Beachborough School POLICY FOR LEARNING DIFFICULTIES AND DISABILITIES / SPECIAL EDUCATIONAL NEEDS October 2017 Mission Statement Our mission at Beachborough is to create the conditions and culture so that each child thrives intellectually, physically, culturally and emotionally. The priority will be the happiness of each child as it is paramount to achieving lasting success and being fully prepared for senior school. Date implemented: Autumn Term 2017 Date of last review: Summer Term 2015 The person responsible for managing the governors SEN policy: Mr Jeremy Banks The person responsible for day-to-day co-ordination of the Governors SEN policy: Miss Joanna Gavriel The link governor: Sue Barrett Compiled by: Miss Joanna Gavriel Date: Reviewed October 2017 Monitoring: The Head of Learning Support is responsible for monitoring and evaluating this policy. The policy will be reviewed annually and updated as necessary. In addition, the Head of Learning Support will produce an annual SEN Report.
Contents Page 1. School Context 1 2. Definitions 2 3. Principles & Objectives 3 4. Admission arrangements 4 5. Arrangements for coordinating SEN provision 4 6. Specialist provision and facilities for pupils with LDD/SEN 5 7. Access arrangements (assessments and exams) 5 8. Allocation of resources for pupils with SEN 6 9. Roles & Responsibilities 7-13 10. Identification, assessment and provision 14-16 11. Arrangements for consideration of complaints 17 12. Continuing professional development and INSET 17 13. Links with other schools 17 14. Links with other services 17 15. Working in partnership with parents 18
1. School Context: Beachborough School is a non- selective independent day school, with flexi-boarding, for children aged 2.5 to 13 years, taught in nursery, pre- prep and prep departments. The school employs a full time SENCO, known as the Head of Learning Support, with specialist qualifications. This role is combined with a class teaching commitment, and a significant SEN teaching and assessment role. An Early Years SENCO (EYSENCo) is employed to cover the Nursery, Kindergarten and Reception classes. This role is combined with a class teaching commitment. As of September 2017, staffing for the Learning Support Department also includes five fulltime Learning Support Assistants (LSAs), one part-time LSA and three Specialist Support Assistants who are responsible for the support of pupils with Statements of SEN/ Education Health & Care Plans (EHCPs)/ High Needs Block Funding. 1
2. Definitions In line with the Children and Families Act 2014 (Section 20), the following definitions are applied at Beachborough: A child or young person has special educational needs if he or she has 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 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. A child under compulsory school age has a learning difficulty or disability if he or she is likely to fall within (a) or (b) when of compulsory school age (or would be likely, if no special educational provision were made). A child or young person does not have a learning difficulty or disability solely because the language (or form of language) in which he or she is or will be taught is different from a language (or form of language) which is or has been spoken at home. In line with The Disability Equality Act 1995 (1:1) the following definition of disability is applied at Beachborough: A person has a disability if he has a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to day activities. Special Educational Provision, for a child aged two or more or a young person, means educational or training provision that is additional to, or different from, that made generally for others of the same age in a) mainstream schools in England, b) maintained nursery schools in England, c) mainstream post-16 institutions in England, or d) places in England at which relevant early years education is provided. 2
3. Principles and Objectives Pupils are given access to a wide range of activities. The ethos is based upon a belief that every child has something to offer, whether it be academic, sporting, artistic, dramatic or musical ability. All pupils at Beachborough work within mainstream classes with access to a wide ranging curriculum. Quality First Teaching is a priority, with all class-work and prep being differentiated to enable all pupils to experience success, regardless of ability. The school strives to develop an inclusive curriculum, providing a framework of well-defined and achievable targets. This will include the choice of appropriate teaching methods and learning environments. As a result, opportunities for success will be built into the programmes of study, to nurture positive attitudes and inspire confidence in pupils with regard to their own abilities. Objectives a) To promote equal opportunities for all pupils regardless of gender, background, race or ability. b) To seek to identify pupils with LDD/SEN as early as possible, through information gathering at point of entry to the school, and through prompt communication amongst staff and with parents when concerns arise. c) To operate a system of record keeping and regular monitoring of pupils progress, to