SPECIAL EDUCATIONAL NEEDS

Transcription

1 Policy Document General Principles SPECIAL EDUCATIONAL NEEDS 1. Introduction At the King s School, we are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs or abilities. Pupils have special educational needs if they have any difficulty in accessing education and if they need any special educational provision to be made for them, that is anything that is additional to or different from what is normally available in schools in the area '. The specific objectives of our SEN policy are as follows: to identify students with special educational needs and disabilities and ensure that their needs are met to ensure that students with special educational needs and disabilities are able to join in with all the suitable activities of the school to ensure that all learners make the best possible progress to ensure parents are informed of their child's special needs and that there is effective communication between parents and school to ensure that learners express their views and are fully involved in decisions which affect their education to promote effective partnership and involve outside agencies when appropriate. The success of the school's SEN policy will be judged against the aims set out above. Annual success criteria will be reviewed and the Governing Body's Annual Report will detail the successful implementation of the policy and the effectiveness of the provision made. The Governing Body will ensure that it makes appropriate special educational provision for all pupils identified as in need of it. The named SEN coordinator (SENCO) for the school is Miss C Baines. A member of the Governing body, currently Mrs Helen Bath, takes a special interest in SEN, although the Governing Body as a whole is responsible for making provision for pupils with special educational needs. The SENCo has a teaching qualification and is currently studying towards the National Award in SEN Co-ordination. This is a masters level course. We also employ teaching assistants who have successfully attained the status of Higher Level Teaching Assistant and some who have successfully attained a Foundation Degree in Learning Support. All teachers are teachers of special educational needs, however, within Learning Support the team offer an alternative study area whereby students who require additional, small group provision can receive this help in a quiet, nurturing environment. Learning Support staff work to help all students with special needs both with and without statements. Learning Support tries to address the needs of the following: Students with specific literacy difficulties. Students with both long and short term learning difficulties Students with short term emotional and behavioural difficulties. Students with medical problems leading to them requiring extra support within school. Special Educational Needs Policy Page 1 of 7

2 Students with a statement of SEN who may require specialist help regarding mobility or access to the curriculum due to a physical/ medical impairment. Some students have significantly greater difficulty in learning than the majority of students of their age. These problems may be permanent or last for only a short time. Some students have difficulties, which either prevent or hinder them from making use of the facilities provided. All students have an equal opportunity to participate in the full school curriculum and all other activities. Students with special needs are encouraged to be independent and take responsibility within the school. Everyone in the school, governors, staff, students and parents has a positive and active part to play in achieving this aim. Governors by fulfilling their statutory duties to students with special educational needs, by securing the appropriate resources, and by establishing a policy which has regard to the code of Practice. Staff by acting on the principle that every member of staff is directly responsible for meeting the needs of all students. By working in partnership with the Curriculum Area Manager for Learning Support/SENCo, students, parents and other agencies, by participating in appropriate training. Students by having their wishes about their own needs regularly sought and carefully considered, and by all students treating their peers with respect. Parents through consultation, and by working in partnership with the school to help meet their child s needs. 2. Particular Roles and Responsibilities Miss C Baines Curriculum Area Manager for Learning Support Special Educational Needs Co-ordinator (SENCo) Mrs Helen Bath Named Governor with responsibility for special needs. Ms Joan Riddell Educational Psychologist for Peterborough based at Bayard Place. Mrs Margaret Bradshaw Parent Partnership Officer based at Bayard Place. Mrs Rosemary Neill Statement and Assessment Officer based at Bayard Place Connexions adviser based at the King s School Additional Needs Connexions adviser based in Peterborough Mrs S Kudlinski Mrs S Gurney/ Mrs K Ambler Higher Level Teaching Assistant, Team Leader Higher Level Teaching Assistants, Team Leaders Special Educational Needs Policy Page 2 of 7

