1. Basic information about the school s special educational provision

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1 KNOTTINGLEY HIGH SCHOOL & SPORTS COLLEGE SPECIAL EDUCATION NEEDS POLICY Reviewed and Revised: September 2009

2 1. Basic information about the school s special educational provision a) Objectives To enable pupils to achieve their full potential, both academically and socially To recognise that every pupil has a variety of needs, some shared with other pupils, some specific to an individual To ensure that every pupil has access to the National Curriculum at the appropriate level b) Arrangements for co-ordination of educational provision for pupils with SEN Responsibility for the co-ordination of provision for pupils with SEN lies with the Special Needs Co-ordinator and The Head of Student Support All teaching staff have a confidential Special Needs folder which includes: The special needs register Information to help with target setting for pupils with SEN Teaching approaches and action for a variety of special needs Basic sight vocabulary Information and guidelines on special needs e.g. dyspraxia, dyslexia, Asperger s Syndrome, Downs Syndrome By this means, all staff will have relevant information about pupils with special needs and their requirements. All subject teachers have copies of Individual Education Plans (IEPs) to help with their planning and approaches to teaching. The IEPs are reviewed in October and April each year and this involves the subject teachers, Teaching Assistants (TA s) and the pupils. All records regarding pupils and their special needs, including IEPs and Annual Review Reports are held centrally by the Special Needs Administrator. Form Tutors, Student Support Officers, Learning Leaders, SEN staff and senior staff work together to develop specific responses to emotional and behavioural difficulties in line with the School Behaviour Model. There is a link teacher from each subject department who acts as the first point of contact between the SEN department and subject teachers. Meetings are called as necessary during the year to discuss developments in SEN provision as well as procedures and their effectiveness. 2

3 c) Admission arrangements Admission arrangements are in accordance with the LA policy and are as for other pupils, but are subject to the school s ability to meet the particular needs of pupils. Facilities include a Learning Resource Centre in the Year 7 Base where pupils can be taught one-to-one or in small groups and a Restart Centre where vulnerable pupils can work individually or in small groups. There is a facility for Art Therapy and Entry Level Certificates and GCSE s in Art and Textiles are also delivered. 2 The school s policies for identification, assessment and provision for all pupils with SEN a) Identification and assessment arrangements Defining pupils with special educational needs: A child has special educational needs if he or she has a learning difficulty which calls for special educational provision to be made for him or her. A child has a learning difficulty if they: a) 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 a) In the context of Knottingley High School and Sports College we acknowledge that SEN refers to a diversity of needs, which may include: Pupils with learning difficulties This is the largest group of pupils with SEN; they can be defined as slow learners. They will have difficulty keeping up in all, or most of the areas of the curriculum. Their all-round development is likely to be delayed, with the result that they may be socially and emotionally immature. Unless slow learners receive very considerable support, their difficulties will become increasingly apparent. They are unlikely to progress as quickly as their peers and there will be a tendency for the gap to widen as each year passes. Our objectives for these pupils include: Carefully structured teaching so that new skills are built up step by step Convincing pupils that, although they may not find it easy, they can and will learn 3

4 Enhancing their self-esteem at every opportunity Pupils with specific learning difficulties Pupils with specific learning difficulties exhibit an uneven pattern of strengths and weaknesses. There is likely to be a discrepancy between their verbal and/or practical abilities and their facility to acquire some or all literacy skills. As pupils with specific learning difficulties are weak in one or more channels of learning, a multi-sensory approach should be used wherever possible. This involves helping the pupil to learn by every available means: visual, auditory, tactile and kinaesthetic. The advantage of using this kind of approach is that it enables the learner to use points of strength, while supporting weak areas. Our objectives for these pupils include: Establishing the precise needs of the pupil Enabling access to the curriculum by use of ICT facilities Providing where necessary programmes of structured work Pupils with emotional and behavioural problems The term emotional and behavioural difficulty is used in relation to all those pupils who have difficulty controlling their behaviour and emotions. Their ability to learn is affected, and they may also find it hard to operate in a social setting. Many pupils will go through periods when they are anxious, moody or difficult in response to situations that have arisen at home or at school, but the problems of EBD pupils are more intractable. Some will become very withdrawn, while others may be disruptive or disaffected. Our objectives for these pupils include: Building up positive relationships with them Trying to understand the disturbed pupil who, in turn, disturbs the whole class Constantly monitoring the pupils who are giving cause for concern Following established procedures within the school involving form tutors, year tutors, heads of department and where necessary outside agencies Pupils with physical or sensory impairments Within our school there are pupils with hearing loss, visual impairment, dyspraxia and other physical disabilities. The issue for teachers is the need to recognise the degree of disability and the effect that it may have on the learning process for the child. We need to consider the medical severity of the condition, which will vary from one individual to another. We need to consider the intellectual ability of the pupil; it is important for teachers to know the potential of any pupil. We also need to take into account the psychological effect that this condition has on the pupil. Our objectives for these pupils would include: Finding out as much as possible from the child, the parents/carers and outside agencies about the condition 4

