education of children with Special Educational Needs (SEN). To provide appropriate assessment, provision and monitoring support for children with SEN. To allow children to develop their full potential with guidance and support from Parents, Class Teachers, Inclusion Leader, Learning Support Staff and Somerset Support Services. To provide for all the needs of the child whilst encouraging inclusion in class and school activities. To maintain consultation and working partnerships with parents, taking into account their views in respect of their child s needs. To have the procedures and systems in place for meeting the objectives of providing an integrate education for all children with special educational needs. 1
To provide the entitlement of access to a full and balanced curriculum. To ensure that children who join the school other than at Reception are supported in an appropriate way. 2
Appendix A Procedures for entering school other than at Reception Definitions: A child has special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. A child has a learning difficulty if they: a) have a significantly greater difficulty in learning than the majority of children of the same age or: b) have 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 local educational authority c) are under five and fall within the definition at a) or b) or would do so if special educational provision was not made for the child. A child must not be regarded as having a learning difficulty solely because the language or medium of communication of the home is different from the language in which he/she will be taught. Special educational provision means: a) for a child of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for the children of the child s age in maintained schools, other than special schools in the area b) for a child under two, educational provision of any kind Education Act 1996, Section 312 3
Identification, Assessment and Provision A clear and defined system for identifying and assessing SEN is set out in the SEN Code of Practice 2001 and following LEA policy which establishes a graduated approach. We have adopted the approach set out in the Code. Some children may enter the school either in Reception or transfer from another school and their needs may already have been identified. Ilchester School will endeavour to liaise with previous schools / parents to ensure continuity of support. Early Years teachers / lnclusion Leader visit local playgroups before the children start school. Generally speaking, pupils with SEN may be perceived by the class teacher as having greater difficulties than could be attributed to different developmental rates. In broad terms a child may exhibit: MLD (Moderate Learning Difficulties) Characterised by low attainment across the curriculum SpLD (Specific Learning Difficulties) Where there is a mismatch between the child s potential and their actual performance in specific skills areas. Often such pupils demonstrate an erratic profile of strengths and weaknesses. Behaviour / Emotional Difficulties Where learning is interrupted as a result of behaviour patterns. Language and Communication Difficulties Including language disorder / impairment, Autism, Asperger s syndrome. Sensory Impairment Hearing / Visual. Physical Disability Including Cerebral Palsy, Spina Bifida etc. Developmental Co-ordination Disorder / Dyspraxia Other medical problems Long or short term Some children will fall into more than one category for SEN, while some children s needs may be severe enough to warrant a Statement of Educational Needs. Some children will exhibit one or more characteristics and yet not present with learning difficulties. It is the teacher s professional judgement, in consultation with the Inclusion Leader, colleagues and his / her understanding and awareness of the individual, which is central to the special educational needs provision offered at Ilchester School. A member of the teaching staff should be designated to have oversight and a coordinating role with regard to day to day SEN provision. 4
Inclusion Leader: Headteacher: Inclusion Governor: Mrs Jenny Coram Mr Nick Heath Mrs Jenny Collins This teacher, in conjunction with the Headteacher, will liaise with the appropriate Support Services and Agencies as well as LEA sources to provide support in a variety of ways for the benefit of children with SEN. She / he will also liaise with the SEN Governor regarding key SEN issues and relevant updates. The needs of most children will be met within the Basic Entitlement for every child in mainstream school and will be the responsibility of individual teachers, who through assessment and monitoring procedures already in place, can ensure that all children are progressing as expected. If a child is noted to having increasing difficulties, the teacher will seek advice from the Inclusion Leader and try alternative strategies to resolve the problem. There is an emphasis within the school for early intervention to support the child s needs. 5
