Special Educational Needs and Disability Policy

Transcription

1 Special Educational Needs and Disability Policy Date of Review: September 2014 Reviewed by: M Gedrim Agreed by Governors: 30 September 2014 Frequency of Review: Annually Date of Next Review: September 2015 Head Teacher: Peter Thomas SENCo: Michael Gedrim SEN Governor: Hadas Shaw Page 1 of 7

2 INTRODUCTION 1 President Kennedy School values the abilities and achievements of all its students and is committed to providing, for each student, the best possible environment for learning for them to be successful. We aim to ensure that all students have access to opportunities to develop their talents and abilities. THE SEN AIMS OF THE SCHOOL ARE: To ensure that all students meet their individual progress milestones, which will allow them to achieve appropriate educational outcomes and move onto further education and employment. To ensure that all students have access to a broad and balanced curriculum through high quality inclusive teaching. To provide a differentiated curriculum appropriate to the individual s needs and ability. To ensure the identification of all students requiring SEN provision as early as possible in their school career. To ensure that SEN students are engaged with the full range of activities on offer. To ensure that parents of SEN students are kept fully informed of their child s progress and attainment. To ensure that SEN students are involved, where practicable, in decisions affecting their future SEN provision. 2 We recognise that some students will have special needs at some time during their school life. In implementing this policy, we believe students will be helped to develop strategies to help them to manage their difficulties. We work closely with families (and other agencies) in the planning of support for these children. DEFINITION OF SPECIAL EDUCATIONAL NEEDS (New COP 2014) 3 A child or young person has special educational needs if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they: a) have a significantly greater difficulty in learning than the majority of others 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 others of the same age in mainstream schools or mainstream post-16 institutions. Special educational provision means: 4 Educational provision which is additional to, or different from, what is provided for the majority of children. Page 2 of 7

3 STAFFING 5 All staff have a role to play in ensuring that students are able to achieve and progress. Government guidance and legislation makes it clear that teachers are responsible for the progress of all students in their classes, and therefore they are all teachers of SEND: High quality teaching, differentiated for individual students, is the first step in responding to students who have or may have SEN. Code of Practice, Teaching staff at President Kennedy School are encouraged and themselves supported to develop their skills with regard to providing for the needs of SEND students. The team of people with specific responsibilities around SEND provision includes: The Special Educational Needs Coordinator (SENCo); Specialist teachers; Teaching Assistants. 7 The school also houses a specialist Enhanced Resource Base for Speech and Language Impairment. This provision is open to students with a Statement of SEN for Speech and Language Impairment and places are allocated by Coventry Local Authority. The staff are employed and led by the Speech and Language Education Service, but are under the day-to-day management of the Head Teacher. ADMISSIONS 8 The Governing Body believes that the admissions criteria should not discriminate against students with SEN and has due regard for the practice advocated in the Code of Practice, in that it has adopted fair practices and arrangements that are in accordance with the Schools Admission Code for the admission of children without an EHC plan. (Code of Practice 2014). 9 The school also has regard to the Equality Act 2010, and does not discriminate against students with a disability. EVALUATING THE SUCCESS OF OUR SEN POLICY 10 The Governing Body will report annually on the success of the policy and, to facilitate this, we have identified specific objectives which are given under THE SEN AIMS OF THE SCHOOL at the beginning of this policy. 11 In evaluating the success of this policy, the school will consider the views of: Teachers Parents Page 3 of 7

4 Students External professionals. 12 Student progress will provide evidence for the success of the SEN policy and this is analysed carefully through: Academic data captures at whole school level Use of standardised tests where appropriate Evidence generated from Parent Consultation and Annual Review meetings for students with a Statement of SEN/ EHCP Progress made when measured in national testing. ALLOCATION OF RESOURCES 13 The SEN Code of Practice sets out the criteria for the allocation of funding. The School is responsible for allocating resources to meet the needs of students in order that they make required or better than required progress. 14 The allocation of resources will, in each individual case, be made on the basis of reasonable adjustment. Resources may include, but are not limited to: Staffing, including additional adult support; Intervention programmes; Outside Agency support; Ancillary aids or equipment. IDENTIFICATION, ASSESSMENT, AND PROVISION 15 At President Kennedy School we have adopted a whole- school approach to SEN policy and practice. Students identified as having SEN are, as far as is practicable, fully integrated into mainstream classes. All students follow the National Curriculum and are integrated into all aspects of the school. 16 All teachers are responsible for identifying students with SEN and, in collaboration with the SENCO, will ensure that those students requiring different or additional support are identified at an early stage. Assessment is the process by which students with SEN can be identified. Whether or not a student is making progress is seen as a significant factor in considering the need for SEN provision. EARLY IDENTIFICATION 17 Early identification of students with SEN is a priority. The school uses appropriate screening and assessment tools to ascertain student progress. Page 4 of 7