5 Providing whatever aids which may be required to facilitate learning, within the constraints of the school budget Pupils with speech and language disorders There are many different kinds of speech and language difficulty but all of them affect communication. Such difficulties may arise from an inability to cope with some aspect of the structure of language, or with the way language is used to communicate. There is a well defined pattern of normal language development. A child with delayed language development will go through the same stages but at a slower rate. A child with a speech and language disorder will deviate from the normal progression. Our objectives for pupils would include: Using strategies which will assist in furthering language development Liaising closely with the speech and language therapist It is important that we recognise that SEN pupils have more in common with other pupils than differences and that there is no dividing line, but rather a continuum of need. Resources Resources include a Restart Centre, which consists of 2 teaching areas one of which is equipped with 10 networked computers. This room is used exclusively for pupils to access SuccessMaker software, an integrated learning system to enable pupils to make progress with basic skills. Currently 12 Teaching Assistants support pupils learning both in mainstream classrooms, in smaller withdrawal groups or one-to-one. Additional Teaching Assistants have been allocated to English, Maths and Science curriculum time at KS3 and KS4. This enables small groups to be taught without withdrawing them from the mainstream timetable. The LA loan the school and pupils a variety of equipment to enable pupils to gain full access to the curriculum and assist with learning. This currently includes laptop computers and low vision aids. Identification of SEN pupils The importance of early identification of pupils with SEN cannot be over-emphasised. The earlier action is taken, the more responsive the pupil is likely to be and the greater the success of intervention. The first steps in identifying these pupils begin 5

6 with information from the Primary Schools within the pyramid. Information received about pupils includes: Liaison with Y6 teaching staff, Headteachers and SENCOs at the Primary Schools Pupil Profiles Teacher assessment Key Stage 2 SATs levels Suffolk Reading scores Statements of special educational needs Phase transfer review meetings Information from parents Information from external agencies The results of this identification process leads to the production of a resumé of all relevant information on the cohort, which is distributed to all teachers. Graduated response The Code of Practice proposes that schools should adopt a graduated response that includes a wide range of strategies. This response acknowledges that there is a continuum of special educational needs, it also requires that the school should make full use of available classroom and school resources before, where necessary, bringing increasing specialist expertise to bear on the difficulties that a pupil might be experiencing. Meeting the needs of all pupils in the school is the responsibility of individual teachers. The school has procedures in place to ensure that all pupils are progressing as they should and to respond to any difficulties a pupil may have with learning or behaviour. If parents and teachers agree that further additional intervention is needed beyond the school s differentiated curriculum this triggers School Action. School Action 1. Information needs to be collected from Subject teachers SEN co-ordinator (SENCo) Any professional working with the child in health or social services, with the parents agreement Parents. 6

7 2. The SEN co-ordinator may Carry out any further assessments needed Plan future support with subject teachers Monitor and review any action taken Consult with parents about the plan Inform parents about progress. 3. Teachers may plan and deliver an individualised programme. 4. The School Action might include Different learning materials Special equipment Individual or group support Staff development or training in alternative strategies Adult time to plan interventions and/or monitor progress Occasional advice from LA support staff. 5. An Individual Education Plan (IEP) needs to be kept to detail three or four shortterm targets, strategies, provision, review date and success criteria. This should be reviewed at least twice a year and should include parents views. 6. It is the responsibility of the subject teachers to help the pupil to achieve the targets set down in the IEP. They should, normally, be carried out within the classroom. 7. If the pupil continues to make little or no progress in learning or behaviour, the school will need to seek help from outside agencies. This becomes School Action Plus. School Action Plus 1. Along with outside agencies, the SENCO will need to review the interventions already implemented, considering the strategies tried, the targets set and any progress made. 2. A new IEP should be written to include new targets, new strategies and any specialist assessments needed from those already involved with the pupil. Again, it is the responsibility of subject teachers to help the pupil to achieve the targets set down in the IEP. 3. If the strategies employed in School Action Plus do not result in an improvement in the pupil s learning or behaviour, then a statutory assessment will be carried out by the LA. 7