Appendix B School Action Triggers for School Action If the alternative strategies have been tried and concerns remain and the teacher is concerned that the child has greater difficulties than can be attributed to different developmental rates, discussion between the class teacher, Inclusion Leader and parents will take place. If all concerned agree that interventions that are additional to and different from the school s differentiated curriculum are appropriate then School Action will be put in place. Parents concerns should also be taken into consideration. Strategies employed will be recorded on an Individual Education Plan (IEP) and include 3 or 4 key targets. The Inclusion Leader and class teacher will meet regularly (at least termly) to discuss the progress of the child and review targets. IEPs should be discussed with parents and they should be kept up-to-date through a review, usually at Parents Evenings or by special appointment as required. Information may be gathered by teacher / Inclusion Leader from classroom observations, parents and professionals working in Education, Health and Social Services. PARENTAL PERMISSION AND VIEWS WILL ALWAYS BE REQUESTED BEFORE A CHILD IS DISCUSSED WITH, OR ASSESSED BY, AN EXTERNAL AGENCY. A range of assessment materials will be available, as well as teacher observations and assessments including: SATs results (Yr 2, Yr6, also Optional Yr 3, 4, 5 SATs) Quest (KS1) Dyslexia Early Screening Test (KS1) NFER Diagnostic Maths (KS1) Aston Index (KS1 / KS2) Dyslexia Screening Test (KS2) Salford Reading Test Neales Reading Test Young s Parallel Spelling Test P- Scales Sound Linkage Phonological Assessment Battery (PhAB) 6
BPVS Non-verbal Tests York Assessment of Reading for Comprehension (YARC) WRAT 4 Sentence Completion Test Digit Recall Test Letters and Sounds School Action may include: Occasional advice from Support Services (including supporting school development in alternative strategies and training). Differentiated learning materials Special equipment Individual / group support, mainly in class Regular monitoring and reviews Children with English as an Additional Language will be included within the mainstream classroom with support and advice provided by the County EAL team. They are not recognised as having a Special Educational Need with EAL. (Need to be aware that they could have learning difficulties as well!) 7
Appendix C School Action Plus Triggers for School Action Plus When procedures at the School Action stage have not precipitated satisfactory progress, the Inclusion Leader will initiate further support from outside agencies (see list). These children will be those experiencing a high level of need severe and complex needs as outlined in Send Plus funding criteria and will have access to ongoing direct intervention from Support Services which may include specific training. A new IEP will be written to include targets and specialist recommendations. Reviews of children at School Action Plus stage will take place termly and will take the form of a meeting between the class teacher and the Inclusion Leader. Parents views will be sought, as will those of other professionals / agencies who have had involvement with the child. This review may be a formal meeting involving all or any parties concerned to discuss progress or the next steps (i.e. new targets, School Action or referral for Statutory Assessment). Monitoring of pupils is high and there is a need to maintain ongoing records as evidence. Applications for funding School Action Plus takes place in January of each academic year for the following September, plus in-year applications in October, February and May. 8
Referral for Statutory Assessment Pupils will be moved to these stages if: There is a question as to whether the school can continue to meet the child s needs. The pupil is not making satisfactory progress and a full statutory assessment is needed to help the school meet the pupil s needs. The pupil may move between LEAs and a Statement of Needs would be helpful in order to secure continuity of provision. Somerset has laid down specific criteria for applying for Statutory Assessment (see Appendix B). Whenever possible, the Inclusion Leader will be responsible for the completion of all relevant paperwork at all stages. However, in the instances where professional advice about a child s capabilities and needs is sought; the child s teacher will be best qualified to provide it. These stages, as identified by the code, are where the LEA takes the lead in assessing the pupil and providing / reviewing Statement of Special Educational Needs. Statement of Special Educational Needs Should the LEA decide that a Statement of Educational Needs is in the best interest of the child, the LEA will then write a Statement outlining the needs of the child, the objectives of the Statement and the provision that the designated school should provide. There will be an Annual Review of this Statement with input from all those professionals involved with the child and parents. The regular reviews of IEPs and targets will continue as previously. Assessment and Record Keeping Assessment and record keeping procedures aim to ensure that pupils with SEN are working at the appropriate level. Information about the progress of individual pupils is passed on from teacher to teacher and to parents. Continual assessment and teacher observation are used as well as the assessment materials listed previously. Information gained from these form the basis of the IEPs, with further diagnostic tests being carried out from time to time. All pupils identified as having SEN have their own file, containing IEPs, test results, samples of work and reports / recommendations from external agencies. 9
