All groups of pupils make very rapid and sustained progress and achievement is excellent

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1 Parkfields Middle School Special Needs and Disability (SEND) Policy and Information - POLICY 3 All groups of pupils make very rapid and sustained progress and achievement is excellent There is a high level of respect for others, regardless of background and abilities OFSTED 2102 At Parkfields School, we are committed to offering an inclusive environment and curriculum to ensure the best possible progress for all of our pupils whatever their needs or abilities. At Parkfields Middle School we strive to support all children to enable them to FLOURISH, LEARN AND GROW. In order to do this many steps are taken to support them through their learning experience. Quality teaching is vital. However for some children there are occasions when further additional support may be needed to help them achieve their targets. We have high expectations of all our pupils through the removal of barriers to learning and participation. We want all members of our school community to feel that they are a valued part of that community.

2 We respect the fact that pupils: Have different educational and behavioural needs and aspirations Required different strategies for learning Acquire, assimilate and communicate information at different rates. Need a range of different teaching approaches and experiences. Good Provision for SEND does not mean a sympathetic acceptance of low achievement. It means a tough-minded determination to show that children with SEND are capable of excellence. Excellence for all Children Meeting Special Educational Needs October Objectives To identify the individual needs of pupils at the earliest possible opportunities. To enable all pupils to have full access to all elements of the school s formal, informal and hidden curriculum. To provide each pupil, as far as reasonably possible, with the support needed to fulfil potential. To create an environment that meets the special educational needs of each pupil. To ensure that parents/carers are involved in supporting their child s education. To involve pupils with SEND in their learning through involvement in decisions which affect their education and with their target setting. To monitor progress by means of an annual assessment programme reported to the SEND Governor. To ensure smooth transition and continuity of strategies through consultation with both lower and upper schools. To involve and work effectively with outside agencies when appropriate. To use resources effectively. Responsibilities The SEND provision is led by the Headteacher and the Governing Body. The Governing body will appoint a governor to take a special interest in SEND, although the Governing Body as a whole is responsible for making provision for pupils with SEND. The appointed Governor is Gillian Holt.

3 The Governing Body will evaluate the effectiveness of the provision for pupils with SEND by assessing data on their progress and achievement at least annually and by meeting regularly with the Inclusion Manager to receive reports. The views of parents and pupils may be invited in relation to specific issues or on the provision generally. Our Inclusion Manager is responsible for the operation of the Special Educational Needs Policy and coordination of specific provision made to support individual children with SEND. The Inclusion Manager is: Mrs Helen Wright Role and Responsibilities of the Inclusion Manager To liaise with staff to monitor the pupil s progress and plan further interventions where progress is slower than expected. To have regular contact with a wide range of external agencies that are able to give more specialised advice as needed (see list below). Parents/carers with any concerns regarding SEND matters should contact Mrs Wright. Complaints Any complaints regarding SEND should be submitted in line with the school s complaints policy, which is a separate document. Should this process not prove satisfactory complaints can also be made through: The Local Authority An SEND tribunal Parent-partnership office Special needs provided for at Parkfields Children with a range of special educational needs and disabilities are provided for at Parkfields, but we have a special provision for children with hearing impairment. There are many SEND terms that are abbreviated which can lead to confusion. Below is a glossary of the most used SEND terms

4 ADD ADHD ASD CAF CAMHS COP CP DCD EAL EHCP EP EWO FSM HI PFP KS LAC LEA MLD NC OT PP PSP SALT SEND SENCO SPLD SMEH VI Attention Deficit Disorder Attention Deficit & Hyperactivity Disorder Autistic spectrum Disorder Common Assessment Framework Child & Adolescent Mental Health Service Code of Practice Child Protection Developmental Coordination Disorder English as an Additional Language Education and Health Care Plan Educational Psychologist Education Welfare Manager Free School Meals Hearing Impairment Personalised Focus Plan Key Stage Looked After Child Local Education Authority Moderate Learning Difficulty National Curriculum Occupational Therapist Pupil Premium Pastoral Support Programme Speech and Language Therapy Special Educational Needs & Disability Special Educational Needs Coordinator Specific Learning Difficulty Social Mental and Emotional Health Visual Impairment

