Special Educational Needs Policy
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King’s Park Primary School
‘Together we support, challenge and achieve’
Special Needs and Inclusion Policy
Revised on: December 2011 Review Date: December 2012
Introduction
“Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they:-
• Have a significantly greater difficulty in learning than the majority of children of the same age; or
• Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in school.”
Aims and Objectives
• to identify students with special educational needs and disabilities and ensure that their needs are met
• to ensure that students with special educational needs and disabilities join in with all the activities of the school
• to ensure that all learners make the best possible progress
• to establish criteria and programmes for monitoring, evaluating and reviewing the effectiveness of the provision.
• to ensure parents are informed of their child's special needs and that there is effective communication between parents and school
• to ensure that learners express their views and are fully involved in decisions which affect their education
• to promote effective partnership and involve outside agencies when appropriate.
Roles and responsibilities
SENCo
The SENCo (Special Educational Needs Coordinator) is Becky O’Brien. Her responsibilities include:
• overseeing the day-to-day operation of the school’s SEND policy;
• coordinating provision for children with special educational needs in the mainstream school;
• supporting teachers with assessment of children to determine specific areas of need;
• working with individuals and small groups of children to address specific areas of need;
• working alongside staff to assist them in identifying, assessing and planning for children’s needs and ensuring that children make progress;
• overseeing the records of all children with special educational needs in the mainstream school;
• liaising with parents of children with special educational needs;
• contributing to the in-service training of staff;
• liaising with external agencies including the LEA’s support and educational psychology services, health and social services, and voluntary bodies.
SEND Governor
The governor for SEND is Ruth Greening.
The governing body of a foundation school must:
• Do its’ best to ensure that there is the necessary provision for any child who has special educational needs;
• Ensure that where the ‘responsible person’ – the Headteacher or the appropriate governor – has been informed by the LEA that a child has special educational needs, those needs are made known to all who are likely to teach them;
• Ensure that teachers in the school are aware of the importance of identifying and providing for those children who have special educational needs;
• Consult the LEA and the governing bodies of other schools when it seems to be necessary or desirable in the interests of coordinated of special educational provision in the area as a whole.
• Ensure that a child with special educational needs joins in the activities of the school together with children who do not have special educational needs, so far as is reasonably practical and compatible with the child receiving the special educational provision their learning calls for, the efficient education of the children with whom they are educated, and the efficient use of resources; and
• Report to parents on the implementation of the school’s policy for children with special educational needs.
• Have regard to the Special Educational Needs Code of Practice (2001) when carrying out its duties toward all children with special educational needs;
• Ensure that parents are notified of a decision by the school that SEN provision is being made for their child.
• Annual success criteria will be reviewed and the Governing Body’s Annual Report will detail the successful implementation of the policy and the effectiveness of the provision made. The head teacher and the governors will set new success criteria. The governing Body will ensure that it makes appropriate special educational provisions for all pupils identified as in need of it. The range of support made in the school each year in response to identified need is detailed in the Provision Maps.
• SEN Governor will liaise with the SENCo and assessment co-ordinator to evaluate effectiveness of additional resources.
The SEND governor plays an important role in ensuring that:
• They are fully involved in developing and monitoring the schools SEND policy;
• They are up to date and knowledgeable about the schools SEND provision, including how funding equipment and personnel resources are deployed;
• SEND provision is an integral part of the School Development Plan;
• The quality of SEND provision is continually monitored;
Arrangements for co-ordinating provision of children with Special Educational Needs
Provision for children with special educational needs is a matter for the school as a whole. In addition to the governing body, the school’s head teacher, the SENCO and all other members of staff have important day-to-day responsibilities. All teachers are teachers of children with special educational needs. Teaching such children is therefore a whole school responsibility.
At the heart of the work of every primary school class is a continuous cycle of planning, teaching and assessing which takes account of the wide range of abilities, aptitudes and interests of children. The majority of children will learn and progress within these arrangements. Those children whose overall attainments or attainment in specific areas fall significantly outside the expected range may have special educational needs. Under these circumstances, teachers may need to consult the SENCO to consider what else might be done. This review may lead to the conclusion that the pupil requires help over and above that which is normally available within the particular area of need.