3 Mrs J Mill/ Mrs S Hemraj Teaching Assistants with special responsibility for Science and Maths 3. Home School Partnership The school and consequently the Learning Support Curriculum Area seeks to keep parents informed at all times and to consult them appropriately. No decision should be made regarding outside agencies without consulting parents. Conversations will be noted and it will be the practice to record details in a letter which will be sent home. The Curriculum Area Manager for Learning Support will attend all Parent/ Teacher Consultations Meetings if Learning Support values the input of parents of students with special needs and aims to get to know them, encouraging them to ask questions and discuss their youngster. Working together more than doubles the effect of working apart. Parents will be sent a copy of their youngster s IEP and invited to comment. The school understands and recognises that the failure of a parent to participate in the partnership does not indicate a lack of interest or willingness. The school keeps a record of all parents and carers. Where this involves adults in more than one household we deal directly with the parent who has day to day responsibility for the student. We seek to involve all parents and carers, recognising that this may on occasions require sensitivity. 4. Behaviour Students with special educational needs are not exempt from the usual expectations concerning behaviour and the range of sanctions which the school may employ. 5. Teachers All teachers are teachers of students with special educational needs. Teaching such students is a whole-school responsibility, requiring a whole-school response. Central to the work of every class and every subject is a continuous cycle of planning, teaching, assessment and evaluation that takes account of the wide range of abilities, aptitudes and interests of the students. The majority of students will learn and progress within these arrangements. However, for students with special educational needs, there may be a need to provide an enhanced level of provision that supports and enhances their learning abilities. 6. Identification and Provision a) Before arrival at The King s School Communication from the LA named officer. Close liaison with feeder primary schools. Students with identified SEN, including statements, who are coming to The King s School may be invited to visit the school on more than one occasion. Consideration of SATs results and other data. b) In the first term after arriving Close liaison between curriculum areas and SENCO. Observation during lesson time by either a TA, SENCO, or teacher. Concerns expressed by form teacher. Concerns expressed by parent/guardian. Tests administered during these early stages. Special Educational Needs Policy Page 3 of 7

4 Yea r Policy Document 7. Provision and support In class Withdrawal Liaison with/ at in addition to ongoing informal contact. 7 In class support by teaching assistants Limited to specific needs of individuals. Parents through planning meetings before the start of the autumn term IEP review meetings at the end of each term. Annual reviews of statements. Outside agencies as appropriate. Teaching staff, PSO and PDM. 8 In class support by teaching assistants Limited to specific needs of individuals Termly review meetings of IEPs. Annual reviews of statements. With outside agencies as appropriate. Teaching staff, PSO and PDM. 9 In class support by teaching assistants Some students invited to work in Learning Support on an individual programme instead of continuing with a second language. Termly review meetings of IEPs. Annual reviews of statements Outside agencies as appropriate. With students by participation in the ILP programme Option choice meetings. With teaching staff, PSO and PDM. Special Educational Needs Policy Page 4 of 7

5 10 In class support by teaching assistants Some students take a non- exam option based in Learning Support to offer help with other courses of study at GCSE. Termly review meetings of IEPs Annual reviews of statements. With outside agencies as appropriate Teaching staff, PSO and PDM. 11 In class support by teaching assistants Some students take a non- exam option based in Learning Support to offer help with other courses of study at GCSE. Termly review meetings of IEP Annual reviews of statements Outside agencies as appropriate. Connexions. Teaching staff, PSO and PDM Plus Special Exam arrangements in public exams. Support with the work experience and mock interview programmes. 12 In class support to students with a statement who may require discrete support Individual as required Through Special Exam arrangements in public exams. Annual reviews of statements and informal contact. With outside agencies as appropriate. With teaching staff, PSO and PDM. Special Exam arrangements in public exams. Special Educational Needs Policy Page 5 of 7

