The Following Information Is Available in the SEND Handbook
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CONTENTS
Paragraph Page(s) 1 Introducing our policy 2 2 Fundamental principles 2-3 3 The purpose of our policy 4 4 Education procedures 5 5 Procedures for concern 5 December 2014
6 Professional Development for staff 5 7 Support Services available 6 8 Links with other agencies 6 9 Partnership with parents/carers 6-7 10 Student participation 7-8 11 Admission, transition and transfer arrangements 8-9 12 Co-ordination of SEND provision 9-11 13 The role of the Governing Body 11-12 14 Specialism’s 12 15 Identification, assessment and review 13-14 16 School Action 14 17 School Action Plus 14-15 18 Education, Health & Care Plans/Statements 15 19 SEND Policy review 15 20 Curriculum entitlement 15-16 21 Evaluation procedures 16 22 Procedures for concern 16 23 Staffing policies and partnership with external agencies 16
Appendix A Teaching Assistants deployment and use within the classroom 17 Appendix B Intervening with students with special educational needs (A 18 graduated response) Appendix C Individual Education Plans (IEPs) and Individual Behaviour Plans 19 (IBPs)
The following information is available in the SEND Handbook: Common difficulties/conditions with students with special educational needs Suggested strategies for more effective support The following information is available from SEND: Support Services and Voluntary Agencies Parent Partnership Scheme contact details
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SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND) POLICY
1. INTRODUCTION
1.1 Children who can be defined as having special educational needs and/or disabilities are those children who have learning difficulties and/or physical disabilities that make it harder for them to learn than most children of the same age. They may need more help than that usually given to children of their age or support of a different kind.
1.2 Special Educational Needs and Disabilities is a legal definition and schools have a legal obligation to meet the needs of students with SEN.
1.3 This need for additional or different kinds of help can be the result of a range of needs:
1.3.1 cognitive;
1.3.2 processing;
1.3.3 physical;
1.3.4 medical;
1.3.5 sensory;
1.3.6 speech and communication;
1.3.7 behavioural difficulties;
1.3.8 personal and social skills.
1.4 Special educational provision means: ‘Educational provision which is additional to or otherwise different from the educational provision made generally for children of their age in schools maintained by the LEA, other than special schools in the area.’
2. FUNDAMENTAL PRINCIPLES
2.1 Inclusion
At The Temple Learning Academy we regard all learners on the school roll as being of equal value. We work to create a sense of community and belonging for all our learners. We have an inclusive ethos with high expectations, appropriate and challenging targets, and a broad and balanced curriculum for all learners and a system in place that facilitates the early identification of barriers to learning and full inclusion.
2.2 Every learner is entitled to:
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2.2.1 access to a broad, balanced, relevant and differentiated curriculum;
2.2.2 receive support in progressing through that curriculum;
2.2.3 have their needs met;
2.2.4 have their views listened to and taken into account;
2.2.5 benefit from parents/carers and the academy working in partnership in his/her best interests;
2.2.6 has their achievements noted and celebrated.
2.3 We aim to monitor the progress of all learners who are not making adequate progress in the four broad areas specified in the SEND Code of Practice (September 2014):
2.3.1 communication and interaction; Speech, Language and Communication Needs (SLCN) Autistic Spectrum Disorder (ASD)
2.3.2 cognition and learning; Specific Learning Difficulty (SPLD), Moderate Learning Difficulty (MLD), Severe Learning Difficulty (SLD) Profound and Multiple Learning Difficulty (PMLD)
2.3.3 behaviour, mental, emotional and social development; Behavioural difficulties do not necessarily mean that a child or young person has a SEND and should not automatically lead to a pupil being registered as having SEND. However consistent disruptive behaviour or withdrawn behaviours can be an indication of unmet SEND
2.3.4 sensory and/or physical development. Visual Impairment (VI) Hearing Impairment (HI) Multi-Sensory Impairment (MSI) Physical Disability and medical needs (PD)
2.4 We work closely with parents and carers and listen to their views so that we can build on children’s previous experiences, knowledge, understanding and skills so that they develop in all aspects of the curriculum.
