Sample Special Educational Needs Policy

Oliver Tomkins Nursery, Infants and Junior VA CE Schools

Special Educational Needs Policy (July 2017)

Definition of Special Educational Needs (SEN)

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

 have a significantly greater difficulty in learning than the majority of others 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 others of the same age in mainstream schools or mainstream post- 16 institutions.

A child under compulsory school age has special educational needs if they fall within one of the definitions above or would do so if special education provision was not made for them.

Special educational provision means is underpinned by high quality teaching. Some children and young people need something additional to or different from what is provided for the majority of children: this is special educational provision.

Areas of Special Educational Needs

1. Communication and Interaction 2. Cognition and Learning 3. Social, mental and emotional health 4. Sensory and/or physical

Detailed assessment of a child will take place in order to identify which area or areas in which a child has difficulties.

We believe in providing every possible opportunity to develop the full potential of all children. All children will have the right to a broad and balanced curriculum including extra-curricular activities where appropriate and full access to the National Curriculum. All children are valued and their self-esteem promoted. We work in close partnership with parents/carers who play an active and valued role in their child’s Oliver Tomkins CEVA Infant and Junior School SEN Policy September 2017 Oliver Tomkins Nursery, Infants and Junior VA CE Schools education. Our aim is that all children with special educational needs participate in activities compatible with the efficient education of other children and the efficient use of resources. These children may need additional or different activities from those provided for all pupils through a differentiated curriculum. All children deserve high quality teaching and their individual needs to be met.

Objectives

 To identify and regularly monitor children’s individual needs from the earliest possible stage so that appropriate provision can be made and their attainment raised;  To plan an effective curriculum to meet the needs of children with special educational needs.  To involve children and parents/carers in decision making and the future of their learning.  To encourage all children to realise they are responsible for their own learning.  To work in close partnership with, and involve, parents/carers of children who have special educational needs;  To ensure that all who are involved with children are aware of the procedures for identifying their needs, supporting and teaching them; and  To work in close partnership, where appropriate, with outside agencies to support the needs and provision for children who have special educational needs.  To ensure that all SEN children make at least good progress.  To ensure that all children develop a positive self image and have high self esteem.  To track and monitor regularly children identified as having Special Educational Needs.

Roles and responsibilities

Governors’ role

The governing body of a community, voluntary or foundation school must:

 Do its best to ensure that the necessary provision is made 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 LA that a child has special educational needs, those needs are made known to all who are likely to teach them;

Oliver Tomkins CEVA Infant and Junior School SEN Policy September 2017 Oliver Tomkins Nursery, Infants and Junior VA CE Schools

 Ensure that staff in the school are aware of the importance of identifying and providing for those children who have special educational needs;  Ensure that parents/carers are notified of a decision by the school that SEN provision is being made for their child.  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 needs call for, the efficient education of the children with whom they are educated, and the efficient use of resources;  Have regard to the Special Educational Needs Code of Practice (2014) when carrying out its duties toward all children with special educational needs;  Consult the LA and the governing body of other schools, when it seems to be necessary or desirable in the interests of co-ordinated special educational provision in the area as a whole. Governor support training is available;  Have a written SEN policy containing the information as set out in the Code of Practice 2015.  Report to parents/carers on the implementation of the school’s policy for children with special educational needs in the Code of Practice 2015.  Ensure that the school has a ‘Local offer’ and annual report published on the website.  Ensure that there is a member of the Governing body responsible for SEN.

The governors play an important role in ensuring that:

 They are fully involved in developing and monitoring the school’s SEN policy;  They are up-to-date and knowledgeable about the school’s SEN provision, including how funding, equipment and personnel resources are deployed;  SEN provision is an integral part of the School Improvement Plan and the school’s self-evaluation process;  The quality of SEN provision is continually monitored. The SENCO will meet with the named SEN governor regularly.  The SEN policy is reported on in the school website.

Equality act 2010

The schools will make reasonable adjustments for disabled children and young people to help alleviate any substantial disadvantage they experience because of their disability and will not discriminate against them. We will make reasonable adjustments to procedures, criteria and practices and by the provision of auxillary aids and services.

The accessibility arrangements for children with SEND (in compliance with Schedule 10 of the Equality Act 2010) can be found in our Accessibility Policy, Audit and Plan. Parents and Children are invited to attend meetings with the SENCo and/or class teacher (depending on level of need) termly where their preferences for communication and education can be discussed and agreed.

The school’s role in ensuring access arrangements are constantly improved and adapted where needed are monitored by the Governing Body (Health and Safety Committee).

