Policy for Special Educational Needs & Disabilities (Send)

SPRINGHEAD SCHOOL

POLICY FOR SPECIAL EDUCATIONAL NEEDS & DISABILITIES (SEND)

RATIONALE

We provide an educational environment that enriches and enhances every child’s learning and life experiences, by breaking down barriers to learning and participation. (Springhead School Mission Statement.)

Our moral purpose acknowledges that there is a need for our pupils to be both challenged and supported if we are to ‘enrich and enhance every child’s learning and life experiences, by breaking down barriers to learning and participation’ (see above).

The school’s moral purpose focuses on five key aspects of our pupils’ lives:

 Respect  Self-determination  Inclusion  Fostering relationships  Learning

This represents a commitment to our pupils that can be expressed as a promise in each case:

Respect – we undertake to value everyone equally, listening to you, and speaking up for you when you want us to

Self-determination – we will enable you to make choices about your life

Inclusion – we will enable you to make and take your place in a community where you can flourish and feel safe

Relationships – we will enable you to be with different groups of people and to choose your friends

Learning – we will enable you to learn by allowing you to explore, experiment, rehearse and do things by yourself even though you will make mistakes.

We believe that all pupils should be equally valued in school. We will strive to eliminate prejudice and discrimination, and to develop an environment where all pupils can flourish and feel safe.

We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, race, ethnicity, disability, attainment and background. We pay particular

Springhead School SEND Policy reviewed October 2016 1 attention to the provision for, and achievement of, different groups of learners - for example:

 All learners with special educational needs  Learners who may have additional disabilities  Girls and boys, men and women  Those who, whilst having special educational needs, may also have special gifts and talents  Those who are looked after by the local authority  Any learners who are at risk of under-achievement or exclusion

Our school is a specialist college for cognition and learning. This recognises the school’s exemplary skills and expertise in helping pupils to overcome their barriers to learning. As a specialist college we develop innovation, both with Springhead pupils, and through working with other schools and community groups.

This policy describes the way we meet the needs of all pupils who experience barriers to their learning. At Springhead School, this includes profound, severe and complex learning difficulties and disabilities, with sometimes additional sensory, physical or medical needs, communication and interaction needs or social, emotional and mental health needs.

We recognise that pupils learn at different rates and that there are many factors affecting achievement, including cognitive ability, emotional or physical well-being, age and maturity. We also recognise that, whilst all our pupils have long-term learning difficulties, they may also have specific difficulties that are short-term.

Springhead School is committed to inclusion. Part of the school’s strategic planning for improvement is to develop cultures, policies and practices that include all learners – including some whom we support through our outreach services. We aim to engender a sense of community and belonging, and to continue to offer new opportunities to learners who may continue to experience difficulties throughout their life in school. This does not mean that we treat all learners in the same way, but that we will respond to learners in ways that take account of their varied life experiences and needs.

Springhead School sees the inclusion of its pupils as an equal opportunities issue, and we also aim to model inclusion in our staffing policies, relationships with families and the community. The development and monitoring of the school’s work on inclusion is undertaken by the Governing Body, which meets termly. The Governing Body includes parents, teaching and non-teaching staff, co-opted governors that represent health, the Disabled Children’s Service and additional governors with relevant specialist expertise.

The SEN / Inclusion Co-ordinator is Mrs Debbie Wilson (head teacher) and she reports regularly to the Governing Body. The SEN Governor is Mrs Janet Crossley.

