SEND POLICY 2018-2019

SEN Policy

St Mary’s C of E Primary School

 

Approved by:

[Name]

Date:  [Date]

Last reviewed on:

[Date]

Next review due by:

[Date]

 

 

 

Contents

1. Aims.............................................................................................................................................. 3

2. Legislation and guidance................................................................................................................. 3

3. Definitions..................................................................................................................................... 3

4. Roles and responsibilities................................................................................................................ 4

5. SEN information............................................................................................................................. 5

6. Monitoring arrangements............................................................................................................... 8

7. Links with other policies and documents......................................................................................... 9

 

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At St. Mary’s C of E school we firmly believe that it is vital for all pupils in our care to meet their full potential. Our aim is that every child thoroughly enjoys their school experiences and participates in school life fully with enthusiasm for learning, achieving, making expected progress whilst continuing to grow as individuals. This is achieved through quality first teaching, the calm nurturing environment and through the clear and consistent approach that resonates throughout the school. The individual needs of all our children are the central focus, providing stimulating and exciting learning opportunities for all.

 

We are sensitive to the varied individual needs of pupils and we use a flexible, graduated approach to support specific needs and differing abilities. We promote collaboration between school, parents and other agencies in order to meet individual needs in an inclusive, organised, robust and carefully considered manner. We aim to ensure that pupils are provided for and targeted support is given to enable pupils to fully access the curriculum effectively.

We promote independent skills and support pupils to take the next steps in their learning journey.

1. Aims

Our SEN policy aims to:

  • Set out how our school will support and make provision for pupils with special educational needs (SEN)
  • Explain the roles and responsibilities of everyone involved in providing for pupils with SEN

2. Legislation and guidance

This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:

3. Definitions

A pupil has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.

They have a learning difficulty or disability if they have:

  • A significantly greater difficulty in learning than the majority of others of the same age, or
  • A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools

Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.

4. Roles and responsibilities

4.1 The SENCO

The SENCO is Emma Hope

Contact:  ehope@st-marys-ce-pz.cornwall.sch.uk

They will:

  • Work with the headteacher and SEN governor to determine the strategic development of the SEN policy and provision in the school
  • Have day-to-day responsibility for the operation of this SEN policy and the co-ordination of specific provision made to support individual pupils with SEN, including those who have EHC plans
  • Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEN receive appropriate support and high quality teaching
  • Advise on the graduated approach to providing SEN support
  • Be the point of contact for external agencies, especially the local authority and its support services
  • Liaise with potential next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned
  • Work with the headteacher and governing board to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements
  • Ensure the school keeps the records of all pupils with SEN up to date 
  • Liaising with parents/carers of pupils with SEN
  • Holding Annual EHCP review meetings
  • Early Years SEND provision is the responsibility of Mrs E Hope and Miss P Taylor who work collaboratively with the Early Years Inclusion Service (EYIS) and the Early Years Area SENCO and other Early Years outside agencies as required.

 

4.2 The SEN governor

The SEN governor (Mrs T Gittins) will :

  • Help to raise awareness of SEN issues at governing board meetings
  • Monitor the quality and effectiveness of SEN and disability provision within the school and update the governing board on this
  • Work with the headteacher and SENCO to determine the strategic development of the SEN policy and provision in the school

4.3 The headteacher

The headteacher will:

  • Work with the SENCO and SEN governor to determine the strategic development of the SEN policy and provision in the school
  • Have overall responsibility for the provision and progress of learners with SEN and/or a disability

4.4 Class teachers

Each class teacher is responsible for:

  • The progress and development of every pupil in their class
  • Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching
  • Working with the SENCO to review each pupil’s progress and development and decide on any changes to provision
  • Ensuring they follow this SEN policy

5. SEN information report

5.1 The kinds of SEN that are provided for:

Our school currently provides additional and/or different provision for a range of needs, including:

  • Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties
  • Cognition and learning, for example, dyslexia, dyspraxia,
  • Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD), 
  • Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy 
  • Moderate/severe/profound and multiple learning difficulties

 

5.2 Identifying pupils with SEN and assessing their needs

We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or better the child’s previous rate of progress
  • Fails to close the attainment gap between the child and their peers
  • Widens the attainment gap

This may include progress in areas other than attainment, for example, social needs.

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN. 

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

 

5.3 Consulting and involving pupils and parents

We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that:

  • Everyone develops a good understanding of the pupil’s areas of strength and difficulty
  • We take into account the parents’ concerns
  • Everyone understands the agreed outcomes sought for the child
  • Everyone is clear on what the next steps are

Notes of these early discussions will be added to the pupil’s record and given to their parents.

We will formally notify parents when it is decided that a pupil will receive SEN support.

 

 

 

 

5.4 Assessing and reviewing pupils' progress towards outcomes

We will follow the graduated approach and the four-part cycle of assess, plan, do, review.

 

At St Marys all teachers are responsible and accountable for the progress and development of all pupils in their class including where pupils access support from specialist staff and teaching assistants.  High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have SEN. ‘Quality First’ teaching is a priority of the school. It is regularly and rigorously monitored and there is a focus on continual improvement of the teaching of all pupils, including those at risk of underachievement. This includes reviewing and, where necessary, improving teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered. Close liaison is maintained with all members of staff by the SENCO to ensure that pupils are only identified as having SEN if they do not make adequate progress once they have had appropriate interventions/adjustments and good quality personalised teaching.

Details of the provision on offer at St Marys can be found in the School Offer in the SEN section of the School’s Website and on the Family Information Service, Cornwall Website.

