Cherry Tree Primary School and Speech and Language Centre. Special Educational Needs Policy

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Kelley McCormick
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1 Cherry Tree Primary School and Speech and Language Centre Special Educational Needs Policy Last reviewed Date Mar 2011 Next review due Date Mar 2014

2 Cherry Tree Primary School Every Child Matters Special Educational Needs Policy Philosophy At Cherry Tree School we believe that effective schools are educationally inclusive. We therefore actively seek to remove the barriers to learn and participation that can hinder or exclude any pupil, whatever their race, creed, gender and class from accessing a broad, balanced and relevant curriculum. Definition of Special Educational Needs A child may have SEN which calls for special educational provision to be made for them if they: - Have a significantly higher level of learning than the majority of children of the same age (see Gifted and Talented Policy). 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 LA. Are under compulsory school age and fall within the definitions above or would do so 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. Aims. We believe that all pupils have equal value and unique gifts to offer our school. To ensure that children with special needs (including those children who are gifted) are identified accurately and that their progress is monitored and reviewed effectively. To identify and respond early to pupils special educational needs. To involve parents and pupils when writing the Individual Education Programme (IEP). To ensure that the contribution of outside agencies is optimised. To provide a framework within which to plan an appropriate curriculum and effective methods and approaches for those pupils with marked difficulties. To provide a basis for monitoring and accountability through IEPs and reviews based initially on school assessments. To create an environment in which all children feel valued and confident in themselves, and are able to organise and evaluate their own learning. To provide learning activities that enable all pupils to make progress and experience success at a rate appropriate to the individual.

3 Objectives. to provide a caring environment within which pupils can learn and develop to their full potential.. Staff have high expectations of all pupils and respond to their individual needs. for all pupils to experience success and thereby raise self esteem. for the Senco to oversee the implementation of SEN policy. All policies to have regard to the SEN policy. Class teachers to plan a differentiated curriculum to meet the majority of needs. for Class teachers to identify children for specific interventions to meet their needs and consult with the SENCo. (See appendix 1) Providing, implementing and monitoring IEPs with parental involvement. Appropriate allocation of SEN funding. Staff attending relevant training. Staff meeting to include time slot as necessary for SEN implementation. Subject leaders to allocate resources across the spectrum of need ensuring availability. IEPs to include: - Short term targets for child. - Teaching strategies to be used. - Provision to be put in place. - Review date. - Outcomes and targets successfully met (in review) Special Facilities at Cherry Tree Primary School and SLC Room equipped with a changing bed, hoist, toilet and sink. Ramps and widened door opening throughout the main school building to ensure complete wheelchair access. Ramps to doorways. Flat site, all at ground level. Enhanced Provision The school has a centre enhanced provision for pupils with statements for speech, language and/or communication difficulties. There are two small classes with two teachers and two full time LSAs in each class and two part time speech and language therapists. There is also a speech and language LSA who carries out the therapy programmes with the children. We aim to provide the pupils with the intensive targeted support they need so that they can return to their local mainstream school when appropriate. The SLC is funded independently from the school however we work closely sharing expertise and resources. The SLC is fully integrated into the school. There are carefully planned and managed arrangements for children to be integrated into the mainstream classes. LSAs support the children in this integration. Direct responsibility for all SLC matters fall under the jurisdiction of the Head Teacher.

4 Staffing Support teaching is provided for children with SEN as appropriate and training is provided for specific Teaching Assistants or Midday Supervisory Assistants as necessary. Each class teacher has at least one LSLA working with the class teacher to support children in meeting the objectives in their IEPs. There are several LSAs employed to support specific children who have statement for SEN. There are pastoral care staff. Their primary aim is to increase the learning and participation opportunities for all pupils. Children are also supported in class or in a nurture class. SENCo s Role Overseeing day-to-day operation of school s SEN policy. Co-ordinating provision for children with special educational needs. Liaising with and advising fellow teachers. Liaising with the SEN Governor. Managing Learning Support Assistants who work with special educational needs pupils. Overseeing 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. Liaising with external agencies including LEA s, Support and Educational Psychology services, Health and Social services and voluntary bodies. Assessing and monitoring children s attainment. Teaching groups as necessary.. Reporting annually to governors. Head s/deputy Head s Role Providing a committed inclusive culture. Determine SEN monitoring programme for school. To deploy Teaching Assistants according to need across the school in conjunction with the SENCo. Collect and analyse data to review process and inform strategic planning. Report to the Governing Body termly within the Head s Report to Governors. Governors. The named governors with responsibility for SEN/gifted and talented are Mrs S Hearn and Mr R Britton-Voss External Resources Links with SENCAN base. Application for Statements. Referrals to outside agencies. e.g. CPOC Educational Psychologist support.

5 EWO support. Professional involvement i.e. Occupational Therapists, Speech Therapists, etc; Advisory Teacher support. Child Protection Officer. School Nurse This information to be reviewed bi-annually by the Headteacher, SENCO, staff, parent council and school council and Governors or as required if sooner. NI 2011

6 Appendix 1 Current interventions EYFS Language groups KS1 ECAR FFT Nurture group Precision teaching Star groups Speech and language therapy sessions Educational Psychology Maths Intervention Occupational therapy sessions Eye tracking exercises. Brain Gym (Take Ten) KS2 Catch up reading Catch up Maths Educational Psychology Maths Intervention Fast Phonics First Reading comprehension groups Precision teaching Star groups Alpha to Omega Speech Language therapy sessions Occupational therapy sessions Brain Gym (Take Ten)

SEND / Local Offer Information. St. Thomas Aquinas Catholic Primary School

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