aid identification of and planning for pupils with LDD/SEN. d) To provide a broad and balanced curriculum, implementing programmes and provision (for classes, groups or individuals) that enable children with LDD/SEN to overcome barriers to learning and ensure that all pupils progress. e) To allocate resources that can be used flexibly to support the individual needs of all pupils. f) To ensure that, wherever possible, pupils are taught in their own class group, and that withdrawal is kept to a minimum. g) To provide a staffing structure with clear lines of responsibility for LDD/SEN, and to ensure that appropriate staff training is provided. h) To effectively inform and consult with all parents regarding matters relating to LDD/SEN. i) To work alongside and in support of outside agencies, when pupils needs cannot be met through the school s own resources and/or expertise. 3
4. Admission Arrangements No child will be discriminated against on entry into the school as a result of their individual needs, so long as the school is able to meet a child s needs through reasonable adjustment. Each pupil will have equal right to be admitted to this school in line with the Admissions Policy, and then be given equal access to the curriculum as appropriate to their needs. Detailed arrangements for admission are explained in the school s admission policy. The school values each child and endeavours to meet the needs of all its pupils through inclusive practice. The school s registration form, completed upon entry, requires parents to advise the school as to known SEN/LDD. Liaison with other agencies and schools provides continuity as necessary. 5. Arrangements for coordinating Learning Support The Head of Learning Support meets weekly with the Deputy (Curriculum), the Head of the Boardman, the EYSENCo and the Inclusion Team to discuss matters relating to LDD/SEN. The Head of Learning Support is also a member of the Senior Management Team. The Governor responsible for LDD/SEN meets with the Head of Learning Support regularly. The Head of Learning Support meets weekly with Learning Support Assistants for record keeping, planning and identification of pupil related issues. There is a weekly staff meeting, attended by members of the Learning Support Team, to discuss the learning and/or pastoral needs of pupils. At the beginning of each school year, the needs of each child are discussed by the child s previous and receiving class teacher/tutor. The Head of Learning Support holds all paper and electronic LDD/SEN records for current pupils. All staff have access to the following documents through the school s secure electronic pupil database (PASS) and document management platform (SharePoint). The LDD/SEN Policy Information on individual pupils LDD/SEN Individual pupils provision maps Materials from past INSET The above listed documents provide a complete and up-to-date picture of individual pupils LDD/SEN profiles, enabling staff to provide teaching and learning opportunities, and pastoral care, appropriate to the individual needs of all pupils. All information is protected in line with the requirements of the Data Protection Act. 4
6. Specialist provision and facilities for pupils with LDD/SEN Beachborough is a non-selective school. The Boardman Building (Pre-Prep) provides wheelchair access and a disabled toilet. Although the Manor House (Prep-School) is only partially wheelchair-accessible, the school is committed to the inclusion of pupils with a wide range of needs; areas for development have been identified through the school s Accessibility Plan, and reasonable adjustments are made for individual pupils where necessary. Two fully-resourced classrooms within the Manor House are allocated to form the Learning Zone. These classrooms are accessed by pupils with identified LDD/SEN on a 1:1, paired or small group basis. 7. Access arrangements (assessments and exams) During their time at Beachborough, pupils will be periodically required to complete assessments and exams. Where appropriate, access arrangements for pupils with LDD/SEN may be considered, at the school s discretion. Requests relating to access arrangements should be made to the Head of Learning Support. Beachborough uses the current JCQ guidelines when deciding whether access arrangements are appropriate. In the prep school, a pupil s intended senior school will also influence decision making; if the intended senior school does not allow access arrangements for admissions exams, the pupil will not be offered these access arrangements for school-based assessments/exams at Beachborough. 5
