SPECIAL EDUCATIONAL NEEDS POLICY

Transcription

1 Page 1 of 11 St Augustine s CE Primary School and Maida Vale Children s Centre SPECIAL EDUCATIONAL NEEDS POLICY Date of next review: AUTUMN 2018 Person responsible for policy: SENCo Status: STATUTORY RECOMMENDED ADDITIONAL INTRODUCTION This document is a statement of the aims, responsibilities and procedures for identifying and supporting children with special educational needs at St. Augustine s CE Primary School and Maida Vale Children s Centre (MVCC). It will next be reviewed by the full Governing Body in Autumn DEFINITION OF SPECIAL EDUCATIONAL NEEDS Children have special educational needs if they have a learning difficulty or disability which calls for special educational provision to be made for them. Children have 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 authority; or c) Are under compulsory school age and fall within the definition of a) or b) above or would do so if special educational provision was 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. 1

2 Page 2 of 11 Special educational provision means: a) For children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LA Children s Services, other than special schools in the area. b) For children under two, educational provision of any kind (See SEN Code of Practice 2014, Introduction p15). Children will have needs and requirements that by and large fall into at least one of four areas, although many children will have inter-related needs. The areas of need are: *Communication and interaction *Cognition and learning *Social, Emotional and Mental Health Difficulties *Sensory and/or physical development A. AIMS Our aims in developing this policy are: To work in partnership with children, parents, carers and outside support agencies to meet the needs of our children. To identify, assess, and respond to individual children s needs. To provide support and to train staff in early identification, assessment and review procedures. To provide the appropriate resources and training to support individual children with specific educational needs. To liaise with outside agencies i.e. educational psychologists, child development teams, early intervention workers, the Anna Freud Centre and Family School, the speech and language service, child and adolescent mental health services etc. To emphasise the need for good levels of communication between all members of staff regarding individual children. B. PRINCIPLES All staff and governors believe that our school must provide a caring, positive, safe and stimulating environment which promotes the educational, social, emotional, physical and moral wellbeing of each individual child. C. PROCEDURES Each week the SLT discuss children causing concern and identify strategies to support. Early in the Autumn term, class teachers take part in a minute Pupil Progress Meeting with the Phase Leader and/or a member of the Senior Leadership team, who together discuss the identified needs of every pupil in the class, starting with children causing the most concern (those who are not already receiving additional support). At this meeting strategies to address the 2

3 Page 3 of 11 issues raised, and resources which are available within the school, are identified and planned (for example a home visit, Speech and Language Therapy, Occupational Therapy, Social Services intervention, Anna Freud outreach therapy, group or individual interventions in school). For children in EYFS, referrals to the MVCC may be made through the EYFS SENCO. Three times a year, a Team Around the School (TAS) meeting is held in school. This could be made up of the Deputy Head, Assistant Head or SENCO with the addition of other professionals who regularly work within the school including the school nurse, the educational psychologist, the early intervention worker, the outreach worker, the speech and language therapist and the social worker. At this meeting only the children with the most complex needs are discussed. The meeting provides an opportunity for professionals working with the same child or with children in the same family to share information and strategies Each term a Team around the Early Years Foundation Stage (TAEYFS) meeting is held in school. This is made up of the Deputy Head, EYFS SENCo and other professionals. At this meeting, children for whom early intervention is required are discussed. The aim is to identify strategies and support for children who do not meet the threshold for referral to other agencies. At the end of each assessment block, further Pupil Progress Meetings are held during which the class teachers, phase leaders and members of the Senior Leadership Team analyse progress and attainment at a whole school, class and individual level in response to progress review data. Actions and interventions are reviewed and provision is planned for individuals and groups. Following the Pupil Progress Meetings, staff meetings are held for both teaching and support staff to review the progress and attainment data. Members of staff make requests for support and intervention for individual children based on the data and their professional knowledge of the children. A team leader leads both the Teaching and Support Staff Meetings. Children new to an intervention are assessed to establish a baseline (for those who continue, progress is measured from the end of intervention level). If, following this meeting, it is felt that the professionals who work within the school can no longer meet a child/young person s needs a Common Assessment Form (CAF) will be initiated with the SENCO or Parent Support Advisor (PSA). A ECAF Assessment (online CAF) is then completed with the child/young person/family and used as a tool for requesting services from external agencies. The CAF is discussed at the north east locality Family Support Panel (FSP). A Team Around the Child (TAC) is formed (for individual children) when necessary and includes a member of staff from St. Augustine's Primary School. The school takes the Lead Professional role as/when deemed appropriate. In early July the SENCo, the Assistant Head and the Headteacher review the process and evaluate the success of all interventions. The process is then repeated in September when each child/young person transfers to a different class teacher. 3