 

Levels of Need

St Marys School’s the Graduated Response consists of three levels as follows:

 

On-Alert.

This refers to pupils who may, for some reason, have fallen behind and require some additional input to catch-up.  A pupil in this category may have one of more of the following indicators:

  • Be at risk of not meeting their targets
  • Currently working at a standard below National expectations and their targets will not bring them above this level
  • New entrants to the school whose needs are still being assessed
  • Currently have barriers to their learning e.g.
    • Their current behaviour is disruptive
    • There are attendance/lateness issues
    • Concerns over their attainment compared to peers
    • The family is currently experiencing challenges
    • They have EAL  (English as an Additional Language)

 

Pupils at this level of need DO NOT form part of the School’s Graduated Response to Individual Needs (GRIN) and, in line with the Code of Practice, the School ensures that everything is done at an early a stage as possible to avoid the need for SEN Support.  However, if after a period of time, an individual does not catch-up, it is at this point that consideration will be given as to whether they need SEN support.

 

SEN Support

Pupils are placed on the GRIN at this level after assessment and consultation between the SENCO and Class Teacher when it is established that they have a significant learning difficulty and need provision that is additional and different.

At this point, parents/carers will be informed of the decision and the School will continue to work in partnership with them, listening to their views and those of the pupil, and involving them proactively in planning and decision making. This will take the form of a termly ‘Assess- Plan-Do -Review Cycle.’

                Assess   

-       Teacher’s  high quality, accurate formative assessment and experience of child

-       Pupil progress, attainment and behaviour

-       Development  & attainment in comparison to peers

-       Views and experiences of parents

-       The child’s own views

-       If relevant, assessments, views of and advice from external services.

Plan

A plan will be drawn up by SENCO & class teacher in consultation with parents and child. It will include:

  • The outcomes agreed for the next half term
  • The support and interventions to be put in place
  • The expected impact on progress, development or behaviour
  • A clear date for review
  • The plan will be recorded on the pupil’s Individual Provision Map.
  • A copy will be given to the parents and the child.

 

 

 

Do

-       The class teacher remains responsible for working with the child on a daily basis and works closely with TAs or specialist staff to plan and assess the impact of the interventions.

-       The SENCO supports the class teacher in the further assessment of the child’s particular strengths and weaknesses, in problem-solving and advising on the effective implementation of support.

Review

-       Parents will be invited to attend, at least termly review meetings with the SENCo and the IC. The child’s views are also sought. This will monitor/ review the effectiveness of the support and the impact on the child’s progress.

-       A new the plan will then be drawn up and added to the ongoing Individual Provision Map.

 

 

 

The class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:

  • The teacher’s assessment and experience of the pupil
  • Their previous progress and attainment and behaviour
  • Other teachers’ assessments, where relevant
  • The individual’s development in comparison to their peers and national data
  • The views and experience of parents
  • The pupil’s own views
  • Advice from external support services, if relevant

The assessment will be reviewed regularly.

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.

5.5 Supporting pupils moving between phases and preparing for adulthood

We will share information with the school, college, or other setting the pupil is moving to. We will agree with parents and pupils which information will be shared as part of this.

5.6 Our approach to teaching pupils with SEN

Teachers are responsible and accountable for the progress and development of all the pupils in their class.

High quality teaching is our first step in responding to pupils who have SEN. This will be differentiated for individual pupils.

5.7 Adaptations to the curriculum and learning environment

We make the following adaptations to ensure all pupils’ needs are met:

  • Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
  • Adapting our resources and staffing
  • Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
  • Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
  • Resources that promote independent learning
  • Interactive displays

 

Training and Resources

 

  • All professional development needs are identified through the school’s appraisal system and self-evaluation and feed into the School Development Plan as required.
  • The head teacher oversees the professional development of all teaching staff and teaching assistant occurs during whole school training days and by attending courses. Colleagues attending courses are expected to disseminate and share relevant knowledge with other staff within the school.
  • Newly appointed teaching and support staff undertake an induction meeting with the SENCO who will explain systems and structures in place around the school’s SEN provision and practice and to discuss the needs of individual pupils.
  • The SENCO regularly attends SEN network meetings in order to keep up to date with local and national developments in SEND and also supports the LA through involvement in work strands to address ongoing developments in SEN Reforms.

 

5.11 Evaluating the effectiveness of SEN provision

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We evaluate the effectiveness of provision for pupils with SEN by:

  • Reviewing pupils’ individual progress towards their goals each term
  • Reviewing the impact of interventions after a period of weeks, including an interim review
  • Using pupil questionnaires
  • Monitoring by the SENCO
  • Holding annual reviews for pupils with statements of SEN or EHC plans
  • Regular Pupil individual Planning meetings with class teachers and parents

 

5.14 Working with other agencies

 

The school has a bank of services that we use and sign post parents to. These include:

  • Education Psychologists
  • School Nurse
  • O.T
  • Family Support Workers
  • Cognition and Learning Team
  • ASD Team
  • HeadStart

 

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5.15 Complaints about SEN provision

Complaints about SEN provision in our school should be made to the class teacher/SENCO/head teacher in the first instance. They will then be referred to the school’s complaints policy.

More information can be found on the school website

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5.18 The local authority local offer

Our contribution to the local offer is on Cornwall County Website FIS

6. Monitoring arrangements

This policy will be reviewed by the Headteacher/SENCO every year. It will also be updated if any changes to the information are made during the year.

It will be approved by the governing board.

7. Links with other policies and documents

This policy links to our policies on:

  • Accessibility plan
  • Behaviour for Learning
  • Equality information and objectives
  • Supporting pupils with medical conditions