Special Educational Needs Policy

Special Educational Needs Policy Policy reviewed: May 2016 Policy review date: May 2017 Author: M. Garcia / B. Jawandha 1

Contents: Definition of Special Education Needs and Mission Statement 3 1. Aims and Objectives 4 2. Responsibility for the Co-ordination of SEN Provision 5 3. Arrangements for Co-ordinating SEN Provision 5 4. Admission Arrangements 6 5. Facilities for Students with SEN 7 6. Linked Policies 7 7. Allocation of Resources for Students with SEN 7 8. Identification of Students Needs 8 9. Wave Intervention 9 10. Referral for EHCP 10 11. Access to the Curriculum, Information and Associated Services 11 12. Inclusion of Students with SEN 11 13. Evaluating the Success of Provision 12 14. Complaints Procedure 12 15. In Service Training (CPD) 12 16. Links to Support Services 12 17. Working in Partnership with Parents 13 18. Links with other Schools 14 19. Links with other Agencies and Voluntary Organisations 14 2

SEND Code of Practice: for 0 to 25 years The Department for Education (DfE) published a new Special Educational Needs and Disability (SEND) Code of Practice in July 2014. It came into force in September 2014, replacing the previous 2001 code. It was updated in January 2015 and revised again in April 2015. The new code reflects the changes introduced by the Children and Families Act 2014. Special Educational Needs (SEN) Definition from SEN Code of Practice p15 xiii. 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. xiv. A child of compulsory school age or a young person has a learning difficulty or disability if he or she: has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions Mission statement In partnership with Parents, we aim to develop positive learning relationships with all students to maximise learning potential. At Ormiston Shelfield Community Academy, we support and value the abilities of all our students. It is our duty to provide equal opportunities for every child in our care and a safe and fully equipped learning environment which caters to the needs of every child as an individual. We are committed to inclusion within the school curriculum and participation in all aspects of school life. The academy adopts a 'whole school approach' to special educational needs. All staff work to ensure inclusion of all students. The school is committed to ensuring that students with special educational needs can fulfil their potential and achieve optimal educational outcomes. 3

1. Aims and Objectives 1.1 Aims We aim to provide every child with access to a broad and balanced education. This includes the National Curriculum in line with the Special Educational Needs Code of Practice. Our aims are: To ensure that all students with SEN have their needs identified in order to support academic progression and continued good physical and mental health and wellbeing To ensure that every child is protected from harm and neglect and that every effort is made to enable them to learn and grow independently To ensure all children can access a balanced curriculum, differentiated where appropriate To ensure that all students with SEN are able to fully access the curriculum by providing extra support or additional resources where appropriate and by removing their barriers to learning. 1.2 Objectives To identify the needs of students with SEN as early as possible. This is most effectively done by gathering information from parents, education, health and care services and passing information prior to the child s entry into the school through year 7 Transition Manger and the Director of SEND. To monitor the progress of all students in order to aid the identification of students with SEN. Continuous monitoring of those students with SEN by their teachers will help to ensure that they are able to reach their full potential. To make appropriate provision to overcome all barriers to learning and ensure students with SEN have full access to the National Curriculum. This will be co-ordinated by the SENDCO, Mrs Jawandha and Progress Co-ordinators and will be carefully monitored and regularly reviewed in order to ensure that individual targets are being met and all students needs are catered for. To work with parents to gain a better understanding of their child, and involve them in all stages of their child s education. This includes supporting them in terms of understanding SEN procedures and practices, providing regular reports on their child s progress, and providing information annually on the provisions for students within the school as a whole, and the effectiveness of the SEN policy and the school s SEN work. To work with, and in support of, outside agencies when the students needs cannot be met by the school alone. 4