2.5 We believe that all teachers are teachers of learners with SEND and therefore differentiate and personalise activities, strategies and approaches according to the needs of the learners in their care.
2.6 Monitoring the progress of all learners is an ongoing progress which enables the early identification of any learner who may require additional or different provision to be made.
2.7 We believe in equal opportunities and try to meet the physical, emotional and intellectual needs of those learners who require additional or different provision to be made.
2.8 Learners with special education needs are fully integrated into the life of the Academy and curriculum as we recognise the strengths of every individual as well
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as any areas for development and ensure that all contribute to the social and cultural activities of the school.
2.9 Parents/carers are encouraged to discuss any issues/concerns with classroom teacher, SEN Co or members of the senior leadership team as appropriate.
3. THE PURPOSE OF THE POLICY
3.1 The purpose of the Policy is as follows:
3.1.1 to provide relevant information/data for staff, parents/carers, learners, governors and representatives of external agencies;
3.1.2 to establish effective structures and procedures to facilitate the early identification of learners with SEND;
3.1.3 to work collaboratively with staff to develop a range of teaching strategies and learning experiences based on learners’ individual needs. Individual Education Plans (IEPs), Individual Behaviour Plans (IBPs), Education, Health, Care Plans (EHCP) and extension/ enrichment programmes are to be used when appropriate;
3.1.4 to ensure access to the National Curriculum and the wider curriculum at an appropriate level and a broad and balanced curriculum for all learners;
3.1.5 to foster effective relationships with support services and external agencies;
3.1.6 to assess, monitor and record the progress of learners with special educational needs in accordance with the model recommended in the Code of Practice (September 2014)
3.1.7 to initiate formal assessment procedures and conduct annual reviews in accordance with the 1993 Education Act and Leeds Education Authority guidelines to actively involve parents/carers and communicate clearly with them concerning SEND provision for their children;
3.1.8 to actively involve learners in assessing their own progress and in setting and reviewing targets set out in Individual education behaviour plans;
3.1.9 to intervene to support learners with SEND in developing the skills they require to access the curriculum successfully.
4. EDUCATION PROCEDURE
4.1 The governing body will, on an annual basis, consider and report on the effectiveness of the work and on whether any amendments to the SEND Policy need to be made.
4.2 The broad principles and objectives set out in the policy provide the basis of the criteria by which the success of our policy will be evaluated.
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4.3 We regularly review and report upon the effectiveness of our policy through review weeks and review meetings with the senior leadership team. The number of children identified as having SEND is reviewed together with their progress, the level of parent/carer involvement, methods and equipment used, resource allocation, liaison with other educational establishments, details of staffs continued professional development and priorities for the year. 4.4 The SENCO/Principal of Primary Phase and/or Programme Leader, will monitor classroom practice through lesson observations and through performance management observations. They analyse learner tracking data and test results and identify value added data for the students with SEND. SEND is part of our self- evaluation arrangements and is a priority in the School Development Plan.
5. PROCEDURE FOR CONCERN
5.1 Communicate with parents/carers to ensure that they are informed that their child has been identified as having SEND and what the nature is of their need.
5.2 Parents and carers of those learners who have been identified as having SEND are actively encouraged to contact the SENCO, Head of Guild and middle leaders, in addition to the classroom teacher/form tutor. In the primary phase the Principal can also be contacted.
5.3 Parents/carers are encouraged to contact the classroom teacher or head of Guild with concerns in the first instance. If they feel it is an SEND issue the SENCO is always available to them.
6. PROFESSIONAL DEVELOPMENT FOR STAFF
6.1 SEND issues are regularly discussed at Leadership Team meetings. These are related to specific concerns and to ensure that the staff keep up-to-date with information and legislation.
6.2 Staff development forms part of staff development days with the SENCO planning and delivering appropriate training or arranging for external agencies to input as appropriate.
6.3 The SENCO will attend relevant training and disseminate the details to all the staff as appropriate. In addition, individuals can access training that is necessary for their professional development.
6.4 The SEN Co will lead the relevant induction programmes for newly qualified teachers (NQTs) and other new staff e.g. support staff as required.