8. Allocation of resources for pupils with LDD/SEN It is the responsibility of the Head of Learning Support to allocate staffing (Learning Support Assistants) and existing resources to individual pupils and class groups. It is also the responsibility of the Head of Learning Support to acquire resources, as required, from within the department s budget. Such decisions will be made in consultation with colleagues in relation to the needs of pupils that they teach with identified LDD/SEN. The Head of Learning Support may also approach the Head of the Boardman, should there be any expenditure required which is only relevant to Pre-Prep pupils. Pupils with significant and/or complex needs Where an existing pupil s individual needs are significant/complex and cannot be met through the school s own resources, a request for High Needs Block Funding (temporary) or Statutory Assessment for an Education Health & Care Plan (EHCP) may be made to the Local Authority within which the pupil resides. Such a request would be made, in collaboration with the pupil s parents. To support a referral the school provides the following evidence: The views of parents recorded through several meetings with teachers and the Head of Learning Support. The ascertainable views of the child. Copies of provision maps and target monitoring documents Evidence of progress over time. Copies of advice, where provided, from outside agencies. Evidence of the involvement and views of professionals with relevant specialist knowledge and expertise outside the normal competence of the school or setting. Evidence of the extent to which the school or setting has followed the advice provided by professionals with relevant specialist knowledge. The school endeavours to ensure that parents are aware of local parent partnership services so that they know where they can obtain the information and advice they need. Through the Local Authority the school shall also make known to parents the availability of disagreement resolution services at the time that an Education Health & Care Plan (EHCP) is proposed or amendment notice issued. 6
9. Roles and Responsibilities The Headteacher The Headteacher has overall responsibility for the day-to-day management of all aspects of the school, including provision for children with LDD/SEN. These responsibilities are met through close collaboration with the Head of the Boardman, Deputy Head (Curriculum) and Head of Learning Support in the early identification and subsequent provision for pupils with SEN/LDD. The Headteacher is charged with: Assisting in the development, monitoring and evaluation the governors policy for LDD/SEN. Involving all staff and governors in LDD/SEN development. Agreeing job descriptions with the Head of Learning Support and creating the opportunity for non-contact time. Establishing procedural guidelines for all staff. Maintaining overall responsibility for day to day management of LDD/SEN. The Headteacher is able to fulfil these duties though: Providing status to LDD/SEN in the Development Plan, and allocating staff meeting discussion time via the same. Collaboration with staff, the Head of Learning Support and the governor with responsibility to formulate, develop and review the LDD/SEN Policy. Establishing and developing the role and responsibilities of the Head of Learning Support via job description and Beachborough Performance Review. Working in partnership with all staff to establish procedures and maintain good practice in school. INSET for staff. Liaising with external agencies. 7
The Governing Body The Governing Body has certain responsibilities in relation to pupils with LDD/SEN. They will ensure that the necessary provision is made for any pupil who has LDD/SEN. This responsibility will be discharged through ensuring: Knowledge of the school s system for the identification of pupils experiencing difficulty. Knowledge of the school s course of action for such pupils in relation to the Code of Practice and how resources have been allocated to and amongst children with LDD/SEN. An annual update of the LDD/SEN Policy and LDD/SEN development Plan Where the Headteacher or the link governor has been informed by the parents or previous school that a pupil has LDD/SEN, those needs are made known to all who are likely to teach them. Teachers in the school are aware of the importance of identifying and providing for those pupils who have SEN/LDD. Regard to the Code of Practice when carrying out its duties toward all pupils with SEN. Parents are notified of a decision by the school that LDD/SEN provision is being made for their child. The Link Governor The governor with responsibility for LDD/SEN is able to fulfil their duties through making regular visits to the school. Consultation takes place with the Head of Learning Support and Headteacher with regard to systems and management. The Head of the Boardman Department Head of the Boardman has responsibility for the day- to-day management of all aspects of the department, including provision for pupils with LDD/SEN. These responsibilities are met through close collaboration with the Headteacher, Senior Management Team and Head of Learning Support in the early identification and subsequent provision for pupils with LDD/SEN. 8
