Shibden Head Primary School

Lidget Green Primary School and Children’s Centre

School SEN Policy

This policy should be read in conjunction with the school’s Inclusion policy

Lidget Green Primary School values the abilities and achievements of all its pupils, and is committed to providing, for each pupil, the best possible environment for learning.

This policy builds on our School Inclusion Policy and is underpinned by the Every Child Matters agenda. It recognises the entitlement of all pupils to a balanced, broadly based curriculum and reiterates the need for teaching that is fully inclusive. The Governing Body is responsible for ensuring that appropriate provision is made for pupils with SEN.

The aims of our SEN provision are:

 To ensure that all pupils have access to a broad and balanced curriculum  To ensure the identification of pupils requiring SEN provision as early as possible  To provide a differentiated curriculum appropriate to the individual’s needs and ability  To help all children experience success and achievement and develop self confidence and self esteem  To encourage and support development of self discipline and socially acceptable behaviour  To ensure that SEN pupils take as full a part as possible in all school activities  To ensure that parents of SEN pupils are kept fully informed of their child’s progress and attainment  To ensure that SEN pupils are involved, where practicable, in decisions affecting their future SEN provision  To ensure SEN is an integral part of all staff’s responsibility

The objectives of our SEN provision are:

 To identify needs at an early stage through ongoing assessment and tracking  To use assessment to inform planning and differentiation to promote good learning outcomes  To use appropriate grouping, differentiation, human and material resources to ensure full access to the curriculum for all pupils.  To ensure all staff in school are aware of pupil’s special needs and are appropriately supported and trained to meet those needs.  To encourage parental involvement, both formally and informally at all stages of the pupils school life in line with the code of practice.  To co-ordinate provision for SEN through the SENCO in line with the code of practice and the levels of provision.

We recognise that many pupils will have short term special needs at some time during their time at school while others will have needs that impact on their learning throughout their school life. At Lidget Green Primary School we will have due regard for the Special Needs Code of Practice when carrying out our duties towards all pupils with special educational needs. The partnership between parents, teachers and pupils is crucial to continued educational achievement. We will ensure that parents are notified when SEN provision is being made for their child.

Monitoring and Evaluating the success of this policy

The SENCO will report regularly to the Governing Body so that they are able to evaluate the success of this policy. Pupil progress will provide evidence for the success of the SEN policy. In addition, the views of parents, pupils, teachers and outside agencies will be taken into account

The SEN team

Lead Teacher for Inclusion (SENCO): Mrs Afshan Hassan SEN Officer: Mrs Angela Oldfield SEN Support Staff who offer additional support to individuals or who are allocated to classes SEN Governor

The SEN Code of Practice 2002 makes it clear that all teachers are teachers of pupils with special educational needs. All teachers are responsible for identifying pupils with SEN and, in collaboration with the SENCO, will ensure that those pupils requiring different or additional support are identified at an early stage.

Admissions

Local Authority procedures will apply to the admission of children with special educational needs. (see Admissions policy)

The Governing Body supports the SEN Code of Practice, i.e. : ‘All schools should admit pupils already identified as having special educational needs, as well as identifying and providing for pupils not previously identified as having SEN . Pupils with special educational needs but without statements must be treated as fairly as all other applicants for admission.’ (CoP 1:33)

If a pupil has an identified special educational need when they come to Lidget Green Primary School, the Headteacher, SENCO and the pupil’s class teacher will:  Use information from the pupil’s previous educational experience to establish starting points for the development of an appropriate curriculum for the individual pupil.  Identify and focus attention on the pupil’s skills and highlight areas for early action to support the pupil within the class.  Use the curricular and baseline assessment processes to allow the pupil to show what they know, understand and can do, as well as identify any learning difficulties.  Ensure that ongoing observation and assessment provide regular feedback to teachers and parents about the pupils achievements and experiences and that the outcomes of these assessments form the basis for future planning of the pupils learning  Involve parents in developing and implementing a joint learning approach at home and in school.

Allocation of resources

The Governing Body ensures that resources are allocated to support additional provision for all pupils requiring it, and to enable the school to meet the objectives set out in this policy.