Springhead School SEND Policy reviewed October 2016 2 Relevant School Aims:

 To provide the highest standards of teaching and learning, developing skills in paying attention, perceiving, thinking, remembering, imagining, generalising and developing communication, leading to more dynamic cognitive functions such as planning, problem- solving and questioning  To have high expectations of pupils’ work and behaviour, and to develop self-motivation through praise and encouragement.  To support children in exercising their right to freedom of expression and opinion through all forms of communication, and to their access to information in accessible formats and appropriate technologies  To promote an inclusive curriculum, ethos and learning environment for all pupils with whom we come into contact – including those at partnership mainstream schools  To guide and prepare pupils for each new phase of their life  For all pupils to participate equitably in every aspect of school life  To promote an inclusive curriculum, ethos and learning environment for all pupils with whom we come into contact – including those at mainstream schools with whom we work  To oppose racism, bias, stereotyping and all other forms of discrimination based on a person’s class, ethnic origin, gender, age, nationality, language, religion, disability, sexuality, size or any other aspect linked to their self-worth, and to challenge discrimination wherever it is found.  For all pupils, families, staff, governors and other professionals attached to the school to feel that they have a voice and a view that is valued

Objectives

1. To ensure that the Equality Act 2010 is implemented effectively across the school, including disability rights enshrined therein 2. To ensure equality of opportunity for, and to eliminate prejudice and discrimination against, all pupils 3. To continually monitor the progress of all pupils, to identify additional needs as they arise and to provide any necessary additional support as soon as possible 4. To provide full access to the curriculum through differentiated and personalised planning by class teachers and support staff, as appropriate 5. To provide specific input, matched to individual needs, in addition to differentiated and personalised class provision, for all pupils 6. To champion all pupils to ensure that they are perceived positively by their whole community 7. To ensure that we can assist in meeting the needs of all pupils with severe or complex learning needs within our catchment area 8. To prepare our pupils for life beyond school 9. To involve families at every stage in plans to meet their child’s additional needs 10. To involve the pupils themselves, as much as possible, in planning and in any decision-making that affects them

ARRANGEMENTS FOR CO-ORDINATING SEN PROVISION

Springhead School SEND Policy reviewed October 2016 3 1. The head teacher will meet with each class teacher twice a year to discuss any ‘additional needs’ concerns and review personalised provision 2. At all other times, staff can alert the head teacher to any newly arising concerns. These will be discussed within one week. 3. Where necessary, reviews will be held more frequently than annually. 4. Cross-curricular targets will be used to inform and support whole-class approaches to inclusive teaching – for example, personalisation, differentiation; varied teaching styles and access issues. 5. The leadership team will monitor the quality and effectiveness of provision for all pupils through lesson monitoring, work scrutiny and EHCP planning and reviews 6. Class teachers and highly specialist assistants (HLTAs, ATAs and GTAs) primarily deliver SEN provision, through differentiated teaching. This is funded from the school’s annual budget. The leadership team and governors review the support timetable annually, in line with current pupil needs and the school budget, 7. Class teachers, families, support staff and other professional agencies liaise and share developments in order to inform reviews and forward planning.

SPECIALISED PROVISION

The teaching staff team have many years of appropriate experience and training. For some, this has been predominantly in special schools of one type or another. For others this has been in mainstream schools before making the move to a special school. Each is equally valued and brings a range of skills to the teaching at Springhead School. The programme of planned weekly staff meetings and training days enhance the skills and experience of all staff.

Advanced Teaching Assistants are recruited, as far as possible, with appropriate training and qualifications. Higher Level Teaching Assistants have been externally assessed successfully against nationally accredited criteria. Professional development is given a high priority and many staff are undergoing additional training. The school has a well-organised induction programme to ensure that all staff are equipped to give their best as soon as they join the school.

The pool of staff expertise and training offers the following:

 Detailed knowledge and experience of PMLD, SLD and CLDD, with associated learning difficulties and disabilities  Staff who are willing to take on board ongoing training needs, related to pupil need  A high level of expertise in teaching communication skills  Staff trained in Signalong sign language  Staff expertise in the use of symbol vocabularies, including Mayer Johnson, Communicate in Print and PECS.  Expertise with technological communication aids; the school is a Communication Aid Partnership school.  A high level of training in medical procedures

