Special Educational Needs and Disability Policy

Reviewed: January 2016 Date of next review: January 2017 Special Educational Needs and Disability Policy The aim of this policy is to meet and cater successfully for the needs of all our pupils with Special Educational Needs and Disabilities (SEND) in accordance with the Equality Acts 2010, Children and Families Act 2014 and the Special Educational Needs and Disability Code of Practice: 0-25 years 2015. Rationale At Bromham Lower School we believe that it is every child s right to achieve his/her full potential regardless of ability, gender, race or socio-economic circumstance. We recognise that although the majority of children should achieve this through the normal differentiated curriculum, there are some children whose learning or behaviour requires special provision. Definition of Special Educational Needs The Special Educational Needs Code of Practice 2014 states that: A child of compulsory school age 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. High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people. Some children and young people need educational provision that is additional to or different from this. This is special educational provision under Section 21 of the Children and Families Act 2014. Schools and colleges must use their best endeavours to ensure that such provision is made for those who need it. Special educational provision is underpinned by high quality teaching and is compromised by anything less. (Section 1.24 SEND Code of Practice 2015) Philosophy We acknowledge that a child may have specific difficulties that require individual work programmes for a period of time. We believe that identification of a child s special needs as early as possible is essential. However we are also aware that a child may need time to mature before formal procedures begin and that, during this period, careful monitoring should take place. We believe that since a child s intellectual development is affected by his/her social, emotional and physical growth any diagnostic procedures and programmes of work must take these factors into account. 1

Although we recognise that Special Needs provision is a whole school responsibility and that the SENDCO is there as an informed adviser, the main responsibility for the SEND child still lies with the class teacher. We also believe that observation and record keeping are vital elements in the sphere of Special Needs. Aims To ensure that all pupils have an equal right to attain their full potential whatever their ability or educational need. To ensure that all pupils have entitlement and access to the Early Years Foundation Stage and National Curriculum. To develop a broad and balanced curriculum where all individual needs are recognised and identified. To develop flexible teaching styles and strategies to ensure differentiation of the curriculum for all pupils. To identify as quickly as possible those children who have special educational needs at either end of the ability range. These needs may be cognitive, physical, social/emotional or difficulties in language and communication. To provide continuous assessment and recording of pupils progress and to ensure all records and information are passed on to teachers, parents, outside agencies and transfer schools. To work in partnership with parents. Parents are to be involved in all decision-making in connection with their child s education. To ensure regular consultation between parents, teachers and SENDCO. To ensure pupils with educational needs are involved in the decision-making process concerning their targets and work programmes. To ensure that the approaches used are based on the best possible evidence and are having the required impact on progress. To promote positive outcomes in the wider areas of personal and social development. Roles and responsibilities The Role of Governors The named governor responsible for SEND is Mrs J Denyer. The Governing Body does its best to secure the necessary provision for any pupil identified as having special educational needs. The Governors ensure, through Head Teacher delegation, that all teachers are aware of the importance of providing for these children. The Governing Body will: Determine the School s general policy and approach to provision for pupils with SEND. Ensure a qualified teacher is designated as SENDCO for the school and has the National Award in Special Educational Needs Co-ordination. Monitor the school s provision. 2

Monitor SEND data. Review the SEND policy annually. Ensure the school s SEND Information Report is up to date and published on the school s website. Establish appropriate staffing and funding arrangements. Maintain a general oversight of the School s work. Appoint a member of the Governing Body to monitor and report back on the School s work on SEND The Role of the Head Teacher The Head Teacher is responsible for the management of the special educational provision. The Head Teacher will: Co-ordinate the formulation of the SEND policy and with the SENDCO and others, to monitor and review this policy annually. Report regularly to the Governing Body in relation to learning support and SEND. Be responsible for the operational management of the specified and agreed resourcing for special needs provision within the school, including the provision for children with statements of special educational needs or Education, Health Care Plans (EHCP). Work closely with the SENDCO. The Role of the SENDCO The SENDCO at Bromham Lower School is Mrs S Tysoe. The SENDCO will: Work closely with the Head Teacher, SLT, teachers and teaching assistants to implement and monitor inclusive practice. Act to ensure that the principles and legal requirements of the Equality Act (2010) and Children and Families Act (2014) are being followed. Be closely involved in the strategic development of the SEND policy and provision in the school. Provide information for Bedford Borough s Local Officer Prepare a SEND Information Report to be published on the school website, including information relating to the admission and inclusion of disabled pupils. Have day-to-day responsibility for the operation of the SEND policy and coordination of specific provision made to support individual pupils with SEND, including those with EHC plans/statements. Advise on the graduated approach to providing SEND support Co-ordinate the SEND register. Ensure effective record keeping within areas of special educational needs. Monitor the progress of SEND pupils, including setting targets through Individual Education Plans (IEPs) Advise on the deployment of the school s delegated budget and other resources to meet pupils needs effectively and purchase special equipment and books as required and as budget allows. 3