All pupils with IEPs will be reviewed twice a year as a minimum. Regular discussions between class teachers and the Inclusion Leader will take place (informally as well as formal reviews) also half termly meetings involving TAs and the Inclusion Leader; with the Headteacher when appropriate. Parents will also be consulted. SATs are undertaken at 7 years and 11 years. It is not the policy of Ilchester School to disapply pupils from these tests with relation to Statement or pupils with SEN, unless there are extreme circumstances. Ilchester School has adopted its own Record Keeping System. This provides a sound basis for detailed record keeping, both on a class and individual basis. The are up-dated regularly which helps with the identification and assessment of pupils with SEN. The system is also used for recording areas of the Curriculum covered by individuals and statements of attainment at particular levels. Access to the Curriculum and Inclusion It is recognised that support within the classroom has its place, as does withdrawal in certain circumstances. We aim for inclusion in all areas as far as is reasonably possible. Class teachers are responsible for their own organisation and teaching styles; but it is recognised that differentiation of work will be a necessary tool for the accommodation of children with SEN in the classroom. To further include children with behavioural or physical needs in particular, support staff may be employed for specific children where those concerned feel it to be appropriate. Where resources permit, Teaching Assistants (TAs) will be timetabled to support SEN pupils and those with specific behavioural difficulties. This may be by one or more of the following methods: Individual in-class support. Small group in-class support. Individual withdrawal. Small Group withdrawal. Children with English as an Additional Language will be included in mainstream classes with support from the Inclusion Leader and TAs. The County Team will give advice and recommendations for appropriate activities and resources. Evaluation This policy will be the subject of regular review by the Inclusion Leader, Headteacher and non-teaching staff. It will be an annual agenda item on the full Governors Meeting from which the School Self Evaluation report, including SEN, will be written, as well as reviews of provision and TA support for the Governing Body through the 10
SEN Governor. The school may, from time to time, set specific targets against which the success of particular aspects of the policy can be measured. Other systems of evaluating the effectiveness of SEN Policy will be through feedback from parents and pupils, pupil tracking and measuring the progress through IEPs. The SEN Action Plan / School Development Plan will also assist in the evaluation of the policy and provision. Complaints Procedure Complaints about the provision or organisation of SEN will be dealt with through the procedures outlined in the School Concerns and Complaints Policy. If parents are concerned about the provision for their child, they should discuss it with the class teacher, Inclusion Leader or Headteacher. The complaint will then be discussed by all three. Recommendations will then be discussed with parents. All complaints will be logged and reported to Governors. In-Service Training All teaching staff will be regularly updated with Code of Practice changes, the Statement procedure and other means of identification. The requirements for such training will be monitored by the Inclusion Leader in association with the Leadership Team and in accordance with the INSET policy. In-Service training will also be provided for TAs, using specialist skill from internal / external sources e.g. Somerset Support Services. Specific needs will be identified during regular meetings (usually half-termly). Fairmead School, Yeovil also provides excellent resources, advice and courses. External Support Services A range of support services may be involved with children at Ilchester School. Appropriate liaison will be made with any of the following agencies: Learning Support Service Social, Emotional, & Behaviour Support Service Educational Psychologist Speech and Language Therapy Service Language and Communication Team Hearing Impaired Service SEN Information and Communication Technology Service Occupational Therapy Service Physiotherapy Service Language and Communication Team Gifted and Talented Child County Advisor Visual Impairment Service Physical Impairment and Medical Support Service Localities Team Little Marsh Children s Centre (on Infant site) Family Welfare Officer, RNAS Yeovilton 11
Parent Partnership Team We have links with the Health Service through our school nurse and also contacts within the Social Services. Partnership with Parents Parents are informed of any concerns a teacher may have. Parents are also involved through a meeting with the class teacher and / or Inclusion Leader when it is felt that a child should be placed on the Graduated Response to SEN. Parents are encouraged to be involved as far as possible with the work the teachers set for the children and are asked to support this at home. Parents are informed of changes arising from reviews and their own views will have been sought where it is possible. Parents permission will also be sought prior to the school SEN Consultation Meetings, if consultation with external agencies is required. Parents are invited to twice yearly parents evenings and receive an end of year report with the opportunity to discuss their child s progress wit the class teacher and / or Inclusion Leader. There will be an Annual Review of all children with a Statement or School Action Plus, with parents and professionals involved. Parents my consult the Inclusion Leader at any time by appointment. Links with Other Schools Close links are established with local playgroups by Early Years staff / Inclusion Leader. Close links also exist between KS2 and secondary schools, especially Stanchester Community School. Facilities Children with SEN are admitted into Ilchester School. In the case of a child with a Statement of Special Educational Need, the LEA has a responsibility to name the school at which the pupil should attend. Ramps, disabled toilet and shower room are in place for access within the Infant Department. Ramps, disabled toilet, shower room and therapy suite are in place in the Junior Department. Resources Funding for SEN is received: Through the School budget to provide teaching support for children with SEN and the provision of appropriate learning and teaching materials. Support provided will depend on funds available. Through School Action Plus Funding applied for through the LEA for 12