The needs of the majority of children will be met in the classroom. Teachers are expected to make every effort to ensure that the children with special educational needs are fully involved in the life of the class. For some children it will be necessary for them to spend some time in small group work or being withdrawn from the classroom for specific, timed activities related to the needs identified. This may be delivered by the teacher, teaching assistant, or SENCo and will complement classroom work so that the skills, knowledge and understanding will be transferred to the classroom. This may be part of the schools co-ordinated arrangements which appear in the provision map. A provision map details the various programmes and arrangements that we operate to meet identified needs. The SENCo and SEND governor will normally oversee this provision to ensure that it meets the objectives of this policy.
Admission arrangements
Normal admission arrangements apply. The admissions policy is based on the agreed Wiltshire policy. We strive to be a fully inclusive school. All children will be treated according to their needs in line with the schools policy for equality of opportunity. No child will be denied admission because of his or her creed, race, physical ability or academic attainment. Where a child has a particular need eg wheelchair access the governors will make reasonable adjustments to ensure the child’s needs are fully met. If a child is transferring into the school with a statement, or has been receiving extra support from LEA centrally funded resources in their previous school, the continuation of this support will be negotiated with the appropriate member of the LEA to ensure that their needs can be met.
Any variation in the above will need to be agreed by the full governing body.
Identification and assessment
The school follows the guidance contained in the Special Educational Needs Code of Practice (2001) and the Wiltshire Indicators and Provision Document (2011).
These do not assume that there are hard and fast categories of special educational need but recognise that children’s needs and requirements may fall within or across four broad areas. These are:-
• Communication and Interaction
• Cognition and Learning
• Behavioural, emotional and social development
• Sensory and / or physical.
Where possible we will try to meet every child’s needs within the classroom through ensuring that our planning, teaching and approaches meet the needs of the majority of the children in our school. However, where through careful identification and assessment we and/or the parents/carers determine that a child is not making adequate progress the class teacher will consult the SENCO. They, in conjunction with the child and parents/carers, will review the strategies and approaches that are currently being used and the way these might be developed. Where this review leads to the conclusion that the child needs help over and above that which is normally available in the class or school we will help the child through school action.
Early Years Action / School Action
We use the Wiltshire Indicators and Provision Document so that staff and parents know the criteria we are using to determine whether or not a child has an identified special education need.
A child will be put on School Action when they need provision that is additional to, or different from, that which is normally provided. It may be that the child:
• Makes little or no progress even when teaching approaches are targeted to their particular needs.
• Shows signs of difficulty in developing skills in literacy or mathematics;
• Shows signs of emotional or behavioural difficulties, which are not addressed through the behaviour and discipline approaches used in the school;
• Has communication and/or interaction difficulties which lead to them making little or no progress.
We will seek additional information from the parents/carer and in some cases, outside agencies who may be involved with the child. When we have all the available information we will consider, with the parents / carers and the child, the next strategy for action. This will involve setting appropriate targets for the child, which will be set out in an education plan (see Appendix 1), and may involve engaging the child in an appropriate programme. Any targets set, provision made and the progress made by the child will be discussed with the parents / carers at parent’s evenings or through our normal channels of communication.
Where, despite our best efforts, the child still continues to make little or no progress in relation to the targets set, or is working at National Curriculum levels significantly below his or her peers, the child will be moved to School Action Plus.
Early Years Action Plus / School Action Plus
This stage is similar to School Action, but will involve us in contacting external support services provided by the LEA and other external agencies such as the Health Authority. We will seek advice on fresh targets and strategies, or more specialist assessments that can help us with our planning. An IEP (individual education plan) will be written to reflect these new targets after consultation with these agencies, parents/carers, the child and the SENCO and class teacher. We will ensure that parental consent is sought before any outside agencies are involved. Progress towards the targets is monitored and recorded on a fortnightly basis, and IEPs are reviewed at least 3 times a year, with new targets written if necessary. Targets are discussed at Parent’s evenings or individual appointments so that parents are aware of what their child is working on and can support this at home where possible.
Where, despite all our best endeavours, the child still makes little or no progress in the areas targeted, we will discuss with the parents and child the need for either of us to approach the LEA to request a statutory assessment. This may or may not result in the LEA issuing a statement of special educational need. Where a child has a statement of special educational need we will carry out an annual review which parents, child, outside agencies, SENCO and the class teacher, will be invited to attend.
