Seely Primary & Nursery School Special Educational Needs and Disabilities (SEND) Policy 2014/15 (Reviewed annually)

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1 Seely Primary & Nursery School Special Educational Needs and Disabilities (SEND) Policy 2014/15 (Reviewed annually)

2 About us Seely Primary and Nursery School is a fully inclusive mainstream school. We warmly welcome children of all abilities, needs and those with disabilities. All members of the school community, along with parents and children, work together to ensure that every child s individual needs are catered for allowing access to the full curriculum and to ensure that they are able to reach their full potential. SEND is an abbreviation for Special Needs and Disabilities and refers to the additional needs of children with learning difficulties and/or physical and sensory disabilities. The school has the responsibility to comply with legislation and to ensure that the child and their family are at the centre of all discussions about the support offered and that: full access to the curriculum is provided; additional support is provided where needed; there is good access for disabled children; and discrimination is prevented. This policy explains how Seely Primary and Nursery School makes provision for pupils with Special Educational Needs and Disabilities (SEND). It has been written in line with our school ethos and the current legislative requirements (SEND Code of Practice 2014, the Equality Act 2010 and the Local Authority (LA) Strategic Plan 2003). Our policy, practice and procedures are built upon the following principles: The school and its community will: use a whole school restorative approach to build relationships, promote discipline and prevent harm and conflict occurring (See the Behaviour Policy for further information); promote positive attitudes towards children with special needs or disabilities; ask parents to share their knowledge of their child; ensure that children with special needs or disabilities receive the right provision for their needs; make sure that children with special needs or disabilities are fully integrated in the school community and engage in school activities together with children who do not have special needs;

3 make sure that reasonable adjustments are made so that children with special needs or disabilities are not at a substantial disadvantage compared to others; make sure that the governors monitor, support and challenge the implementation of the SEND policy on a regular basis (This Policy will be reviewed in September 2015); champion the needs of vulnerable children; put children and their families at the centre of discussions when making plans to meet a child s particular needs and when reviewing the child s progress; make sure that parents have the information they need to know how the school is supporting their child and make sure parents are aware of how best they can support their child s educational, physical and social development; forge positive partnerships with external services and agencies; make sure that all teachers and staff are well trained and confident to: identify and overcome a range of high incidence barriers to learning and manage associated challenging behaviour; ensure that teachers are able to identify what a child needs to help them learn and to plan precise support to help every child progress well. If you require further information about the provision for SEND in the school please talk to the class teacher of your child or contact the Special Educational Needs Co-ordinator (SENCo).

4 SENCo s name and responsibility The Special Educational Needs Co-ordinator (SENCo) is Laura Atkinson. She is a member of the Senior Leadership Team and will fulfil the following roles: ensuring regular review of support and provision so that children s needs are met appropriately; providing professional advice and guidance to staff on SEND matters; supporting staff to adapt the curriculum and teaching materials to ensure good access and progress for children with special needs or disabilities; managing the timetable of support staff to assist the learning of children with SEND; overseeing our senior Teaching Assistants in the day to day management of support staff; advising school leadership and governors on SEND strategy and reporting progress to them on a regular basis; building good relationships and liaising with families, external agencies, other professionals and the local authority; ensuring that the school is up-to-date with current/changing legislation; taking responsibility for continued professional development of self and others relating to SEND. (Including the SENCo achieving the recognised SENCo qualification.) The school will work on the principle that wherever possible it will meet children s needs within the classroom alongside their peers. Where this is not possible they will be taught in small groups or individually; it is anticipated that this would only be for a small proportion of their time and should not overly limit their inclusive experience of life at school. Full use will be made of specialist advice and equipment, adapted materials and ICT to ensure access to the curriculum for children with SEND. This will mainly be the responsibility of the

5 class teacher but with support from teaching assistants, subject leaders and specialists. The duration and focus of this support will be agreed between the school and home. Definition of Special Educational Needs Special Educational Needs are defined in the revised Code of Practice (2014) and 1996 Education Act as follows: A child has SEN 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: Have a significantly greater difficulty in learning than the majority of children of the same age, or; 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 mainstream schools within the area of the Local Authority ; Are under compulsory school age and are likely to fall within the definitions above when they become of compulsary school age or would do so if special educational provision was not made for them. Areas of Special Need Communication and interaction Learning and understanding (cognition) Behavioural, emotional and social development Sensory and/or physical We recognise that there is a wide spectrum of individual needs, and that these are frequently inter-related.