children with severe and complex needs. Resources are available for use by all teaching and non-teaching staff. A range of differentiated work is prepared by class teachers, Inclusion Leader and TAs; available for general use. The Inclusion Leader maintains teacher resource files which are stored in the SEN rooms in both KS1 and KS2 buildings for easy access. These provide a range of materials for use in all curriculum areas. There are also information files relating to the nature of various types of SEN, the symptoms expressed and the strategies for helping. These are kept in both staffrooms. A file is available including names and contacts within the LEA and for supportive societies in order that the work for a pupil with SEN may continue in the absence of the Inclusion Leader. The teaching needs of all pupils, particularly children with SEN require: Positive attitudes from all staff. Partnerships with parents and teachers which encourage them to become active learners, helping them to plan, build and evaluate their own learning programme wherever possible. A climate of warmth and support in which self-confidence and self-esteem can grow and in which pupils with SEN can experiment without fear or criticism or failure. Extra support at times in order to access National Curriculum, whether through the Inclusion Leader or outside agencies. A record of levels of achievement and coverage of National Curriculum. Provision needs to be made for more able / gifted children, both in terms of identification and supplying a suitable curriculum. It is recognised that some children will be gifted and this is very much an Additional Educational Need. (See gifted and Talented Policy. These children may be able to work at a much higher level than we may be aware, and we realise that they will not be stimulated by the provision of extra quantities of work pitched at the same intellectual level as their peers. Gifted children need an improvement in the quality of their own work rather than quantity. Talented children need to be supported with opportunities to develop their talents, either from in-house expertise or from other sources. At Ilchester School the learning environment exhibits the following characteristics: A fair and whole school approach to discipline. A stimulating, sensitive and flexible approach to classroom layout and display. 13
An atmosphere of acceptance, encouragement, respect and sensitivity Communication and co-operation between all staff. A structured and needs-based approach to in-service training. Effective management of support from Inclusion Leader, staff TAs and parents through clear definition of roles. Access to specialist advice through all available support services. Continuous and constructive communication with parents. 14
Appendix A Procedures for entering school other than at Reception A buddy will be provided on the first day to show the new pupil around the school building and to help with routines of the classroom. The TA who works within the appropriate year group will be responsible for carrying out an initial reading and spelling test to give guidance for grouping / differentiated work. If records have not been received via the parents on the day of arrival, the secretary will be requested to contact the previous school in order that up-todate records may be sent as soon as possible and if the child has any SEN / AEN, for level of need to be faxed through. SEN level of need will be recorded via the CTF (pupil electronic record transfer) and imported into Sims.net. Viewed via the SEN tab. If a child has not been identified as having SEN / AEN but concerns arise, Inclusion Leader will be involved as soon as possible, initially for advice, then if necessary, to follow a graduated response of Code of Practice. Parents will be contacted and a meeting arranged to discuss the child s needs. Appendix B School Action Triggers for School Action Intervention at School Action may be teacher s or others concerns when a child who, despite receiving differentiated learning approached: Makes little or no progress, even when teaching approaches are targeted in identified area of weakness. Shows signs of difficulty in developing English / Maths skills i.e. poor attainment. Presents persistent emotional / behavioural difficulties which have not improved despite behaviour management techniques normally employed in school. Has sensory or physical difficulties little or no progress despite provision of specialist equipment / resources. Has communication and / or interaction difficulties with little or no progress despite differentiated curriculum. 15
Appendix C School Action Plus Triggers for School Action Plus If concerns remain and despite having individual programme and / or concentrated support at School Action, the child displays a high level of severe and complex needs, then application may be made to support the child from Send Plus Funding. If the child: Continues to make little or no progress in specific areas over a long period. Continues working at National Curriculum levels substantially below that expected of children of his / her age. Continues to have difficulty in developing English and Maths skills, despite interventions and support. Has emotional / behavioural difficulties which substantially and regularly interfere with child s own learning and that of the class / group despite individual behaviour management programme. Sensory or physical difficulties requiring specialist equipment or regular advice / visits from specialist services. Ongoing communication and / or interaction difficulties that impede development of social; relationships and cause a substantial barrier to learning. 16