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Special Educational Needs and Disabilities Policy

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Special Educational Needs and Disabilities Policy Special Educational Needs and Disabilities Policy All Policies refer to the application of the Fulham Cross Girls’ School / Fulham Cross Academy Vision Statement which is: Fulham Cross Academy Trust is driven by a passion to see the young people who arrive through our doors succeed. We are committed to providing a high quality, forward-thinking education for our students – equipping them with the tools to flourish beyond our walls. We aim to instil compassion, empathy and respect in all our students, whilst also fostering a love for learning. At the end of their Fulham Cross journey, students will be confident and creative individuals with an unshakeable sense of self-worth who have gained the confidence and skills to reach their full potential in life. We are an open, diverse and inclusive community where all students reach the heights of aspiration through nurturing self-confidence, belief and becoming a global citizen. People Responsible: The SENCos Review Frequency: Annually Policy First Issued: March 2013 Last Reviewed: June 2020 Agreed by SLT: N/A Does this policy need to be ratified by Governors? Yes Ratified by Governors on: This policy is communicated by the following means: Staff Shared Area Glossary of Terms AENDCo/SENDCo – Additional Educational Needs Coordinator/Special Educational Needs and Disabilities Coordinator AEND/SEND – Additional/Special Educational Needs and Disabilities EHC plan – Education, Health and Care Plan Code of Practice - Special educational needs and disability: 0-25 Years Graduated Approach - A four step process for schools to identify and support SEND, without necessarily needing a diagnosis from a specialist. It is explained in the Code of Practice Provision Anything additional to, or different from what is available for all students Provisions have three layers: Universal provision- Available to all students - this is things like a choice of tasks in the lesson Targeted provision- Available to a smaller amount of students - this is things like extra lessons or a club or a Teaching Assistant in the class, or an intervention group Specialist provision- Available to a few students, things like speech and language therapy, occupational therapy or 1:1 sessions with specialist teachers. EHC Plan - Education, Health and Care Plan A legally binding document for students with severe educational needs, who require a lot of specialist provision. It is a record of the young person's special educational, health and social care needs. It explains the extra help that will be given to meet those needs and how that help will support the child or young person. EHC Plans are awarded to 2% of students with AEND. If a student on roll at a school has an EHC Plan the school MUST deliver the provisions stated in the plan. 1.0 Aims and Objectives of the Special Educational Needs and Disabilities Policy Students should leave the Trust schools fully prepared for modern life, ready to take up their place in society and well prepared for adulthood. To this end we aim to provide an education which encourages every student to work towards achieving their full potential. We will: ● Provide a broad and balanced curriculum, which conforms to the requirements of the National Curriculum for England and Wales. This is an entitlement and should be accessible to all students regardless of any additional needs; ● Focus on outstanding progress and outcomes for all students; ● Get to know our students early to ensure appropriate and timely intervention along with reasonable adjustments to support learning; ● Give the opportunity for all students to have their particular learning needs met in inclusive teaching groups together with their peers; ● Have the highest expectations of all students; ● Recognise that all staff have a responsibility for all students including those with SEND and all staff will respond to the challenge of meeting these needs; ● Define SEND procedures so that all staff know statutory requirements in relation to special educational needs and disabilities and how that is implemented in their classrooms; ● Develop policy and practice using the graduated approach to identify and determine appropriate action to support additional needs; ● Provide specialist guidance to colleagues in SEND practice to support effective delivery of the high quality inclusive curriculum; ● Work closely with teachers, parents and external agencies to identify students with special educational needs and disabilities; ● Ensure students with SEND needs have equal access to opportunities within the wider community and support transition to further education, employment and into adulthood and ● Publish a SEND Information Report explaining how we implement this policy, on the school websites: Fulham Cross Girls’ School and Fulham Cross Academy ● Monitor the effective implementation of this policy 2.0 Legislation and Guidance This policy is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation: ● Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEND and disabilities ● The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEND co- ordinators (SENCOs) and the SEND information report This policy also complies with our funding agreement and articles of association. This policy refers to Personalisation departments working across the Trust known as the ‘Personalisation’ departments. 3.0 Legal definition of SEND A pupil has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them. They have a learning difficulty or disability if they have: ● A significantly greater difficulty in learning than the majority of others of the same age, or ● A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools Special Educational Needs and Disabilities are grouped in the Code of Practice in four areas: Cognition and Communication Social Emotional Physical Learning and Interaction and Mental Health Disability These additional These additional These additional These additional needs affect thought- needs affect needs relate affect needs affect the processes needed understanding emotional regulation physical body. They for academic language, social and mental well can include: learning. They can communication or the being. They can include: ability to include: Hearing impairment communicate. They can include: Specific Learning Mental Health Visual impairment Difficulties: difficulties Autism Spectrum Medical conditions - Dyslexia Condition (ASC) Difficulties forming like Cerebral Palsy, - Dyscalculia relationships with paralysis, multiple - Dyspraxia Specific Language adults and/or peers sclerosis, muscular impairment (SLI) dystrophy and General Learning Difficulties managing arthritis. Difficulties: Speech Impairment behaviour and reactions to Moderate Expressive or challenges and rules. Learning receptive language Difficulties difficulties Global Delay Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools. 4.0 Role and Responsibilities Responsibility for Coordinating Special Educational Needs Provision Although overall responsibility for SEND provision rests with the Trust’s Executive Board and Executive Principal, the person responsible for the day-to-day operation of each school’s SEND policy is the Special Educational Needs and Disabilities Coordinator (SENDCo, or AENDCo) in each school. 4.1 Each School’s SENDCo will: ● Work with the headteacher and SEND governor to determine the strategic development of the SEND policy and provision in the school ● Ensure the SEND Information Report for parents is up to date and publish on the school website - review with SEND Governor and parents yearly ● Have day-to-day responsibility for the operation of this SEND policy and the coordination of specific provision made to support individual pupils with SEND, including those who have EHC plans, including supporting delivery and monitoring outcomes for all students with SEND; ● Liaise with students, staff, parents and external agencies in reviewing interventions and communicating outcomes; ● Advise on and use the Graduated Approach to coordinate the identification, assessment and support of students with SEND; ● Apply for additional support from the LA through an EHC plan assessment or contingency funding application; ● Advise on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively; ● Maintain the school’s Special Educational Needs and Disabilities Register and disseminate relevant information to all staff and parents; ● Ensure the school keeps the records of all pupils with SEND up to date ● Be the point of contact for external agencies, especially the local authority and its support services ● Liaise with potential next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned ● Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEND receive appropriate support and universal high quality inclusive teaching. ● Work with the headteacher and governing board to ensure that the school meets
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