The SENCo meets with teachers and parents, monitors SEN provision and implementation of the policy weekly to ensure SEN pupils are treated fairly. Their progress continues to be monitored by the Senior Leadership Team termly in progress meetings.

SENCO’s role

Currently the SENCO is Mrs Katie Cook who is responsible for co-ordinating the provision of special educational needs throughout the school. This will involve:

Overseeing the day-to-day operation of the school’s SEN policy; • Coordinating provision for children with SEN; • Liaising with, advising and contributing to the in-service training of fellow teachers and other staff; • Liaising with the relevant designated teacher where a looked after pupil has SEN; • Advising on a graduated approach to providing (Additional SEN Support); • Ensuring that the records of all children with SEN are kept up to date; • Liaising with parents of children with SEN; • Liaising with early years providers and primary schools, educational psychologists, health, social care, and independent or voluntary bodies who may be providing SEN support and advice to a child and their family; • Being a key point of contact with external agencies, especially the LA and LA support services; • Liaising with potential next providers of education to ensure a young person and their parents are informed about options and a smooth transition is planned; • Collaborating with curriculum coordinators so that the learning for all children is given equal priority; • Ensuring with the head teacher and school governors that the school meets its responsibilities under the

- Equality Act (2010) with regard to reasonable adjustments and access arrangements. The SENCO is responsible for ensuring that the school can track and record support plans and decisions for all the children with SEN in the school. The SENCO is part of the senior leadership team.

The SENCO’s role in supporting transition arrangements The SENCO will play an important part in planning for children with SEN transferring between schools and phases of their education. Early planning is essential. The SENCO will need to liaise with those responsible for admissions, curriculum and support for young people with SEN.

Early Years

We promote equality and inclusion for children with disabilities and SEN. We provide training for our Early Years staff. The Early Years follow school policy for SEN.

Arrangements for co-ordinating provision for children with SEN

The needs of the majority of children will be met in the classroom. Teachers are expected to make every effort to ensure that 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 school’s co-ordinated arrangements which appear in a Provision Map. A Provision Map details the various programmes and arrangements that we operate to meet identified needs. The SENCO and Governor/s will normally oversee this provision to ensure it meets the objectives of this policy. The interventions will be monitored regularly and a child will be removed from an intervention quickly if is not having impact and an alternative support plan put in place.

The emphasis is on Quality First Teaching in the classroom for all children and at Oliver Tomkins we ensure that children with SEN receive this for the majority of the time from the class teacher.

Admission arrangements

Normal admission arrangements apply. The admissions policy is based on the agreed Swindon policy. We strive to be a fully inclusive school. All children will be treated according to their needs in line with the school’s 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 e.g. 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 EHCP/statement, or has been receiving extra support from LA centrally funded resources in their previous school, the continuation of this support will be negotiated with the appropriate officer of the LA to ensure that their needs can be met.

Any variation to the above will need to be agreed by the full governing body.

Specialist facilities

There are no specialist facilities or special units in the school.

Dyslexia Friendly Schools Accreditation

We have achieved Dyslexia Friendly Status. The schools have implemented a range of Dyslexia Friendly practices including close monitoring, assessment and support programmes for children at risk of dyslexia. Each class has an information file that contains support material and training for teachers and TAs. Expectations are that cream paper will be used for all children and computer/Smartboard screens will not be white where possible. Children requiring resources for Visual stress (such as books with coloured paper) are catered for. Wesford, Nessy and TRUGS are two interventions we use to support children at risk of Dyslexia, however additional individual programmes are used for children requiring them.

Resources

Most of the resources used by children having special educational needs are available within the classrooms. Money may also be spent on further additional resources, staffing costs and time allocated to the SENCO to manage the support for special educational needs and meet the objectives of this policy. Any requests for further additional resources should be made to the SENCO. We have a Rainbow Room,/Gozone/ and tranquillity zone which can be accessed by children with Social, Mental and Emotional Needs. Children who are considered for this provision will be profiled using the Boxall assessment and the possibility of placement in this facility will be fully discussed with parents concerned. Hours of 1:1 support will be covered in school up to 10 hours. Any other additional hours (with children who have exceptional

Oliver Tomkins CEVA Infant and Junior School SEN Policy September 2017 Oliver Tomkins Nursery, Infants and Junior VA CE Schools needs) required will be applied for to LA. The LA will assess the level of need and may allocate to the school budget in order to support the named child.

Identification and assessment arrangements and review procedures

Identification of children with SEN will categorise children into one or more of the following categories:

 Communication and Interaction;  Cognition and Learning;  Social, mental and emotional health;  Sensory and/or physical.

