Kingsland C E Primary School

SEN POLICY

Definition A child has special education needs if he or she has a difficulty which calls for special educational provision to be made for him or her. A child with special needs is defined as someone who has markedly greater difficulty in learning than most other children of the same age, or who has a disability that affects their ability to learn compared with their peers. This includes children with emotional or behavioural difficulties. 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. This SEN policy details how this school will do its best to ensure that the necessary provision is made for any pupil who has special educational needs. Those needs are made known to all who are likely to be involved with that pupil. The school will use its best endeavours to ensure that staff in the school are able to identify and provide for those pupils who have special educational needs, allowing them full access to the resources of the school together with pupils who do not have special educational needs so far as is reasonably practical and compatible with the child receiving the special educational provision and the efficient education of the pupils with whom they are educated. Ethos All children have individual needs, not necessarily special needs; they have learning differences, not necessarily learning difficulties. However, if a childs individual needs are not met, they may become special needs. It is the role of the teachers to try to meet the childrens needs by recognising and responding to their learning differences. If a child has special needs which require a differentiated approach, it is the responsibility of all the teachers who teach that child to try to address those special needs. It is to such children that this policy refers. Together with our behaviour policy, it is intended to take account of the following areas of need:communication and interaction, cognition and learning, behaviour, emotional and social development, sensory and/or physical. The schools Christian ethos ensures that all children are valued as unique and special individuals, each able to contribute to and enrich each others lives. This vital ethos permeates Kingsland CE Primary School from policy to practice. 2 2

The 1997 Green Paper Excellence for all Children signalled our commitment to the principle of inclusion. The SEN and Disability Act 2001 delivered a stronger right to mainstream education, making it clear that where parents want a mainstream place for their child, everything possible should be done to provide it.

Inclusion is about much more than the type of school that children attend; it is about the quality of their experience; how they are helped to learn, achieve and participate fully in the life of the school. Removing Barriers to Achievement (2004)
Admissions Policy Kingsland School is committed to avoiding all prejudice and discrimination on the basis of ability, socio-economic background, gender, race, colour, ethnicity or disability. The School will not refuse to accept a pupil solely on the grounds of special needs. For further details see Kingsland Schools full Admissions Policy document. Aims and Objectives To ensure that every child has the chance to fulfil their potential by being healthy, staying safe, enjoying and achieving, making a positive contribution and not being prevented by economic disadvantage from achieving their full potential in life. (Every Child Matters 2003) To optimise the physical, intellectual, social and emotional development of all pupils with special needs. To have regard to the Special Educational Needs Code of Practice when carrying out our duties toward all pupils with special educational needs and ensuring that parents are notified of a decision by the school that SEN provision is being made for that child. To endeavour to identify, assess and meet the individual needs of all children as early as possible. To provide support and remediation for those special needs. To consult with and enlist the support of parents when a childs individual needs are causing concern. 3

To take into account the views of the child. To obtain further professional support and advice whenever necessary.

To use differentiated approaches to ensure that all pupils have access to the National Curriculum This document seeks to show how we can identify, assess and support children with special educational needs in order to help them achieve these aims. Day to day provision is the responsibility of all teachers. The class teacher is responsible for teaching the full range of pupils whatever their needs.

Identification and Assessment arrangements

Initial responsibility for identification lies primarily with the class teacher who will gather any relevant information, and then in consultation with the SENCO will consult with the parents and child and plan further action as necessary. Assessment will consider: Any learning characteristics of the child, the learning environment, the task and the teaching style.

Whether or not the child is making adequate progress will be measured by ongoing observations, baseline assessment, school assessment (tracking and monitoring systems), progress against the Numeracy and Literacy Framework, National Curriculum end of level descriptions and standardised screening or assessment., At all stages there will be full parental consultation and discussion of the contents of the Individual Education Plans (I.E.P.) and Intervention Plans. The school recognises that parents hold key information and have knowledge and experience to contribute to the shared view of a childs needs and the best ways of supporting them. All parents of children with special educational needs will be treated as partners and supported to play an active and valued role in their childs education. Information about and/or records kept on pupils will be strictly confidential.

