Special Educational Needs Policy

“Every child has an entitlement to personal, social and intellectual development and must be given the opportunity to achieve his/her potential in learning” 
NASEN: Mission Statement (National Association for Special Educational Needs)

1.Introduction
This policy outlines the nature and management of Special Educational Needs at Walton Holymoorside Primary and Nursery School. We believe that every teacher is a teacher of every child including those with SEN.

The policy reflects the SEND Code of Practice, 0-25 guidance, has been discussed and agreed by staff and approved by the Governing Board. It is available for parents and carers to access on the school website www.waltonholymoorside.co.uk

The implementation of this policy is the responsibility of the Headteacher, SENCo and all teaching and classroom support staff.

The SENCo role is carried out jointly by Mrs Lorraine Webster supported by Mrs Alice Heathcote, who works part-time. Both our SENCos hold the National Award for SEN qualification. The Governor with responsibility for SEND pupils is Mrs Helen Frith.

2.Compliance
This policy complies with the statutory requirement laid out in the SEND Code of Practice 0 – 25 (July 2014) 3.65 and has been written with reference to the following guidance and documents:

  • Equality Act 2010: advice for schools DfE (Feb 2013)
  • SEND Code of Practice 0 – 25 (July 2014)
  • Schools SEN Information Report Regulations (2014)
  • Statutory Guidance on Supporting pupils at school with medical conditions (April 2014)
  • The National Curriculum in England: framework for Key Stage 1 and 2 (September 2014)
  • Safeguarding/ Child Protection Policy
  • Accessibility Planning
  • Teachers Standards 2012

3.Aims
Our overarching aim is to provide every child with the best education possible within an atmosphere of encouragement, acceptance, respect for achievements and sensitivity to individual needs, so that all pupils can thrive and achieve their individual potential.
We do this by:

  • identifying, at an early age, individuals who need extra help and attention
  • enabling each pupil to reach his or her full potential, both curricular and extra-curricular
  • enabling each pupil to partake in, and contribute fully, to school life
  • endeavoring to meet the individual needs of each child
  • developing a feeling of self-esteem within the individual
  • fostering a happy, secure atmosphere in our school which will promote the most effective learning for all children
  • providing for children’s individual needs by supporting them in various ways: whole class, small groups and individually
  • monitoring closely those with SEND by review and assessment, to recognise, celebrate and record achievements
  • providing access and promoting progress in all aspects of the curriculum
  • working with parents and other agencies to provide support and opportunities for those children with SEND
  • using a variety of teaching strategies to facilitate meaningful and effective learning for all children
  • assisting all staff in the delivery of educational entitlement and ensuring all staff are aware of each child’s individual needs
  • ensuring access to a range of resources to support staff in their teaching of children with SEND
  • including the views of the child in monitoring and reviewing individual support plans.

4.Objectives

To:

  • identify and provide for pupils who have special educational needs and additional needs
  • work within the guidance provided in the SEND Code of Practice, 2014
  • operate a “whole pupil, whole school” approach to the management and provision of support for special educational needs
  • have a designated Special Educational Needs Co-ordinator (SENCo)
  • provide support and advice for all staff working with special educational needs pupils

5.Types of SEN

SEN is divided into 4 types:

  • Communication and Interaction – this includes children with speech and language delay, impairments or disorders, specific learning difficulties such as dyslexia, dyscalculia, dysgraphia and dyspraxia, hearing impairment, and those who demonstrate features within the autistic spectrum.
  • Cognition and Learning – this includes children who demonstrate features of moderate, severe or profound learning difficulties or specific learning difficulties such as dyslexia, dyscalculia, dysgraphia or dyspraxia.
  • Social, mental and Emotional Health – this includes children who may be withdrawn or isolated, disruptive or disturbing, hyperactive or lack concentration.
  • Sensory and/or Physical Needs – this includes children with sensory, multisensory and physical difficulties.

Some areas of difficulty do not necessarily mean that a child or young person has SEN and will not automatically lead to a pupil being registered as having SEN:

  • Behavioural difficulties
  • Slow progress and low attainment
  • Disability

Identifying and assessing SEN for children or young people whose first language is not English requires particular care; difficulties related solely to limitations in English as an additional language are not SEN.

6.Disability
Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Where a disabled child or young person requires special educational provision they will also be covered by the SEN definition.

