1 Appropriate and effective teaching and learning A Partnership approach Open and honest communication Hello and welcome to St Matthew s Special Educational Needs zone. My name is Ms Devi and I am the SENCo. I work with children, teachers, parents and agencies to ensure that our pupil s needs are met. Please contact us to find out what St Matthew s can offer you, if you think your child has special educational needs.
2 How to speak to the SENCo, if you have a concern. How we try to make the information about your child clear and easily understood. Which agencies might become involved with my child? How we ensure the necessary people are aware of your child s needs. What happens when your child moves school?
3 If you have a concern about your child, Ms Devi is available to speak to you. We always encourage you to speak to your child s teacher too. Ms Devi works every day in school. Sometimes she may be busy or she might not be in the building, so you can do the following: Speak to Mrs Blewitt or Mrs French in the office to find out when she may be available. Make an appointment to see her or ask if she can telephone you. You can also her on We operate an open door policy and you are welcome to come into school. We hold regular termly meetings with parents during the day so that you can find out how your child is doing in school.
4 We will make all the information we need to share with you clear and easy to understand. You can read our Inclusion Policy if you click here. The policy explains how we identify and assess children who we think might have special educational needs. If you prefer information on paper, please ask for a copy of our Special Educational Needs leaflet. Mrs Blewitt or Mrs French will be able to give you a copy. If you need help to understand this in your home language, we will do our best to help you. Our governing body has a governor who is responsible for special educational needs. Her name is Jacqueline Lewis. Teacher/ parent concerns re poor progress. We will meet to produce a plan of support in school. Provision made input from teacher, pupil, parent and SENCo. If there are still concerns then the SENCo arranges for external agency support.
5 St Matthew s works with a lot of external agencies to help identify specific needs. These are: Pupil and School Support Speech and Language Therapy City of Birmingham School emotional and behavioural needs Communication and Autism Team Educational Psychologist School Nurse School also provides services such as a play based counsellor. If your child requires support from these services, school will always consult you and request written permission. This is Miss Sutton from Pupil and School Support Service. She regularly comes into school to assess, offer support and advice.
6 The SENCo, Ms Devi, will make sure that all necessary school staff are aware of your child s needs and worries. If your child has been identified with extra educational needs, an Individual Target Plan will be written with the teacher and shared with you and your child. If your child has emotional or behavioural needs only, an Individual Pastoral Plan will be written with the teacher and shared with you and your child. If your child reacts to situations in an emotional way, suggestions to help calm your child will be included. If your child has medical needs, a plan will be written and shared with you. All staff have access to a copy of these plans in the classroom. The plans identify how your child should be helped to succeed and make progress. Occasionally, your child s teacher may not be in class and this extra information is useful for the covering teacher. All of these plans will be reviewed on a regular basis.
7 If school thinks your child needs extra support, we will always talk to you about this. Your child s teacher will talk to you about the progress that has been made each term. We also operate an open door policy and you can make an appointment to speak to your child s teacher or the Special Educational Needs Co-ordinator at any point during the year. If your child has individual targets, these will be discussed and reviewed regularly with you and your child. If your child has more complex needs, then we may review your child s progress and needs through a Person Centred Review. This approach very much values the views of the child, the parents as well as the school s. Ms Devi has undergone specialist training to ensure these meetings run smoothly and everyone is involved. Parents who have already been involved in such meetings, say they find them very useful.
8 Your child s progress will be reviewed regularly and you will be invited into school to discuss the outcomes and give your views. Your child s views will also be listened to. We use a set of criteria to assess some of the children who are working below or significantly below the same level as national standards. All the teachers and teaching assistants do this together in the autumn term so that they can talk to each other and gather evidence. This helps us identify any targets your child may need to make faster progress in English or Maths. We use the criteria to make an Individual Target Plan. This plan is shared with you and your child and sets out what needs to be in place for your child to make as much progress as possible. We then review it each term and talk about what has gone well and what might still need to be worked on. Sometimes children don t need an Individual Target Plan any more because they have caught up with national standards. Sometimes we involve outside agencies, such as Pupil and Support Service to support us in making our assessments and these agencies offer advice.
