This policy has been developed by the SEN Co-ordinator in consultation with the staff and SEN Governor.
Policy revised April 2012
Presented to Governing Body on
Introduction
Chawson Community First School has approximately 420 pupils divided into three classes per year group. The children come from the Chawson Estate or surrounding local area.
Chawson’s SEN policy is constantly under review. When the Government publishes new material or a change in school operations occurs, the relevant area of the policy is discussed with all staff and changed accordingly. This allows for current and future practice to be finalised ensuring that the policy is embedded in practice and therefore useable.
“Schools develop and change and so do their policies. Thus the school’s published policy at a particular time is assumed to be a ‘snap-shot’ of the school at that time. As the school’s policy and practice develop the written documentation needs to reflect the changes.” (School’s SEN Policies Pack- Unit 1 page 13)
At Chawson the children are provided with a broad and balanced curriculum. The National Curriculum is our starting point for planning that meets the specific needs of individuals and groups of children. When planning, teachers set suitable learning challenges with clear success criteria and respond to children’s diverse learning needs through using a range of teaching strategies and approaches, including differentiation and guided group work. A minority of children have particular learning and assessment requirements that could create barriers to learning.
These requirements are likely to arise as a consequence of a child having special educational needs. Teachers take account of these requirements and, the curriculum may be modified where necessary, to support individuals or groups of children and thus enable them to participate effectively in curriculum and assessment activities.
Each class has an allocated Teaching Assistant who will support the work of the class teacher with SEN pupils. This work will be planned by the class teacher to match children’s individual needs. Withdrawal from the classroom is planned very carefully so that the child does not "miss" a vital part of the curriculum being taught to his/her peer group. Where possible children may be grouped to enable best use of resources and time. Such grouping will always be carefully considered.
Children may have special educational needs either throughout, or at any time during, their school career. This policy ensures that curriculum planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the child.
1. At Chawson First School our philosophy is
¨ An equal value and respect for all.
¨ A recognition of individual differences with special regard for children with special educational needs.
¨ Celebrating the differences and special needs of children as an opportunity to enrich the experiences of all children within the school.
¨ Equal opportunities and appropriate challenge for all.
¨ The provision of appropriate challenging opportunities to enable all children to become life-long learners.
¨ A commitment to working in partnership with pupils, parents and other professionals.
2. AIMS
¨ To create an environment that meets the special educational needs of each child and allows them to achieve their full potential.
¨ To ensure that the special educational needs of children are identified, assessed and provided for.
¨ To make clear the expectations of all partners in the process (head teacher, teachers, pupils, parents, outside agencies, the LA).
¨ To identify the roles and responsibilities of all related parties (especially teaching staff) in providing for children’s special educational needs.
¨ To, as far as possible, for all children to have full access to all elements of the school curriculum.
¨ For those children who are unable to access the curriculum fully due to their SEN requirements, to receive a curriculum as similar as possible to the rest of the class.
3. At Chawson First School we follow the Code of Practice definition of SEN
“Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.
Children have a learning difficulty if they:
Have a significantly greater difficulty in learning than the majority of children of the same age; or
(b) Have a disability, which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.
(c) Are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them.
Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught. Such children will have short term intensive support in curriculum areas at Wave 2 intervention.
Special educational provision means:
“for children of two or over, 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 LA, other than special schools, in the area for children under two, educational provision of any kind.”
4. IDENTIFICATION AND ASSESSMENT
Identification and assessment of special educational needs will follow the guidance within the Code of Practice and tends to fall within four broad strands:
· Assessment, planning and review.
· Grouping for teaching purposes.
· Additional human resources.
· Curriculum and teaching methods.
(DFES SEN Toolkit; Section 6; page 1.)
Concerns about a child’s educational and / or physical well-being can be raised by a number of people: Teachers, Support staff, Parents, outside agencies.
Early identification of special educational needs and intervention is a priority. In the many cases early identification begins in the Early Years through close observations, but also through careful tracking of academic progress during termly Pupil Progress meetings between class teachers and the Head/Deputy. During these meetings underachieving children are discussed in detail in relation to their potential barriers to learning and whether these may be the result of ‘short term’ or ‘longer term’ needs. Further discussions are then held to consider the best course of action to enable the child to achieve.