4 Page 4 of 11 D. RESPONSIBILITIES The responsibilities of the SENCO are: To take responsibility for the day-to-day operation of the school s SEN policy and for co-ordinating the provision for pupils with special educational needs, including those at SEN K (Support) and SEN E (Education,Health and Care Plan EHCP, or Statement of Special Educational Needs). To liaise with the SLT and action matters arising from SLT causing concern conversations and progress review meetings. To meet regularly with the Headteacher regarding SEN matters. To regularly liaise with class teachers and teaching and learning assistants with responsibility for children with an EHCP or Statement of Special Educational Needs. To liaise with the EYFS SENCo, including a meeting in the summer term to discuss nursery children with additional needs who will be transferring to Reception class. To meet with the EYFS SENCO on a regular basis (minimum once per term) to share information regarding children in Nursery and Reception with SEN. To liaise with parents as necessary. To ensure that the needs of and targets for all children at SEN support or with an EHCP or statement are met. To identify, observe and assess children who appear to have SEN. To support teachers in writing and assessing Personal Learning Plans for children with an EHCP, Statement of Special Educational Need, or for whom an EHCP request is likely to be made. To provide SEN INSET for all staff. To work closely with any Teaching and Learning Support Assistants (TLSAs) designated to pupils with an EHCP or statement. To ensure that members of staff are trained on particular intervention programmes. To transfer any SEN information and records to other schools - if a child leaves the school at any stage of their primary education - and at transition to secondary school. To attend the SENCO network meetings and the appropriate training. To meet regularly with the educational psychologist, early intervention worker, speech and language therapist, school nurse and other support agencies when required. To meet with parents when there is a concern and inform them by letter when placing their child on the SEN register. Such letters should include direction to the school offer information available on the school website. To refer pupils when appropriate, for an EHCP request, speech and language assessment etc. To attend the SEN feedback meeting subsequent to school Pupil Progress meetings and following these, attend the Team Around the school (TAS) multiagency summary meetings once per term, ensuring (in liaison with the Deputy Head) all partner professionals attend and are fully informed. In some cases a 4

5 Page 5 of 11 discussion will be held with the Deputy Head to ascertain whether it is necessary to arrange and attend a Team Around the Child (TAC) meeting. To maintain the school s SEN register. To organise and chair annual reviews for children with EHCPs or Statements of Special Educational Need. To arrange daily cover for staff allocated to SEN pupils. To support the Headteacher when interviewing and appointing support staff to work with pupils with an EHCP or Statement of Special Educational Need as and when required. To report to the governors on SEN matters on an annual basis. To review and amend the SEN Policy. To meet with the school nurse once per term to discuss children with medical needs. To ensure that the school offer published on the school website is kept up to date. The responsibilities of the EYFS SENCO, all in liaison with the school SENCO, are: To co-ordinate the provision for pupils with special educational needs, including those at SEN K (Support) and SEN E (EHCP or Statement of Special Educational Needs) who are attending St Augustine s Nursery class or who have graduated from the Nursery class to Reception class. (NB New starters in Reception class who are identified as having SEN are the full responsibility of the school SENCO). To liaise with the SLT and action matters arising from Nursery and Reception Pupil Progress Meetings. To regularly liaise with the Nursery and Reception class teachers and teaching and learning assistants with responsibility for children with an EHCP or Statement of Special Educational Needs within the EYFS. To liaise with parents as necessary. To ensure that the needs of and targets for children within the EYFS at SEN support or with an EHCP or statement are met. To identify, observe and assess children who appear to have SEN. To work closely with any Teaching and Learning Support Assistants (TLSAs) designated to pupils with an EHCP or statement within the EYFS. To transfer any SEN information and records to other schools if a child within their allocation leaves Nursery or Reception to go to a different school. To attend any appropriate training. To meet as necessary with professionals who are involved in early interventions, such as the EYFS speech and language therapist, Child development team or paediatrician and other support agencies when required. To meet with parents when there is a concern and inform them by letter when placing their child on the SEN register. Such letters should include direction to the school offer information available on the school website. To refer pupils when appropriate, for an EHCP request,, speech and language assessment etc. 5