6.5 Individual and small group training is provided for teaching assistants (TAs) in developing the skills and knowledge needed to deliver individual programmes and in class support by SENCO e.g. Makatron, TalkBoost.
7. SUPPORT SERVICES AVAILABLE
7.1 Advice and support from outside agencies is available if requested by the Academy.
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7.2 The various support services available are listed in Section 12.8
7.3 We believe that effective action on behalf of learners with SEND depends upon close co-operation between the Academy and other professionals, e.g. the LEA, SEND support services, health services, and social care etc.
8. LINKS WITH OTHER AGENCIES
8.1 The Temple Learning Academy is committed to ensuring continuity of support for learners with SEND as whether they are entering or leaving our Academy.
8.2 Additional visits to The Temple Learning Academy are arranged for those learners whose needs require this.
8.3 The SENCO participate in further visits to discuss the needs of individual learners as appropriate.
8.4 Records of all learners are sent to the receiving education establishment for their alteration. The SENCO endeavours to discuss with receiving staff any learners identified as needing additional or different provision to enable continuity of support.
8.5 Where appropriate, TAs accompanying learners on visits to receiving educational establishments, in order to support them in making the transition with confidence.
9. PARTNERSHIP WITH PARENTS/CARERS
9.1 The Academy is committed to inclusion and therefore to involving parents/carers whenever it is practically possible. This is a commitment to all parents/carers but is especially important in the case of those with children who have been identified as having SEND.
9.2 Partnership with parents/carers begins during the transition process either from nursery to primary or primary to secondary education. Where appropriate, arrangements are made for the SENCO to meet with parents/carers and the nursery or primary school in order to facilitate a successful transition.
9.3 Parents/carers are encouraged to contact the SENCO with any potential concerns or issues and arrangements are made for visits to the Academy as appropriate.
9.4 Parents/carers are notified early with respect to Academy based concerns.
9.5 We share information with parents/carers through informal conversations and individual meetings at parents/carers’ evenings and review days.
9.6 Parents/carers are invited and encouraged to attend to review meetings to discuss progress and be involved in setting targets with appropriate intervention strategies at the Academy and at home.
9.7 Parents/carers are encouraged to bring an appropriate relative/friend to meetings if they wish to do so.
9.8 We promote a culture of co-operation between parents/carers, the Academy and the local authority. This is important in enabling anyone with SEND to achieve their full potential.
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9.9 We respect and value the differing perspectives of all parties concerned with children with SEND and seek constructive ways of reconciling different viewpoints.
9.10 We respect the differing needs of parents/carers such as a disability or communication and linguistic barriers.
10. LEARNER PARTICIPATION
10.1 We believe that learners have the right to receive and have information explained to them, to express an opinion and to have that opinion taken into account in any matters affecting them. Learner’s views are given due weight according to their age, maturity and capability:
10.1.1 learners therefore participate where possible, in the entire decision making processes. The process is adjusted to take account of a learner’s age so that they can meaningfully take part in the case of younger learners.
10.1.2 learners with Education, Health and Care Plans (EHCP)/Statements (see section 18) are involved in the annual review process and attend meetings as appropriate for their needs and for their current levels of functioning and development;
10.2 Learners are encouraged to participate in and take responsibility for their learning by:
10.2.2 following, (as appropriate) programmes designed to teach them the skills they require to become more independent learners;
10.2.4 ensuring that within individual lessons teaching methods, activities, resources etc. take into account as far as practical the learning styles of individual learners, whether kinaesthetic, visual or auditory;
10.2.5 rewarding success and effort through the Academy’s Behaviour for Learning system.
10.2.6 by deploying, (taking into account EHCP/statement requirements and individual learner’s needs) TA’s within mainstream lessons and Learning Support in a manner that encourages learners to develop and implement the skills and attitudes required for independent learning.
11. ADMISSION, TRANSITION AND TRANSFER ARRANGEMENTS
11.1 Provision for learners with SEND is a matter for the Academy as a whole.
11.2 We welcome all learners to our Academy and endeavour to ensure that appropriate provision is made to cater for their needs.
11.3 All learners with special educational needs play a full part in the daily life of the Academy and are encouraged to participate in all activities at a level appropriate to their needs and abilities. If additional provision is necessary the parents/carers are always informed.