As a school we observe two key duties:

  • we must not directly or indirectly discriminate against, harass or victimise disabled children and young people
  • we must make reasonable adjustments, including the provision of auxiliary aids and services, to ensure that disabled children and young people are not at a substantial disadvantage compared with their peers. This duty is anticipatory – it requires thought to be given in advance to what disabled children and young people might require and what adjustments might need to be made to prevent that disadvantage.

The school’s Equality Policy and objectives and the Accessibility Plan (under review) contribute to these aims and duties.

7.A Graduated approach to SEN support

The Code of Practice outlines a graduated response to pupils’ needs, recognising that there is a continuum of need matched by a continuum of support. This response is seen as action that is additional to or different from the provision made as part of the school’s usual differentiated curriculum and strategies. A register is kept of pupils with SEND. Where concern is expressed that a pupil may have a special educational need, the class teacher takes early action to assess and address the difficulties, and will notify the SENCo if needed. The Derbyshire Local Offer is available online to support class teachers http://www.derbyshiresendlocaloffer.org
Reviews of pupils on the SEND register take place three times a year. For pupils with EHCP (Education, Health & Care plans, formerly Statements), an annual review meeting has to be held in addition to this. Individual Support Plans are used to record additional provision for pupils on the SEND register.

At Walton Holymoorside Primary School, we adopt a “quality first teaching” approach. The key characteristics of high quality teaching are:

  • highly focused lessons with key learning objectives
  • high demands of pupil involvement and engagement with their learning
  • high levels of interaction for all pupils
  • appropriate use of teacher questioning, modelling and explaining
    an emphasis on learning through dialogue, with regular opportunities for pupils to talk both individually and in groups
  • an expectation that pupils will accept responsibility for their own learning and work independently
  • regular use of encouragement and authentic praise to engage and motivate pupils.

Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff. High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEND.

We regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement, through Pupil Progress Meetings, 5x a year and through lesson observation, book scrutiny and our Staff Appraisal procedure. Professional development opportunities are provided for staff to extend their knowledge and understanding of SEND and high quality teaching.

We assess each pupil’s current skills and levels of attainment on entry, building on information from previous settings and key stages where appropriate. Teachers, supported by the SLT make regular assessments of progress for all pupils. These seek to identify pupils making less than expected progress given their age and individual circumstances. This can be characterised by progress which:

  • 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

The first response to such progress should be high quality teaching targeted at the child’s area of weakness.

This response can also include targeting areas other than attainment – for instance where a pupil needs to make additional progress with wider development or social needs in order to make successful transitions throughout their education

Where a pupil is identified as having SEN, the school will take action to remove barriers to learning and put effective special educational provision in place. This SEN support takes the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach. It draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people.

Assess

In identifying a child as needing SEN support the class teacher, working with the SENCo should carry out a clear analysis of the pupil’s needs. This should draw on the teacher’s assessment and experience of the pupil, their previous progress and attainment, the views and experience of parents, the pupil’s own views and, if relevant, advice from external support services.
Walton Holymoorside primary and Nursery school takes seriously any concerns raised by parents. These should be recorded and compared to the school’s own assessment and information on how the pupil is developing.
In some cases, outside professionals from health or social services may already be involved with the child. These professionals should liaise with the school to help inform the assessments. Where professionals are not already working with school staff the SENCo may contact them -with parental permission.

Plan
Where it is decided to provide a pupil with SEN support, the parents will be formally notified. The teacher and the SENCo agree, in consultation with the parent and the pupil, the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review.
The outcomes identified for the pupil, based on reliable evidence of effectiveness are to be provided by staff with sufficient skills and knowledge. Where appropriate, plans should seek parental involvement to reinforce or contribute to progress at home.
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. These will be recorded in the SEN filing system.

Do
The class teacher should remain responsible for working with or overseeing the work of the child on a daily basis. Where the interventions involve group or one-to-one teaching away from the main class or subject teacher, they should still retain responsibility for the pupil. They should work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching. The SENCo should support 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
The effectiveness of the support and interventions and their impact on the pupil’s progress will be reviewed in line with the agreed date. The impact and quality of the support and interventions will be evaluated, along with the views of the pupil and their parents. This then feeds back into the analysis of the pupil’s needs. The class teacher, working with the SENCo, should revise the support in light of the pupil’s progress and development, deciding on any changes to the support and outcomes in consultation with the parent and pupil.
Where a pupil has an Education and Health Care plan, the local authority, in cooperation with the school will review that plan as a minimum every twelve months.