Springhead School SEND Policy reviewed October 2016 4  Skills and experience in assessment of children with severe / profound and complex learning difficulties  A significant number of staff trained in the Halliwick swimming method  A teacher and an Advanced Teaching Assistant who can train staff in moving and handling techniques  Higher Level Teaching Assistants dedicated to supporting learning throughout the school  Staff trained in all aspects of behaviour management and, if required, positive handling (Securicare)  2 teachers trained in the MOVE programme (to help to give children and adults more opportunities and possibilities for independent movement through the MOVE Programme)  Specialist Trainers to facilitate use of The Learning Zone.  Experienced supply teachers and teaching assistants

IDENTIFICATION AND ASSESSMENT ARRANGEMENTS AND MONITORING AND REVIEWING PROCEDURES

The school’s system for regularly observing, assessing and recording the progress of all pupils is used to recognise and praise achievement, as well as identifying those who may not be progressing satisfactorily and who may have additional needs  The school’s system includes reference to information provided by: 1. Families 2. Pupil views 3. Baseline Assessment 4. Progress measured against CLDD Engagement Profile when required. 5. Use of detailed diagnostic assessment, when required. 6. Use of appropriate developmental assessment when required (Routes for learning; Quest for Learning) 7. Progress measured against the P Level Descriptors, with analysis of data from CEM, Durham (Up for review November 2016 in light of the Rochford Review). 8. Observations of children and young people’s social and emotional development 9. The pupils’ Statements of Special Educational Need or Education, Health and Care Plan and Annual Review meetings and reports 10. Assessment of progress within annual cross-curricular targets from the INDEXKS. 11. Assessment of progress within short and medium-term planning 12. Summative assessments in relation to Development Matters, Characteristics of Effective Learning, P Scales (see bullet point 7, above), and KS1 and 2 learning outcomes, as appropriate 13. Assessments by a specialist service, such as educational psychology, hearing and vision support

Springhead School SEND Policy reviewed October 2016 5 14. Multi-agency assessment provided by Speech and Language Therapist, Occupational Therapists and Physiotherapists

DIFFERENTIATED CURRICULUM PROVISION

Springhead School is committed to providing an appropriate and high quality education to all the pupils attending the school. We believe that all pupils have a common entitlement to a broad and balanced academic and social curriculum that is accessible to them, and that they must all be fully included in all aspects of school life.

At Springhead School, we aim to develop confident and skilled learners who, as adults, will become active members of their community. We take a holistic view of our learners’ progress towards this aim by placing cross-curricular skills at the heart of the school. Our emphasis is in promoting:

 Personal, social and health skills  Communication skills  Application of number skills  Physical skills  Problem solving skills  Information technology skills  Improving own learning and performance (called ‘learning skills’ in Early Years)

Expressing the individual needs of learners in terms of cross curricular key skills illustrates our emphasis on generic learning skills, over and above subject specific targets. Generic learning skills are not specific to any particular activity but are the general skills of learning that can be used wherever needed. They are skills appropriate to the development of the person both within, without and post school.

However, skills cannot be learned in a vacuum. They have to be learned in a variety of contexts. These contexts are provided by the school curriculum. The stimulating, relevant and age appropriate content of our curriculum becomes the medium in which the cross curricular skills are learned and developed, rather than an end in itself.

Cross-curricular Key Skills are used to set annual targets, agreed at the Annual Review Meeting, and contextualised to demonstrate how a pupil’s learning can be promoted at home or in other settings. These may be simplified or extended at any point, are monitored at least termly and are formally reviewed annually at the Annual Review of the Statement of Special Educational Needs or Educational Health and Care Plan

The Statement of Special Educational Needs / Education, Health and Care Plans.

Springhead School SEND Policy reviewed October 2016 6 All pupils who attend the school require a Statement of Special Educational Needs or an Education, Health and Care Plan. The school holds an Annual Review meeting, during which the needs of the child or young person and appropriateness of the provision in school is reviewed, and consideration is given as to whether the school recommends any changes in provision to the LA.