To create a school environment where students feel safe to voice their opinions of their own needs. This means providing regular one to one meetings between students and their teacher/sendco and will be made easier by carefully monitoring the progress of all students. Student participation is a right. This will be reflected in decision-making but also encouraged through wider opportunities for participation in school life. 2. Responsibility for the Co-ordination of SEN Provision The person responsible for overseeing the provision for children with SEN is the Director of SEND. The person responsible for overseeing SEN in its academy wide provision is the Vice Principal for Teaching and Learning. The SEND Team is made up of a number of LSAs, some of whom work exclusively within department areas. Statement students receive their entitlement of hours through in class support, small group intervention and one to one support. External agencies such as Speech and Language therapists and Occupational Therapy support students with their therapy, recommendations and advice. 3. Arrangements for Co-ordinating SEN Provision 3.1 In light of Changes with the New SEN code of Practice January (2015), SEND_Code_of_Practice_January_2015.pdf and revised Code April 2015, all Ormiston Shelfield Academy will be at present continuing with the use of IEP s and where necessary Individual SEN Passports. 3.2 There will be a heavy emphasis placed on looking at new support and reviewing interventions that are taking place for the student. Wave 3 Intervention under the New Code of Practice will look towards meeting the needs of the student, and where necessary moving to being supported with a Statement or possibly an Educational Health Care plan. All passports and IEPs will be accessible on SIMS for staff and LSAs to work towards with students and parents. 3.3 All staff can access: The SEN Policy A copy of the full SEN Register Guidance on identification in the Code of Practice SEN Support and students with statements) Information on individual students special educational needs, including action plans, targets set and copies of their IEPs Practical advice, teaching strategies, and information about types of special educational needs and disabilities 5

Information on the staff IT system on individual students and their special needs and requirements 3.4 This information is made accessible to all staff in order to aid the effective co-ordination of the school s SEN provision. In this way, every staff member will have complete and up-to-date information about all students with special needs and their requirements which will enable them to provide for the individual needs of all students. 4. Admission Arrangements 4.1 The admission arrangements for all students are in accordance with national legislation, including the Equality Act 2010. This includes children with any level of SEN, those with statements and those without. 4.2 All SEN paperwork should be passed to the Progress Co-ordinator or SENDCO as soon as possible. If the child is making a transition from another school, a meeting may be set up between the feeding school and the receiving school s SENDCO to aid the smooth transition of the student, and discuss arrangements to be made as well as any other important information relating to that child s needs. Where face to face meetings are not possible, contact will be made via telephone to ensure that there is a good understanding of what type of provision is required. The school will do its best to ensure that the necessary provisions and preparations are made prior (where possible) to the start of the child s school year. The child will be closely monitored from the start of the new school year to ensure that all the appropriate provisions are in place. 4.3 Fair Banding (See Admissions Policy) Under normal referenced banding, all applicants are ranked according to their score in a common test. For example, if 300 children take the test, they will be ranked from 1 to 300 according to their performance. Each child s ranking will depend on their score relative to the other children who took the test, and not on the actual scores achieved. The bands are then set according to the relative performance in that test. Looked After Children will be allocated a place in accordance with statutory regulations. Within each Band priority for places will be given to: Students with statements of Special Educational Needs where the academy is named on the statement. The academy specialises in Sport and has an inclusive approach to all areas of the curriculum. 6

4.4 Admission Number The academy has an agreed student admission number (PAN) of 240 in year 7; subject to any changes approved or required by the Secretary of State. 24 of these places are available on the basis of aptitude for sport. 5. Facilities for students with SEN 5.1 The Accessibility Plan for Ormiston Shelfield Community Academy is drawn up in accordance with the planning duty in the Disability Discrimination Act 1995, as amended by the SEN and Disability Act 2001 (SENDA). It draws on the guidance set out in "Accessible Schools: Planning to increase access to schools for disabled students", issued by DfE in July 2002. 5.2 Key Objectives To reduce and eliminate barriers to access to the curriculum To be able to fully participate in the school community for students, prospective students and our adult users with a disability. 5.3 The school has a range of specialist SEN facilities in place. These are: a) Lifts b) Wheelchair Access c) Assistive Technology d) School Transport 6. Linked Policies This Plan will contribute to the review and revision of related academy policies, e.g. Academy Improvement Plan Staff Development Plan SEN Policy Equality Policy Curriculum Policies Health & Safety Policy Educational Visit Policy 7. Allocation of Resources for Students with SEN See definition of Special Educational Needs at start of policy. 7.1 Resources for students are budgeted through the students Annual Review. With advice from outside agencies and parents. The academy looks to providing the best support to increase educational and social potential for the student. 7

