OAKDALE PRIMARY SCHOOL. SEN Policy. Date approved November 2014

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1 OAKDALE PRIMARY SCHOOL SEN Policy Status Statutory Date approved November 2014 Date of next Review November 2016

2 Oakdale Primary School Special Educational Needs and Disability (SEND) Policy Oakdale Primary is an inclusive school. We take safeguarding very seriously and all of our policies are developed with a high priority on children s safety and in the light of our Safeguarding policy. All of our school policies are interlinked and should be read and informed by all other policies. In particular, the SEND policy is linked to behaviour, antibullying, medical and curriculum policies. At Oakdale Primary School we seek to work together with other schools locally to improve provision for all our children, including those with SEND. Our SEN Information is available from our website, which also includes a link to Peterborough s Local Offer for parents and children with SEN and disabilities. This SEND policy is written to comply with the 2014 Children and Families Act and its SEN Code of Practice together with the Equality Act SEND support at Oakdale Primary School Inquiries about an individual child s progress should be addressed at first to the class teacher since he or she is the person who knows the child best. Other enquiries can be addressed to Lucy Cleveland SENCo. Please make an appointment with the school office if you wish to speak to the SENCo. Aim Our aim at Oakdale Primary School is to raise the aspirations of and expectations for all pupils with SEND, providing a focus on positive outcomes for our children. Objectives Our objectives are: To identify, at the earliest possible opportunity, barriers to learning and participation for pupils with SEND; To ensure that every child experiences success in their learning and achieves to the highest possible standard; To enable all children to participate in lessons fully and effectively To value and encourage the contribution of all children to the life of the school To work in partnership with parents To work with the Governing Body to enable them to fulfil their statutory monitoring role with regard to the Policy Statement for SEND To work closely with external support agencies, where appropriate, to support the need of individual pupils

3 To ensure that all staff have access to training and advice to support quality teaching and learning for all pupils Around 9% of our children are either at SENS (SEN support) or have statements/ EHC Plans (Education, Health and Care Plans). This is below the national average but means that all teachers expect to have children with SEND in their classes. Identifying Special Educational Needs Headlines from the 2014 Code of Practice, from September 2014 No more statements will be issued by the Local Authority. Statements have been replaced by Education, Health and Care plans (EHC Plans) which can be used to support children from birth-25 years. School Action and School Action Plus have been replaced by one school based category of Need known as Special Education Needs Support (SENS). There are four broad categories of SEN: o communication and interaction o cognition and learning o social, emotional and mental health o physical and sensory. Defining SEN The 2014 Code of Practice says that: A person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. At compulsory school age this means he or she has a significantly greater difficulty in learning than the majority of others the same age, or, has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools. Taken from 2014 SEN Code of Practice: 0 to 25 Years, Introduction xiii and xiv Our graduated response to SEN support There are a number of ways in which a child s needs may be identified: Early Years Inclusion Support Service or other agencies may inform the school about a forthcoming admission of a child with SEN.

4 During a child s school career parents or a class teacher may raise a concern. The child s class teacher may assess their needs and, in consultation with parents and SENCO, identify the level of support they are likely to require. More formal asessments may be completed by any of the following: SENCO, teaching assistant, other outside agencies. The school s graduated response will be followed and information gathered will be shared with parents. We take a holistic approach looking at progress, behaviour, developmental milestones and parental concerns. We follow the recommended cycle of Assess, Plan, Do, Review when planning support or intervention for our SEN learners. Graduated response to SEN Action Who is Involved? What is Involved? Next Steps Universal targeted The class teacher The class teacher plans If, after observations support responsible for the for the activities to be and assessments in a Quality first teaching child/pupil. given to the pupils at a variety of contexts and and differentiation level appropriate to in discussion with (Wave 1) their needs to ensure parents/carers, a progress is achievable. child/pupil is not making adequate or expected progress, intervention support is discussed and put in place. Targeted support (1) Intervention and support (Wave 2) The class teacher responsible for the pupil, SENCo, possibly other subject leaders in school. The class teacher identifies children who, with a focused period of additional support, have the potential to reach expected levels of attainment. Specific programmes or activities are put in place. Ongoing assessments are made throughout the programme with regular feedback made to the teacher. Most pupils should make more than expected levels of progress and reach their potential. Some pupils may be identified as requiring further support as part of this process. Targeted support (2) SEN support (Wave 3) Following a period of targeted support, the class teacher responsible for the The coordinated plan is implemented within class. Additional and/or different Most pupils should make progress with the additional support, but if the targets and