Levels of SEN intervention

When teachers are alerted to the fact that a pupil is not making the targeted and expected progress, a consultation will take place with the SENCO. (see Assessment Policy) This review may lead to the conclusion that the pupil requires help over and above that which is normally available within the particular class or subject. Evidence that the expected rates of progress are not being achieved is the key test of the need for action. Adequate progress can be defined in a number of ways. It might 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 childs previous rate of progress Ensures access to the full curriculum Demonstrates an improvement in self-help, social or personal skills Demonstrates improvements in the childs behaviour.

Individual Education Plans (IEP) and Intervention Plans. Strategies employed to enable the child to progress will be recorded within an Individual Education Plan (IEP). In cases where a small group of children may be working to similar targets, an Intervention Plan will be set up. These plans will include information about: The short-term targets set for the child The teaching strategies to be used The provision to be put in place When the plan is to be reviewed Outcomes (to be recorded when the plan is reviewed) The IEP or Intervention Plan will only record that which is additional to, or different from, the differentiated curriculum and will focus upon three or four individual targets that match the childs needs and have been discussed with the child and the parents. The plan will be reviewed at least twice a year and parents views on their childs progress sought. Whenever possible, the child will also take part in the review process and be involved in setting the targets.

School Action When a teacher/SENCO identifies a child with SEN, interventions are provided that are additional to or different from those provided as part of the schools usual differentiated curriculum offered and strategies (School Action). For example, specific targets on a childs IEP may be addressed by working with our specialist SEN teacher on a weekly basis. 5 5

The triggers for intervention through School Action could be the teachers 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 pupils identified area of weakness. Shows signs of difficulty developing in literacy or mathematic skills that result in poor attainment in some curriculum areas. Presents persistent emotional and/or behavioural difficulties, which are not alleviated 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. Code of Practice 6.50 -6.51 (2001) School Action Plus At School Action Plus external support services, both those provided by the local authority and by outside agencies will usually see the child in order to provide more specialist assessment that can inform planning, give advice on the use of new or specialist strategies and materials and in some cases provide support for particular activities. The triggers for School Action Plus could be that, despite receiving an individualised programme or support, the pupil: Continues to make little or no progress Continues working at National Curriculum levels substantially below that expected of pupils of a similar age Continues to have difficulty in developing literacy and mathematical skills Has emotional or behavioural difficulties which substantially and regularly interfere with their own learning or that of a class group, despite having individualised behaviour management programme. Has sensory or physical needs, and requires additional specialist equipment or regular advice or visits, providing direct intervention to the pupil or advice to the staff, by a specialist service. Has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning. Code of Practice 6.63 -6.64 (2001)

School request for statutory assessment Where a request for a statutory assessment is made by the school to a LA, the child will have demonstrated significant cause for concern. In Herefordshire LA, Banded 6 6

Funding is the more common route of obtaining funding to provide significant additional support for a child with special educational needs. The LA requires information about the childs progress over time, and will also need documentation in relation to the childs special educational needs and any action taken to deal with those needs, including resources or special arrangements put in place. The school will provide this evidence through School Action and School Action Plus. Statutory Assessment of Special Educational Needs Statutory assessment involves consideration by the LA, working co-operatively with parents, school and, as appropriate, other agencies, as to whether a statutory assessment of the childs special needs is necessary. Where the evidence presented to the LA suggests that the childs learning difficulties have not responded to relevant and purposeful measures taken by the school and external specialists and may call for special educational provision which cannot reasonably be provided within the resources normally available to mainstream schools, the LA will consider the case for a statutory assessment of the childs special educational needs. A statement of special education needs will include: Pupils name, address and date of birth Details of all the pupils special needs An account of the special educational provision necessary to meet the pupil special educational needs the type and name of the school where the provision is to be made relevant non-educational needs of the child information on non-educational provision.

