Gladstone Primary School. Special Educational Needs and Disability Policy

Gladstone Primary School Special Educational Needs and Disability Policy Date Approved by Governors March 2015 Date for next review March 2016

Policy to Promote the Successful Inclusion of Pupils with Special Educational Needs and Disabilities This policy complies with the statutory requirement laid out in the SEND Code of Practice 0 25 (2014) 3.65 and has been written with reference to the following guidance and documents: Code of Practice 0 25 (July2014) SEND Information Report Regulations (2014) supporting pupils at school with medical conditions April 2014 urriculum in England Key Stage 1 and 2 framework document Sept 2013 This policy was created by the school s Inclusion Team with the SEND Governor in liaison with the SLT, all staff and parents of pupils with SEND - in consultation with fellow SENDCos in our Cluster. CONTACT DETAILS Inclusion Lead: Mrs Sue Leeks - Leadership Team Office: 01733 343908 ext: 206 / 307 Inclusion Team: Mrs Sue Leeks KS1 Mrs Jo Moore EYFS Office: 01733 343908 ext: 206 / 307, including those with SEND. Gladstone School provides a broad and balanced curriculum for all children. The National Curriculum is the starting point for planning that meets the specific needs of individuals and groups of children. When planning, teachers set suitable learning challenges and respond to children s diverse learning needs. A minority of children has particular learning and assessment requirements that could create barriers to learning. These requirements are likely to arise as a consequence of a child having additional needs. Children may have additional needs either throughout or at any time during their school career. This policy ensures that curriculum planning and assessment for children 2

with additional needs takes into account the type and extent of the difficulty experienced by the child. SECTION 2 AIMS We aim to raise the aspirations of and expectations for all pupils with SEND, and our school provides a focus on outcomes for children and not just hours of provision/support. To enable children to feel they are valued members of the class, school and community. Objectives: 1. To identify and provide for pupils who have special educational needs and additional needs. 2. To work within the guidance provide in the SEND Code of Practice, 2014. 3. To operate a whole pupil, whole school approach to the management and provision of support for special educational needs. 4. To provide a team of Inclusion Coordinators who will work with the SEND Inclusion Policy across the whole school: EYFS, KS1 and KS2. 5. To provide support and advice for all staff working with special educational needs pupils. 6. To provide good quality teaching and learning experiences which engage and support SEND pupils to make good progress. 7. To ensure pupils and parents have a voice in the process. SECTION 3 IDENTIFYING SEND: The Code of Practice suggests that pupils are only identified as SEND if they do not make adequate progress once they have had appropriate intervention and/or adjustments in addition to good quality personalised teaching. At school once an SEND concern is raised about a child, by a parent, the child themselves or a member of staff, the teacher of that child will commence the graduated approach. (assess, plan, do and review). The Code of Practice describes the 4 broad categories of need: Communication and Interaction Cognition and Learning Social, Emotional and Mental Health Sensory and/or Physical needs These four broad areas give an overview of the range of needs that should be planned for. The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. At school we identify the needs of pupils by considering the needs of the whole child which will include not just their special educational needs. 3

There are a number of non SEND factors which may impact on progress and attainment: settings and schools provided under current Disability Equality legislation these alone do not constitute SEND) eing a child of Serviceman/woman SECTION 4 A GRADUATED APPROACH TO SEND SUPPORT: Our school identifies children with special educational needs/disability (SEND) by: Relevant information received from previous settings. Relevant information received during home visits. Regular assessment of pupils progress. Termly parental consultation meetings and other opportunities as needed. Class teacher raising concerns and discussing with/referring to the Inclusion Team. Carrying out individual assessments. Seeking advice from other professionals and/or making referrals to outside specialists where appropriate. Children are recorded on our Additional Needs Register in line with the Peterborough Local Offer Levels of Needs. Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from Teaching Assistants or specialist staff. High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEND. Additional intervention and support cannot compensate for a lack of good quality teaching. However these interventions will closely monitor progress and review the effectiveness of this. The Leadership Team and the Induction Team carry out lesson observations and learning walks. The Leadership Team and the Induction Team carry out Learning Scrutinies including Planning. Regular Pupil Progress Meetings. Reviewing and measuring progress of Intervention Programmes. Reviewing achievement with staff and parents at Parent Consultation meetings. Termly/annual reviews of Coordinated Plans and Education Health Care Plans/Statement of Special Educational Needs. 4