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11.4 Learners with EHCP/Statements are admitted into the Academy and fully integrated unless it would be incompatible with the efficient education of other learners and there are no reasonable steps that can be taken to prevent the incompatibility.
11.5 We want to ensure that our transition and transfer arrangements are beneficial to our learners and perceived by them in a positive light. The SEND team is actively involved in the transition work done with feeder schools as learners move from nursery to primary school and primary to secondary school by:
11.5.1 visiting nurseries/primary schools and collecting information about individual students from staff and as appropriate parents/carers;
11.5.2 disseminating relevant information to staff via the Inclusion Register, SIMS and other documentation as appropriate;
11.5.3 arranging for targeted learners to access additional support on taster days;
11.5.4 arranging for targeted learners, (and parents/carers as appropriate), to participate in additional visits to the Temple Learning Academy in order to facilitate a successful transition;
11.5.5 analysing Baseline results and observations, ie CATs and SATs results in order to identify those learners who may require additional input/ interventions in order to progress successfully;
11.5.6 implementing further investigation/diagnostic testing with those students identified by; nurseries and other feeder schools; CATs and SATs results ; or subject and pastoral staff at the Temple Learning Academy, in order to determine the nature and degree of individual learner difficulties;
11.5.7 identify learners who would benefit from additional input and recommend these to the Primary Principal for inclusion in summer holiday transition programmes if age appropriate;
11.5.8 contact nursery/primary school staff, support services or other external agencies, as appropriate in order to access relevant information with respect to individual learner’s needs and appropriate interventions.
11.6 With respect to learners making the transition to post-16 provision the SEND team:
11.6.1 liaise with the personal careers adviser within the Academy in order to ensure that he/she accesses relevant information about individual learners when giving careers input;
11.6.2 supports learners, (as appropriate) in applying for appropriate post-16 provision;
11.6.3 passing on relevant information/records to post-16 providers;
11.6.4 arranging for learners to visit post-16 colleges and other placements in preparation for transition and accompanying them to interviews as appropriate;
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11.6.5 inviting personal careers advisers and members of the transitions team to the annual reviews of statemented learners or learner with an Education Health and Care Plan from Year 9 onwards.
11.7 With respect to learners transferring from the Temple Learning Academy to other schools or alternative provision, we have systems in place to ensure that relevant learner’s records are passed on. Where practical and appropriate we arrange transition visits for targeted learners.
11.8 With respect to learners transferring to the Temple Learning Academy we:
11.8.1 liaise with staff at the feeder school/institution;
11.8.2 disseminate information to staff as required;
11.8.3 liaise with parents/carers to access additional information as appropriate;
11.8.4 implement diagnostic testing if appropriate in order to identify the learner’s areas of strength and those requiring further development;
11.8.5 manage the LSC in a manner that encourages learners to develop the skills and attitudes required for independent learning.
12. CO-ORDINATION OF SEND PROVISION
12.1 Co-ordination of SEND provision at the Temple Learning Academy is undertaken by SENCO and the Primary and Secondary Phase Principals
12.2 The SENCO is responsible for:
12.2.1 overseeing the day to day operation of the SEND policy;
12.2.2 co-ordinating provision for learners with SEND;
12.2.3 facilitating liaison with parents/carers and other professionals in respect of learners with SEND;
12.2.4 advising and supporting other practitioners in the Academy including Speech and Language Therapists;
12.2.5 contributing to the continuing professional development of staff at the Temple Learning Academy;
12.2.6 ensuring that appropriate IEPs or IBPs are in place and regularly reviewed and that relevant background, information about children with special educational needs is collected, recorded, updated and passed on to staff within the Academy as appropriate;
12.2.7 liaising with external agencies including LEAs and educational psychology services, health and social care, voluntary bodies, personal careers advisor and Transition Teams etc;
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12.3.8 planning and overseeing individual programmes in literacy, numeracy, social, communication and emotional skills etc;
12.2.9 identify learners who may be eligible for special concessions in external examinations, conducting reports and applying for concessions.