6 Provision Seely Primary and Nursery school will have regard to the SEND Code of Practice (2014) when carrying out its duties toward all pupils with SEND. We will ensure that parents are notified by the class teacher of a decision that SEN provision is being made for their child. A Graduated Approach We have implemented a graduated response to SEND provision that recognises there is a continuum of special educational needs and disabilities. A child is receiving SEND provision if it is additional to and different from quality first teaching that is available to all children. The flow chart below details the graduated stages of provision that we offer in our school. The Graduated Stages of Provision Univeral Provision All children will receive univeral provision. Good quality teaching where the learning environment, teaching approaches and activities are differentiated to meet the needs of individual pupils. Monitor Children identified by teacher or parent/carer as needing additional support. Parents invited into school by teacher. Specific intervention put in place for 6-8 weeks. SEN Provision Children placed at the SEN Provision stage when, following a 6-8 week intervention, they continue to have a significantly greater difficulty in learning than the majority of children of the same age. A child has a disability that prevents or hinders them from making use of educational facilities. EHC Plan Education Health and Care Plan: in exceptional cases, if a child s rate of progress at the SEN Provision stage continues to be a cause for concern it may be necessary, in consultation with parents and supporting agencies, to consider applying for an Education, Health and Care Plan assessment

7 Identification and Assessment Procedures All children will receive universal provision and it is only when a child is having a significantly greater difficulty in learning than the majority of children at the same age that they will need support provided under the Monitor, SEN provision stage or EHC Plan stage. Further information regarding the support offered through universal provision can be found within the Nottingham City provision maps. The following areas of difficulty over a period of time may signal that a child requires additional support: The child continues to make little or no progress in specific areas; continues working at National Curriculum levels substantially below that expected of children of a similar age continues to have difficulty in developing literacy and mathematics skills; has emotional or behavioural difficulties which substantially and regularly interfere with the child s own learning or that of the class group, despite having an individual behaviour management programme; If you are concerned about your child s progress or you feel they may have an additional needs please speak to their class teacher. The flow chart below details the actions that will be taken by the class teacher if either they are concerned about a child s progress or a concern has been raised by a parent/carer. Teacher to meet with parents/carers to discuss intervention Teacher to review intervention with parents and inform them of the outcome Teacher or parent raises concern about a child Teacher to speak to SENCo (child added to Monitor register) Implement specific intervention (Timed and specific) Intervention unsuccessful Intervention is successful Child placed on the SEN provision register Universal Provision

8 Monitor procedures For children in our school, most of the interventions will fall within universal, Monitor or SEN provision. Monitor As can be seen from the flow chart above, if a concern is raised by any adult involved with the child (parent/carer, teacher, teaching assistant) that a child needs support, over and above the differentiated curriculum (Please refer to Nottingham City provision map for the universal offer) then the class teacher will invite the child s parents into school to discuss the provision that will be put in place. A specific and timed intervention (on average 6-8 weeks) will take place to support the child with their area of difficulty. At this point the child is not placed on the SEN Provision register. The range of interventions that can be implemented during the Monitor stage are: Teacher or Teaching assistant support in small group settings; Teaching assistant support in the classroom setting; Provision of different learning materials or special equipment; Advice from support services where necessary Individual target cards The teacher will monitor the child s progress during this time and after the intervention has finished the class teacher will invite parents back into school to discuss the impact. One of two things can happen as a result: 1) The intervention has been successful and the child no longer has a significantly greater difficulty in learning than the majority of their peers. They will return to receiving universal provision and no other action will be taken. 2) If, following the intervention the child continues to have significantly greater difficultly in learning than the majority of their peers they will be placed on the SEN Provision register. Additional interventions will be planned to support the child in their area of difficulty. Please see the following section for more information on SEN Provision.