How does your school decide whether to make special educational provision? This will involve the Teacher, Teaching Assistants (Early Years, Inclusion, Families and Interventions Teams), Inclusion Team and parents. They will consider all of the information gathered from within the school about the pupil s progress, alongside national data and expectations of progress. This should include high quality and accurate formative assessment, using effective tools and early assessment materials. For higher levels of need, describe your school s arrangements to draw on more specialised assessments from external agencies and professionals. The Inclusion Team meet frequently to plan, assess and review the special educational needs and additional needs in our School. Decisions regarding appropriate referral to Specialist Services are taken collectively. For a comprehensive list of services available, please refer to the Gladstone Primary School Offer document. For children with continuing provision, the supporting staff and the Inclusion Team liaise with Specialists to monitor progress and plan next steps. Pupils are placed on our Additional Needs Register according to their provision needs. Our ASSESS PLAN - DO REVIEW cycle is managed by Pupil Progress Meetings, Parent Consultation meetings and Provision Mapping for SEND pupils. Parents, children and families are involved in these discussions both formally and informally. MANAGING PUPILS ON THE ADDITIONAL NEEDS REGISTER The core expectation is that the class teacher is responsible for evidencing progress according to the targets described in the provision map. The Inclusion Team review provision termly following Pupil Progress Meetings. Children are recorded on our Additional Needs Register in line with the Peterborough Local Offer Levels of Needs and adjusted accordingly. We endeavour to meet the needs of all children by ensuring that they are in the appropriate setting. There are a range of key services/specialists that can be accessed through given pathways, usually following a diagnosis eg Colleagues working in Health. Our school accesses the following services: Educational Psychology Service (EP) Speech and Language Therapy Service (SALT) Southfields Enhanced Resource for Speech and Language School Nurse Service and Community Paediatricians Diabetes Nurse Team Autism Outreach Team Paediatric Occupational Therapy Service (OT) Child and Adolescent Mental Health Service (CAMHS) Physiotherapy Service 5

Matley Enhanced Resource provision Sensory Support Services for visual and hearing impaired pupils Jack Hunt School Unit:Hearing Impaired support Pupil Referral Units for social and emotional needs. Referral to the Specialist Services by the Inclusion Team is always with the full cooperation of Parents/Carers and is communicated with the child appropriately. SECTION 5: CRITERIA FOR EXITING THE ADDITIONAL NEEDS REGISTER School monitors progress and attainment and when barriers to learning are overcome the child may no longer receive additional SEND provision. Decisions are made during Pupil Progress Meetings with Class Teacher, Senior Leader and Inclusion Team member. This will be shared with Parents and pupils at the Parental Consultation Meeting/Individual Meeting. The Nurture Rooms are available on both sites for children who may need additional support particularly in managing their emotions and feelings. SECTION 6: SUPPORTING PUPILS AND FAMILIES Parents can access Peterborough City Council s Local Offer on www.peterboroughcitycouncil.co.uk The SEND information School Offer can be accessed on the school website www.gladstoneschool.co.uk or click HERE to link to our website School has adopted the admissions policy of Peterborough Local Authority. Priority is given to Looked After Children, Children with Statement of Educational Need/Education Health Care Plan, followed by children with an identified medical need then children living in the school catchment area. the Local Authority Designated Parent Partnership Officer. All measures are taken to ensure SEND children are able to access end of KS1 and KS2 SATS, the Phonics Check and other assessments where appropriate. As needed, special access arrangements for those pupils who meet the criteria will be applied for. These may include: Extra time Use of reader Amanuensis Use of laptops Provision of movements break Enlarged/modifying, scripts/language modifications Transition from class to class, across key stages www.gladstoneschool.co.uk or click HERE to link to our website Parents may wish to access our School s Policy: Supporting Children with Medical Conditions which is on our website. 6

SECTION 7: SUPPORTING PUPILS AT SCHOOL WITH MEDICAL CONDITIONS The 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 2010. Some may also have special educational needs (SEND) with a statement, or Education, Health and Care (EHC) plan which brings together health and social care needs, as well as their special educational provision and the SEND Code of Practice (2014) is followed. Pupils with medical conditions are supported through Health Care Plans written in partnership with parents and health care professionals. Full details can be found in our School s Policy: Supporting Children with Medical Conditions. SECTION 8 MONITORING AND EVALUATION OF SEND Senior leaders and governors regularly and carefully monitor and evaluate the quality of provision we offer all pupils through lesson observations, pupils voice, learning walks, book scrutinies, parent and pupil questionnaires and discussions. These arrangements promote continuous reflection, reviewing and improvement of provision for all pupils. As part of this, Interventions and progress against targets for SEND pupils are monitored by our class teachers in liaison with: Inclusion Team Mrs Jo Moore Mrs Sue Leeks Specialist Teachers: Literacy Mrs Karen Pipe ECaR Mrs Sue Leeks ECaR Literacy Coordinator: Mrs Helen Turner SpLD Specialist Teachers: Numeracy Mrs June Garth ECC Maths Coordinator: English Access Specialist Team Teaching Assistant Teams as appropriate Mrs June Garth Mrs Mary Hewitson Mrs Karen Pipe Mrs Sue Leeks EYFS, Interventions, Inclusion, Families Mr Jon Davis SECTION 9: TRAINING AND RESOURCES SEND budget is allocated according to banding as outlined by the Local Authority Offer. Funding is matched to SEND by degree of need within the four bands. Levels of support are decided by need at targeted specialist and specialist level as shown on the Local and School Offer. In order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all pupils, all staff are encouraged to undertake training and development. All teachers and Teaching Assistant Teams undertake Induction on taking up a post and this includes a meeting with the Inclusion Team to explain the systems and structures in place around the school s SEND provision and practice and to discuss the needs of individual pupils. 7