12.3 The SENCO, S&L Therapist and SEN TA work closely together and with Heads of Guild to ensure the smooth running of the SEND department.
12.4 The SENCO, S&L Therapist and TAs meet regularly before and after school to discuss issues and concerns. Informal meetings and conversations takes place on a daily basis.
12.5 All staff are responsible for learners with SEND but additional practitioners and helpers include:
12.5.1 voluntary mentors;
12.5.2 Teaching Assistants
12.5.3 Pastoral Staff - Heads of Guild
These staff are not part of the SEND department. However, they work closely with many students with special or additional educational needs and liaise with the SENCO as appropriate.
12.6 Our teaching assistants have a wide range of skills which are utilised to the best effect, whether in faculties, supporting learners within mainstream lessons, doing small group subject based intervention work or working with learners on a range of academic or social programmes within the LSC.
12.7 The SENCO instigates and coordinates, formulating the SEND Policy. The draft is evaluated and amended from the comments received from all the relevant parties involved.
12.8 Multi-disciplinary/interagency cooperation is in place to ensure provision meets the needs of the children with special education needs. We link with other schools, specialist provision, voluntary organisations, health and social service departments and the LEA. We work as appropriate with the following:
12.8.1 Educational Psychologist;
12.8.2 Prospects personal adviser;
12.8.3 Transitions Team;
12.8.4 Hearing Impaired Service;
12.8.5 Visually Impaired Service;
12.8.6 Learning Support Services;
12.8.7 Speech and Language Therapy Services (internal and external)
12.8.8 Attendance Manager
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12.8.9 Trust Extended Services Team
and as appropriate with other organisations, e.g.
12.8.9 Student Referral Units
12.8.10 Youth Offending Team
12.8.11 Physiotherapy Services
12.8.12 Social Care including CAMHS and MST
12.9 As a school we believe that TAs have a vital role in supporting the progress of learners with SEND and that it is of the utmost importance that they are used to the greatest effect within the classroom.
12.10 The staff SEND handbook contains a section giving suggestions as to how TAs can be used to the best effect with respect to generally supporting learners with SEND. In addition it provides specific information about those learning and other difficulties most commonly experienced by learners within mainstream schools and offers specific advice as to how TAs may be used to support students with these difficulties. (See appendix A).
13. THE ROLE OF THE GOVERNING BODY
13.1 The governors with responsibility for SEND is:
13.2 The governing body should:
13.2.1 ensure that provision is made for learners with SEND;
13.2.2 ensure that the needs of learners with SEND are made known to all who are likely to teach them;
13.3.3 ensure that teachers are aware of the importance of identifying and providing from those learners with SEND.
13.4 Consult the LEA and the governing bodies of other schools as appropriate in the interests of co-ordinated special educational provision in the area as a whole.
13.5 Ensure that learners with SEND participate in the activities of the Academy with other learners as far as is practical and compatible with them accessing the SEND provision their learning and other needs require with ensuring that educational resources are used efficiently and that the learners with whom they are educated have their educational needs met.
13.6 Report to the parents/carers on the implementation of the Academy’s policy for learners with SEND.
13.7 Take into account the Code of Practice when carrying out its duties with respect to learners with SEND.
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13.8 Ensure that parents/carers are notified of the decision of any additional provision being made for their child.
13.9 Governors are involved in developing and monitoring the policy. They are kept up to date and knowledgeable about the provision, deployment of funding, equipment and personnel resources.
13.10 The quality of SEND provision is continually monitored, evaluated and reviewed. A report on the implementation of the SEND policy is issued annually and sent to parent/carers.
13.11 SEND provision is an integral part of the School Development Plan and the SEND Development Plan contributes to this plan.
14. SPECIALISMS
14.1 The Academy is committed to supporting learners with a variety of needs: 14.1.1 dyslexia;
14.1.2 dyspraxia;
14.1.3 Autistic Spectrum Disorders (ASD);
14.1.4 moderate learning difficulties;
14.1.5 hearing impairment;
14.1.6 physical impairment;
14.1.7 emotional and behavioural development.
14.1.8 language and communication difficulties
14.2 The (Learning Support Centre) LSC is equipped with additional materials and resources and students have timetabled sessions in here working on various structured programmes of study.