Initial identification will be through completing a ‘Concerns’ sheet in the class SEN file. These children will be discussed at Pupil Progress Meetings that the SENCo will attend.

If progress continues to be limited (in any of the four areas) or attainment falls below the expectation of children classed as ‘Lower ability’ than a Provision Map will be written detailing how in class these children are being supported. The teacher will write this plan with the support of the SENCo where necessary. This support may include resources, timings, time allocated with the teacher and teaching assistant. The class teacher will talk to the child’s parents and work together to create the plan. If progress or attainment continues then:

The class teacher will request support from the SENCO at which point additional assessments and involvement from Outside agencies may take place. Together with the parents and child the Provision Map will outline the additional provision to be made. Regular monitoring and assessment will take place for these children and the SENCO will meet termly with the parents and class teachers to discuss progress.

Education Health Care Plan – The school may request a plan for an individual child if progress and attainment continues to fall in any of the four areas of SEN. This is likely to be where the special educational provision required to meet the child or young persons needs cannot be reasonably be provided from within the resources normally available to schools. The school will work with Outside Professionals and the child’s Parent/Carers at all stages of the process. Requests will be sent to the Local Authority. Submissions for an EHC will be clear, accessible and specific. The school will provide all the information specific to its area of expertise that is required by the Local Authority (set out in the Code of Practice). Children currently with a Statement of Special Education Needs will move on to a EHC at transition periods during the transition period outlined in the Code.

Success of the Policy

The SENCo will assess the success of the policy and ensure it is being followed.

Complaints procedure

If parents/carers have a complaint concerning provision for their child they should discuss this with the class teacher/tutor. 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 Local Authority and/or Secretary of State.

Continuing Professional Development (CPD)

Through the monitoring and evaluating of our provision the SENCO, with the headteacher, will identify any particular professional development needs of the staff. This will, where appropriate, be linked closely to the school’s improvement plan and/or performance management objectives. Staff who attend further courses will feedback on courses attended through staff meetings or department/faculty meetings. The effectiveness of such professional development will be monitored and evaluated by the SENCO, and information provided during the annual evaluation of the school’s overall SEN provision.

Use of outside agencies

Close links are maintained with the LA support services in order to ensure that the school makes appropriate provision for children with special educational needs. Where it is necessary to contact outside agencies, the SENCO will usually make the necessary arrangements and discuss with parents/carers accordingly. These agencies normally include the Local Education Team including the Educational Psychologist, Learning Support Team, Physical and Sensory Impairment Support Service team, Speech Therapist, Behaviour Support Team, CAHMS/TAHMS (targeted mental health) Health and LA personnel. Any or all of these agencies may be involved in the Provision Map and/ or construction, delivery or review of targets set in children’s Individual Education Plans in order to ensure children’s attainment is raised.

Whilst private reports, gained from specialists outside of school or the LA, will be taken into account, they do not entitle the relevant child to any specific provision.

Partnership with parents/carers/children

Parents/carers are important partners in the effective working relationship with the school in raising their child’s attainment. They are fully involved in the identification, assessment and decision-making process in the school. Parents/carers’ contribution to their child’s education is valued highly by the staff of the school. Parents/carers are encouraged to involve their child in the decision-making processes, including recording children’s views and implementing and reviewing targets. The school will also update parents/carers with relevant information.

We show sensitivity, honesty and mutual respect in encouraging children to share concerns, discuss strategies and see themselves as equal partners in the school. All children are involved in making decisions, where possible, as soon as they start at the school. The ways in which we encourage them to participate reflects their emerging maturity. Confident young children, who know that their opinions will be valued and who can practise making choices, will be more secure and effective children during their school years. In this school, we encourage children to participate in their learning. We encourage them to have a voice in deciding the priorities for our School Improvement Plan through the school council. We encourage them to take ownership of their learning targets by discussing their targets and what they can do to improve. For children with SEN this includes discussing the strategies for their success. We encourage them to take part in reviewing their progress and in setting new goals and challenges.

Informing parents is a key to our policy.

Links with other schools

Links are maintained to ensure a smooth transfer on school entry through liaison with local Early Years Settings. Children are invited to visit us for induction visits in the term before they start school. 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 and SENCO to ensure that they have a smooth transition.

The SENCO and Class Teachers will liaise as part of the transfer process between the Key Stages.

Date of review – July 2018

Agreed at the governing body meeting on

Date …………………………………………………..

Signed ………………………………………………... (Chair of Governors)

*signature on previous copy.

Oliver Tomkins CEVA Infant and Junior School SEN Policy September 2017