When more serious concerns are raised they are discussed, in the first instance, with the SENCO who will review the child’s needs, offer advice, and suggest possible alternative strategies or approaches. The SENCO will advise the class teacher about available support resources and learning aides. Classroom observations may be carried out and evidence will be gathered by the class teacher in the form of a record of initial concern. These concerns will be shared with parents.
The child’s progress will normally be reviewed at the same intervals as for the rest of the class and a decision made about whether the child is making satisfactory progress at this level of intervention. Where a period of differentiated curriculum support has not resulted in the child making adequate progress OR where the nature or level of a child’s needs are unlikely to be met by such an approach, provision at the School Action level may need to be made.
The triggers for intervention through School Action could be the teacher’s or others’ concern, underpinned by evidence, about a child who despite receiving differentiated learning opportunities:
¨ Makes little or no progress even when teaching approaches are targeted particularly in a child’s identified area of weakness.
¨ Shows signs of difficulty in developing literacy or mathematics skills which result in
poor attainment in some curriculum areas.
¨ Presents persistent emotional or behavioural difficulties which are not improved by the behaviour management techniques usually employed in the school.
¨ Has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment.
¨ Has communication and/or interaction difficulties, and continues to make little or no
progress despite the provision of a differentiated curriculum.
To help inform the decision on the nature of the additional help that might be needed by the child through School Action the class teacher together with the SENCO should collect all the available information about the child and seek additional information from the parents. In some cases outside professionals from health or social services may already be involved with the child. In such instances it is good practice for these professionals to liaise with the school and keep them informed of their input. Where these professionals have not already been working with the school staff, the SENCO should contact them if the parents agree.
The triggers for School Action Plus are that, despite having good differentiation and/or concentrated support under School Action, the child:
¨ Continues to make little or no progress in specific areas over a long period.
¨ Continues working at National Curriculum levels substantially below that expected of children of a similar age.
¨ Continues to have difficulty in developing literacy and mathematics skills.
¨ Has emotional or behavioural difficulties which substantially and regularly interfere with the child’s own learning or that of the class group, despite having an individualised behaviour management programme
¨ Has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service
¨ Has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.
If a child has been identified as having ‘Special Needs’, they will be placed on the SEN Register and registered on the ‘Code of Practice’. The different elements to the Code of Practice are:
School Action (Wave 2 provision) At this stage it is felt that a child needs more support than is offered by class differentiation (Wave 1 provision) alone. Some small group work or one-to-one may by employed at this stage, and a Group Individual Provision Map set up with specific targets to be focussed on. The class teacher is responsible for making sure this extra work is carried out effectively.
The SENCO gathers information from each class teacher at least once a term to be aware of additional needs, any concerns and to review Provision Maps.
Parents will be invited to comment on and contribute to Individual Provision Maps.
School Action Plus (Wave 3 provision) If there are still concerns after school have put extra help in place; the child will be assessed by professionals from an outside agency following discussions with the class teacher and parents. This may be because they have failed to make progress at the School Action stage. There may be a period of assessment, speech therapy or medical intervention in addition to the intervention within the class at this stage. When a child proceeds to School Action Plus, the SENCO takes lead responsibility for gathering information and for co-ordinating the child's special educational provision. The child's teacher supported by outside specialists, sets out targets for the child. These targets are then translated onto the Individual Provision Map to track the provision provided for that child and monitor outcomes.
School request for Statutory Assessment
The head teacher in consultation with the SENCo, class teacher, parents and outside specialists, will request a statutory assessment to the LA. At this point the child will have demonstrated significant cause for concern. Evidence will be requested and provided by all relevant parties (Revised Code of Practise 2001, page 56). Whilst the LA is considering whether to issue a statement of special educational needs, the child should continue to be supported through School Action Plus.