Provision that is additional to and different from that available to all
When a child is placed at school action, school action plus or has a statement of special educational need, they will require provision that is additional to or different from that available to all children. At King’s Park, this could involve one or more of the following:
• 1:1 or small group work with a teacher, trained teaching assistant or other suitable adult on IEP targets;
• Adapted or additional resources for use in the classroom;
• Alternative procedures in place to deal with behaviour;
• A 1:1 teaching assistant to support the child during specific parts of the day;
• Following a specific learning package tailored to the child’s needs;
The support that the child receives will be determined by how best their needs can be met, taking into account the schools resources and financial constraints, advice and support from outside agencies and the Local Education Authority, and what is outlined in the child’s statement of special educational need (where applicable).
Partnership with parents / carers
We aim to involve parents as much as possible in setting and discussing targets, and in monitoring the child’s progress. This is done through face to face meetings, telephone conversations, and at hand over at the beginning and the end of the school day. The school may also set up a home school diary for children who travel on the taxi service and for other children where the class teacher feels appropriate. Children with a statement of special educational needs will have annual reviews involving school staff and outside agencies, as well as parents.
There is a SEN Parents notice board in the main entrance which will have details of any meetings or events for children with special needs, and information of interest, and any celebration of events. This will also have copies of any leaflets, such as the schools ‘Explaining the SEN Policy’ leaflet and leaflets produced by the Ask Parent Partnership Service. The school will also offer support to parents and if needs be signpost them to outside support such as Ace, PPS, Ipsea or carer support.
Transition
Transition between year groups across the school is managed by passing information both verbally and in hard copy between the teachers involved. King’s Park has a maintained nursery on site, which caters for children from 3 months to 5 years, and transition from nursery to reception is managed in the same way as the rest of the school. For children coming to King’s Park from other Early Years Settings (including Stepping Stones in Trowbridge, and Devizes Opportunity Group), we ensure a smooth transfer on school entry through liaison and visits. We can also involve the support of School Start where necessary. Children are invited to visit us for induction visits in the term before they start school, and if necessary the school liaises with other agencies at this stage.
Children with SEN who transfer from other schools are supported through their induction to the school by the class teacher, who will assess the child’s needs and put a suitable program in place (with the SENCo supporting where needed).
Liaison with Secondary Schools ensures a smooth transition from Year 6 to Year 7. Children visit their prospective Secondary School, and staff can come and visit the child in their current school if this is needed. Close links are maintained to ensure that relevant information is passed on, through telephone conversations, face to face meetings between the SENCo of each school, and through the Wiltshire Transition Document.
Policy success criteria
The policy will be evaluated against the objectives stated on page one by:
• An analysis of all teachers’ planning by Subject leaders / Senior Leadership Team / SENCo ensures that a differentiated approach is taken and that the learning objectives in Individual Education Plans are identified and reflected in planning;
• Parents/carers being involved in setting individual targets set for children by discussing, receiving and having their views (if appropriate) recorded on copies of Individual Education Plans for their child;
• Children are involved in discussing, constructing, reviewing and having their views recorded on their own Individual Education Plans;
• Individual Education Plan targets being monitored to ensure that children progress through specific, measurable, achievable, realistic, time-bound targets (SMART);
• Ensuring that outside agencies, where appropriate, have their comments and recommendations recorded on the individual education plans and are involved in their development;
• The school improvement plan and SEF priorities which include the provision for SEND;
• Any external evaluation or inspection.
Complaints procedure
If parents/carers have a complaint concerning provision for their child they should discuss this with the class teacher. If this proves unsuccessful the matter should be referred to the SENCO and/or Headteacher. Should the matter still be unresolved the parents/carers should contact the ‘responsible person’ on the governing body. If the complaint remains unresolved the Chair of Governors should be involved and finally the complaint should be taken to the LEA and/or Secretary of State.
This policy should be read in conjunction with our behaviour policy and Disability and Equality scheme/Accessibility plan
Attached appendix – letter sent to parents when referring to outside agencies
Written by Becky O’Brien SENCO November 2011 and approved by governors and staff December 2011
Review date December 2012
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