5 Targeted specialist SEN support Specialist Education, Health and Care Plan child discusses ongoing concerns with the SENCo and also parents. External support from the relevant agency may be sought. SENCo / Class teacher / child and family develop a coordinated plan with next steps. The SENCo requests further advice from an external agency and/or implement a more rigorous support programme within school. A coordinated plan is devised from the additional guidance given and the class teacher involved delivers the plan of action. SENCo, class teacher, outside agency support activities/resources are used to meet the needs of the pupil. Suggestions for support at home are considered with the parents/carers. The plan is reviewed on a termly basis. The plan is implemented within the class using the strategies and additional/different resources suggested. Dependent on need, children may embark on a planned programme of support/intervention that is delivered outside of the classroom. The plan is reviewed on a termly basis. An Education, Health and Care plan is written with guidance to be followed by class teacher and support staff under the guidance of SENCo. strategies implemented in the plan result in adequate progress not being made, advice may be requested from external agencies. Alternatively, the school may provide access to a structured intervention programme. The majority of pupils will make progress with the further advice and intervention, but if the targets and strategies do not result in adequate progress all the parties involved will contribute evidence to support a request for an Education, Health and Care plan. Termly review of plan in school, with annual EHCP review including all involved parties. Working with Parents and Children We aim to have good and informative relationships with all of our parents. If a child is experiencing difficulties, parents will be informed either through informal meetings to discuss the child s progress or at parents meetings. It shouldn t come as a surprise to a parent to learn that their child is being identified as having SEN. Once a child has been identified as having SEN, the class teacher will invite the parents to a meeting to: formally let them know that their child is being placed at SENS discuss assessments that have been completed

6 agree a plan and provision for the next half term. This is part of the graduated approach cycle of Assess, Plan, Do, Review required in the Code of Practice. Depending on their age, and their interest, the child may be invited to attend all or part of the meeting. Thereafter, parents and children- are invited to a meeting each term to review progress made, set targets and agree provision for the next term. In the summer term, there is an annual review of the child s progress. Managing pupils needs on the SEN register Once a child has been identified as needing SENS the following paperwork is completed: Half termly - a class provision map is produced and / or reviewed. The plan records specific and challenging targets for the child to achieve in an agreed amount of time, together with the personalised provision (which may be 1-1 or in a small group) put in place to enable the child to achieve these targets. Class teachers are responsible for maintaining and updating the class provision map, as well as evidencing progress. Teacher and / or teaching assistant regularly record a short commentary on intervention tracking records about progress made towards each of the targets. Children identified as requiring more external support and guidance from an outside agency, such as Speech and Language therapist, would move towards the local authority s SENS coordinated plan format, which provides a clear framework to record work in school and expert recommendations and reports. This also provides a record of evidence should a child need to move to an Education, Health and Care Plan at a later stage. Moving to an EHCP (Education, Health and Care Plan) If children fail to make progress, in spite of high quality, targeted support at SENS, we may apply for the child to be assessed for an EHC Plan. Generally, we apply for an EHC Plan if: The child s achievements are so far below their peers that we think it likely that the child may at some point benefit from special school provision. The child has a diagnosis or disability which is lifelong and which means that they will always need support to learn effectively Children, who we think will manage in mainstream schools, albeit with support, are less often assessed for EHC Plans. Having a diagnosis (e.g. of ASD, ADHD or dyslexia) does not mean that a child needs an EHC Plan. If the application for an EHC Plan is successful, a member of the Local Authority will contact parents, offering advice on timescales and other key information. There will then follow a meeting to develop the plan with the child, parent and the school together with any health