9 Your child s progress will be reviewed regularly and you will be invited into school to discuss the outcomes and give your views. Your child s views will also be listened to. If your child has an Individual Target Plan and you move your child to another school, the SENCos at both schools make sure that information is shared. If your child is at Nursery School and is about to start in Reception here, we liaise with the SENCos at the nursery schools to find out as much information as possible about your child s needs. This will include any targets and paperwork or agencies which might have been involved in supporting your child. We also arrange for a home visit and complete a one-page profile; this is information from you about your child s interests, likes and dislikes. (possible link to example of blank one page profile here) When your child moves from Year 6 to secondary school, Ms Devi will ensure that all information regarding your pupil s special educational needs are passed on to the new SENCo. Extra visits to the secondary school may be arranged and sometimes the new SENCo will come to review meetings held at St Matthew s.
10 How we train staff to support the needs of your child. How we ensure good teaching for your child and how we give extra support if your child needs it. How we ensure that parents and children with additional needs are fully included in all school activities. How we ensure that your child has work pitched at the right level to make good progress. What resources does the school offer, if my child has significant social and/or communication needs? What sorts of learning resources are available for my child? What support is available if my child needs support with managing behaviour or dealing with social situations?
11 All school staff will receive appropriate training so they have the knowledge and confidence to support children s needs. At St Matthew s we hold a weekly staff meeting. These are used to ensure staff have up-to-date knowledge to teach children of all abilities. Sometimes training is run by specialists e.g. Epipen training or training by a member of the Communication and Autism Team. Ms Devi holds a weekly surgery for staff to come and ask for advice about teaching approaches and resources for children with additional needs. Our Teaching Assistants also have specialist training.
12 We offer support through some key interventions. We identify the children by looking closely at their progress and what we can do to support them. This intervention is aimed at improving basic number skills. Teaching Assistants work with a group of four children for 10 weeks in the afternoons, three times a week. This intervention is aimed at improving basic reading skills. Teaching Assistants work on one to one basis for 10 weeks in the afternoons, three times a week. This intervention is aimed at improving reading and writing skills. Specialist teachers work on a one to one basis for 30 minutes every day. This is aimed at children with very low starting points. Teachers and TAs work closely together so children can apply what they have learnt in lessons.
13 Here are some comments made by children who have participated in our interventions. I like reading with Miss Pringle helped me to get better at my number bonds and my doubles and halves. We played lots of games! This is what we think! Miss Middleham. She helps me with my phonics and makes it fun! Ms Devi lets me choose books to read and I can write about them. I can write lots of sentences on my own now with Ms Devi and in my classroom.
14 Teaching and support staff will be able to accurately assess the level children are working at and differentiate the curriculum. We use a range of criteria and evidence to help us identify the level children are working at. This might include: Checking the words children can read and spell independently Judging writing together Making observations, particularly regarding speaking and listening and maths Use of tests, where appropriate This helps teachers to plan work for all children to make progress. The work and support will be different for different groups of children. We use the following to support children with additional needs to become independent learners: Interventions One to one or group support Learning mentors Adapted tasks and resources Children s work is regularly looked at by the SENCo and the Senior Leadership team.
15 A range of resources will be available in all learning areas to support learning for children operating at different levels. These are identified on children s Individual Target Plans. Specific resources for some children are held in the Rainbow Room, which teachers are welcome to use. All classrooms have a maths box with different types of practical and visual apparatus to support learning and progress. Our reading books, in class and to take home, are book banded so that they are at the right level for your child to make progress. We have a range of ICT equipment including laptops, ipads, cameras and recording equipment to support children recording their work in different ways across the school environment. Our teachers and teaching assistants use horse shoe-shaped tables to guide the children they are working with. Positions of tables and chairs are always considered for children with physical, hearing or sight impairment. Reading materials are enlarged for children with sight impairment. Our working walls have examples of teacher models to support independent learning. Children are encouraged to talk with partners or in small groups to develop their ideas, reason and articulate before recording them.
16 Where necessary, resources will be available to support the learning of children who have significant social and/or communication needs. Our Individual Teaching Plans/ Individual Pastoral Plans identify the types of need a child may have. For example, autism, behaviour, cognition and learning. Our staff are TeamTeach trained, so that we understand how to safely diffuse a situation. We use visual timetables in all classrooms, so that children understand the bigger picture. This supports children who have difficulty with changes in routine. We work with the Communication and Autism Team. Members of the team visit to observe, assess and offer advice on ways to support children with autism. We can provide individual workstations for a pupil whose needs require them. Mrs Oram is our Senior Learning Mentor. She works with pupils and families to support their emotional, health and well-being.