Reviews of statements of special educational needs are reviewed annually. Parents, pupil (where appropriate), the LA, the school and professionals involved are invited to consider whether any amendments need to be made to the description of the pupils needs or the special educational provision specified in the statement. The annual review should focus on what the child has achieved as well as any difficulties that need to be resolved. At the review of a child in Year 5, the aim should be to give clear recommendation as to the type of provision the child will require at the secondary stage. It will then be possible for the parents to visit secondary schools and to consider appropriate options within the similar timescales as other parents. The SENCO of the receiving school should be invited to attend the final annual review in primary school of pupils with statements, allowing the receiving school to plan an appropriate IEP to start at the outset of the new school year. This procedure enables the pupil and the parents to be reassured that an effective and supportive transfer will occur. 7 7

Teaching and Learning

The Role of the SENCO The SEN Coordinators responsibilities include: Overseeing the day-to-day operation of the schools SEN policy. Coordinating the provision for children with special educational needs Liaising with and advising fellow teachers. Managing learning support assistants and teaching assistants. Overseeing the records of all children with special educational needs Liaising with parents of children with special educational needs Contributing to the in-service training of staff. Ensuring that adequate resources are available for the teaching of children with special educational needs. Liaising with external agencies including the Local Authority support and educational psychology services, health and social services, and voluntary bodies. Specialist Teaching Pupils needing extra help are identified by the S.E.N.C.O. and class teachers and are mainly pupils on the Special Needs Record, but may also include those with a specific problem that short specialised input may improve. The specialist teacher plans and discusses her programmes of work with the SENCO and class teacher and gives advice on the planning of I.E.Ps. Professional Development of Support Assistants The school is very fortunate to have a well qualified, experienced and highly motivated team of Learning Support Assistants and Teaching Assistants (LSAs and TAs. See appendix 1). Rigorous training has been undertaken and our LSAs have specialised in speech and language disorders, behavioural and emotional support, Autistic Spectrum Disorder (Kingsland School was awarded ASD Friendly School status in 2006), and Supporting Visually Impaired. Staff are committed to developing professionally most often in areas of understanding and specialism that will benefit the children they have responsibility for.

Involvement of Special Support Services

There are regular meetings with the County Educational Psychologist (EP)to review the progress of S.E.N. pupils. The S.E.N. co-ordinator discusses any child who is a cause for concern and will occasionally carry out assessments. Referrals are also made to the Learning Suppport Services (LSS). The L.S.S. team help assist with the assessment of pupils on School Action Plus and provide specialist teaching advice and resources as appropriate. Discussions are held with the other support services as necessary. Support Services The S.E.N. Co-ordinator will contact health or social services if this is considered necessary. The head teacher will liaise with the Educational Welfare Officer if needed. The Special Education Support Services include: Herefordshire Psychological Services. Herefordshire Learning Support Services. Physical and Sensory Support Services. Medical and Behavioural Support Services. Child and Adolescent Mental Health Services (CAMHS) Speech and Language

Other Support Services: School Doctor and Special Needs Advisor (including Speech Therapy, Physiotherapy etc.) Social Services. Parent Partnerships Service. SEN Inclusion Coordinator (based at Westfield School) School Nurse

Gifted Pupils Gifted and Able pupils in any area of the curriculum are identified by the class teacher and their names added to the Gifted and Talented register. The main elements of response towards the gifted pupil are extension and enrichment via differentiated curriculum. 9 9

The school believes that these children have special needs which require a specific level of challenge and support. ( see also Gifted and Talented Policy)

Transfer and Induction

School Support System Links are made with other mainstream schools, when a pupil changes school or leaves school. Links are also made with pre-schools and nursery when a pupil begins school. When pupils with S.E.N. change schools, all information will transfer with them to their new school. Primary pupils with a statement receive a Statutory Annual Review of progress report to which the head of Learning Development of the Secondary School is invited to attend. During the Summer Term, the Headteacher, SENCO or a representative of the Secondary School discusses any pupils who are deemed to have S.E.N., with the Head teacher. The visit is followed up by the head of Learning Development to discover which stage of assessment the pupil is at and to discuss S.E.N. pupils in detail with the SENCO. The SENCO will make arrangements to visit home and nursery/pre-school of a child with SEN. Informal assessment of provision needs will be undertaken and arrangements made. If the child already has an identified special educational need, this information may be transferred through Early Years Action and Early Years Action Plus from the Early Years Setting. In the case of children with a Statutory Assessment (Banded Funding) every effort is made to appoint a LSA prior to the child being admitted to school. The LSA will then visit nursery and/or home during the summer holidays in order to develop a relationship with the child and prepare for admission to school.