14.3 Lifts will be available if the building requires it to enable access to any part of the school. There are specially adapted toilets in key areas throughout the school.
15. IDENTIFICATION, ASSESSMENT AND REVIEW
15.1 We are committed to the early identification of learners with SEND and consequently to early intervention.
15.2 A range of approaches are used to support us in early identification:
15.2.1 studying the baseline information and observation records for younger learners or CATs scores completed by students towards the end of year 6 beginning of Year 7;
15.2.2 studying Key Stage 2 SATs/Primary Teacher Assessment results and Key Stage 3 Teacher Assessments;
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15.2.3 obtaining information from parents/carers;
15.2.4 obtaining information and studying records from previous schools learners may have attended;
15.2.5 concerns expressed by teaching, pastoral or support staff at Temple Learning Academy;
15.2.6 observing learners within the classroom and in other contexts as appropriate;
15.2.7 arranging for representatives of external agencies to observe learners, assess progress etc. Where further assessments are required we have a variety of assessment materials resources purchased via the SEND budget are utilised as appropriate. Once data has been collected, collated and analysed in order to identify a learners’ strengths and areas to be developed, appropriate strategies are identified and implemented and that parents/carers and learners are informed and consulted; 15.2.8 the graduated response (Appendix B) in the Academy’s recognises that there is a continuing need. This is recommended in the SEN Code of Practice (September 2014) and is in line with LEA policy;
15.2.9 a proportion of each faculty area’s/Primary phase budget for the provision of resources to enable learners who need additional or different activities to access the curriculum successfully at levels appropriate to their needs and abilities;
15.2.10 a portion of the Academy’s budget is allocated for resources, which include alternative courses and facilities to enable us to support those learners who need additional activities or approaches e.g.;
i college placements;
ii Foundation group;
iv plus, numerous other external providers e.g. Involve, Getaway Girls, Aspire and Achieve.
v small group teaching.
15.2.11 the provision of additional support e.g.:
i teaching assistants;
ii Fresh Start;
iii Accelerated Reader;
iv Talkboost;
vi various programmes to support individual needs e.g. social skills, handwriting programmes; is made as appropriate from the delegated SEND budget;
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15.2.12 we intend to continue to develop our resources to support learners with SEND that link with priorities stated in the school’s development plan;
15.2.13 we are developing a stock of appropriate books within the (LSC) for students with SEND to access;
15.2.14 the LSC is developing a stock of appropriate resources (books, games, programmes in touch typing, emotional intelligence, handwriting, thinking skills etc.) for use with students with SEND;
15.2.15 there are students with funding via Funding for Inclusion (FFI) and others with EHCP/Statements. Records will be kept of the children entitled to provision through the Funding For Inclusion budget allocated by the authority. This will be reported to the Governing Body
(Funding is no longer automatically attached to EHCP/Statements)
16. Additional SEND support (in school support)
16.1 Learners are placed on Additional SEND support when they have been identified by staff as having difficulties with aspects of learning and/or behaviour that do not respond to the usual differentiation of approaches, activities or resources that forms part of usual classroom practice.
16.2 Based upon information collected from staff, parents/carers and the learner an IEP or IBP will be produced. This will outline strategies to be utilised with the learner and record targets agreed with the learner. Copies of the IEP or IBP will be distributed to pastoral teams, teaching staff and parent/carers. In addition, for older learners the targets will be recorded in the learner’s planner. IEPs or IBP are reviewed at least twice yearly, termly if possible and more frequently when the learner’s needs require this. For younger learners these will be form part of the meeting with parents. Further advice and professional support is sought and implemented as is considered necessary for the individual needs of the learners.
Additional SEND support (in school support in collaboration with outside agencies.)
16.3 If adequate progress (taking into account the learners’ age, ability levels and other circumstances as relevant), is not made after a substantial period of intervention and review, the SENCO in consultation with parents/carers may conclude that further support and advice is needed. In some cases professionals from the Health Service, Social Care, and other support services may be involved with the learner. A new IEP or IBP will be drawn up in consultation with the learner and parent/carers.