9 SEN Provision The triggers for SEN Provision are that, despite receiving quality first teaching under the universal provision and a specific intervention whilst being within the Monitor stage, the child: continues to make little or no progress in specific areas; continues working at a level substantially below that expected of children of a similar age unless there is an identifiable reason (E.g. attendance, medical or home circumstances) continues to have difficulty in developing literacy and mathematics skills; has emotional or behavioural difficulties which substantially and regularly interfere with the child s own learning or that of the class group, despite having an individual behaviour management programme; has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service, has an ongoing communication or interaction difficulty that impede the development of social relationships and cause substantial barriers to learning. The range of interventions at the SEN Provision stage includes: All of those interventions available at the Monitor stage; Active, and ongoing advice and support from outside agencies; Provision of specialist assessment and advice; Provision of specialist equipment; Provision of additional funding from Mainstream Support Group where applicable (MSG).

10 Provision for children working at SEN Provision will be recorded on both a class and individual provision map. These will be reviewed three times a year. All outside agencies working with the child will be invited to these reviews along with their parents and carers. Provision Maps The strategies and interventions that are planned to enable the child to progress will be recorded within a provision map. The provision map will include information about: The child s area/s of special need; The short-term targets set for the child; The teaching strategies to be used; How long the strategies/interventions will take place for; The provision to be put in place including names of adults; When the plan is to be reviewed; Outcomes (to be recorded when reviewed). The provision map will record that which is additional to, or different from, the differentiated curriculum and will focus upon one to three individual targets that match the child s needs and have been discussed with all parties involved. It may create targets for outside of school time and helps to ensure everyone is working together both at home and in school to increase the chance of success. The provision map will be reviewed three times a year and parents views on their child s progress will be sought. Wherever possible, the child will also take part in the review process and be involved in setting the targets. Arrangement of reviews and maintenance of this record is the responsibility of the class teacher.

11 Education Health and Care Plans (EHC Plans) Education Health and Care Plans, or EHC Plans as they are more commonly known, were formally referred to as a Statement of Special Educational Needs. An EHC Plan will only be considered when a child has complex special needs that require extensive provision and they have demonstrated significant cause for concern over an extended period of time. An EHC Plan can be requested by the child s school, from a parent or a referral by another agency by completing an application form (Call the Nottingham City Special Educational Service on (0115) for an application form or for further information about EHC Plans). Once an application has been received the Local Authority will gather information about the child from health, social care and educational services. The school will provide this evidence through both the monitor and SEN Provision stages. A Person Centred Review (PCR) will also be held which will be attended by parents/carers and anyone that is, or could be, involved with the child. This information may include: Provision maps for the pupil; records of regular reviews and their outcomes; the pupil s health including the child s medical history where relevant; National Curriculum levels attainments in literacy and mathematics; educational and other assessments, for example from an advisory specialist support teacher or an educational psychologist; notes and actions from the Person Centred Review (PCR); views of the parents and of the child; other professionals such as health, social services or education welfare service where applicable.

12 What if my child currently has a Statement of Special Educational Needs? If your child currently has a Statement of Special Educational Needs a representative from Nottingham City Council will be in touch to explain what will happen next. Eventually your child s Statement will be converted to an EHC Plan which will provide the same statutory protection as the Statement offers. For further information about EHC Plans, including how to apply, please contact the Nottingham City Special Educational Service on (0115) Once a child has an EHC Plan we will follow the guidelines that are in place, according to the SEN Code of Practice (2014). An EHC Plan will include: details of all of the pupil s special needs; Look at both short and long term aims for the child in a range of areas; identify the specialist provision necessary to ensure the child achieves the short and long term aims; Identify the type and name of the school where the provision is to be made; Include relevant non-educational needs of the child. All children with an EHC Plan will have long-term targets linked to health, education and care. These long term targets are then broken down into smaller more manageable targets that are included in the EHC Plan. These targets will have been discussed and agreed by the child (where possible), parents, teachers, support staff and any outside agencies that are involved. The EHC Plan will be reviewed annually.