6 Policy Document 8. SEN Provision in the Junior Department The Special educational needs coordinator (SENCO) also oversees the needs of students with SEN in the Junior Department, working in close liaison with the teaching staff in the Junior Department the SENCO will: agree to the placement of students on the special needs register and agree the general provision made for each student. work with the staff in the Junior Department to identify students who present a concern in terms of special needs. will review Individual Education Plans for identified students ; these will be prepared by the teachers in the Junior Department discuss with the staff in the Junior Department programmes of work or necessary interventions to meet the needs of students which can be included in the IEP. These may include: > arranging the provision of any specialist equipment > referral to the educational psychologist > preparation of advice, guidelines for all teachers who work with each particular student. > arranging any specialist teaching or intervention for students such as those with a dyslexic profile. Arrange and lead Annual Statement Review Meetings, complete the Annual Review documents and send to all relevant people and organisations. 9. The role of the SENCo Overseeing the day-to-day operation of the school s SEN policy Liaising with and advising fellow teachers Managing the Learning Support team and Teaching Assistant s (TA s) Co-ordinating provision for students with special educational needs. Overseeing the records on all students with special educational needs Ensuring that appropriate IEPs are in place, that relevant background information about students with SEN is collected, recorded and updated. Liaising with parents of students with special educational needs Contributing to the in-service training of staff. Liaising with external agencies including the LA s support and Educational Psychology services, the Post-16 Advisors, health and social services and voluntary bodies. To prepare information for Statements and Annual Reviews for Statemented Students To prepare referral documents for assessment by the Educational Psychologist. To assess and screen new students as part of the school s admissions procedure. Arrange liaison with primary schools in the summer term and disseminate information on students with special educational needs. To produce and maintain termly the Special Needs Register of students with special educational needs, and a map of provision to detail the additional support offered to students To ensure IEP information is collated and distributed. To manage YELLIS/MIDYIS tests To arrange special arrangements for external exams in conjunction with examination policy. Special Educational Needs Policy Page 6 of 7

7 10. Role of The Head teacher Has overall responsibility for the management of the policy, for assessment and provision for students with SEN and for keeping the Governors informed. Any complaints about general or specific provision will be referred to the Head teacher in the first instance. 11. Admissions Policy The currently agreed admissions policy of the Governors makes no distinction as to students with SEN. The aim of the school is to meet the needs of any child whose parents wish to register at the school. In the case of students with a statement, the SENCo will work closely with the LA named officer in coming to a decision about the most appropriate provision for the student. No student is refused admission solely on the grounds that he/she has special educational needs. The SENCo will work closely with the SENCo s in the primary feeder schools in coming to a decision about the most appropriate provision for students with SEN.Parents or carers seeking the admission of a pupil with special educational needs are advised to approach the school well in advance so that consultations can take place. The school does not have a special unit. 12. The Individual Education Plan (IEP) Each term the SENCo will produce a register which will contain the names of pupils who are deemed to have a special need within the school. The SENCo will distribute this register to staff and Governors. The SENCo will then prepare an Individual Education Plan for many of these pupils. The IEP will be aimed at providing information for staff and parents. Staff and pupils will be encouraged to work towards meeting the detail of provision and guidance set out on the IEP. The IEP will be sent home and parents invited to comment upon them. For pupils who have statements of SEN, in addition to the review of IEPs, their progress and the support outlined in their statement will be reviewed annually and a report provided for the Local Education Authority. If a pupil makes sufficient progress a statement may be discontinued by the Local Authority. The school will liaise with the Local Authority and other agencies to arrange Transition Plans for students with Statements (and other pupils with SEN who may benefit from Transition Planning) in Year 9, and will ensure that these Transition Plans are reviewed annually as part of the Annual Review process. When pupils move to another school their records will be transferred to the next school within 15 days of the pupil ceasing to be registered, as required under the Education (Pupil Information) Regulations Access Facilities The school is paying close attention to the 2002 Disabled Discrimination Act All areas of the school have one entrance provided with a ramp. Staff have been informed of the provisions of the DDA and ongoing discussion takes place to ensure that all reasonable adjustments to the school that can be made, will be made to increase accessibility for the disabled. A lift provides access to the IT rooms and to the Humanities rooms in the Humanities block. Lifts provide access to the upstairs Science labs and the upstairs Languages 6 th Form block. The oldest part of the school and the Tower are not accessible to wheelchair users. Complaints The Governors would expect all complaints to be resolved in discussion with the senior staff and parents are invited to contact the school directly. Please refer to the School s Complaints Policy. This policy will be reviewed every four years or are deemed necessary whichever is the sooner. Special Educational Needs Policy Page 7 of 7