16.4 The IEP or IBP is regularly reviewed to ensure that the targets set are appropriate, (achievable and challenging) and provide the learner with realistic opportunities for progression and success. Parents/carers and learners are involved in this process.
16.5 In a very few cases it may be necessary for the Academy to consider, in consultation with parents/carers and as appropriate the learner, plus any outside agencies, whether a statutory assessment is needed. We refer to the guidelines provided by
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the LEA when making these decisions. If in rare instances, the learner’s needs are considered to be severe and complex, an EHCP/Statement may be issued by LEA.
17. EDUCATION HEALTH AND CARE PLANS/STATEMENTS
The SEN code of practice (September 2014) recognises that young people with SEND need to be integrated services which are well coordinated and coherent across education, health and social care which helps them achieve their agreed outcomes. The Education Health and Care Plans will replace Statements of Educational need and will cover the 0-25 age range. There is a greater focus on supporting those with SEND to succeed in their education and make a successful transition to adulthood. Transition from the current system of Statements to EHCPs is expected to be completed within 3 years (from September 2014), and take place in ‘conversion meetings’. Reference should be made to the SEN Code of Practice 0 to 25 (September 2014) for further details.
18. SEND POLICY REVIEW
18.1 The SEND Policy is subject to a regular cycle of monitoring, evaluation and review.
18.2 The SEND Policy should also be read alongside the Behaviour for Learning and Equal Opportunities Policy as they are directly linked.
18.3 The SENCO is responsible for ensuring that all appropriate records are kept and available when needed. These are always available for parents/carers to see and can be a source of invaluable information for teachers who currently work with the learner as well as to those professionals working in other schools, colleges etc.
19. CURRICULUM ENTITLEMENT
19.1 All learners are entitled to be fully included in the life of the school, (both curricular and extracurricular), at a level appropriate to their ability levels and needs.
19.2 All learners are entitled to access a broad, balanced and relevant curriculum, including the National Curriculum. However, inclusion does not mean that all learners must attend classes in any subject whether or not these are appropriate to their needs.
19.3 Small numbers of learners follow a variety of programmes in literacy, numeracy, speech, language and communications, thinking skills, physiotherapy, study skills, emotional intelligence etc., either individually , in small groups or in the LSC.
19.4 Progress is regularly monitored using a range of assessments including base line assessments level
19.5 Standardised tests in literacy and numeracy.
19.6 All information gained is used to support planning in order to aid progress.
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20. EVALUATION PROCEDURES
20.1 The governing body will on an annual basis, consider and report on the effectiveness of the work and if any amendments to the SEND Policy need to be made.
20.2 The broad principles and objectives set out in the policy lay the foundation for the criteria by which we evaluate the success of our policy.
20.3 We regularly review and report on the effectiveness of the policy. This includes the numbers of children identified and their progress, the levels of parent/carer involvement, materials and equipment used, resource allocation liaison with other educational establishments, details of the staff’s continual professional development and out priorities for the year.
20.4 The SENCO/and SLT monitor classroom practices as part of the school’s self- evaluation cycle, analyse learners tracking data and test results and identify value added data for learners with special educational needs.
20.5 SEND is a priority in the School Development Plan.
21. PROCEDURES FOR CONCERNS
21.1 We endeavour to do our best for all our learners but if there are any concerns we encourage those concerned to approach classroom teachers/ pastoral staff, subject staff or the SENCO as appropriate. We respond to concerns and issues raised as soon as possible.
21.2 Parents/carers are informed about the Parent Partnership Service so that they can obtain support, advice and information if they wish.
21.3 The SENCO will refer issues onto the relevant responsible officer at the LA and invite their attendance at meetings with parents/carers as appropriate.
22. STAFFING POLICIES AND PARTNESHIP WITH EXTERNAL AGENCIES
22.1 The Academy is committed to working effectively with external agencies in order to support young people effectively. Pastoral teams and the inclusion team liaise with Social Care, Mental Health Team, Speech and Language and Physiotherapy Services, the Youth Offending Team and any other team as required.
22.2 We keep a register of agencies that families and carers can access externally to school.
22.3 Representatives of various external agencies are invited to meetings, annual reviews, multi- agency meetings and reviews as appropriate.