Early Identification of SEN

Early identification of SEN is a priority. Whether or not a pupil is making good progress is a significant factor in considering the need for SEN provision. The school will use track pupil progress through evidence obtained by standard assessment routines and teacher observation and will use this tracking to identify pupils who may need additional support, including behavioural or physical support. In addition, standardised screening or assessment tools may be used as appropriate.

English as an Additional Language

Lidget Green values all linguistic and cultural diversity. Where children who are acquiring English as an Additional Language are not making good progress, the school will make every effort to assess children appropriately to assess if this stems from EAL needs or from learning difficulties and will draw upon the appropriate range of services.

The Code of Practice advocates a graduated response to meeting pupils’ needs. When pupils are identified as having SEN, the school will intervene through School Action and School Action Plus as described below.

Levels of additional provision for pupils with SEN

School Action: Targets for Reading, Writing and Numeracy should be set using B squared sheets either individually or in groups and reported back to the SENCO. Provision for these pupils will made within the normal support available to each class.

School Action Plus is characterised by a sustained level of support and, where appropriate, the involvement of external services. Placement of a pupil at this level will be made by the SENCO after full consultation with parents at an IEP review undertaken within School Action.

External support services will advise on targets for a new IEP and provide specialist inputs to the support process. School Action Plus intervention will usually be triggered through continued concern, supplemented by evidence that, despite receiving differentiated teaching and a sustained level of support, a pupil:

• Still makes little or no progress in specific areas over a long period • Continues to work at National Curriculum levels considerably lower than expected for a child of similar age • Continues to experience difficulty in developing literacy/numeracy skills • Has emotional/behavioural problems that often substantially impede own learning or that of the group, and this may be despite having an individualised behavioural management programme. • Has sensory or physical needs requiring additional specialist equipment or visits/advice from specialists. • Has communication or interaction problems that impede the development of social relationships, thus presenting barriers to learning

External support services will require access to pupils’ records in order to understand the strategies employed to date, and the targets set and achieved. The specialist may be asked to provide further assessments and advice, and possibly work directly with the pupil. Parental consent will be sought for any additional information required. The resulting IEP will incorporate specialist strategies. These may be implemented by the class teacher but involve other adults. Where appropriate, the school may well request direct intervention/support from a specialist/teacher.

Request for Statutory Assessment

The school will request a Statutory Assessment from the LEA when, despite an individualized programme of sustained intervention within School Action Plus, the child remains a significant cause for concern. A Statutory Assessment might also be requested by a parent or outside agency. The school will have the following information available: • The action followed with respect to School Action and School Action Plus • The pupil’s IEPs • Records and outcomes of regular reviews undertaken • Information on the pupil’s health and relevant medical history • N.C. levels • Literacy/Numeracy attainments • Other relevant assessments from specialists such as support teachers and educational psychologists • The views of parents • Where possible, the views of the child • Social Services/Educational Welfare Service reports • Any other involvement by professionals

A Statement of Special Educational Need will normally be provided where, after a Statutory Assessment, the LA considers the child requires provision beyond what the school can offer. However, the school recognises that a request for a Statutory Assessment does not inevitably lead to a Statement. Reviewing SEN provision Children’s progress against targets will be reviewed termly at school assessment points. Where appropriate the school will involve pupils in this process and parents’ views on their child’s progress will also be sought.

Reviews of statements

Statements are reviewed annually. The Headteacher delegates responsibility for organising these reviews to the SEN team. People invited to the review will include, as appropriate • The child’s parents/carers • The child • The class teacher • The SENCO • A representative of the LA Representatives of agencies working with the child • Any other person the Headteacher or LA considers appropriate

The aims of the review are to: • Assess the pupil’s progress in relation to the statement. • Review the provision made for the pupil in the context of the National Curriculum and levels of attainment in basic literacy/numeracy and life skills • Consider the appropriateness of the existing Statement in relation to the pupil’s performance during the year, and whether to cease, continue, or amend it • Set new targets for the coming year