The school s Inclusion Team regularly attend the LA s SENCO network meetings in order to keep up to date with local and national updates in SEND and the SENCo cluster meeting within the Jack Hunt Cluster. SECTION 10 ROLES AND RESPONSIBILITIES The Governing Body must ensure that: The necessary provision is made for any pupil with additional needs. All staff are aware of the need to identify and provide for pupils with additional needs. Pupils with additional needs join in school activities alongside other pupils, as far as is reasonably practical and compatible with their need and the efficient education of other pupils. They report to parents each year about the school s policy for children with special educational needs and disabilities. SEND provision is an integral part of the School Development Plan. The quality of SEND provision is regularly monitored. Role of Teaching Assistants Gladstone School has four Teams of Teaching Assistants with shared responsibilities: Inclusion Team For those children with ongoing and long term needs outlined on an Education Health Care Plan there are individual Teaching Assistants who support their range of needs and liaise closely with families. Intervention Team Trained and resourced Teaching Assistants teach Intervention Programmes in Literacy, Numeracy or Language with individual / groups of children in the Intervention Rooms. Progress is monitored carefully at the Leadership Evaluation Meetings termly. EYFS Team Trained Teaching Assistants in supporting continuous provision in the Early Years work alongside the Teaching Staff. Families Team Teaching Assistants with a range of skills including languages support our Families. They liaise with and access supporting and appropriate Services. Safeguarding Team Our Safeguarding Team comprises: Safeguarding Coordinator: Ms Ruth Scotten, Head Teacher: Mrs Christine Parker, Deputy Head Teacher: Mr Paul Fountain, EYFS, KS1 and KS2 Assistant Heads, HLTA: Mrs Rozina Fazil, Administrator: Mrs Louise Hale. They meet weekly to discuss the needs of our most vulnerable children. Member of staff responsible for managing PPG/LAC funding: Business Manager Mrs Justine Ingram. Member of staff responsible for managing the schools responsibility for meeting the medical needs of pupils: Inclusion Team currently. 8

SECTION 11 STORING AND MANAGING INFORMATION Refer to the school s Data Protection Policy on the school website. Click HERE SECTION 12: REVIEWING THE POLICY The SEND policy will be reviewed annually by senior leaders and any changes ratified by the governing body. SECTION 13: ACCESSIBILITY Refer to the schools policy on Disability and Equalities, Click HERE The DDA, as amended by the SEND and Disability Act 2001, placed a duty on all schools and LAs to plan to increase over time the accessibility of schools for disabled pupils and to implement their plans. We provide the following to ensure that all children in our school can access all of the activities offered. We enable children to access all activities by Changing and showering facilities for the disabled on both sites. Adjustable sinks. Lifts and disabled toilet including hoist. Adapting materials where appropriate. Providing equipment to support needs i.e. slope boards, move and sit cushions, Adapted furniture particularly seating. Adapted curriculum. We involve parents and carers in the planning by Access to class teachers and Inclusion Team. Professional meetings and review meetings as appropriate. News Letters, the School Website and other websites. Parents and carers can give their feedback by; Informal or formal discussion with class teachers and the Inclusion Team. Meetings with the Senior Leadership Team. Professional Meetings and review meetings as appropriate. Contacting the school:office Team, phone calls, email, arranged visits. 9

SECTION 14 DEALING WITH COMPLAINTS Having explored fully the options above Parents/Carers are invited to use the Complaints Procedure. Refer to the schools policy on Disability and Equalities, Click HERE SECTION 15 BULLYING Refer to the schools policy on Disability and Equalities, Click HERE At Gladstone School we aim to promote positive behaviour at all times. Our Positive Behaviour Policy is introduced at EYFS and implemented consistently throughout KS1 and KS2. We reinforce positive behaviour attitudes through our PHSE curriculum and our Key Stage and Whole School Assemblies. The Lunch Time Team and Play Time Duty Team encourage the children to reflect on how they behave and to develop positive relationships through respect and understanding. The Safeguarding Team are rigorous in their commitment to Keeping Children Safe in Education following the Statutory guidance for schools in monitoring and reviewing our practice. The Nurture Rooms are available on both sites for children who may need additional support particularly in managing their emotions and feelings. Read in conjunction with our Positive Behaviour Policy. Refer to the Safeguarding Team. SECTION 16 GLOSSARY of Terms used within the Policy The description of need in this Policy reflects our commitment to and belief in Inclusion. There has been a development in the terminology used around meeting the additional needs of children over time which is also reflected in our Policy. Glossary of terms used in this Policy: SEND:Special Educational Needs SEND:Special Educational Needs Disability EHC Plan:Education Health Care Plan EP:Educational Psychologist OT:Occupational Therapist SALT:Speech and Language Therapist EYFS:Early Years Foundation Stage KS1:Key Stage 1 (School Years 1 & 2) KS2:Key Stage 2 (School Years 3,4,5 & 6) This policy is monitored by the Full Governing Body. Signed Date Chair of the FGB Signed Date Headteacher 10