The Head of the Boardman is charged with: Assisting the Head of Learning Support in the development, monitoring and evaluation of the governors policy for LDD/SEN. Establishing procedural guidelines for all staff. Liaising with Head of Learning Support and EYSENCo regarding the management of LDD/SEN. The Head of the Boardman is able to fulfil these duties via: Allocating staff meeting discussion time for LDD/SEN issues. Working alongside the Headteacher, Boardman staff, the Head of Learning Support and the governor to formulate, develop and review the LDD/SEN Policy. Working in partnership with all staff to establish procedures and maintain good practice in school. Liaising, in conjunction with the Head of Learning Support, with the appropriate staff of various support agencies i.e. educational psychologists. The Head of Learning Support & Early Years SENCo (EYSENCo) The Head of Learning Support and EYSENCo, in collaboration with the Headteacher and governing body, play key roles in determining the strategic development of the LDD/SEN policy and provision in the school in order to raise the achievement of children with LDD/SEN. The Head of Learning Support and EYSENCo take day-to-day responsibility for the operation of the LDD/SEN policy and co-ordination of the provision made for individual children with LDD/SEN, working closely with staff, parents and carers, and other agencies. The Head of Learning Support and EYSENCo also provide professional guidance to colleagues with the aim of securing high quality teaching for children with LDD/SEN. The Head of Learning Support and EYSENCo, with the support of the Headteacher and colleagues, seek to develop effective ways of overcoming barriers to learning and sustaining effective teaching through the analysis and assessment of children s needs, by monitoring the quality of teaching and standards of pupils achievements, and by setting targets for improvement. The Head of Learning Support and EYSENCo should collaborate with curriculum coordinators so that the learning for all children is given equal priority, and available resources are used to maximum effect. 9
The four key areas of SEN coordination: 1. Strategic direction and development 2. Teaching and Learning 3. Leading and managing staff 4. Efficient and effective deployment of staff and resources To provide continuity of administration and liaison, the Head of Learning Support and EYSENCo have a reduced teaching commitment in order to allow for a suitable amount of time in which to monitor and evaluate the LDD/SEN provision throughout the school. The Head of Learning Support and EYSENCo can also give guidance to form/subject teacher on the setting of targets to improve differentiation and better provision for LDD/SEN children and especially those who have a Statement of SEN/ EHCP. An important part of the role involves discussing the needs of particular children with class/subject teachers and keeping close and positive contact with all parents/carers concerned. The Head of Learning Support is responsible for: Maintaining the LDD/SEN list. Advising and assisting staff to support identified pupils. Together with staff, reviewing progress, collecting information, setting and discussing targets for learning, and informing parents of developments at regular intervals. Conducting in-school assessments and referring to outside specialists as necessary. Ensuring that the results of any assessments are made known to parents and staff. Advising staff regarding matters relating to LDD/SEN within the classroom. Liaising with teaching assistants and non-teaching staff. Consulting with the relevant coordinators as necessary, and attending departmental meetings as appropriate Ensuring that suitable exam arrangements are made in line with JCQ guidelines. Reviewing and monitoring progress of children who have discontinued their Learning Support programme. Monitoring the support programmes being used, and making changes to support as necessary. Maintaining the children s LDD/SEN files, with all relevant information. Providing or helping to arrange INSET for staff, and information evenings for parents. 10
Supporting the Headteacher when assessing new pupils Liaising with the EYSENCo. Line Managing Learning Support Assistants and Specialist Support Assistants Liaising with teaching staff and subsequently drawing up timetables for the Learning Support Assistants. The EYSENCo is responsible for the following, in relation to Nursery, Kindergarten and Reception pupils: Maintaining the LDD/SEN list. Advising and assisting staff to support identified pupils. Together with staff, reviewing progress, collecting information, setting and discussing targets for learning, and informing parents of developments at regular intervals. Conducting in-school assessments and referring to outside specialists as necessary. Ensuring that the results of any assessments are made known to parents and staff. Advising staff regarding matters relating to LDD/SEN within the classroom. Reviewing and monitoring progress of children who have discontinued their Learning Support programme. Monitoring the support programmes being used, and making changes to support as necessary. Maintaining the children s LDD/SEN files, with all relevant information. Providing or helping to arrange INSET for staff, and information evenings for parents Supporting the Headteacher when assessing new pupils. Liaising with the Pre Prep staff, Nursery, Kindergarten and Reception staff. 11