Year 5 reviews will indicate the provision required in Secondary school. At Year 6 reviews the SENCO of the Secondary school will be invited to attend. This enables the receiving school to plan appropriately for the new school year. It also gives parents the opportunity to liaise with Secondary colleagues

With due regard for the time limits set out in the Code, the Headteacher will write a report of the annual review meeting and send it, with any supporting documentation, to the LA. The school recognises the responsibility of the LA in deciding whether to maintain, amend, or cease a Statement of SEN

Roles and Responsibilities

The role of the governing body The Governing Body’s responsibilities to pupils with SEN include • Being fully involved in developing and subsequently reviewing SEN policy • Ensuring that a SENCO is appointed to the school and is able to oversee the day to day operation of the policy • Ensuring that provision of a high standard is made for SEN pupils and that SEN pupils are fully involved in school activities • Reporting to parents on the school’s SEN Policy including the allocation of resources from the school’s devolved/delegated budget • Having regard to the Code of Practice when carrying out these responsibilities The role of the headteacher The headteacher’s responsibilities, some of which may be delegated to the SEN team, include: • Developing, monitoring and reviewing the school’s SEN policy • The day-to-day management of all aspects of the school including the SEN provision • Reporting to the Governing Body on SEN provision and progress within the school • Informing parents of the fact that SEN provision has been made for their child • Ensuring that the school has clear and flexible strategies for working with parents, and that these strategies encourage involvement in their child’s education

The role of the SENCO The SENCO plays a crucial role in the school’s SEN provision. This involves working with the headteacher and Governing Body to determine the strategic development of the policy. Other responsibilities include: • Overseeing the day-to-day operation of the policy • Co-ordinating the provision for pupils with SEN • Liaising with and giving advice to teachers • Managing Learning Support Assistants • Overseeing pupils’ records • Liaising with parents • Leasing CPD in SEN issues • Liaising with external agencies, LA support services, Health and Social Services, and voluntary bodies.

The role of the class teacher The Code of Practice clearly acknowledges the importance allocated to the teacher, whose responsibilities include: • Being aware of the school’s procedures for the identification and assessment of, and subsequent provision for, SEN pupils • Collaborating with the SENCO to decide the action required to assist the pupil to progress • Working with the SENCO to collect all available information on the pupil • In collaboration with the SENCO, develop IEPs for SEN pupils. • Working with SEN pupils on a daily basis to plan and deliver the individual programme set out in the IEP • Developing constructive relationships with parents • Being involved in the development of the school’s SEN policy

SEN CPD All staff are expected to attend training that help them to acquire the skills needed to work with SEN pupils including specialist techniques for identified pupils. CPD needs in SEN will be assessed within the schools CPD cycle. The Governing Body will also consider their training needs in order to discharge their duties. Partnership with parents Lidget Green Primary School firmly believes in developing a strong partnership with parents; this partnership is crucial if children and young people with SEN are to achieve their potential.

‘Parents hold key information and have a critical role to play in their children’s education. They have unique strengths, knowledge, and experience to contribute to the shared view of a child’s needs and the best way of supporting them.’ (CoP 2.2)

Depending on age and appropriateness, SEN pupils will also be encouraged to participate in the decision-making processes affecting them.

Complaints procedure The school’s complaints procedure is available on request. The SEN Code of Practice outlines additional measures the LA must set up for preventing and resolving disagreements. These will be explained to parents if required.

Links with external agencies/ organisations The school works in partnership with external support services to identify, assess, and provide for SEN pupils When it is considered necessary, colleagues from the following support services may be involved with SEN pupils:  Educational psychologists  School Nurse  Consultant Paediatrician  Educational Social Worker  Child and family Services (Multi disciplinary team including consultant Psychiatrist and Play Therapist)  Speech and language therapists  Physiotherapists  Hearing impairment services  Visual impairment services  The LA  Specialist Services  Education Social Worker  Social Services  Physical Services  Pre Fives Service  ASD team

SEN POLICY REVIEW The Headteacher, in conjunction with the SENCO and the Governing Body, will review SEN policy and practice each year. The outcomes of this review will be used to inform the School Improvement Plan.