Special Educational Needs Policy

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1 ,. Lostock Hall Community Primary School Where children come first Special Educational Needs Policy Mission Statement At Lostock Hall Community Primary School we aim to provide a broad, balanced and stimulating curriculum supported by spiritual, social, moral, physical and creative elements in an ordered, caring and happy environment. Values At Lostock Hall Community Primary School, we: are focused upon teaching and learning are positive and motivated have a high self-esteem and high expectations have respect for each other create independent learners and risk takers create an inclusive, interesting, enjoyable and extended curriculum are performance driven and values led and we always celebrate our achievements Last updated: September 2015 Review date: September 2016 Headteacher: Mr Ian Kirkland SENCO Governor: Mrs Joanne Leach SENCO: Miss Amy Berry (SLT) aberry@lostockhallcps.co.uk

2 Aim The aim of the school s Special Educational Needs Policy is to create a whole school policy that provides equal opportunities and a broad and balanced curriculum for all, regardless of gender, race, creed or ability. Identifying Special Education Needs Definition of Special Educational Needs: There will be 4 main areas of SEN: 1) Communication and interaction 2) Cognitive and learning difficulties 3) Social, mental and emotional health 4) Sensory and or physical difficulties (SEN Code of Practise- SEPT 2014) Children have a learning difficulty if they have a significantly greater difficulty in learning than the majority of children of the same age. If they have a disability which prevents or hinders them from making use of the educational facilities of a kind generally provided for children of the same age in schools within the area of the local educational authority. If they are under compulsory school age and fall within the definition any of the 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 their language or form of language is different from the language in which they will be taught. 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 LEA, other than in special schools in the area b) for children under two, educational provision of any kind. The objectives of the School s SEN Policy are: To ensure effective procedures are in place to promote early identification of pupils with SEN starting from their entry into Nursery. To encourage genuine involvement of parents and carers and ensure that there is a clear communication concerning SEN provision for their children To provide a differentiated curriculum which will enable all pupils to achieve and make progress To ensure that all staff recognise their responsibilities for SEN

3 To ensure maximum access to the National Curriculum and a broad and balanced curriculum. To use a variety of assessment procedures to ensure that pupils progress however modest or difficult to ascertain is recognised using PIVATS and P scales. To develop effective independent learners To promote dignity and self esteem for all pupils whatever their individual needs. To provide for children s SEN within the normal classroom setting as afar as is practicable and effective To develop effective and manageable procedures for recording and monitoring pupil s progress To foster effective relationships with support agencies and establish good High School links with their SENCO s for the Year 6 Transitions. To have regard to the New Code of Practise-September To ensure that we have realistic expectations for all our pupils. Responsibilities: The Governing Body has identified a governor to have oversight of special educational needs provision in the school and to ensure that the full governing body is kept informed of how the school is meeting the statutory requirements. The SENCO will send termly reports to the Governors to keep them updated with Special Needs issues. The Head is the school s responsible person and manages the school s special needs work. The Head will also keep the Governing body informed about the special needs provision made by the school. The SENCO will work closely with all staff including the Learning Mentor and SSA s/ta s to ensure the effective day to day operation of the school s special educational needs policy. The SENCO and the Head will identify areas for development and contribute to the school s development plan. They will coordinate provision for those children who have been identified as having SEN support or have EHCP s. All teaching and non- teaching staff will be involved in the formulation and implementation of the special needs policy. They are responsible for differentiating the curriculum for pupils with special educational needs and will monitor their progress. All teachers who have responsibility for areas of the curriculum will review and monitor the progress made by pupils in their subject areas and the effectiveness of resources and other curriculum material. All staff will work closely with the SENCO. ADMISSIONS: Pupils with special educational needs will be admitted to Lostock Hall School in line with the school s admissions policy. The school is aware of the statutory requirements of the SEN and Disability Act and will meet the Act s requirements. The school will use their induction meetings to work closely with parents to ascertain whether a child has been identified as having special educational needs for Nursery or Primary admission and also for

4 Secondary school transfer. If the school is alerted to the fact that a child may have a learning or medical difficulty they will make their best endeavours to collect all the relevant information and plan a relevant differentiated curriculum. Ref: Admissions Policy ACCESS FOR DISABLED: To ensure access for pupils or parents with disabilities the school has wheel chair access with ramps as well as disabled toilets. There are also Accessibility Plans as well as plans for the curriculum. Ref: Accessibility Plans RESOURCES: The governors will ensure the needs of pupils are met by employing a SENCO who is a Qualified Teacher with the SENCO National Award or who will be attending the training for this award. The Head and SENCO will use the appropriate funding to identify the areas of pupil need and make appropriate provision. The governors will ensure that support staff are employed to support staff and pupils. Time will be identified for staff to review pupil progress, discuss pupil curriculum needs and to transfer information between classes and phases. The governors will ensure that moneys are set aside to develop resources in curriculum areas. In addition, the governors will ensure that staff are kept fully up to date about SEN issues and undertake training. IDENTIFICATION, ASSESSMENT, REVIEWS: On Entry. When children are first admitted to school initial concerns will be discussed with the Head Teacher and SENCO. Teacher Referral. If a teacher has a concern about a child they will consult with the SENCO. Curriculum and assessing monitoring. The SENCO and the assessment co-ordinator will monitor the attainment and progress of pupils with special educational needs as part of their role. The subject coordinators will also monitor attainment and progress. All staff concerned with the child will assess, plan, do and review their progress on a regular basis. How a child is places on the SEN support Record? If a child s performance is significantly below their peers and they fail to make adequate progress or their medical condition impedes their progress the school will consult parents and place the child on the SEN support Record. Movement between stages.

5 If a pupil fails to make adequate progress despite any additional support and differentiation of the curriculum at the SEN support level then outside advice e.g. Educational Psychologist will be sought on how best to meet the child s needs. These children will be taught in small groups and focus on the acquisition of Literacy and Numeracy skills. They will also include social skills and language acquisition too. The Learning Mentor (Mrs B Redman) will also support the children with emotional difficulties. IEP Reviews. IEP s will be reviewed regularly each term and parents will be invited to attend these meetings. If they are unable to attend then a copy of the IEP will be sent home and the parent s view will be welcomed. At the Reviews the parents will also be informed of any changes to the stages that the children may be moving to or indeed if they are being taken off the Record. The targets will be SMART and changed as appropriate. EHCP Reviews. If a child has a EHCP there will be regular reviews. This will involve informing the LEA, parents and any other relevant outside agencies. If necessary a Review meeting can be arranged more frequently depending on the child s needs. Curriculum. The children can access and make progress across the curriculum by: Access to Literacy/ Numeracy/ICT through a variety of learning styles Teacher planning Differentiation Disapplication Withdrawal with SENCO or Learning Mentor IEP s in relation to curriculum Resources Literacy/Numeracy/ Assessment co-ordinators will monitor the effectiveness of the curriculum to meet the needs of the SEN pupils

TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016

TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016 SPECIAL EDUCATIONAL NEEDS AND DISABILITY (SEND) POLICY RATIONALE This policy document is a statement of the aims, principles