17 The school will provide support for children if they need support with managing their own behaviour and/or to build up skills and confidence in dealing with social situations. We work with City of Birmingham School, who provide support for pupils who have difficulty in managing their behaviour. We run social skills groups across the school to support children who can find social situations difficult. We follow the Social and Emotional Aspects of Learning Curriculum. The school makes links to this aspect of the curriculum through whole school assemblies and class assemblies. We have a set of sanctions and rewards, as set out in our Behaviour Policy to encourage children to make the right choices. This is consistent across the school. Click here to read the Behaviour Policy. Mrs Oram is our Senior Learning Mentor. She works with pupils and families to support their emotional, health and well-being.
18 The school will try to make sure that children with additional needs and their families are able to take part fully in school trips and social events. Our school mission statement is that With God, nothing is impossible. This statement underpins our ethos of inclusion at St Matthew s school. Children with additional needs participate in after school clubs. You just have to apply! The school curriculum includes trips out to enrich the experiences children have. We also have trips for children whose attendance is one hundred percent and whose punctuality is outstanding. Children with additional needs are often in this group. Our risk assessments are inclusive of children with additional needs; one to one adult support is provided, should this be required. Parents are consulted regarding specific needs, including those children with medical needs, so that all children have a safe and enjoyable experience. All children participate in their class assemblies and other performances, such as musical performances. When we have outside theatre companies in to perform, the additional needs of pupils are considered. Whenever possible, all children join in unless participation, especially around noise level, may cause the child distress and anxiety. We will provide these children with alternative provision.
19 The school will provide good teaching for your child and extra support when needed. St Matthew s uses a range of strategies to monitor the progress of children and to ensure that good teaching is in place for all pupils. We do this through: Tracking your child s progress and holding teachers to account through termly pupil progress meetings. Half-termly book scrutiny for all classes and constructive feedback to teachers. Classroom observations and learning walks, including monitoring the learning environment. We also provide a play based therapist for children who may be encountering emotional and/or behavioural difficulties. Her name is Mo Perkins. If we think your child would benefit from some sessions with her, we will contact you to discuss this and ask for written permission. Picture?
20 How we will work with you to identify your child s needs. How we will ask for your permission to involve other professionals to work with your child. How we will involve you in all decisions and listen to your views. How we will involve your child in decisions about their learning. How we can support you in contacting organisations who can give advice and support.
21 We will work in partnership with you to identify the needs of your child and put in place the correct support including family support if you need this. The governing body has a duty to ensure that the school adheres to the new Code of Practice under the Children and Families Act This means that the school governors hold the Headteacher, Miss Osborne and SENCo, Ms Devi to account. The governing body appoints a governor who is specifically responsible for special educational needs to ensure that the school and the SENCo carry out their duties. One of the key responsibilities of the governing body is to make sure that the school s policy for children with disability and special educational needs (SEND) is published on the school website. The information on the school website must be reviewed annually by the governing body. The governing body also has a responsibility to ensure that appropriate safeguarding procedures are in place for all pupils, including those who have special needs.
22 Sometimes we may need to ask for your permission to involve other qualified professionals to support your child. The governing body, through the SENCo, ensures that other appropriate agencies are involved in meeting the needs of of pupils with special educational needs. Click here to find out about the agencies which school regularly works with. Jacqui Lewis, the SEN governor, meets regularly with the SENCo. The SENCo, reports regularly to the governing body regarding the number of pupils and their additional needs. The governing body regularly reviews both policy and the information published on the website to ensure it is up-to-date, parent and pupil friendly and in line with government policy and the Code of Practice. When another qualified professional works with your child, permission is granted and the member of the outside agency is introduced. The content of the meeting is confidential and is only shared with parents and the SENCo. Please speak to Ms Devi if you require any further information.
23 The school will involve you in all decisions and listen to your views. Parents or teachers raise a concern about the progress of a child. Discussion with parents/teac her/senco takes place. Concerns are addressed. Continued progress to be monitored. Outcomes are assessed are reviewed with the parents and the child what s worked well, what still needs to be worked on. Assessments are carried out to find out the specific need(s) of the child. Ways to support at home discussed. Teaching with regard to the Individual Target Plan, takes place. Appropriate support/interventions are included and progress is monitored with child. Possible involvement of outside agency. Targets to address the needs are written with parents and pupils. Resources and teaching approaches are identified. Individual Target Plan or Behaviour Plan is implemented.