8 Statutory assessment The school must present documented evidence to the LA to show what strategies and interventions have been carried out. Statement of SEN Once a statement is made and accepted by parents and other professionals, the SENCO must make sure that The pupil s records are maintained Teachers monitor and review the pupil s progress on a regular basis The school s usual pastoral and curriculum monitoring processes are used IEPs are in place Any change in the pupil s needs should trigger a review meeting at the earliest opportunity. b) Arrangements for providing access for pupils with SEN to a balanced and broadly based curriculum, including the National Curriculum Pupils with SEN have access to the full range of National Curriculum subjects. Each department takes responsibility for producing a range of differentiated teaching materials, with advice and help in producing these from the SEN department. The pupils are supported across the curriculum in Years 7 to 11 by Teaching Assistants. Particular emphasis is placed on support in English, mathematics and science as the core subjects. c) How children with SEN are integrated within the school as a whole We start from the premise that all pupils are part of the school community. Their special educational needs will to be addressed whilst recognising their entitlement to be included in all aspects of school life. d) Criteria for evaluating the success of the policy Indicators of success could include: Progress made by individual students Degree of confidence felt by staff in respect of managing pupils with SEN Differentiation clearly identified in schemes of work Appropriate teaching styles and strategies used in the classroom Feedback from pupils and parents 8

9 e) Arrangements for considering complaints about special educational provision within the school Complaints about special educational provision within the school would be through the Principal, Special Needs Co-ordinator, Learning Leader, the Governing Body and finally the LA. However, complaints are less likely to occur if strong lines of communication have been established. Parents are kept fully informed about and involved in their child s education. By developing good relationships and support for the work done with pupils, complaints from parent are less likely to occur. The Code of Practice emphasises the need for a partnership with parents and this is formalised in the review meetings, which are a regular feature in assessing students progress and setting future targets. 3 Information about the school s staffing policies and partnership with bodies beyond schools a) The school s arrangements for SEN in-service training All SEN staff are encouraged to attend relevant training opportunities. Teaching Assistants receive induction training including job shadowing and Child Protection Training. They then attend the LA course for TAs, which is accredited (NVQ Level 2 and 3). This involves attendance for one afternoon per week for six months plus individual research and portfolio building. Other training is needs driven and includes ICT both personal skill development and use of ICT in SEN teaching, counselling, behaviour management and working with parents. b) Use made of teachers and facilities from outside the school, including support services The links with outside agencies are extensive. There are positive working relationships with health services, social services, educational psychology service, special needs support service which provides specialist advisory teachers e.g. for the visually impaired. This extensive network of supporting agencies helps the school to cater for a wide range of special needs to the benefit of pupils and their parents. c) Arrangements for partnership with parents Partnership is rather more than informing parents about what is happening; it is a collaborative approach to special educational needs. The essence of partnership is 9

10 that people work together, sharing information and ideas and agree on a course of action. There is contact between parents, the Special Needs Co-ordinator and the Head of Student Support with regard to pupils special needs. There is a climate of mutual support, which is invaluable when dealing with pupils with complex needs. Parents are closely involved in the Annual Review and Transition Plan meetings. Parents of pupils with more complex needs meet with staff on a more frequent basis termly and in some cases half-termly to discuss progress and explore issues that have arisen both at home and at school. d) Links with other mainstream schools and special schools, including arrangements when pupils leave or change school There are well established links between the school and feeder schools. Transfer is an important time for all pupils but particularly for those with special needs. The links begin with the Annual Review/Phase Transfer Meeting held in February of the year preceding transfer. A representative from the school attends the meeting, usually the Senco and Head of Student support. Following this the parent and child visit the Year 7 Base so that the child can begin to familiarise him/herself with the forthcoming changes. The child will also take part in the Year 6 Induction Programme, which involves a variety of lesson experiences, learning about high school routines, the geography of the campus, the pupil population, work expectations and how pupils are supported. The pupil is then able to start the newyear in September with confidence. When pupils leave the school records are passed on and, if possible, contact is made between members of staff to exchange information that may be helpful to a smooth transfer. There are links with special schools several pupils have transferred from special school, particularly at the end of Y6. There are opportunities for older pupils in special school to transfer to mainstream in a phased programme, which enables them to develop social skills and confidence in a larger educational setting. There are close links between the school and the Pupil Referral and Support Service with phased transfer into the school for pupils who have been permanently excluded from other mainstream schools e) Links with health and social services, educational welfare services and any voluntary organisations There are well-established links between the school and these services. The main points of contact are the Student Support Officer, Learning Leader, Head of Student support and Senco 10

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