8. Identification of Students Needs A graduated approach: Quality First Teaching 8.1 Any students who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored and appropriate subject intervention put in place. 8.2 Once a student has been identified as possibly having SEN they will be closely monitored by staff in order to gauge their level of learning and possible difficulties. 8.3 The child s subject teacher will take steps to provide differentiated learning opportunities that will aid the student s academic progression and enable the teacher to better understand the provision and teaching style that needs to be applied. 8.4 The SENDCO will be consulted as needed for support and advice and may wish to observe the student in class. 8.5 Through (9.2) and (9.4) it can be determined which level of provision the child will need going forward. 8.6 If a student has recently been removed from the SEN list they may also fall into this category as continued monitoring will be necessary. 8.7 Parents will be informed of every stage of their child s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school. 8.8 The child is formally recorded by the school as being under observation due to concern by parent or teacher but this does not place the child on the SEN register. Parents are given this information. It is recorded by the school as an aid to further progression and for future reference. 8.9 Student progress is assessed and discussed with parents/ carers.the frequency of these meetings is dependent on the individual students needs and progress being made. 8

Categories of need The needs of students with SEN usually fall into one of the following categories: Communication and interaction Cognition and learning Social, mental and emotional health Sensory and/or physical needs K-SEN support If a student has SEN, they will most likely receive SEN support. SEN support is the new system for supporting students who have SEN but do not have a statement or EHC plan. It replaces the previous categories of SA and SA+. 9. Wave Intervention The wave system is used to determine the type of support best suited to each child: 9.1 WAVE 1 High quality, differentiated teaching with additional external agency support 9.2 Subject teachers collaborate with the SENDCO on evidence gathering and identification. 9.3 Once the SENDCO has been notified he or she will make their own assessment through reviewing the evidence of identification supplied by the teacher and assessing the student in class. With this knowledge the SENDCO can help with planning for future inschool support. Action that has already been taken is reviewed and altered in line with the new findings. 9.4 An action plan is drawn up, detailing provision and how it will be coordinated. The plans and findings are recorded in the student s school profile and parents are informed and consulted at every stage. 9.5 Following the school s previous assessment under SA, external professionals will be called to make their own assessments of the child and provide support in the planning of extended provision, continued assessment and revised action points. 9.6 The school will make every effort to ensure that advice from the external agencies is put into practice as swiftly as possible and will keep in regular contact with support services and parents regarding progress and targets met. External input can involve support and intervention, for example through specialist teaching or therapy. The school will coordinate this and, with the external professional, monitor, review and evaluate the effectiveness of interventions. 9

WAVE 2 Quality teaching with a possible move to looking at gathering evidence for EHCP. For children with more complex needs 10. Referral for EHCP 10.1 If a child has lifelong or significant difficulties they may undergo a Statutory Assessment Process which is usually requested by the school but can be requested by a parent. This will occur when the LA believes that the school has taken every step possible to support the child but is unable to provide the level of support needed alone. 10.2 The decision to make a referral for a statement will be taken at a progress review. The application for a statement will combine information from a variety of sources including: Parents Teachers SENDCO Head Teacher Health professionals Information will be gathered relating to the current provision provided, action points that have been taken, and the preliminary outcomes of targets set. 10.3 Following Statutory Assessment, a Statement of Special Needs will be provided by Walsall Authority if it is decided that the school cannot provide for the child s needs on its own. The school and the child s parents will be consulted before the decision is made. 10.4 Parents have the right to appeal against a decision either for or against a statement of special needs for their child. 10.5 Once the statement is completed it will be kept as part of the student s formal record and reviewed annually by SENDCO and Staff, parents and the student. The annual review enables provision for the student to be evaluated and, where appropriate, for changes to be put in place, for example, reducing or increasing levels of support. 10

11. Access to the Curriculum, Information and Associated Services 11.1 Students with SEN will be given access to the curriculum through the specialist SEN provision provided by the school as is necessary, as far as possible, in line with the wishes of their parents and the needs of the individual. 11.2 Every effort will be made to educate students with SEN alongside their peers in a mainstream classroom setting. Where this is not possible, the SENDCO will consult with the child s parents or other flexible arrangements be made. 11.3 The school curriculum is regularly reviewed by Senior Leadership Team together, to ensure that it is accessible to students of all levels and abilities, and supports the learning and progress of all students as individuals. This includes learning outside the classroom. 11.4 It is our aim to ensure that all resources and SEN provisions are being used effectively and efficiently within the school setting, in order to support the taught curriculum and enable students to reach their full potential. Keeping staff fully informed of the special educational needs of any students in their charge including sharing progress reports, medical reports and teacher feedback Providing regular training and learning opportunities for staff in all departments on the subject of SEN and SEN teaching. School staff should be up to date with teaching methods which will aid the progress of all students including those with SEN Making use of all class facilities and space Using in-class provisions and support effectively to ensure that the curriculum is differentiated where necessary. Making sure that individual or group tuition is available where it is felt that students would benefit from this provision. Any decision to provide group teaching outside the classroom will involve the SENDCO in providing a rationale and focus on flexible teaching. Parents will be made aware of any circumstances in which changes have been made. Setting appropriate individual targets that motivate students to do their best, and celebrating achievements at all levels. 12. Inclusion of Students with SEN 12.1 The Provision of SEN is overseen by the SENDCO, who and is responsible for ensuring that it is implemented effectively throughout the school. 11