24 The school will try to involve your child in decisions about their learning. Here are the things we do at St Matthew s to make sure your child is listened to and involved in decision making: Home visits in Reception Our voice! One page profiles Person Centred Reviews Being involved in reviewing our progress in interventions. Pupil conferencing Open door policy children can speak to the Head, Deputy or SENCo, Learning Mentor as well as their class teacher. Being involved in target setting and saying how well we ve done.
25 Sometimes we may need to ask for your permission to involve other qualified professionals to support your child. The governing body, through the SENCo, ensures that other appropriate agencies are involved in meeting the needs of of pupils with special educational needs. Click here to find out about the agencies which school regularly works with. Jacqui Lewis, the DSEN governor, meets regularly with the SENCo. The SENCo, reports regularly to the governing body regarding the number of pupils and their additional needs. The governing body regularly reviews both policy and the information published on the website to ensure it is up-to-date, parent and pupil friendly and in line with government policy and the Code of Practice. When another qualified professional works with your child, permission is granted and the member of the outside agency is introduced. The content of the meeting is confidential and is only shared with parents and the SENCo. Please speak to Miss Devi if you require any further information.
26 For more social care information and advice visit the Birmingham City Council's social care information and advice website:
SEND / Local Offer Information St. Thomas Aquinas Catholic Primary School Welcome At St. Thomas Aquinas Catholic Primary School we believe that each individual is created by God and is unique and equal
Middleham CE (VA) School SEND Information All North Yorkshire maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and/or Disabilities (SEND). They are
Transition to Longdendale We endeavour to achieve and aspire to be successful Contents Introduction - Values Transition - What the students said Inclusive Provision Meet the Team Transition Leaders Primary
SEND Information report St Nicholas Catholic Primary School 1. Provision for children with special educational needs St Nicholas Catholic Primary School is a fully inclusive mainstream setting. It currently
SEN Information Report Children at Christ Church School are all closely monitored. The school has policies in place to ensure the graduated response to the identification and assessment of children falling
Local offer to Students with Special Educational Needs and their Parents Local Offer to Students with Special Educational Needs and their Parents Thornleigh Salesian College School is committed to meeting
Honiton Community College Academy Trust 2014-2015 Special Educational Needs (SEN) Information Report 1. The Kinds of SEN for which provision is made at Honiton Community College Academy Trust Honiton Community
Chamberlayne College for the Arts Tickleford Drive, Weston, Southampton, SO19 9QP SEN and Disability Local Offer September 2014 Tel: 023 8044 7820 Web: www.chamberlayne.org School Ethos Statement At Chamberlayne
Special Educational Needs and Disabilities (SEND) Offer At St Columba's Head Teacher: SENCo (Special Education Needs Coordinator): Mr N Fisher Mrs K Kallend The following is a summary of the changes to
January 2015 Special Educational Needs Report/ Local Offer How will school / college staff support my child? Peacehaven Community School (PCS) is an inclusive school with a strong commitment to meeting
The Chalfonts Community College Special Educational Needs and Disability (SEND) Annual Information Report September 2015. The Chalfonts Community College is a much larger than average sized secondary school.
SEN Information Report Our Mission Statement Haymerle School is a safe, caring and stimulating environment where all are empowered: To have high expectations and celebrate achievements; To develop lifelong
SETTING NAME: SETTING TYPE: Uppingham Community College Include details of: 11-16 years Mainstream From the parent carer s point of view: 1. How does the setting / school / college know if children/young
Our Local Offer for Special Educational Needs and Disability (SEND) Rosewood Free School is a maintained special school in Southampton for children with PMLD complex physical, medical and learning difficulties.