Form Teachers/ Tutors and Subject Teachers 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. Teachers at Beachborough will be able to fulfil this duty through: Continuous monitoring of the progress of individuals against class/national norms. This process begins as soon as the children enter school. Any children causing concern will be monitored very carefully and evidence collected will be shared with the Head of Learning Support. Ensuring that children with LDD/SEN receive a suitable differentiated curriculum, so that they are able to participate fully in the life and activities of the school. Following the procedures for the Identification and Assessment of children with SEN, as detailed in Section 9. Fully informing the parents of pupils with identified LDD/SEN about the progress and difficulties. The concerns and wishes of both parents and child will be taken into account at every stage. Parents can request a meeting with the Head of Learning Support should they feel it is necessary. Class teachers or tutors will be informed of this meeting and invited to attend or a summary and action points will be forwarded to them by the Head of Learning Support. Liaising with the Head of Learning Support and any outside agencies as necessary. Taking responsibility for improving his/her skills for the teaching of LDD/SEN children by undertaking/ engaging with appropriate INSET. Support Staff Teaching Assistants, Learning Support Assistants and Specialist Support Assistants play a crucial role in the lives of our pupils. We fully expect and encourage support staff to contribute and participate in discussions about pupils experiencing LDD/SEN. Support Staff will be charged with: Working under the direction of the class teachers or Head of Learning Support. Assisting in the identification of individual needs Helping to provide effective learning strategies for 1:1 or small groups Responding appropriately to individual pupils Contributing to the assessment and review process 12
Parents Parents are required to: Inform the school about any specific needs their child may have upon entering school. Read the schools LDD/SEN Policy, and seek further clarification, as necessary, from the Head of Learning Support, Headteacher or SEN Link Governor. Parents of children with a Statement of SEN/EHCP will be invited to attend the Annual Review Meetings. Parents of children with identified SEN/LDD children will be invited to two meetings per year to discuss progress, provision maps and targets (as appropriate). 13
10. Identification, assessment and provision Beachborough adopts, as recommended in the SEN Code of Practice (2015), a graduated response to LDD/SEN. This support takes the form of a four-part cycle: Assess In identifying a child as needing SEN support the Head of Learning Support, in collaboration with form/subject teachers, carries out a clear analysis of the pupil s needs. This draws on subject assessments, teacher observations, details of previous progress and attainment, comparisons with peers and national data, as well as the views and experience of the pupil and parents. Where Outside Agencies are already involved, their work will help inform the assessment of need. Where they are not involved, Outside Agencies may be contacted, following discussion and agreement from parents. Plan Planning will involve consultation between the Head of Learning Support, relevant school staff and parents to agree the adjustments, interventions and support that are required; the impact on progress, development and or behaviour that is expected. Parental involvement may be sought, where appropriate, to reinforce or contribute to progress at home. A provision map will be produced, informing all staff of the pupil s individual needs, the support that is being provided and any particular teaching strategies/approaches that are being employed. Where specific learning support targets are set, a target monitoring document will also be made available to all staff. Do Subject teachers (and form teachers for pupils in the Boardman) remain responsible for working with the pupil on a daily basis. They will retain responsibility even where interventions may involve group or 1:1 teaching away from the mainstream classes. They will work closely with the Head of Learning Support, Learning Support Assistants and relevant specialist staff to plan and assess the impact of support and interventions and links with classroom teaching. Review Parents (and where appropriate, the pupil) will be invited to biannual meetings to review progress. The review process will evaluate the impact and quality of the support and interventions. The Head of Learning Support will revise the provision map/targets in light of pupil progress and development; making any necessary amendments going forward, in consultation with parents and subject teachers/form tutors. 14