The success of the school’s SEND policy and provision is evaluated through:

  • monitoring of classroom practice by the Headteacher and SENCo
  • analysis of pupil tracking data
  • monitoring of procedures and practice by the SEN governor
  • School Self-Evaluation document
  • Local Authority moderation process and OFSTED inspection arrangements
  • meetings of parents and staff, both formal and informal

8.Managing pupils needs on the SEND register

All children on the SEND Register will have an individual Pupil Profile/ Folder and an individual support plan or an IEP (Individual Education Plan), which details important information about the child, including their areas of strengths and weakness, their outcomes and steps taken to allow children to achieve them and any other professionals who have contact with the child. Class teachers, parents, pupils and other professional as appropriate will contribute to the Pupil Profile and support plan. The Pupil Profile is designed to be a working document which is updated to reflect the current needs of the child. Review meetings will take place at least twice a year, where parents and pupils will be involved in reviewing progress and setting new outcomes. Class teachers are responsible for evidencing progress according to the outcomes described in the plan.

Class teachers are responsible for maintaining and updating Pupil Profiles and individual support plans. These are then shared with everyone involved with the child. The SENCo will review these records to ensure consistency across the school for appropriateness and quality of outcomes.

There are three levels of support for pupils with SEND:

1. Universal level funding is provided on a per-learner basis for all those attending the educating institution. Good quality universal provision will reduce the need for deployment of more expensive resources.
2. Targeted level mainstream providers (schools and academies) are expected to contribute the first £6,000 of the additional educational support provision for learners with SEN from their notional SEN budget.
3. Specialist or personalised level top-up funding above £6,000 is provided on a per- learner basis by the commissioner placing the pupil.

It is important to note that the level and combinations of provision may change over time.

9.Specialist Support
The school may involve specialists at any point to advise on early identification of SEN and effective support and interventions. Where a pupil continues to make less than expected progress, despite evidence-based support and interventions that are matched to the pupil’s area of need, the school will consider involving specialists, including those secured by the school itself or from outside agencies. The pupil’s parents will always be involved in any decision to involve specialists.
The involvement of specialists and what was discussed or agreed will be recorded and shared with the parents and teaching staff supporting the child in the same way as other SEN support.
If it is appropriate the school may apply for GRIP (Graduated Response for Individual Pupils) funding to enable specific targeted interventions and support to be carried out. (This is a specific Derbyshire initiative.)
Children who attend our Nursery setting may be identified as needing additional support and an application for TAEYs (Temporary Additional Early Years support) may be made , to allow school to work on specific targets with individual pupils.

10.Education, Health and Care Needs Assessments
Where, despite the school having taken relevant and purposeful action to identify, assess and meet the SEN of the child or young person, the child or young person has not made expected progress or the pupil has multiple and complex needs, the school will consider requesting an Education, Health and Care needs assessment. Parents can also apply for an EHC plan in their own right.

11.Criteria for exiting the SEND register
If it is felt that children are making progress which is sustainable then they may be removed from the SEND register. If this is the case then the views of the teacher, SENCo, pupil and parents need to be taken into account, as well as that of any other professionals involved with the child. If it is agreed by all to remove the pupil from the SEND register then all records will be kept until the pupil leaves the school and then passed on to the next setting. The pupil will be continued to be monitored through the school’s monitoring procedures, such as pupil progress meetings. If it is felt that the pupil requires additional assistance at any point, then the procedures set out in this policy will be followed.

12.Supporting pupils and families
Class teachers, alongside the SENCo, are responsible for ensuring that pupils are able to access assessments carried out within their class. If a child’s needs mean that they are unable to access standardised tests, then pupils’ eligibility for access arrangements will be ascertained and an application made.

13.Supporting pupils at school with medical conditions
The school recognises that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010. Some may also have special educational needs (SEN) and may have an Education, Health and Care (EHC) plan which brings together health and social care needs, as well as their special educational provision and the SEND Code of Practice (2014) is followed. School will support pupils with medical conditions in line with guidance published by the DfE www.sendgateway.org.uk

14.Training and resources
In order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all pupils, all staff are encouraged to undertake training and development. The school’s SENCo will attend relevant network meetings in order to keep up to date with local and national updates in SEND. SENCo will provide relevant in school training for teachers and teaching assistants.

15.Roles and responsibilities
Provision for pupils with SEND is a matter for the school as a whole. The Governing Board, in consultation with the Headteacher, has a legal responsibility for determining the policy and provision for pupils with special educational needs. It maintains a general overview and has an appointed representative who takes particular interest in this aspect of the school.