SPECIAL EDUCATIONAL NEEDS POLICY Basic Information about the school s special education provision The College s policy is to integrate students with Special Educational Needs, thereby giving them access
St George Catholic College SEN Information Report 2015-2016 The SEN Information Report complies with section 69(2) of the Children and Family Act 2014, regulations 51 and schedule 1 of the Special Needs
DATE AGREED BY GOV S; DATE AGREED BY FULL GOV BODY; POLICIES AND PROCEDURES TRANSITION POLICY NOVEMBER 2014 TEACHING AND LEARNING COMMITTEE MARCH 2015 REVISION DATE; NOVEMBER 2017 STATEMENT FOR EQUALITY;
Introduction Netherfield Infant and Eastland Junior Schools Transition Policy TRANSITION is a process, not an event In this policy transition describes the movement that takes place from one familiar setting
SEN and Disability Local Offer: Primary Settings Mainstream, Short Stay Schools, Special Schools and Academies Name of School: Kingsfold Primary School School Number: 07/046 1 Guidance for Completion This
GMS Special Educational Needs (Information) Regulation Annual Report All mainstream schools and maintained nursery schools are required by law to produce a Special Educational Needs Report on an annual
St Mary s College Crosby Special Educational Needs and Disability Policy (P46) Date of Policy September 2014 Date of Review September 2015 Introduction The College is committed to giving all pupils the
KNOTTINGLEY HIGH SCHOOL & SPORTS COLLEGE SPECIAL EDUCATION NEEDS POLICY Reviewed and Revised: September 2009 1. Basic information about the school s special educational provision a) Objectives To enable
OAKWOOD PARK GRAMMAR SCHOOL: AN EXCEPTIONAL LEARNING EXPERIENCE. SEND Information Report OAKWOOD PARK GRAMMAR SCHOOL IS COMMITTED TO: High quality teaching that engages and challenges all students to become
Groby Community College: Information for Parents Students with Special Educational Needs/Disability (SEND) At Groby Community College (GCC) students with SEND are supported by the Learning Support Team
Minsthorpe Community College Local Offer Vision / mission statement Minsthorpe Community College is an inclusive school with a strong belief that all students needs should be met as fully as possible irrespective
Liverpool Progressive School Monday to Friday from 9am until 3.30pm Liverpool Progressive School offers expert education and support for young people under 19 with severe learning disabilities, autism,
West Sussex Alternative Provision College and The (Arrangements made to support children and young people with Special Educational Needs or Disabilities) FROM THE PARENT CARER S POINT OF VIEW: 1. How does
Policy as agreed by the Governing Body 22 November 2012 on the recommendation of the Curriculum and Pupil Matters Committee Special Educational Needs, and Disability Rights Policy 2012-2013 SEN and Disability
JOB DESCRIPTION Job Title: School: Pay Range: Responsible to: Responsible for: Behaviour Support Manager Woodlands Primary SO1 P29-31 Term time only 37 hours per week Actual salary 21,107 to 22,504 Inclusion
LOCAL OFFER As part of the Children and Families Bill (2014), schools are required to publish and keep under review, information about services they expect to be available in their setting for children
An example list of suitable evidence against the Teachers' Standards (2012) 1. Set high expectations which inspire, motivate and challenge pupils a) Establish a safe and stimulating environment for pupils,
Damers First School Teaching & Learning Policy DAMERS FIRST SCHOOL HAPPY CHILDREN & HIGH QUALITY OHANA! In our family NO ONE GETS LEFT BEHIND Because we believe CHILDREN ARE OUR FUTURE. TEACH THEM WELL
TITLE: S.E.N.D. POLICY DATE ADOPTED: 21 st March 2016 REVIEW SCHEDULE: ANNUAL DATE OF NEXT REVIEW: MARCH 2017 Ashleigh C OF E (VC) Primary School Maintained Special Educational Needs & Disabilities (SEND)
Special Educational Needs and Disability Policy Notre Dame Catholic College Contact details Mrs L Martin (NASENCO award) Special Education Needs Co-ordinator (SENCO) Senior Leadership Team advocate: Mr
Education Excellence & Character Development Home School Communications Policy For entry in 2015/16 Date Ratified by Governors: October 2014 Date of Review: October 2016 1 P a g e To achieve academic excellence,
Last reviewed Wednesday 25 th November 2015 Mission Statement Diversity Passion Identity Understanding LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON The International