Statement of Special Educational Needs
All relevant parties will set Provision Map targets using the provision and aims specified in the statement of special educational needs. These targets should only state the work that is additional to or different from the differentiated curriculum plan. An Annual Review to discuss the statement will be carried out within one year of the issued statement or at any time deemed necessary by any one party involved in the child’s education.
The responsibility for planning for children on the COP remains with the class teacher, in consultation with the SENCO.
5. PARTNERSHIP WITH PARENTS AND CHILDREN
Parents will be kept fully informed about their child's progress following identification and their views actively sought. School procedures will be explained. Parents of children on the SEN Register will be invited to discuss initial assessments and to attend review meetings at the school. They will be encouraged to support their child at home when appropriate. We will involve children in the target setting and review process in an age appropriate way.
6. MANAGEMENT OF SEN PROVISION
This remains the responsibility of the SENCO in liaison with all appropriate parties. The SENCO will maintain an up to date Provision Map which shows all provision being provided that is additional to, or otherwise different from, the normal classroom differentiation. This Provision Map will be updated at least termly to reflect ongoing changes across the school. The SENCO, in cooperation with the class teacher, will also be responsible for monitoring the impact of any interventions delivered.
7. ROLES AND RESPONSIBILITIES (as advised by the revised Code of Practice)
Role of the governing body
In cooperation with the head teacher, determine the school’s general policy and approach to provision for children with SEN,
Establish the appropriate staffing and funding arrangements
Maintain a general oversight of the school’s work
Ensure that when a child begins receiving provision for SEN, his or her parents are informed
Ensure that admission arrangements do not discriminate against disabled pupils either in the terms on which the school offers admissions or by refusing or deliberately omitting to accept an application from a disabled person
Ensure that the school does not unlawfully discriminate against disabled pupils.
SEN governor to liaise with SENCO annually to discuss and celebrate children’s progress and feedback to the Governing Body to address relevant points in the School Development Plan.
Role of Headteacher
Set SEN Policy
Ensure appropriate resources
Define SENCO role and time
Ensure SEN provision and funding
Ensure that SEN provision is reported to Governors
Role of SENCO
In our school the Special Educational Needs Co-ordinator (SENCO):
§ manages the day-to-day operation of the policy;
§ co-ordinates the provision for and manages the responses to children’s special needs;
§ supports and advises colleagues;
§ maintains the school’s SEN register;
§ evaluates the school’s SEN register in terms of disproportionate groups; effectiveness of School Action provision; short/ long term trends;
§ contributes to and manages the records of all children with special educational needs;
§ manages the school-based assessment and completes the documentation required by outside agencies and the LA;
§ acts as the link with parents;
§ maintains resources and a range of teaching materials to enable appropriate provision to be made;
§ acts as link with external agencies and other support agencies;
§ monitors and evaluates the special educational needs provision and reports to the governing body;
§ manages a range of resources, human and material, linked to children with special educational needs:
§ monitors the movement of children within the SEN system in school;
§ provides staff and governors with regular summaries of the impact of the policy on the practice of the school.
§ monitors the involvement of children of the SEN register in extra-curricular activities and homework tasks.
The SENCO is responsible for the operational management of the specified and agreed resourcing for special needs provision within the school, including the provision for children with statements of special educational needs.
The SENCO is involved in supporting teachers involved in drawing up Individual Provision Maps for children when necessary. The SENCO monitors the writing and evaluations of Individual Provision Maps twice a year.
The SENCO and the head teacher hold regular meetings to review the work of the school in this area. The SENCO and the named governor with responsibility for special needs also hold annual meetings to review and celebrate progress.
Role of Class Teacher
Ensure good quality teaching with clear and appropriate differentiation
Identify need for action, collect/seek information and or support from SENCO
Match action/need
Observe and assess
Consult/ liaise with parents
Draw up, evaluate and update Group and Individual Provision Maps in consultation with SENCO
Evaluate Individual Provision Maps and review actions taken
Manage class TA time to provide planned support
Liaise with SENCO re next step
Role of class TA
To deliver provision as planned programmes or activities to individual or groups of children
Monitor children’s progress in relation to set objectives and maintain records as requested
Report back to class teacher
To help organise and prepare resources for those children with whom they are working.