Funding
The Standards Fund directed for Special Education Needs will be used for training and individual support. Banded Funding Additional funds are delegated using a banded funding model, which takes into account the individuals particular needs. The L.A has the responsibility for ensuring that these funds are spent to the best advantage of the young people concerned. 10 1

Each child is assessed as part of banded funding application, by the school (levels 1+2), by an educational psychologist (levels 3 + 4) or by a member of the Hearing/Visually impaired (Hearing Impairment/Visual Impairment) team. (See Appendix 2) Banded funding financing does not adequately cover for the level of care and educational intervention deemed to be necessary for a child. Kingsland School supplements such children from its budget. In addition, staffing, further resources and budget are allocated by the Head teacher to SEN on the basis of annual need. The SENCO co-ordinates the allocation of human resources and learning resources to individual S.E.N. pupils. It is the School policy to keep class sizes down to a favourable staffing ratio in order to cater for the needs of all pupils as individuals.

Monitoring of Banded Funding All children in Herefordshire, whether they have special educational needs, learning difficulties or disability, whether or not they belong to any kind of minority group or are vulnerable in any way, have the right to the same quality of educational provision, the same opportunities to be healthy and safe, to enjoy and achieve at school and the chance to contribute to the wider school community. In order to achieve this, additional funds are delegated using a banded funding model, which takes into account the individuals particular needs. The council has the responsibility for ensuring that these funds are spent to the best advantage of the young people concerned. (See Appendix 3)

Complaints Procedures If parents wish to express concern about Special Needs provision, initial discussion will take place with the childs teacher who may then seek advice or clarification from the SENCO and/or Headteacher. If the concern has not been addressed the matter may be directed to the Governing Body via the Chair of Governors or the Governor with SEN responsibility. Evaluation and Review of Policy Governors, in consultation with SENCO, will evaluate and review the Special Educational Needs Policy on an annual basis. Criteria for evaluation will include 1. Are the aims and objectives being met? 11 11

2. Are the children with Special Educational Needs making progress? 3. Is the school policy in line with national and county recommendations? 4. How the school through self-evaluation may seek to be improving SEN provision. The budget, Policy and School Improvement Planning for SEN will be discussed annually in the Summer term by the Headteacher, Senco and SEN Governor.

Statutory Duties of the Governing Body The Governing Body, together with the Head, must draw up and agree a policy for identifying and meeting pupils special educational needs. It must see that there are appropriate funding and staffing arrangements to put the policy into practice, and monitor and evaluate its effectiveness The Governing Body has a legal duty to: Make sure that the school has a written S.E.N. policy, which is publicly available and easily understood by parents. Do its best to ensure that all children with S.E.N. are identified and that their individual needs are met. Name a governor or committee to be responsible for oversight of S.E.N. provision in the school and regular reports to the governing body. Ensure that staff are aware of the importance of identifying and providing appropriate teaching for S.E.N. pupils and, where relevant, are kept informed of those pupils needs. Make sure that pupils with S.E.N. take part in as many of the schools normal activities as possible. Understand and follow the L.A.s policy on funding S.E.N. ensuring that the budget is being appropriately managed. Admit any pupil whose S.E.N. statement names their school. Consult and co-ordinate provision with the L.E.A., other schools and other services when this is appropriate. 1

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Appoint a S.E.N. Co-ordinator (S.E.N.C.O.). Ensure that the school follows the S.E.N. Code of Practice.

APPENDIX 1

S.E.N. Co-ordinator Mrs S Green Designated Governor Mr. S Bowen Voluntary Support Assistants Mrs R. Fisher, Mrs. E. Bradley, Mr Shallcross. Job Title

Mrs Amanda Canning Mrs Tracy Davis

Teaching Assistant Teaching Assistant (First Aid) Teaching Assistant (SEN) Teaching Assistant (SEN) Teaching Assistant

Mrs Donna Gorman Mrs Rachel Jones Mrs Sarah Poulter

Mrs Rachael Reno Miss Yvonne Williams

Teaching Assistant (SEN) Teaching Assistant

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