5 ATTENDANCE 18 In order to make progress in line with their peers and to learn, students have to attend school regularly. 19 The attendance of all students is monitored to ensure that it is as close to 100% as possible and relevant support is put in place where necessary. ENGLISH AS AN ADDITIONAL LANGUAGE 20 Specialist staff are trained to deliver some lessons for students who are at the early stages of learning English. Particular care will be needed with students whose first language is not English. Teachers will closely follow their progress across the curriculum to ascertain whether any problems arise from uncertain command of English or from Special Educational Needs. It will be necessary to assess the student s proficiency in English before planning any additional support that might be required. NEW CODE OF PRACTICE FOR SEN 21 As of September 2014, a new Code of Practice for SEN will be in place. Students with an identification of SEN may be placed on the school s SEN Register, under one of the four categories of SEN: a) Communication and Interaction; b) Cognition and Learning; c) Social, Emotional and Mental Health Difficulties; d) Sensory and/or Physical. 22 The need for an individual to be on the SEN Register will be reviewed. Decisions about placement on the Register will be communicated to parents and carers in writing. 23 Should a student continue to face substantial difficulties despite appropriate interventions, the school can, working with the student and their parents, seek to have the Local Authority commission an Education, Health and Care Plan (EHCP). Parents, or students older than 16 years of age, can also make such a request. This document will comprise an in-depth assessment of, and outlining the provision needed for, the student s SEN to be met. 24 EHCPs will replace Statements of SEN: current Statements will be converted by the Local Authority over the three-year period POST President Kennedy School recognises that where a student with an EHCP (or, until 2017, a Statement of SEN) continues to attend the school after age 16, the Page 5 of 7

6 Local Authority may decide to maintain the Statement until age 19. EHCPs can remain in place until the age of From the age of 16 onwards, in relation to EHCPs, certain rights previously accorded to the parents or carers of a student pass to the student his- or herself. THE ROLE OF THE SENCO 27 The SENCO plays a crucial role in the school s SEN provision. This involves working with the head teacher and Governing Body to determine the strategic development of the policy. Other responsibilities include: Ensuring that students with SEND are making required or better progress; Overseeing the day-to-day operation of the policy; Co-ordinating the provision for students with SEN; Liaising with and giving advice to colleagues; Overseeing students records; Liaising with parents and carers; Making a contribution to the continuing professional development of staff; Liaising with external agencies, support services, Health and Social Services, careers advisors, and voluntary bodies. THE ROLE OF THE GOVERNING BODY 28 The Governing Body s responsibilities to students with SEN include: Ensuring that students with SEND make required - or better - progress; Ensuring that provision of a high standard is made for SEN students; Ensuring that a responsible person is identified to inform all those involved with teaching and supporting students with SEN about the students and their needs, with particular regard to EHCPs; Ensuring that SEN students are fully involved in school activities; Having regard to the Code of Practice when carrying out these responsibilities; Being involved in developing and subsequently reviewing SEN policy; Reporting to parents on the school s SEN Policy including the allocation of resources from the school s devolved/delegated budget. Page 6 of 7

7 SEN CPD 29 All staff are encouraged to access relevant professional development opportunities that help them to acquire the skills needed to work with SEN students. Part of the SENCO s role in school-based training is to develop awareness of resources and practical teaching procedures for use with SEN students. Development of knowledge around SEN and current local and national developments is also important, and training will be provided to all mainstream staff on the new SEN Code of Practice. 30 The School s INSET needs will be included in the School Development Plan. TA CPD 31 Teaching Assistants are provided with continuing professional development to ensure they are properly able to support teachers and students in the learning process. They attend regular training sessions as part of their timetabled work, and are also supported to further develop their skills and knowledge by engaging in additional training opportunities outside the school, up to and including postgraduate-level courses. PARTNERSHIP WITH PARENTS 32 President Kennedy School firmly believes: in developing a strong partnership with parents and carers, and the student; and that this will enable children and young people with SEN to achieve their potential. The school recognises that parents and carers have a unique overview of their child s needs and how best to support them, and that this gives them a key role in the partnership. 33 The school considers parents of SEN students as valued partners in the process. Depending on age and appropriateness, SEN students will also be encouraged to participate in the decision-making processes affecting them, particularly in regard to future education pathways. COMPLAINTS PROCEDURE 34 The school s complaints procedure is outlined in the school prospectus. The SEN Code of Practice outlines additional measures the Local Authority must set up for preventing and resolving disagreements. These will be explained to parents if required. SEN POLICY REVIEW The school considers the SEN Policy document to be important and, in conjunction with the Governing Body, undertakes a thorough review of both policy and practice each year. The outcomes of this review are used to inform the School Development Plan. Page 7 of 7