SANDYMOOR SCHOOL GUIDANCE ON ACCESS TO STUDENT RECORDS 1 Sandymoor School Guidance on Access to Student Records Contents Introduction 3 Government General Principles and Guidelines 3 Approach to Seeking
Dartmoor Federation Special Educational Needs and Disability Report 2014-15 1. The Kinds of SEND for which provision is made within the Dartmoor Federation: Dartmoor Federation will do its best to ensure
Duncombe School Special Educational Needs and Inclusion Policy Date Policy Reviewed Policy Reviewed By Reason/Outcome Next Review Due April 2013 Sue Howes Review Spring 2014 March 2014 Sue Howes Review
Head of Business & Social Sciences Job Description Leadership Spine L1 8 This job description forms part of the contract of employment of the successful applicant. The appointment is subject to the conditions
Disability and Discrimination Statement 1. Introduction The Longsight Community Primary welcomes people with disabilities and will comply with the requirements of the Disabilities Discrimination Act 1995
St. George s College Academic Support Policy and Special Educational Needs and Disability Policy (SEND Policy) Mission Statement We are an independent Roman Catholic selective co-educational College which
SEN Information Report 2014-15 SENCO: Mrs Mary Hull SEN Governor: Mrs Sally Dyson Contact: email@example.com (01732 365125 EXT230) Dedicated SEN time: Full Time SENCO Local Offer Contribution: http://www.kent.gov.uk/education-and-children/special-educational-needs
Mougins School Behaviour Policy Philosophy A positive learning climate in a school for children is a composite of many things. It is an attitude that respects children. It is a place where children receive
LORETO PREPARATORY SCHOOL Dunham Road, Altrincham, Cheshire WA14 4GZ Telephone: 0161 928 8310 SPECIAL EDUCATIONAL NEEDS POLICY This policy complies with the Special Educational Needs Code of Practice 2001
Disability and Discrimination Statement Policy Data Sheet Policy Name: Document Reference: Disability and Discrimination Statement BLSch012 Version Number: 1 Ratified By Principal: Chair of Governing Body
Additional Educational Needs and Inclusion Policy and Procedures Date of issue: February 2013 Review date: February 2014 This policy was discussed, agreed and formally accepted on 5 February 2013 by the
Pakeman Pupil Premium Grant Expenditure: Report: 2013/14 Context of School Pakeman Primary School is a one and a half form entry school in Islington. We have a Nursery and provide extended provision from
GORDON S SCHOOL POLICY AND PROGRAMME ON MEETING SPECIAL EDUCATIONAL NEEDS 1. INTRODUCTION This policy is based on the recommendations contained in the Code of Practice and provides the information required
SAINT CECILIA S, WANDSWORTH JOB PROFILE For a Special Education Needs Coordinator (SENCO) DATE September 2013 JOB CONTEXT Saint Cecilia's, Wandsworth is a co-educational voluntary aided Church of England
SPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY 1. Introduction This policy document is a statement of the aims, principles and strategies to ensure the effective and efficient provision for children with
JUNIOR SCHOOL LEARNING SUPPORT POLICY Summary Statement At Dulwich College pupils follow a rigorous academic curriculum and it is therefore essential that the Learning Support Policy provides for appropriate
Primrose Hill Primary School Teaching and Learning Policy: A baseline for outstanding practice January 2012 Review date: January 2013 KEY PRINCIPLES Teaching at Primrose Hill is Learning Centred, meaning
Learning Support Assistant Reviewed: February 2014. Reports to: Lead / Principle Teaching Assistant. Purpose of Role: To work under the direct instruction of teaching staff, usually in the classroom with
South Molton Community College Special Educational Needs Information Report (School Offer) 2015-16 Part of the Devon Local Offer for Learners with Special Educational Needs (SEN) The SEN Faculty have written
Haslingfield Endowed Primary School Communication Policy February 2015 1 Revision History Version Author Summary Review Date Next Review 1.0 M Miller New policy Feb 2015 Feb 2018 2 1. Introduction Schools
Special Educational Needs and Disability (SEND) Policy Aims and Objectives of this Policy The aims of SEND policy and practice in this College are: to enable all students to fulfil their potential to work
SPECIAL EDUCATIONAL NEEDS POLICY COACHFORD COLLEGE I Mission Statement of School Our school Mission Statement promotes the ethos of inclusion which informs our policy and provision for students with S.E.N.