6 Page 6 of 11 To support the Nursery and Reception teacher in writing and assessing Personal Learning Plans for children with an EHCP, Statement of Special Educational Need, or for whom an EHCP request is likely to be made. To meet with the school SENCO on a regular basis (at least once per term) The responsibilities of the class teacher are: To identify and consult with the SENCO about any child who is not making appropriate progress, or who has physical, social, emotional and/or mental health difficulties. To read reports and implement recommendations from external agencies such as speech and language and educational psychology. To attend and lead their class Pupil Progress meetings and discuss the children they are most concerned about, and then the rest of the class. To ensure that children identified as causing concern or receiving support for their SEN meet the targets set for them. To ensure that teaching and learning is differentiated for the range of abilities in the class. To identify, with the Phase Leader, SENCO and assessment co-ordinator, children to be targeted for specific interventions. To attend and contribute to annual reviews of children with EHCPs or Statements of Special Educational Need. To liaise and work with any TLSA who is working with directly with a child in their class. To attend appropriate training within school or out of school for children in their class with a particular special educational need, such as ASD and ADHD. To work with the SENCO when a request for an EHCP is being made. To ensure that pupils with SEN are fully included in class activities, such as trips and visits. To liaise with parents/carers of pupils with SEN and maintain positive dialogue between home and school. The responsibilities of the Headteacher are: To make sure that there is good provision for all pupils with special and additional needs. To make sure that the governing body is fully informed of all SEN issues. To oversee the appointment of suitable SEN support staff as and when required for pupils with a statement of special educational needs. To ensure that the school offer is published on the school website. To liaise with the SENCO and School Administrative Officer to manage the SEN budget. The responsibilities of parents/carers are: To liaise with the class teacher, SENCO or Headteacher if there are any concerns about their child. To attend any meetings regarding their child. 6

7 Page 7 of 11 To support their child at home by implementing recommended strategies, e.g. using eye contact, practising handwriting, following guidance from the speech and language therapist etc. E. MONITORING AND EVALUATION This policy will be regularly reviewed by governors and staff at the school. This policy will be updated should any new legislation regarding special educational needs be published by the DfE. F. COMPLAINTS AND GRIEVANCES Initial concerns should be discussed with the class teacher. Complaints that are not resolved by the class teacher should be made informally to the SENCO. If a further stage is required, more formal complaints should be directed to the Head Teacher. 7

8 Page 8 of 11 Appendix A CODE OF PRACTICE SEN K: SEN support Refers to all children in the primary school setting, from EYFS to Year 6.This means that the pupil will get help that is differentiated by the class teacher. (Differentiation means teaching a pupil at levels which match their ways of learning). Some children will be targeted for individual or small group interventions which may be delivered by an additional teacher or a TLSA. Some children at SEN support will receive further intervention from outside professionals, depending on the nature of their need. If a pupil does not make sufficient progress despite differentiation and interventions, the school may refer the pupil to another professional for support in meeting the child s needs. For example: to the speech and language service for an assessment, or to the school nursing service, or to the occupational therapy service, or for a specialist assessment from the educational psychology service. If the child is in the EYFS, they may be referred to the Child Development Team, or for a Paediatric assessment. In the case of children who are presenting an ongoing cause for concern, a Personal Learning Plan may be initiated to more closely track small steps of progress across the areas of literacy, numeracy, personal, social and emotional development, communication and interaction, and independence. If there are concerns that, despite additional professional intervention and continued differentiation, the pupil is still not making adequate progress a request for an EHCP may be initiated. SEN E: SEN Register (Education, Health and Care Plan, or Statement of Special Educational Needs) If significant cause for concern remains, despite the strategies outlined in the pupil s Personal Learning Plan and the involvement of outside agencies, the school or the parents may request an application for an Education, Health and Care Plan. If the special and additional needs team assess, when presented with the request, that the pupil clearly needs additional support they may issue the pupil with an EHCP. Pupils with an EHCP will be allocated an allowance according to the cash value of their EHCP. This is used to fund the SEN provision specified in the document, and will fund the LSA and in some cases a Learning Support Teacher (LST). EHCPs are reviewed annually. All bodies involved with the pupil are invited to attend and to contribute a written report if appropriate. All new cases presented to the SEN team will be considered for an EHCP. By April 2018, all children with Statements of Special Educational Need will have had their statement transferred to an EHCP. 8