Organise INSET as required for staff. Advise staff about the range of materials and approaches available to facilitate learning for pupils requiring additional support. Liaise with the Governor responsible for SEND and report termly to the Governing Body on current SEND issues. Liaise with parents and encourage their equal participation in the education and general development of their child. Liaise with professional outside agencies. Liaise with feeder and receiver schools regarding SEND pupils. The Role of Teaching and Non-Teaching Staff The Teaching Staff will: Be involved in the development and implementation of the SEND policy. Be aware of the school s procedures for identifying, assessing and making provision for pupils with SEND. Carry out their responsibilities for planning and teaching to meet the needs of all pupils. Ensure all IEPs are monitored, evaluated and revised in accordance with a pupil s individual needs. Ensure that parents/carers have an active role in reviewing and revising their child s IEP. Ensure all children causing concern are highlighted to the SENDCO as soon as possible. Ensure all areas of SEND concern are referred to the SENDCO as the earliest opportunity. Teaching Assistant will: Work closely with class teachers to support children with SEND. Contribute to reviewing targets and written reports. Partnerships Parents We believe that a child s success at school depends to some extent on the relationship the school establishes with parents. We will therefore ensure that parents are informed and involved at all stages and in all decisions. Informal and formal meetings will be held throughout the time the child is identified as having special needs. Parents will be invited to termly review meetings, where they will be encouraged to contribute their views and help create new targets for their child. Pupils All children with an IEP are encouraged to be actively involved in setting targets for their IEP and in reviewing their performance. 4

Links With Other Schools There is strong liaison between this school and the previous and next phase of education. Middle Schools are informed of children s needs prior to transfer and are invited to attend reviews in the term prior to transfer. Additional supported induction visits are also arranged for some children. Records are forwarded to the receiving schools. Currently, the SENDCOs from other Lower schools, meet each term to discuss current SEND issues. These meetings are now being co-ordinated by the strand leader for Access and Inclusion from the LA. External Support Agencies The School has strong links with the external support agencies and will seek advice and support when necessary. These may include: Child Development Centre Psychology Team Early Years Advisory Team Behaviour Support Team Autism Advisory Team Speech and Language Therapists Sensory Impairment Team School Medical Service Occupational Therapists Physiotherapists Social Services SEND Team, including Assessment and Monitoring Team Staff training The school is committed to gaining expertise in the area of SEND. SEND training for the SENDCO is regular and ongoing. Whole staff INSET is arranged as appropriate, in response to particular needs within the school. Additional training for teachers and TAs is made available when necessary and appropriate, particularly training to meet the specific needs of an individual pupil. Special Educational Needs provision Arrangements for co-ordinating provision for children with SEND The needs of the majority of children are met in the classroom. These needs will be met by: Normal differentiation in planning and delivery. Flexible teaching styles. Appropriate grouping of children. 5

Collaborative working. For some children it is necessary for them to spend time in small group work or being withdrawn from the classroom for specific activities related to the needs identified in their IEP. This may be delivered by the teacher or teaching assistant and complements classroom work so that the skills, knowledge and understanding is transferred to the classroom. Admissions Admissions to the School will be in line with the current admissions policy. The Governing Body will not automatically refuse admission to a child with previously identified needs unless their needs cannot be met without making unreasonable alterations to the school building or that their inclusion would be incompatible with the education of other children. Special facilities There is wheelchair access to the ground floor only and there are toilets for the wheelchair-bound on both sites. There is a classroom on each site that is wired for sound for partially hearing pupils. Resources Most of the resources used by children with SEND are available within the classroom. Other SEND resources are stored in the spare classroom on the Grange Lane site. Any particular requests for additional resources are made to the SENDCO. An amount from the total school budget is allocated to SEND. Identification, Assessment Arrangements and Review Procedures Early identification is vital and the school uses a graduated response to identify children s special educational needs as outlined in the Code of Practice (2015) SEND Support When the class teacher makes an initial identification, they should discuss their concerns with the SENDCO and the parents at the earliest opportunity to enlist their active support and participation. Where it is determined that a pupil does have SEND, the child will be added to the SEND register and supported under SEN Support. The aim of formally identifying a child with SEND is to help school ensure that effective provision is put in place and so remove barriers to learning. The support provided consists of a four part process: Assess Plan Do Review This is an on-going cycle to enable the provision to be refined and revised as the understanding of the needs of the pupils grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes. 6