Person-centred annual review meetings are chaired by the headteacher or deputy head, or occasionally by other staff from the leadership team. The class teacher writes a report, and also attends the meeting. Pupils themselves are encouraged to attend – even if only for a short time, and many are encouraged to contribute verbally or in whatever way possible, such as through video clips, photos, writing or the use of Talking Mats. Other professionals involved with the child are invited to contribute either by a report or attendance or both. Questionnaires are sent out prior to each meeting, which, whilst not compulsory, are designed to assist families in contributing to their child’s review. Families receive a completed report, following the meeting, once finalised and agreed by the Local Authority.

Arrangements for SEND Training

. Staff are inducted into the school with great care . A planned programme of staff meetings and training days offers excellent opportunities for the ongoing updating of skills in staff . SEND issues are targeted each year through the School Development Plan . All staff have access to professional development opportunities and are able to highlight their training needs in relation to their pupils and their teaching formally, through appraisal or performance management, and informally during the year. . Tailor-made training is offered where appropriate – for example, the school runs ‘bite-sized’ training regularly and supports staff who undergo additional training in their own time . The school has regular meetings with the LA appointed Educational Development Adviser (EDA). . The school has excellent links with other, similar, schools through the Special School Improvement Partnership . The school is also a founder member of the Scarborough Teaching Alliance . The school also has well-established links with mainstream schools at each phase through its Outreach role and shares its Cognition and Learning specialism through a planned programme of SEND training courses . The school recognises its geographically isolated position and supports staff in participating in national and regional events and training . The school offers SEND training to trainee teachers through the Scarborough Teaching Alliance Schools Direct programme.

The Use of Support Services

Springhead School SEND Policy reviewed October 2016 7 . The school has a nominated Educational Psychologist. She works with the school to support pupils in a variety of ways. These include: observing / working with individual pupils; contributing to statutory assessments; attending annual reviews; undertaking research into the school’s provision for pupils; supporting the school’s outreach work. . Teachers from the sensory support team work in school with particular children who have vision or hearing impairment. Class teachers plan alongside these specialist teachers, who also contribute to annual reviews. . The school has ongoing support and liaison with a number of outside agencies, for example: 1. The Consultant Community Paediatrician 2. Disabled Children’s Service and Adult Social Care 3. Speech and Language Therapists 4. Physiotherapists 5. Occupational Therapists 6. The Learning Disability Service

Families are informed if any other professional agency is involved.

Arrangements for partnership with families

. Families are involved at all stages of the education planning process. . The SEND information, advice and support service (SENDIASS) provides free and impartial information, advice and support for children, young people and young adults (up to 25 year old) with special educational needs and / or disabilities as well as their parents or carers. . Families are helped to know how they may help their child at home through developing EHCP outcomes, holistic targets, involvement in formulating Behaviour Strategies and Pastoral Support Plans, involvement at Annual Review meetings and Consultation Evenings. Copies of all reports are sent home. . Ideas, resources and materials to support learning at home are discussed and distributed on request. The school will loan most equipment out in the holidays. . Families are invited to work alongside their child in class if this is felt to be appropriate. Parent volunteers regularly support school activities. . Two Consultation Evenings per year are held, and parents can make other appointments on request. . Regular communication between home and school is promoted through home- school diaries, ICT diaries and telephone calls and letters. Any concerns raised by families are acted upon promptly. If, however, parents feel this has not happened they may make a complaint by contacting the headteacher, or if this fails to resolve issues, the Governing Body. Our complaints procedure, available from school, sets out the steps in making a complaint in more detail. . The school has a Home – School Agreement. . The school organises a number of social events throughout the year. Families are welcomed and encouraged to attend. This includes a family ‘Prom’ night, use of The

Springhead School SEND Policy reviewed October 2016 8 Learning Zone in the holidays, Chat n’ Chill sessions and a pro-active and collegiate Friends of Springhead School (FOSS) association.. . The school subscribes to a Parent Hotline to ensure essential information is relayed efficiently (for example, school closure) . The school maintains an up-to-date website, Facebook and Twitter account . There are termly newsletters and regular letters home, as required.