5 Department for Education Update Children and Families Bill 2013 The Children and Families Bill takes forward the Coalition Government s commitments to improve services for vulnerable children and support strong families. It underpins wider reforms to ensure that all children and young people can succeed, no matter what their background. The Bill will reform the systems for adoption, looked after children, family justice and special educational needs. The Government is transforming the system for children and young people with Special Educational Needs & Disabilities (SEND) including those who are disabled so that services consistently support the best outcomes for them. The Bill will extend the SEND system from birth to 25 years, giving children, young people and their parents/carers greater control and choice in decisions and ensuring needs are properly met. From September 2014 a new approach to SEND commences with these initial steps: Replacing Statements and Learning Difficulty Assessments with a new birth-25 Education Health Care Plan (EHCP), extending rights and protections to young people in further education and training and offering families personal budgets so that they have more control over the support they need Improving cooperation between all the services and support children and their families and particularly requiring local authorities and health authorities to work together Requiring local authorities to involve children, young people and parents in reviewing and developing provision for those with special educational needs and to publish a local offer of support. What is the Local Offer? The Local Offer was first introduced in the Green Paper (March 2011) as a Local Offer of all services available to support disabled children and children with SEND and their families. This easy to understand information will set out what is normally available in schools to help

6 children with lower-level SEND as well as the options available to support families who need additional help to care for their child. What will it do? This will allow parents/carers the ability to access information and services in their area and inform them as to what they can expect from those services. With regard to Education it will let parents/carers and young people know how schools and colleges will support them and what they can expect across local settings. There are 14 questions, devised in consultation with parents/carers and other agencies, which reflect their concerns and interests. These will be answered by agencies, schools and colleges to provide information to parents and carers to enable them to make decisions about how to best support their child s needs.

7 SPECIAL NEEDS INFORMATION PARKFIELDS MIDDLE SCHOOL 1. How does Parkfields Middle School know if my child needs extra help? We know when pupils need help if: Concerns are raised by parents/carers, teachers or the child Limited progress is being made There is a change in the pupil s behaviour or progress The lower school shares information regarding your child What should I do if I think my child may be Special Educational Needs? The class teacher is the initial point of contact for responding to parental concerns The class teacher may then direct you to Mrs Helen Wright, Inclusion Manager 2. How will I know how Parkfields Middle School supports my child? Each pupil s education experience is planned and monitored by the class teacher. It will be differentiated accordingly to suit the pupil s individual needs. This may include additional general support by the teacher or teaching assistant in class. If a pupil has needs related to more specific areas of their education, such as spelling, numeracy or literacy skills, then the pupil may be placed in a small focus group or in a 1:1 situation. This will be run by a teaching assistant, monitored by the subject teacher. The length of time of the intervention will vary according to need. The interventions will be regularly reviewed by all involved to ascertain the effectiveness of the provision and to inform future planning. These interventions will be recorded on the school s provision map (this is a record of the interventions in place). Sometimes pupils may have the opportunity to access additional 1:1 sessions, such as in reading, with one of our trusted and police checked volunteers. If you have any queries related to these interventions, please do not hesitate to contact the class teacher or the Inclusion Manager.