Leeds Local Offer: The specialist education offer (2-16) What is the specialist education offer and where has it come from? The Children and Families Act became law in March 2014. The Act aims to improve
The role and responsibilities of the designated teacher for looked after children Statutory guidance for school governing bodies The role and responsibilities of the designated teacher for looked after
1 How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs (SEN)? How do you identify students
Ashton St. Peter s Church of England VA Lower School Disability Equality Scheme and Accessibility plan 3 Year Period Covered May 2014 to 2017 Introduction The SEN and Disability Act 2001 extended the Disability
THE CHERWELL SCHOOL A Centre of Opportunity Subject Leader for Business Job Description Responsible to: Faculty Leader for Economics, Business and Enterprise Responsible for: The provision of a full learning
Please click the relevant words on the wheel to be taken to the corresponding section. Area Wide Local Offer Identification Teaching, Learning & Support Additional Information Keeping Students Safe & Supporting
1 Accessibility Policy, Disability Equality Scheme & Disability Equality Duty We are committed to ensuring equality of education and opportunity for disabled children, staff and all those receiving services
JOB DESCRIPTION ASSISTANT PSYCHOLOGIST Salary Grade: Scale S02 points 32-34 Accountable to: Head of Integrated Working Responsible for: 3 members of the Behaviour Support Team 1. JOB SUMMARY The post holder
Ellis Guilford School and Sports College Special Education Needs Policy Reviewed: January 2015 Next Review: January 2016 Contents 1. National Context 2 2. Local Offer 2-3 3. Definition of SEN(D) 3 4. Links
Disability and Discrimination Policy and Scheme (Accessibility Plan) DDA End of Policy review report to Finance Committee September 2013.pdf Introduction Sept 2013-July 2016 Duties under Part 5A of the
School report Reffley Community School Reffley Lane, King's Lynn, PE30 3SF Inspection dates 3 4 July 2014 Overall effectiveness Previous inspection: Requires improvement 3 This inspection: Good 2 Achievement
Primrose Hill.. Primary School Computing Policy: A baseline for outstanding practice September 2015 Review date: September 2016 Appendix KEY PRINCIPLES Teaching at Primrose Hill is Learning Centred, meaning
1 Earlsmead Primary School Transition Policy Defining the Terms In this policy, TRANSITION describes the movement that takes place from one familiar setting (including the home) to another. It is defined
The importance of supporting children and young people s communication skills and what The Communication Trust does to enable this Shona Crichton, Professional Advisor, The Communication Trust Our vision......is
Special Educational Needs Provision At South Dartmoor Community College Our vision at South Dartmoor Community College is that students, with SEND, are able to be architects of their own success, equipped
Specialist School for Communication and Interaction Safeguarding At Chapel Road School Designated Safeguarding Officers (DSO) Karin Heap Julie Montagner Wendy Callow Headteacher Assistant Head outreach
Queenswood School Local Offer Name of site Address Contact name Queenswood School and associated children s homes Callow Hills Farm, Hereford Road, Ledbury, Herefordshire, HR8 2PZ James Imber Telephone
Dulwich College Seoul Learning Support & Special Educational Needs (SEN) in the Primary School Ethos and Policy points Dulwich College Seoul (DCSL) believes that every student attending DCSL has the right
Vernon Park Primary School Teaching and Learning Policy The school s approach to teaching and learning is based upon the school vision: At Vernon Park Primary School we aim to provide all children, parents,
SCHOOL NAME: Trinity School, Heathway, Dagenham, Essex, RM10 7SJ Tel: 020 8270 1601 Fax: 020 8270 4969 Email: firstname.lastname@example.org Headteacher: Peter McPartland Schools must set out the information
THE BILLERICAY SCHOOL: SCHOOL OFFER 2014-15 SCHOOL ETHOS Caring About Success The core aim of The Billericay School is to maximise success, well-being and achievement by giving individuals the opportunity
Sussex Downs College Local Offer For Students with Special Educational Needs and Disabilities (SEND) Introduction Your child has been at school and is now moving on to college. Moving from school to college
St Gabriel s Roman Catholic High School Children and Families Act 2014 Local Offer for Pupils with Special Educational Needs and Disability Special Educational Needs and Disability - The School Information
SALISBURY SIXTH FORM COLLEGE SPECIAL EDUCATION NEEDS POLICY Approved by P & P Committee Approval Date Review Period 3 years Review Date July 2015 SEND reform (including reduction in funding) The Government