Admission / Transition Arrangements

. Prior to starting at Springhead School, the headteacher and class teacher meets with parents, any previous teacher, and all other relevant professionals at a Planning meeting. Parents are encouraged to decide on the most appropriate introduction to school. Whether very gradual or more quickly, the school responds flexibly. Home visits can be arranged if required. . If the child is transferring to Springhead School from another school, we will request information from the previous school. If possible, one of our teachers may visit the child before transfer. The headteacher also telephones the previous school to discuss the child’s needs in more detail. . If Springhead School pupils are on a dual placement, usually at the child’s local school, Springhead staff will support the school on an outreach basis. Outreach staff ensure that assessment information and targets are shared and that the school has advice on appropriate teaching, management and resourcing. Dual placement schools are invited to attend the child’s annual review meeting. The school also encourages a shared, three-way diary between the parent and the two schools if appropriate. . Pupils who will be transferring to the local F.E. College or Personalised Learning Pathways have a gradual transition, supported by Springhead School staff when required. . Transition between departments as a child moves up through the school is handled carefully. There is an excellent exchange of information and the child or young person is prepared as well as possible for their move. . Newcomers into our Sixth Form have induction days before the end of the summer term prior to them joining the school . The school organises a ‘Moving On’ (further education / careers fair) event every March

Inclusion Principles

Springhead School is committed to improving the learning opportunities for all and to developing structures, systems and practices that promote the school’s improvement within a culture of inclusive educational provision. Springhead School staff and Governors have embraced the philosophy of inclusive schooling, whilst recognising the need to offer specialist provision for our pupils’ severe and complex learning needs.

The school celebrates diversity. The achievements, attitudes and well being of every person matter. Their individual qualities, experiences, and cultural backgrounds are recognised and valued.

Springhead School SEND Policy reviewed October 2016 9 Our inclusive principles are characterised by the five key aspects within our Moral Purpose:

Respect is characterised by:  listening to people  valuing different ways of communicating  allowing enough time for responses  learning from each other about privacy and ‘personal space’  understanding that dignity is precious  valuing the home and cultural background of people  speaking up for people when they want us to  acknowledging the importance of people’s feelings  encouraging people to express their feelings and views  supporting people when they feel vulnerable

Self-determination is characterised by:  choice-making, as an expression of personal freedom and autonomy  access to a range of experiences and activities  guided working and learning that supports independence  encouragement and support to express personal aspirations and goals  optimal opportunities for independence and guided choice and decision-making  control of key aspects of one’s life as a matter of right (for example, relationships within personal care)  identifying and achieving personal ambitions  personal decision-making that involves substantial and meaningful choices about their own lives

Inclusion is characterised by:  participation in a range of educational, social and cultural activities within the wider community  participation in learning activities that involve working with a range of people, including pupils from other schools, supply staff and work experience or other students.  person-centred planning approaches which allow ownership by the pupil concerned  access to and participation in lifelong learning

The fostering of relationships is characterised by:  friendships  meeting other people and sharing experiences with them  empathy in all situations, including personal care and when behaviour is difficult  a range of relationships in a variety of contexts and in accordance with the expressed wishes of the person

Learning is characterised by:  having experiences, which include observing, actively engaging, studying or teaching  making increasing sense of the world, and experiencing the world as meaningful

Springhead School SEND Policy reviewed October 2016 10  the development of social, emotional, physical and intellectual skills  a relatively permanent change in cognition, resulting from experience and directly influencing behaviour

Links with Other Schools

As a specialist school for cognition and learning Springhead School has formed strong partnerships with many local schools, including a firm collaborative with the other three schools for pupils with PMLD, SLD and CLDD. Springhead School is part of the Special School Improvement Partnership, and is a lead school with the Scarborough Teaching Alliance.This has enabled Springhead and staff from other schools to:

 Learn from each other  Explore and challenge values and ideas relating to SEND  Benefit from a forum in which staff can exchange experiences on approaches and strategies that promote inclusive practice in meeting all pupils’ needs  Provide information and coaching on specific skills  Contribute towards a strengthening professional dialogue between Springhead and our partners

We believe that our strongly inclusive practices support school improvement at Springhead School through:

o Enhancing the capacity of mainstream schools to make inclusive schooling a reality o Developing the confidence of all staff o Challenging and developing the culture, ethos and beliefs to value and support inclusive learning o Developing a broader repertoire of how to manage more diverse needs o Becoming more flexible o Creating new knowledge of ‘how to work best’ o Developing community commitment, involving families and the community o Developing a collective focus on pupil learning, ensuring that all pupils’ learning experiences are holistic o Developing a positive professional community where staff experience learning enrichment.

Access to the Environment (see also School Access Plan)

 Springhead School is built on one level, with the exception of the main playground, which is accessed by a ramp suitable for use by all pupils. All parts of the school are accessible, and are furnished appropriately for pupils with differing needs or for wheelchair users, including height-adjustable furniture.  Our primary pupils are educated adjacent to the main building, immediately behind The Thomas Hinderwell Academy. This site is self-contained in terms of classrooms, play areas and toilet and changing areas.

Springhead School SEND Policy reviewed October 2016 11  All small number of primary-aged pupils with complex physical and medical needs are educated in our Learning Zone – 680 yards away in The Falsgrave Community Centre. This is a bespoke learning environment with specialist equipment and appropriate facilities for education, medical management and personal care.  We have a small group of Sixth Form students who use a small suite of offices in Falsgrave Community Centre as a base. Much of these students’ education is accessed within the local community.  The school has gate and door entry systems to safeguard pupils and staff. The primary system to ensure pupil safety, however, remains the high staffing levels and the vigilance of those staff.  Ceiling hoists are available in most rooms, and the school has a portable hoist for use in the rooms without.  The school has three accessible bathrooms for personal care / changing of those with physical disabilities. These have hoists, height-adjustable changing beds and height- adjustable sinks. In addition, the school has an accessible toilet for use by staff or visitors.  The hydrotherapy pool area has a floor shower with shower bed and chair, ensuring access for all.  The pool also has interactive light and sound equipment to provide motivation, excitement and enjoyment for pupils.  Situated in a nearby community centre, the school has a state of the art interactive ‘Learning Zone’, providing a unique environment for interactive learning.  A rolling programme of upgrading is in place, securing high quality classroom environments appropriate to meet the needs of all pupils.  Interactive whiteboards are available throughout the school, improving access to ICT.  The school hall has blackout curtains and a Chaos 2 Light system, and improved electrical safety. This has improved resources for drama, Youth Club, Assemblies etc.  Some of the classrooms are undoubtedly too small, as is the school hall. The staff seek to overcome these barriers through use of mainstream facilities, which has resulted in improved accommodation and access for pupils.  The school has laundry facilities for occasional needs. However, laundry has to be undertaken by school staff and is, therefore, kept to a minimum.  The school has two mini-buses with tailgates for access by wheelchair users.  There are plans to upgrade the outside areas in the near future

Access to Information

 For pupils who require information in formats other than print, we provide: o Multi-sensory access to literacy, including eBooks, taped stories, book bags, ipad2s etc. o Pictures and symbols, as appropriate, including ICT support through ‘Writing with Symbols’, interactive whiteboards etc. o Objects of reference – e.g. on school signage o Alternatives to paper and pencil recording are used, such as photographic evidence – including digital cameras and video in conjunction with interactive

Springhead School SEND Policy reviewed October 2016 12 whiteboards, video evidence, staff scribing, symbol writing – so that our pupils can demonstrate their achievement appropriately.