7 or social care professionals who are involved with the family. The meeting will record the child s strengths, and their aspirations as well as the barriers they face. Following the meeting, the LA will produce the EHC draft plan which will record the decisions made at the meeting, and be submitted to the panel to agree or not the allocation of resources. Teaching and Learning We believe that all children learn best with the rest of their class. Our aim is for all children to be working independently, in class, at the cusp of their potential. Children with SEN and disabilities are entitled to be taught by their teacher, not always by a TA. Teachers aim to spend time each day working with all children with SEN, individually or as part of a group. There may be occasions where pupils require more targeted support either individually or in a group. This may be in the form of an intervention, such as a recognised programme like 1 st Number 1stclassnumber, or support which is directly targeted at gaps in the child s learning. The school has a range of interventions available which are listed on a provision map appendix. When considering an intervention, we discuss the child s profile of learning in order that we can select the intervention which is best matched to the child. Accessibility Adaptations to the curriculum teaching and Learning Environment Oakdale Primary School is disability friendly. The school is one level, corridors are wide and we have an easy access toilet. We generally find that no additional adaptations to the building are necessary for children with physical disabilities. Other adaptations to the physical environment will be made, as appropriate, to accommodate children with other sensory disabilities. As part of normal class differentiation, curriculum content and ideas can be simplified and made more accessible by using visual, tactile and concrete resources. Access to extra-curricular activities All of our children have equal access to before school, lunchtime and after school clubs which develop engagement with the wider curriculum. Where necessary, we make accommodation and adaptation to meet the physical and learning needs of our children. Class trips are part of our curriculum and we aim for all children to benefit from them. No child is excluded from a trip because of SEN, disability or medical needs.

8 Transition Arrangements Transition into and within school We understand how difficult it can be for children and parents as they move into a new class or a new school and will do what we can, according to the individual needs of the child, to make transitions between classes- including from pre-school settings- as smooth as possible. This may include, for example: Additional meetings for the parents and child with the new teacher Additional visits to the classroom environment in order to identify where the toilets are, where the pegs are etc. Opportunities to take photographs of key people and places in order to make a transition booklet. Enhanced transition arrangements are tailored to meet individual needs. Transition to Secondary School Transition reviews for Year 6 pupils are held, where possible, in the Summer Term of Year 5 or the Autumn term of Year 6. The secondary school SENCO is invited to Annual Reviews and other review meetings if appropriate. Additional transition arrangements may be made at these reviews e.g. extra visits, travel, training, inclusion of key transition workers etc. Professional Development for Staff We have a plan for all staff and the SENCo to be involved with further training in line with the priorities identified in the School Development Plan (SDP). SEN and inclusion training is planned based on specific concerns relevant to needs identified or in ensuring that staff keep up to date with information and legislation. The SENCo attends relevant training and disseminates the details to all staff, as appropriate, and individuals can access training that is necessary for their professional development. There is an induction procedure for NQTs and all members of staff who are new to the school. Governors It is the statutory duty of the governors to ensure that the school follows its responsibilities to meet the needs of children with SEND following the requirements of the Code of Practice The Governor with particular responsibility for SEND is John Comer. He meets with the SENCO at least termly to discuss actions taken by the school.

9 Complaints The school works, wherever possible, in partnership with parents to ensure a collaborative approach to meeting pupils needs. All complaints are taken seriously and are heard through the school s complaints policy and procedure. Peterborough s Local Offer The purpose of the local offer is to enable parents and young people to see more clearly what services are available in their area and how to access them. It includes provision from birth to 25, across education, health and social care. Peterborough s Local Offer is available from the website In addition, the website provides a range of other information and support for families of children and young people with additional needs and disabilities. It includes information for parents about the Parent Partnership service, transport, preparing for adulthood and how Peterborough aims to support children through education, health and social care. Equal Opportunities The Governing Body of Oakdale Primary School is committed to promoting equality of opportunity for all staff and children. We aim to create a supportive and inclusive working environment in which all individuals are able to make best use of their skills, free from discrimination or harassment, and in which all decisions are based on merit. Review Framework The policy will be reviewed annually (or sooner in the event of revised legislation or guidance)

10 OAKDALE PRIMARY SCHOOL POLICY APPROVAL FORM SEN POLICY Signed: (Headteacher) Printed name: Ilona Wrigley Date approved: 24 November 2014 Signed on behalf of all Governors Signed: (Chairperson Oakdale Primary School) Printed name: Anna Cannizzaro Date approved: 24 November 2014