Policy for Special Educational Needs

“At the heart of every school and every class lies a cycle of planning, teaching and assessing.  These general arrangements in a school take account of the wide range of abilities, aptitudes and interests that children bring to the school.  The majority of children will learn within these arrangements.  Those who have difficulty in so doing may have special educational needs”

 Code of Practice

 The overall aim of this policy of Special Educational Needs (SEN) is to enable and encourage all children to achieve their full potential with confidence and self esteem, so that they have access to a well balanced and broad based curriculum.  It aims to provide support within a caring environment for those who differ from their peers academically, physically, socially or emotionally and to identify those children as soon as possible.  It aims to ensure these pupils meet their full potential in the five outcomes of Every Child Matters.  It aims to provide support and training for teachers and learning support staff together with additional pupil support programmes, where necessary. 

 Persons responsible for implementing the policy:-

 Jane O’Halloran:  Head Teacher and SENCO

 The SENCO is responsible for maintaining a register of pupils who have been identified as having special educational needs.

 SCHOOL RESPONSIBILITIES

• To ensure all children are able to learn in a safe and secure environment, free from bullying.
• We acknowledge that children with SEN may be more vulnerable to bullying (see Anti-Bullying Policy).
• Our children are entitled to have access to a broad based and relevant curriculum, including the National Curriculum, which is differentiated according to the individual needs of each child.
• Children with SEN should be offered full access to a broad, balanced and relevant education, including an appropriate curriculum for the Foundation Stage and the National Curriculum.
• The views of children with SEN should be sought and their views taken into account
• Parents have a vital role in supporting their child’s education.
• We aim to provide an education where children can achieve their best.

Staff Training

The roles of the SENCO should be understood by pupils and staff.  All members of the school staff should have an awareness of children where appropriate.

 Curriculum

• Work is differentiated according to the needs of the children, which will ensure meaningful access to the curriculum.
• The school will, if necessary, modify the curriculum to meet the needs of individual children and apply for disapplication from the National Curriculum when and as necessary.
• A variety of teaching arrangements are used, as appropriate by the teacher, SENCO or LSA using:-

                                                         Support within the classroom

                                                         Support in a small group

                                                         Support in a one to one situation

                                                         Withdrawal from the classroom (there may be

                                                         Additional cost to the parents for this level of

                                                         support.

IDENTIFICATION,ASSESSMENT AND INTERVENTION

Children will be identified as early as possible.  Individual Education Plans (IEPs) will be used for children with special needs at School Action and School Action Plus level, to help planning, assessing and monitoring individual progress.

• Early Identification

Early identification of children with learning, physical, sensory and emotional and behavioural difficulties is essential.  This can be achieved through close liaison with parents/carers, playgroups etc.

Foundation Stage Profile assessment will be carried out during a child’s first year in school.

 Identification proceeds according to the graduated approach of action and intervention outlined below:-

School Identification:-

The SENCO and class teachers will monitor the progress of pupils who are not on the SEN register, but are in need of careful monitoring.  Individual Parent Interviews will be used to discuss any concerns that the class teacher may have over pupil progress.

A SEN register will be maintained listing those pupils who have been identified as having special educational needs, as defined within the Code of Practice.  The SENCO and the class teacher will decide which pupils should be on the SEN Register based on continuous assessment. There will be two stages of intervention:-

 1.  School Action, which will cover those pupils whose additional support can be  

     met within the school’s resources and

2.  School Action Plus, where additional support is required from outside agencies, such as the Educational Psychologist or Speech Therapist.

Teaching Arrangements under the Code of Practice

School Action: An Individual Education Plan (IEP) will be devised in collaboration with the class teacher and appropriate additional support will be provided.

School Action Plus: An IEP will be devised, parents consulted, external agencies will be consulted and appropriate additional support will be provided.

 Use of Individual Educational Plans

Individual Educational Plans will be drawn up for pupils on the SEN Register and reviewed regularly.  They will be used to plan and review targets with the class teachers and to evaluate progress. They will identify targets against which progress may be assessed.

 Screening and Assessment

Regular screening and assessment will take place.

For a minority of children, it may be appropriate for an application to be made for a multi-professional assessment to be carried out.  The assessment may lead to the issue of a statement of special educational needs.

RELATIONSHIP WITH PARENTS

Arrangements for partnership with parents

 Effective liaison with parents is essential:

1. Their perception of their child should be considered and valued at all times.
2. They should be kept informed from the earliest stage of concern regarding difficulties which their child may be experiencing and the amount of support being given by the school to meet the child’s needs.
3. Discussion will take place to agree on the ways in which they can support their child at home.
4. They will be encouraged to be actively involved in their child’s assessment and progress.
 

Procedures involving Parents

 Parents evenings are held termly where progress is reviewed and other appointments can be made with teachers and the SENCO at mutually agreed times.

 The views of parents are valued and contribute towards a successful partnership between school and home.

 Teachers should establish a relationship/partnership with the parents as soon as a need is identified.  It will normally be expected that by the time a child reaches School Action Plus communications will be well established.

 RELATIONSHIP WITH OUTSIDE AGENCIES

The school will always consult with parents before involving any outside agency.  The school will work with all outside agencies to meet a child’s individual needs.

 Links with other schools and transfer procedures:

 When a child with SEN changes school full records, including IEPs are transferred and discussions with that school take place wherever possible.

EVALUATION OF THE SUCCESS OF THIS POLICY

The success of the policy is measured by the principle that pupils with Special Education Needs have benefited from their provision. The following criteria are used when evaluating the SEN Policy.

• Re-assessment using standardised tests
• Continuous assessment of achievement against individual targets
• High pupil self-esteem

REVIEW OF THIS POLICY

1. This policy will be reviewed annually
2. Teachers will be given the opportunity to comment on any aspect of the policy during the review period.