Governors will ensure that:

  • the necessary provision is made for any pupil with SEND
  • all staff are aware of the need to identify and provide for pupils with SEND
  • pupils with SEND join in school activities alongside other pupils, so far as is reasonably practical and compatible with their needs and the efficient education of other pupils so far as is reasonably practical and compatible with their needs and the efficient education of other pupils
  • parents are notified if the school decides to make SEND provision for their child
    they are fully informed about SEND issues, so that they can play a major part in school self-review
  • they set up appropriate staffing and funding arrangements, and oversee the school’s work for SEND

A governor with responsibility for SEN is appointed. This is currently Helen Frith

The Head Teacher is responsible for:

  • the management of all aspects of the school’s work, including provision for pupils with special educational needs
  • keeping the governing body informed about SEND issues
  • working closely with the SENCo
  • the deployment of all special educational needs personnel within the school
  • monitoring and reporting to governors about the implementation of the schools’ SEND policy and the effects of inclusion policies on the school as a whole

The special educational needs co-ordinator (SENCo) is responsible for:

  • overseeing the day to day operation of the school’s SEND policy
  • co-ordinating the provision for pupils with special educational needs
  • ensuring that an agreed, consistent approach is adopted
  • liaising with and advising other school staff
  • helping staff to identify pupils with special educational needs
  • supporting class teachers in devising strategies, drawing up IEPs and individual support plans, setting targets appropriate to the needs of the pupils, and advising on appropriate resources and materials for use with pupils with special educational needs and on the effective use of materials and personnel in the classroom
  • liaising closely with parents of pupils with SEND alongside class teachers, so that they are aware of the strategies that are being used and are involved as partners in the process
  • liaising with outside agencies, arranging meetings and providing a link between these agencies, class teachers and parents
  • maintaining the school’s SEND register and records
  • assisting in the monitoring and evaluation of progress of pupils with SEND through the use of existing school assessment information, e.g. class-based assessments/records, SATs, etc
  • contributing to the in-service training of staff
  • liaising with the SENCos in receiving schools and/or other primary schools to help provide a smooth transition from one school to the other

Class teachers are responsible for:

  • providing high ‘quality first teaching’ for all children
  • assessing pupil’s needs and planning appropriate adjustments, interventions and support to match the outcomes identified for the pupil (in liaison with the SENCo, parents and pupil)
  • regularly reviewing the impact of these adjustments, interventions and support, including pupils with SEND in the classroom, through providing an appropriately differentiated curriculum.
  • retaining responsibility for the child, including working with the child on a daily basis
  • making themselves aware of the school’s SEND policy and procedures for identification, monitoring and supporting pupils with SEND.
  • directly liaising with parents of children with SEND

TAs (Teaching and Learning assistants) should:

  • be fully aware of the school’s SEND policy and the procedures for identifying, assessing and making provision for pupils with SEND
  • use the school’s procedure for giving feedback to teachers about pupils’ progress.
  • work as part of a team with the SENCo and the teachers supporting pupils’ individual needs and ensuring inclusion of pupils with SEND within the class.
  • take an active role in implementing individual support plans and monitoring progress.

16. Storing and managing information
Documents relating to pupils on the SEND register will be stored in their Pupil Profile, which are stored by the SENCo. SEND records will be passed on to a child’s next setting when he or she leaves Walton Holymoorside. The school has a Confidentiality Policy which applies to all written pupil records.

17. Accessibility -Statutory responsibilities
The DDA as amended in the SEN and Disability act 20001, placed a duty on all schools and LAs to increase accessibility of schools for disabled pupils and to implement plans. At Walton Holymoorside Primary School, we include accessibility actions as part of our SEN and inclusion plan and thus continually review our strategies to promote and improve accessibility for disabled pupils to the curriculum and all other aspects of school life.

18. Dealing with complaints
Parents who have a grievance or complaint about the nature or amount of support that their child receives are encouraged to ask for a mutually convenient meeting with the school in order to resolve the issue. The Local Authority has in place arrangements to resolve disagreements between parents and schools with regard to SEND pupils. Parents can also access the school complaints policy on the school website or obtain a hard copy from the school office.
Parents can also seek support and advice from Parent Partnership. Leaflets are available in the school entrance.

19.Monitoring Arrangements
The SENCo provides a detailed report for the Full Governing Body annually.
An SEND Information report is available on the website.

Previous policy –November 2013
New Policy – January 2017
Policy approved –
Next review date – January 2019 or in light of new legislation or guidance.