Parents have concerns about their child s progress. A Graduated Response to LDD/SEN Head of Learning Support/ Learning Support staff member has concerns about pupil s progress. Tutor/ teacher has concerns about a pupil s progress. Parents discuss concerns with tutor/ teacher. Head of Learning Support discusses concerns with tutor/ teacher. Tutor/ teacher completes referral form for Learning Support and sends home parent form. Where concern is raised by Learning Support staff, referral form should be completed collaboratively by staff member raising concern and teacher/ tutor. Tutor/ teacher discusses concerns with parents. Within 2 weeks of Referral (where possible) Head of Learning Support carries out observation(s) of child in class or/ and Head of Learning Support carries out screening tests. If urgent need for involvement by other agencies/ specialists (e.g., SLT, OT, EP) is identified, go straight to starred box below Within 2 weeks of observation/ screening test (where possible). Meeting attended by Head of Learning Support and tutor/ teacher to discuss observations/ screening tests and to agree action plan/ targets. As soon as is possible for all parties following target setting meeting. Head of Learning Support to consult parents regarding action plan/ targets. Meeting to be attended by Head of Learning Support and tutor/ teacher to review child s progress towards targets (usually termly). Progress made/ targets achieved Progress not made/ targets not achieved New targets to be set/ action plan to be amended (as necessary). Head of Learning Support to share new targets/ action plan with parents. Parents engage services of other agencies/ specialists. Head of Learning Support to consult parents regarding involvement of other agencies/ specialists (e.g., SLT, OT, EP). Head of Learning Support liaises with other agencies/ specialists and disseminates information/ guidance to other staff (including update of PASS). 15
Arrangements for pupils who may have a Statement of Special Educational Needs or Education Health & Care Plan (EHCP) The needs of any pupils who have a statement of Special Educational Needs/EHCP are met in line with the SEN Code of Practice (2015). The Head of Learning Support liaises with any relevant outside agencies on a regular basis, and coordinates communication regarding visits to school for observation and /or assessment. The Head of Learning Support is also responsible for sending invitations to the statutory Annual Review to all the necessary professionals and the child s parents. The Review takes place within school, and a summary is then sent to all concerned. All staff who teach the pupil are kept informed of any relevant information, and some staff may attend the Review along with the Head of Learning Support and the Headteacher/Head of the Boardman. 16
11. Arrangements for consideration of complaints Should parents have cause for complaint they are invited to make representation to the Headteacher in the first instance. The Headteacher will review the case and inform the link governor for LDD/SEN. A written response will be made and the complainant informed of further action that may be taken. 12. Continuing professional development and INSET Beachborough aims to keep all staff up to date with relevant training and developments in teaching practice relating to the needs of pupils with LDD/SEN. When a need for specialist training is identified, support from outside agencies may be sought. The Learning Support Department and Senior Leadership Team consider the relevance of specific training carefully and aim to meet the needs of staff dealing with specific SEN issues. The Head of Learning Support attends relevant SEN courses and conferences and disseminates relevant information to school staff. At Beachborough, we recognise the need to train all our staff on SEN issues; the Head of Learning Support, in collaboration with the Deputy (Curriculum) is charged with the responsibility of organising and/or delivering staff INSET where training needs are identified. 13. Links with other schools The school makes additional arrangements for pupils with SEN when they transfer to secondary/senior school, ensuring that the pupils needs are known to the SEN co-ordinator. It is vital that the transition to secondary/senior education is as smooth as possible, and the Head of Learning Support is happy to meet with relevant staff and parents whenever necessary. 14. Links with other services Beachborough invites and seeks advice and support from Outside Agencies in the identification and assessment of, and provision for LDD/SEN. The Head of Learning Support is the designated persons responsible for liaising with the following: Independent Schools Advisory Service Local Authority SEN Teams Speech and Language Therapists Occupational and Physiotherapy services Educational Psychologists 17
15. Working in partnership with parents At Beachborough we believe that a close working relationship with parents is vital in ensuring pupils continuing social and academic progress. As such, parental views are considered and valued. Parents of pupils with identified LDD/SEN will be invited into school biannually to review provision and progress. In cases where more frequent regular contact with parents is necessary, this will be arranged based on the individual pupil s needs. Where specific advice, guidance and support may be required, the Head of Learning Support may also signpost parents to outside agencies or the local authority Parent Partnership service. If an assessment or referral indicates that a pupil has additional learning needs, the parents will always be consulted with regards to future provision. Parents are invited to attend meetings with outside 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. 18