Teaching assistants also work with groups of children when the need arises, to deliver programmes to cater for specific needs such as Speech and language therapy groups, fine and gross motor skills, literacy and numeracy development and dyslexia workshops.
Role of Support Services e.g. SEN Service, EPS etc.
Provide consultation
See child’s records
Specialist assessment
Recommend fresh strategies/resources
Advise SENCO re next step
Liaise with Headteacher/Class Teacher/Parent
Provide training re SEN
Liaise with other outside agencies.
Support Services Available include
Access and Inclusion – Learning Support
Access and Inclusion – Behaviour Support
Access and Inclusion – Physical Development Support
Access and Inclusion – Autism Team
Educational Psychologist
Speech and Language Therapist
The Family’s General Practitioner
Specialists at CAMHS (Child and Adolescent Mental Health Service)
Health Service Professionals, for example physiotherapists, occupational therapists
Professionals qualified to advise on specific conditions such as ADHD and autism.
YOPS (Young Offending People’s Service)
Parental permission is always sought before making use of any of these outside agencies.
Provision for a child with special educational needs should match the nature of their needs.
The aim of any provision for children with SEN should always be to ensure that children make at least adequate progress which can be defined in a number of ways.
It might, for instance, be progress which:
Closes the attainment gap between the child and their peers.
Prevents the attainment gap growing wider.
Is similar to that of peers starting from the same attainment baseline, but less than that of the majority of peers.
Matches or betters the child’s previous rate of progress.
Ensures access to the full curriculum.
Demonstrates an improvement in self-help, social or personal skills.
Demonstrates improvements in the child’s behaviour.
The SENCO will be responsible for ensuring regular recording of a child’s special educational needs, the action taken and the outcomes.
8. ADMISSIONS
The admission policy, as laid down by the LA, remains the same for all children who apply for a place at our School regardless of their Special Educational Needs, dependent on the ability of the School to meet the child’s needs. The Governors will ensure that any child with SEN admitted to our School will have the support needed to enable that child to have as full an access to the Curriculum and related activities as is possible.
9. FACILITIES FOR PUPILS WITH SPECIAL EDUCATIONAL NEEDS
The school is accessible to disabled pupils and adults using wheel chairs. Ramps have been fitted to every external entrance and the school building is completely accessible at ground level.
10. RESOURCES
Money is allocated from the schools delegated budget each year for S.E.N. This money is used to purchase resources to assist in the teaching of pupils with Special Needs and for staff training and non contact time for development. An audit of SEN resources is reviewed annually or as and when required. Funds are available for any immediate resources if needed.
11. INCLUSION
All SEN pupils are fully integrated within their class and the school. They participate in all activities in so far as it is reasonably practical and safe to do so.
12. EVALUATION
The success of the policy will be evaluated annually by the SEN Co-ordinator, the teaching staff and the SEN Governor. The broad principles and objectives set out at the beginning of the policy will lay the foundation for evaluation.
13. COMPLAINTS
If a parent of a child with SEN has a complaint about the provision made for their child they should initially speak to the class teacher concerned. If the problem cannot be resolved the SENCO will be consulted and a meeting held with the parent and teacher. The school will deal with such a complaint within the structure of the complaints policy outlined elsewhere.
14. STAFF TRAINING
The SEN Co-ordinator will keep abreast of Special Needs developments by reading relevant information and attending appropriate courses. These courses are mainly provided by the LA.
The SENCO will cascade relevant information to all members of staff (teachers and support).
15. TRANSITION BETWEEN SCHOOLS
When a child on the SEN Register moves to a different school all relevant information regarding the Special Need and the provision made will be forwarded to the receiving school within 14 working days. If the transition is a planned event the child will be considered for a transition support plan, which may involve prearranged visits, provision of photo-booklets and additional preparation as appropriate.
CHAWSON COMMUNITY FIRST SCHOOL
ACCESS AND INCLUSION POLICY
ACCESS AND INCLUSION POLICY