Admission Arrangements

 Admissions to Springhead School are always via the Local Authority, according to the LAs admission policy for special schools. Prospective parents are always welcome to visit the school, but would need to involve the LA if seeking a place.  All pupils who are admitted to Springhead School have a Statement of Special Educational Need or Education Health and Care Plan.  Pupils are allocated to each class according to their age. This does mean that there may be a place for a child of one age, but not another, if the school roll is high.  Prior to starting school, all parents are invited to discuss the provision that can be made to meet their child’s identified special educational needs.

Incorporating Disability Issues into the Curriculum

 The Personal Social Health and Citizenship Education (PSHCE) curriculum includes issues of disability, difference and valuing diversity.  We do have staff and Governors on the disability continuum, although it may not be apparent to all. We welcome these positive role models.  Staff are regularly reminded to review books and equipment that reflect a range of SEND issues. Priority is given to ordering resources with positive images and a positive portrayal of people with disabilities, as they become available.  Signing is generalised into school use through signed singing etc. The use of symbols on displays, and around the classes, is optimised.

Listening to our pupils

 Springhead School promotes the inclusion of any pupil in the School Council. The council meets regularly, and has a small budget to finance their agreed priorities. Individual staffing and accessible information, if required, facilitate pupils’ inclusion.  Pupils are encouraged to indicate their choices and preferences throughout the school day. These are acted upon as far as possible. Likes and dislikes are communicated when a pupil moves class.  Pupils are invited to attend their Annual Review meeting, and encouraged to participate. This is facilitated by appropriate activities prior to the review meeting, including time to complete a ‘Talking Mat’ and / or a 1:1 discussion with the class teacher.  Specific techniques are employed to seek pupil opinions, particularly about their feelings and emotions – for example, ‘Blob’.

Access Needs for Families

 We aim to use plain English in our reports to families

Springhead School SEND Policy reviewed October 2016 13  We use telephone or direct contact when it is a family’s preferred method of communication  We will supply information in additional formats if required  For families with English as a second language, we always request an interpreter for Annual Reviews, supplied by the LA.

Evaluating the success of the school’s SEND Policy

 The school analyses pupil achievement data annually, and uses this to set individual targets. INDEXKS targets demonstrate the small steps of progress our pupils tend to make, and this is communicated to parents and governors. INDEXKS targets are currently being moved onto ‘Onwards and Upwards’ – an integrated, web-based system that tracks pupil, cohort and whole school progress using an unlimited range of customisable 'I Can' statements  Twice a year each child is discussed with the class teacher and head teacher. These meetings are termed ‘provision meetings’. When excellent progress is noted, letters are sent home to families.  Annotated samples of work are kept as evidence of pupil achievement over time; the school is developing the use of Tapestry – an online learning journal for all pupils up to the age of 16.  We monitor absence carefully, and reward good attendance  The headteacher reports to governors termly on SEND issues and inclusion.  Mrs Janet Crossley is the governor with responsibility for SEND, and she takes a special interest and is well-informed  The Annual Review reports / Education, Health and Care Plans outline individual pupil progress against their outcomes. Appropriate targets are reviewed annually, as well as on an ongoing basis.  Whole school monitoring and evaluation procedures include direct observations and work sampling. Subject co-ordinators report directly to governors and highlight any areas for development or resource needs. This informs school development and budget planning.  The Governing Body reviews this SEND and Inclusion Policy annually.

Dealing with Complaints

 If a parent wishes to make a complaint about provision or this policy, they should, in the first instance, raise it informally with the headteacher who will try to resolve the situation  If the parent feels their complaint has not been resolved, they may submit a formal complaint to the headteacher, in writing or in any other accessible format. The headteacher will reply within 10 working days.  Any issues that remain unresolved at this stage will be managed according to the school’s Complaints Procedure. This is available, on request, from the school.

Springhead School SEND Policy reviewed October 2016 14