9 Page 9 of 11 Appendix B INTERVENTIONS IN SCHOOL WAVE 1: Whole- class curriculum entitlement WAVE 2: Group intervention Letters and Sounds: A group phonics programme following the National Literacy Strategy programme Speech and Language Service: There may be a need for a pupil to be referred to the Speech and Language Service, firstly for an assessment and, if it is felt necessary, for input from the speech and language therapist. The therapist works alongside school staff and offers support and strategies to both pupils and staff. Parents and carers are consulted prior to referral. WAVE 3: Individual intervention Examples of Wave 3 interventions: Five Minute Box: A one-to-one phonic programme designed to support pupils who are struggling with reading, writing and spelling. Catch Up Maths: A one-to-one structured maths programme. Mentoring: 1:1 time with the PSA (Parent Support Advisor) focussed on the individual needs of a child or their family Anna Freud Outreach Therapist: Individual pupils who have been identified with social, emotional or mental health issues may attend this programme, as may children who could be at risk of exclusion. Pupils attend either on their own or with their parent or carer once per week. Targets are set by the class teacher and parent/carer. Parents and carers are consulted prior to referral. The Family School: Run by the Anna Freud Centre, this school is a specialist provision for children with significant emotional or mental health needs, who may be 9

10 Page 10 of 11 identified as at risk of exclusion. Parents and carers are consulted prior to referral and are required to work closely in partnership with the Family school once their child is in attendance. The child attends the Family School full-time as an alternative setting and places are usually planned for at least one long term, or up to one academic year. Placements may be continued for longer than one year or the child may return to the mainstream setting at an earlier than planned date dependent upon regular and detailed reviews. Flexible Timetabling The flexible timetabling of learning spaces and learning support assistants with our own school to meet the needs of individuals and small groups. Educational Psychology Service: If there are ongoing concerns about a pupil at SEN support (K) it may be necessary for him/her to be assessed by the educational psychologist, who will provide strategies for working with the pupil. If concerns continue it may be necessary to refer the pupil to Special Educational Needs for an EHCP request, which may result in an EHCP or further suggestions to support the pupil. Parents and carers are consulted prior to referral. 10

11 Page 11 of 11 Appendix C GLOSSARY OF TERMS ADHD: AEN: ASD: CAF: DfE: ECAF: EHCP: EP: EYFS: LSA: LST: MVCC: OT: PSA: SALT: SEMH: SEN: SENCO: SLCN: TA: TAC: TAEYFS: TAS: TLSA: Attention Deficit Hyperactivity Disorder Additional Educational Needs Autistic Spectrum Disorder Common Assessment Form Department for Education Online Common Assessment Form Education, Health and Care Plan Educational Psychologist Early Years Foundation Stage Learning Support Assistant Learning Support Teacher Maida Vale Children s Centre Occupational therapist Parent Support Advisor Speech and Language Therapist Social, Emotional and Mental Health Needs Special Educational Needs Special Educational Needs Co-ordinator Speech, Language and Communication Needs Teaching Assistant Team Around the Child Team Around the Early Years Foundation Stage Team Around the School Teaching and Learning Support Assistant 11