12.2 The school curriculum is regularly reviewed by the school curriculum manager, together with the SENDCO to ensure that it promotes the inclusion of all students. This includes learning outside the classroom. For more information on this see section 13. 12.3 We aim to optimise opportunities for participation and achievement across all areas of school activity (social, curricular, physical) by: Providing a balanced curriculum for all students both in and outside of the classroom, including interaction at lunch and break; extending to extracurricular activities, school day trips and residential visits. Practicing teaching methods that suit the needs of individual students. Promoting an inclusive ethos throughout our school and encouraging social responsibility and understanding amongst all our students. 13. Evaluating the Success of Provision 13.1 In order to make consistent continuous progress in relation to SEN provision the school encourages feedback from staff, parents and students throughout the year. 13.2 Ormiston Shelfield Community Academy and its staff follow the School policy for marking and progress and keep parents informed through Parent Evenings Evidence collected will help inform school development and improvement planning. 14. Complaints Procedure 14.1 If a parent or carer has any concerns or complaints regarding the care or welfare of their child, an appointment can be made by them to speak to the SENDCO, who will be able to advise on the formal procedures for complaint. 15. In Service Training (CPD) 15.1 We aim to keep all school staff up to date with relevant training and developments in teaching practice in relation to the needs of students with SEN. 15.2 The SENDCO attends relevant SEN courses and facilitates/signposts relevant SEN focused external training opportunities for all staff. 16. Links to Support Services Ormiston Shelfield Community Academy receives up to 15 sessions per academic year of support from Walsall authority s Educational Psychologist support service. 12

16.1 The academy continues to build strong working relationships and links with external support services in order to fully support our SEN students and aid school inclusion. 16.2 Sharing knowledge and information with our support services is key to the effective and successful SEN provision within our school. Any one of the support services may raise concerns about a student. This will then be brought to the attention of the SENDCO and the child s parents. The following services will be involved as and when is necessary: Speech and Language Occupational Therapy CAHMS 17. Working in Partnerships with Parents 17.1 Ormiston Shelfield Community Academy believes that a close working relationship with parents is vital in order to ensure: early and accurate identification and assessment of SEN leading to the correct intervention and provision continuing social and academic progress of children with SEN personal and academic targets are set and met effectively 17.2 The school welcomes feedback from parents and parents can make an appointment to speak to any member of staff including the SENDCO throughout the year for any reason. 17.3 Parents are kept up to date with their child s progress through progress reports, parents evenings, provision reviews and reports. In cases where more frequent regular contact with parents is necessary this will be arranged based on the individual student s needs. 17.4 If an assessment or referral indicates that a student has additional learning needs the parents and the student will be consulted with regards to future provision. Parents are invited to attend any meetings with external agencies regarding their child, and are kept up to date and consulted on any points of action drawn up in regards to the provision for their child. The school s SEN Governor may be contacted at any time in relation to SEN matters. 13

18. Links with Other Schools Mid Year Transition 18.1 Where students transfer in midyear, every arrangement is made to ensure close links are made with both schools to ensure students receive maximum support in the transition from one educational institution to another with the minimum amount of disruption. 19. Links with Other Agencies and Voluntary Organisations 19.1 Ormiston Shelfield Community Academy invites and seeks advice and support from external agencies in the identification and assessment of, and provision for, SEN. The SENDCO is the designated person responsible for liaising with the following: Walsall Education Psychology Service Behaviour Support Service Social Services Speech and Language Service Language and Learning Support Service Specialist Outreach Services Counselling Guidance Counsellors 19.2 In cases where a child is under observation or a cause for concern, focused meetings will be arranged with the appropriate agency. Parents will be invited to, and informed about, any meetings held concerning their child. 14