8 Pupil Progress Meetings are held each term. This is a meeting where the class teacher or Head of Year meets with the Senior Leadership Team to discuss the progress of the pupils in their class or year group. Also, a weekly meeting is held with Senior Leaders to discuss pupil concerns, attendance, effort, behaviour and attitudes to learning. This shared discussion may highlight any potential problems in order for further support to be planned. A Provision Map has been written and can be found on the web site. This should give an indicator of the type of support given in the classroom Occasionally a pupil may need more expert support from an outside agency such as the Children s Therapy Team, Paediatrician etc. A referral will be made, with your consent and forwarded to the most appropriate agency. After a series of assessments, a programme of support is usually provided to the school and parents/ carers. Specified Individual support This is now provided via a Education, Health and Care Plan (EHCP).This means your child will have been identified by the class teacher/ Inclusion Manager as needing a particularly high level of individual or small group teaching (more than 20 hours a week), which cannot be provided from the budget available to the school. Usually your child will also need specialist support in school from a professional outside the school. This may be from: Local Authority central services such as the ASD Outreach Team or Sensory Service (for students with a hearing or visual need) Outside agencies such as the Speech and Language therapy (SALT) Service. For your child this would mean: The school (or you) can request that the Local Authority carry out a statutory assessment of your child s needs. This is a legal process which sets out the amount of support that will be provided for your child. After we have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all professionals involved with your child to write a report outlining your child s needs. If they do not think your child needs this, they will ask the school to continue with the appropriate level of support.

9 After the reports have all been sent in the Local Authority will decide if your child s needs are severe, complex and lifelong and that they need more than 20 hours of support in school to make good progress. If this is the case they will write an EHCP Plan. The EHCP Plan will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child. The additional adult may be used to support your child with whole class learning, run individual programmes or run small groups including your child. This type of support is available for children whose learning needs are: Severe, complex and lifelong Need more than 20 hours of support in school 3. How will the curriculum be matched to my child s needs? Class teacher input via excellent targeted classroom teaching, known as Quality First Teaching. For your child this would mean: That the teacher has the highest possible expectations for your child and all pupils in their class. That all teaching is based on building on what your child already knows, can do and can understand. Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning. Specific strategies (which may be suggested by the SENCO or outside staff) are in place to support your child to learn. Your child s teacher will have carefully checked on your child s progress and will have decided that your child has gap in their understanding/learning and needs some extra support to help them make the best possible progress. When a pupil has been identified with special needs their work will be differentiated by the class teacher to enable them to access the curriculum more easily.

10 Teaching Assistants (TAs) may be allocated to work with the pupil in a 1:1 or small focus group to target some specific needs. If a child has been identified as needing extra 1:1 support and is withdrawn for a period of longer than 6 months, they will be given a PFP (Personalised Focus Plan). Targets will be set according to their area of need. These will be monitored by the class teacher and by the Inclusion Manager three times per year. Appropriate, specialist equipment may be given to the pupil, eg writing slopes, concentration cushions, pen/pencil grips or easy to use scissors. 4. How will I know how my child is doing? You will be able to discuss your child s progress at Parents Evenings. Appointments can be made to speak in more detail to the class teacher or Inclusion Manager by phoning the school. If your child has an EHCP plan, there will be a review of targets termly, one of which will be the annual review. How will you help me to support my child s learning? The class teacher may suggest ways to how you can support your child. The Inclusion Manager may meet with you to discuss how to support your child with strategies to use if there are difficulties with a child s behaviour/emotional needs or numeracy and literacy skills. If outside agencies or the Educational Psychologist have been involved, suggestions and programmes of support are normally recommended that can be used at home. 5. What support will there be for my child s overall well-being? The school offers a wide variety of pastoral support for pupils who are encountering social or emotional difficulties. These include: Members of staff such as the class teacher, Head of Year, Senior Leadership Team and Inclusion Manager are readily available for pupils who wish to discuss issues and concerns. Where appropriate, group sessions or 1:1 work is carried out.