The following procedures must be followed when a child is perceived as having a Special Educational Need:- Assess The class teacher will have established a clear analysis of the child s needs through teacher assessment of the child in line with the school s approach to pupil progress, attainment and behaviour. The class teacher will have compared the progress made by the child in comparison to that of their peers. At this point, the expectation will be that class teachers will inform the SENDCO and will approach the child s parents for their own views and experiences, comparing these to the school s own information regarding the child. The pupil s views will also be taken into account. Special Educational Needs and provision can be considered falling under four broad areas. Most children will have difficulties that fit into one or even two of these areas. The assessment prior to giving children SEND support is crucial to make an accurate assessment of their needs: 1. Communication and Interaction 2. Cognition and Learning 3. Social, Emotional and Mental Health Difficulties 4. Sensory and/or Physical Class teachers will take advice and support from external support agencies to help inform the assessment of need. Assessment will be regularly reviewed to ensure that support is matched to need. Plan Planning will involve consultation between teacher, SENDCO and parents to agree the adjustments, interventions and support that are required: the impact on progress, development and/or behaviour that is expected and a clear date for review. Parental involvement may be sought, where appropriate, to reinforce or contribute to progress at home. All those working with the child, including support staff, will be informed of their individual needs, the support that is being provided, any particular teaching strategies/approaches that are being employed and the outcomes that are being sought. The support and intervention provided will be selected to meet the outcomes identified for the pupil, based on reliable evidence of effectiveness. Parents will be informed of the support and interventions which have been put in place. Do The class teacher remains responsible for working with the child on a day-to-day basis. They will retain responsibility even where the interventions may involve group or one-to-one teaching away from the main class teacher. They will work closely with teaching assistants and to plan and assess the impact of support and interventions and links with classroom teaching. Further assessment of the child s strengths and weaknesses, problem solving and advising on the implementation of effective support will be provided by the SENDCO. 7

Review Reviews of a child s progress will be made regularly. The review process will evaluate the impact and quality of the support and interventions. It will also take account of the views of the child and their parents. The class teacher, in conjunction with the SENDCO will revise the support and outcomes based on the child s progress and development making any necessary amendments going forward, in consultation with the parents. Education, Health and Care Plan (EHCP) The majority of children with SEND will have their needs met at the school and will not need an Education, Health and Care Plan. However, when despite the interventions and advice from specialist support, the child is making little or no progress, an EHCP may be considered. EHCPs will be based on a coordinated assessment and planning process which puts the child and their parents at the centre of the decision making. The plan will contain how services will work together to meet the child s needs and support them in achieving the outcomes allocated. Children at the school who already have a Statement by the Local Authority will keep these Statements. The Local Authority have devised a timetable over the next three years where upon all Statements will be converted into EHCPs. Success criteria of SEND policy Early identification by staff of children with SEND. Attainment levels average or above average within each year group. Gradual removal of children from the SEND profile as they progress and gain confidence. A member of the Governing Body will meet with the SENDCO as appropriate to monitor and discuss the SEND profile, new initiatives and standards at the school. The SENDCO will report to the full Governing Body meetings. Complaints procedure At Bromham Lower School we pride ourselves on the positive relationships we have with parents but there may be occasions when a formal route for complaints will need to be instigated. All complaints will adhere to the general policy about complaints at Bromham Lower School: Initial discussions with the class teacher. If there is no satisfaction, the Head Teacher will be consulted. If there is still a case of grievance the Governing Body will be involved. If there is still no resolution, the matter may be taken to the LA. Whenever possible, the school will send an acknowledgement of a written complaint on the day it is received and will aim to send a response within 10 school days. Refer to the school s complaints policy. Monitoring 8

The policy has been agreed by the staff and Governors. It will be reviewed annually. Agreed by: Chair of Governors:. Head Teacher:. Ratified on:. 9