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Appendix A
TEACHING ASSISTANTS – THEIR DEPLOYMENT AND USE WITHIN THE CLASSROOM
1. Dos - they should:
support a particular child in a group activity by working in that group;
record instructions so that they can remind/re-explain work;
regularly visit specific learners to keep them on/get them back on task;
work with a group of 4 or 5 learners on a differentiated activity within or outside the classroom. (Not always the same learners);
record a learner’s dictated answers/responses (whether or not the answer is right or wrong) not all the time but periodically throughout the lesson;
assist with reading of texts (reading small sections at a time and questioning the learner as they read);
make minor modifications to tasks for learners (but differentiation should be planned prior to the lesson);
ensure that certain learners record homework and assist with recording as appropriate;
give opportunities for ‘over learning’ of basic skills, measuring, counting, drawing graphs, and reading within the context of the lesson;
be directed to work with non-Statemented students (those without an EHCP) if the teacher feels this to be appropriate, provided that the Statemented students’ needs are being fulfilled;
monitor targeted learner’s behaviour/progress towards targets.
2. DON’Ts – they should not:
sit next to one child all lesson as a matter of course whether or not this learner has an EHCP/Statement - this encourages dependency. There are some exceptions;
take down extensive dictation or copy extensive notes from the board that the learner cannot read or understand;
be expected to take full responsibility for disciplining the learner;
be expected to accept/tolerate behaviour/rudeness that a teacher would not;
take the main responsibility for differentiation;
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do photocopying or filing - (photocopying of resources that form part of intervention work is a valid use).
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Appendix B
INTERVENING WITH LEARNERS WITH SPECIAL EDUCATIONAL NEEDS
A Graduated Response
Classroom teacher/Subject teacher identifies a learner as experiencing difficulties with aspects of learning or behaviour despite consistent application of the BFL policy and differentiation of approaches and resources that forms part of a usual classroom practice. Implement additional differentiation of approaches resources – if appropriate seek informal input from SENCO. Refer to Faculty Leader, Classroom teacher/Form Tutor or SENCO who will conduct further investigations in order to identify nature and level of difficulties and ascertain whether it is subject specific or across the board. Learner referred to Heads of Year or SENCOs for further interventions. SENCO arranges for IBP or IEP to be written with student setting targets and outlining appropriate strategies. Learner now on additional SEND support. (in Academy) IEPs and IBPs circulated to all relevant staff, learner and parents/carers. Targets recorded in student planner or for younger learner’s teacher records and learners books. Targets on IEP/BP reviewed with learner, new targets set as appropriate. Interventions ended as appropriate. IEP/IBP reviewed with learner, staff and parent/carers. Interventions ended, adapted or continued as appropriate. IEP/IBP reviewed If no progress made or deterioration, support sought from external agencies as appropriate. Learner now on Additional SEND support (in Academy support with collaboration with outside agencies. IEP/BP reviewed If no progress made or significant, deterioration continues Statutory assessment sought as appropriate. Statutory assessment refused – intervention continued or modified as appropriate. Statutory assessment granted – move on towards student receiving an EHCP EHCP refused. Intervention continued/modified as appropriate. EHCP granted – implement requirements stated upon it
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Appendix C
1. INDIVIDUAL EDUCATION PLANS (IEPs) AND INDIVIDUAL BEHAVIOUR PLANS (IBPs)
1.1 Learners with EHCP/Statements, Children Looked After (CLA) and others with specific needs have IEPs and IBPs. These are circulated to all staff who teach that learner.
1.2. IEPs and IBPs contain:
1.2.1 information about the learner’s difficulties and literacy levels etc as appropriate;
1.2.2 generic targets the learner is currently working towards;
1.2.3 strategies/approaches to use when working with the learner.
1.3 IEPs and IBPs are reviewed twice a year. Staff are asked to comment upon learner’s progress towards targets set. New IEPs with updated information and revised targets will then be placed on the system where staff can access them.
1.4 Staff are also expected to implement IEPs and IBPs in their lessons, employing as appropriate suggested strategies and facilitating progress towards generic targets where practical.
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