13 Children with an EHC Plan will also have short term targets which will be set out in a provision map and be implemented, at least in part and as far as possible, in the normal classroom setting. A review will be held 3 times each academic year where the child, parents/carers, teachers and outside agencies will discuss and review the targets and set new ones. The review, monitoring and delivery of the interventions recorded in the provision map will continue to be the responsibility of the class teacher. The SENCo and outside agencies (where applicable) will assist with this. Reviewing the provision of SEND The teacher will organise a provision review three times in an academic year for children at SEN provision stage and those with an EHC Plan. Parents/carers and any outside agencies that are involved will be invited to these reviews. Parents will be invited to termly parents evening when they will have an opportunity to discuss the targets and progress of children who receive provision under the Universal and Monitor stage. All EHC Plans must be reviewed at least annually with parents/carers, the pupil, the LA, the school and professionals involved. They will be invited to consider whether any amendments need to be made to the description of the pupil s needs or to the special educational provision specified in the EHC Plan. The annual review should focus on what the child has achieved as well as on any difficulties that need to be resolved. Training in SEND The school is also committed to ongoing staff development through regular whole school and INSET training, individual training and specialist training to aid in supporting children with a specific SEND. We provide packages to meet the learning, physical and sometimes medical needs of individuals along with the opportunity for staff to be trained in approaches based on the needs within the school. Involving children in their learning Where appropriate, each child will be involved in setting and reviewing their own targets and in evaluating their progress. Their strengths and difficulties will be taken into account when planning their learning. Children will be invited to take part in School Action Plus and Statement reviews where it is age appropriate.

14 Transition Arrangements In order to ensure a smooth transition school will, with parental consent, make arrangements to share all relevant information with the child s next school. This could include written records, visits and meetings. For children with complex special needs specific transition arrangements, including additional visits, teachers visiting them in their new school, meetings with professional, will be made with their new school to ensure a smooth and seamless transition. When new children start at our school we will ensure we speak to their previous school to ascertain whether they were receiving additional support under SEN Provision or an EHC Plan. When new children are on the SEN Provision register we will ensure we talk to parents to find out their perception of the support they feel their child needs to receive. We will then work together to plan and implement a support package to fit the child s individual needs. Facilities and Access at Seely Accessible toilets are located in Foundation, Key Stage 1 and a further toilet with changing table and specialist equipment is located in Key Stage 2. All doors are wide enough to enable a wheelchair access and many classrooms have ramps to enable access. Our internal doors are always open and accessible unless the fire alarm is sounded. This allows easy movement through the school building. Ramps are also located around the building to allow access to any rooms that do not have a ramp entry. Emergency evacuation procedures have been examined and approved by the LA Fire Safety Officer and children with mobility issues are taught in classes with the most suitable exits and suitable ramps are located in all places where they are needed. Inclusion We believe that all children are of equal value and have the same right to take part in the varied activities and opportunities the school offers, including residential visits, trips and

15 activities that occur outside of the classroom. We try our utmost to ensure that children with SEND are included in all activities and are not excluded on the basis of their different needs. Resources are allocated to support children in a variety of ways to support their fullest inclusion in activities. Working in Partnership with Parents at Seely Primary and Nursery School At Seely Primary & Nursery School we believe that education is a partnership between home and school. Parents have a special knowledge about their child and we at Seely encourage them to share this knowledge. The staff will talk to parents regularly, sharing their child s progress and to discuss any concerns they may have. Parents will be invited to take part in any review meetings and to contribute to their child s provision map and their EHC Plan. Information on support agencies, specific learning, behavioural difficulties and physical conditions are available in school. Please speak to your child s class teacher or the SENCo if you require any additional information. At times additional meetings are held to support the needs of the whole family. Admission Arrangements We have a reputation for being a fully inclusive school as we welcome and celebrate all children who choose to join us at Seely Primary and Nursery School. To enable us to have a full picture of the child s needs we would, as part of our usual admission arrangements, talk to parents about any special educational needs, gather background information from them, the child s previous schools and any professionals working with their child, and if appropriate arrange a meeting. Complaints Procedure Complaints Procedure We value the partnership between parents and staff but should a problem arise parents are asked to discuss this fully with the one of the Co Head Teachers. Any complaints will be treated in accordance with our complaints procedure and the same time lines will be adhered to.