The Cedars School
Special Educational Needs and Disability Policy
“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.”
This is a whole school policy and includes the children in EYFS.
It has regard for has regard for:
The Special Educational Needs and Disabilities Regulations 2014
The Children and Families Act 2014
Equality Act 2010
Keeping Children Safe in Education, September 2020
Special Educational needs and disability code of practice: 0 to 25 years 2015 (Statutory Guidance)
The Cedars Child Protection and Safeguarding Policy
The Cedars Anti Bullying Policy
Definition of Special Educational needs
Under section 20 0f the Children and Families Act 2014:
A child of compulsory school age 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 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.
‘Children whose needs exceed what is normally available in schools are regarded as children with Special Educational Needs.’
The overall aim of this policy of Special Educational Needs and Disabilities (SEND) is to identify children with Special Educational Needs and/or Disabilities (SEND) at the earliest opportunity and ensure that appropriate provision is in place to support development in all areas.
We aim to enable and encourage all children to achieve their full potential with confidence and high self-esteem, so that they are able to access a well balanced and broad based curriculum.
We will provide high quality teaching that is differentiated and personalised to meet the needs of the majority of children. We acknowledge that some children may need educational provision that is additional to or different from this. This is special educational provision and we will provide the necessary support and training for teachers and learning support staff together with additional pupil support programmes to meet this provision.
Persons responsible for implementing the policy:-
Jane O’Halloran: Head Teacher
Judith Stewart: SENCO
• To ensure all children are able to learn in a safe and secure environment, free from bullying.
• To acknowledge that children with SEND may be more vulnerable to bullying (see Anti-Bullying Policy).
• To have high expectations of all children and set stretching goals.
• To track progress towards these goals.
• To review the provision that we make for all children.
• To enable our children to access a broad based and relevant curriculum, which is differentiated according to individual needs.
• To offer children with SEND full access to a broad, balanced and relevant education, including an appropriate curriculum for the Early Years.
• To seek and take into account the views of all children.
• To encourage parents/guardians to fully support their child’s education.
• To provide an education where all children can achieve their potential.
• To provide auxiliary aids to learning.
• To provide high quality teaching that is differentiated and personalized.
• To use a variety of strategies to ensure that a child makes good progress.
• To offer extra tuition to our children with SEND within school for which there is an additional charge.
The role of the SENCO should be understood by children and staff. All members of the school staff should have an understanding of all children and should be aware of the different styles and methods that can be used to enable each child to fully access the curriculum. All staff will receive appropriate training on a regular basis.
Work is differentiated according to the needs of the children to ensure meaningful access to the curriculum.
Our children work according to their ability and the school will, where necessary, modify the curriculum to meet the needs of an individual.
A variety of teaching arrangements are used as appropriate by the teacher, SENCO or teaching assistant using: –
• support within the classroom
• support in a small group
• support in a one to one situation
• withdrawal from the classroom
IDENTIFICATION, ASSESSMENT AND INTERVENTION
Early identification of children with learning, physical, sensory, and emotional and behavioural difficulties is essential.
Observations by teaching staff and rigorous assessment will take place. These can take the form of:
• baseline assessments on entry
• teacher based assessments
• in school tests
• national tests
• information from parents/guardians
• discussions with the child
• liaison with previous settings and, where relevant, outside agencies
• Teachers and the SENCO will consider all information gathered about a child’s progress when deciding if special educational provision, over and above that provided by differentiated, high quality teaching is required.
• The teacher and the SENCO will decide if a child should be placed on the SEND register.
• All children requiring support over and above that provided in class will be provided with an ILP (Individual Learning Plan); this will be drawn up involving class teacher, SENCO, parent and child.
• All teachers and T/A’s will be aware of the needs and outcomes sought; they will also be aware of the support and teaching required for a child with SEND.
• Class teachers will retain overall responsibility for each child.
• The SENCO and class teacher, in conjunction with the parents/guardians, will monitor the progress of all children with SEND.
• The SENCO will maintain a list of those who have special educational needs as defined in the Code of Practice.
• SEND support will be a cycle of re-visiting, refining and revising educational plans for a child.
• The impact of SEND provision will be reviewed regularly.
• For a minority of children it may be appropriate for an application to be made for a multi-professional assessment to be carried out. External assessments would be paid for by parents/guardians.
Children with an Education and Health Care Plan (EHC plan)
If a child at The Cedars has an EHC plan the school will work with the Local Authority to ensure that relevant reviews, including the annual review, are carried out as required by best practice and regulation.
The school will make reasonable adjustments to meet the needs of the child and any additional services (such as dyslexia tuition) that are needed to meet the EHC plan will be subject to charge. This will be payable by the Local Authority or the parent/guardian.
Children with EAL
Identifying and assessing SEN for those whose first language is not English needs particular care. We will look carefully at all aspects of performance to establish whether any lack of progress is due to limitations in the command of the English language or whether it arises from SEN or a disability.
Use of individual Learning Plans
Children whose needs are not able to be met by everyday classroom teaching methods will have a specific ILP to meet their needs.
Such plans follow the SMART guidelines:
• Simple specific target, low in number
• Measurable or observable
Relationships with parents
Arrangements for partnership with parents
Effective liaison with parents is essential:-
a) Their perception of their child should be considered and valued at all times.
b) 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. Parents and staff will look at the desired outcomes for the child.
c) Discussion will take place to agree on the ways in which they can support their child at home.
d) They will be encouraged to be actively involved in their child’s assessment and progress.
e) ILP’s will be shared with parents/guardians and their views sought.
Procedures involving Parents
Parents evenings take place where progress is reviewed; if further discussions are required an appointment can be made with teachers and/or the SENCO at mutually agreed times.
The School has an open door policy and parents are always welcome; we encourage on-going dialogue.
The views of parents are valued and contribute towards a successful partnership between school and home.
Relationships with outside agencies
The school will always consult with parents before involving an outside agency and 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 moves to another school full records, including ILPs, are transferred and, where possible, discussions with that school take place.
Evaluation of the success of this policy
The success of the policy is measured by the principle that pupils with Special Education Needs and Disabilities have benefited from their provision. The following criteria are used when evaluating the SEND Policy.
Re-assessment using standardised tests
Continuous assessment of achievement against individual targets
High pupil self-esteem
REVIEW OF THIS POLICY
This policy will be reviewed annually
Policy adopted by Jane O’Halloran
Date policy adopted: May 2015
Reviewed: February 1st 2019
Reviewed February 2021