11 The HUB is available for those who find breaktimes and lunchtimes a challenge. The HUB has been created as a safe space for children who need emotional support. Pupils with Medical Needs If a pupil has a medical need then a detailed Care Plan is compiled with support from the school nurse in consultation with parents/carers. These are discussed with all staff who are involved with the pupil. Where a pupil needs help with matters such as toileting or dressing a personal care plan will be developed in accordance with the school s policy on personal care. Staff receive auto-injector, asthma and epilepsy training annually, delivered by the school nurse. Where necessary and in agreement with parents/carers, medicines are administered in school but only where a signed Medicine Consent form is in place to ensure the safety of both child and staff member. 6. What specialist services and expertise are available at or accessed by the school? At times it may be necessary to consult with outside agencies to receive their more specialised expertise. In general the Inclusion Manager will liaise with outside agencies. The agencies used by the school include: Autism Outreach Team Child Protection Advisors Educational Psychologists CAMHS Jigsaw Educational Welfare Officers (EWO) Hearing Impairment/Visual Impairment Services Inclusion Team Social Services Children s Therapy Team (Speech & Language/Occupational Therapy) Edwin Lobo (Paediatricians) School Nurse Parent Partnership Service

12 An Educational Psychologist is allocated to each school. They would normally only work directly with pupils who needs are felt to be quite considerable and have not responded well to the interventions previously put in place for them. In order to help understand the pupil s educational needs better, the psychologist will generally meet with the parent and give feedback after the assessment has been completed. They will offer advice to the school and parents/carers on how to best support the pupil in order to take their learning forward. 7. What training are the staff supporting children and young people with SEND had or are having? Different members of staff have received training related to SEND. These have included sessions on: How to support pupils on the autistic spectrum How to support pupils with social and emotional needs How to support pupils with speech and language difficulties How to support pupils with physical and coordination needs For example; Whole school training - Stammers and speech and language Elizabeth Wainwright September 2011 Whole school training - Down Syndrome Training - Helen Long - April 2012 Whole school training Autism Educational psychologist Dr Alice Edmandson Sept 2013 Whole school training auto ejector / asthma / epilepsy - Jan How will my child be included in activities outside the classroom including school trips? Activities and school trips are available to all Risk assessments are carried and procedures are put in place to enable all children to participate. Individual support is given on all trips.

13 9. How is the learning environment adapted for pupils with SEND? As a school we are happy to discuss individual access requirements. Facilities we have at present include: All classrooms and the hall are equipped with Soundfield systems which benefit all children but particularly those with Hearing Impairment. Ramps and lifts enable pupils with mobility impairments to reach all areas of the school, 4 disabled toilets and 1 shower facility for disabled users are available Facilities in science and technology have been designed to cater for a range of SEND. Wide doors in all the buildings 10. How will the school prepare and support my child when joining Parkfields Middle School or transferring to a new school? Many strategies are in place to enable the pupil s transition to be as smooth as possible. These include: Discussions between the previous or receiving schools prior to the pupil joining/leaving. All pupils attend a move up day where they spend some time with their new class teacher. 5 additional visits - Summer School are also arranged for pupils who need extra time in their new school. The Inclusion Manager has a day allocated to meeting parents/carers of SEND children, prior to them joining the school Teachers and TAs visit pupils prior to them joining their new school. The Inclusion Manager liaises with the SENCOs from the Upper schools to pass on information regarding SEND pupils. Additional visits are arranged for those pupils in year 8 Where a pupil may have more specialised needs, the Upper school SENCO, parent/carers and, if appropriate the pupil, meet with the Inclusion Manager.

14 11. How are the school s resources allocated and matched to children s Special Educational Needs? The SEND budget is allocated each financial year. The money is used to provide small groups for those who need support with literacy and numeracy, or resources dependant on an individual s needs. The additional provision may be allocated after discussion with the class teacher at pupil progress meetings or if a concern has been raised by them at another time during the year. Resources may include deployment of staff depending on individual circumstances. Pupils with an ECH Plan will have part of their support funded from outside the school. 12. How is the decision made about how much support my child will receive? These decisions are made in consultation with the class teacher, Senior Leadership Team and parents. Decision are based upon termly tracking of pupil progress or as a result of assessments undertaken internally. During their school life, if further concerns are identified due to the pupil s lack of progress or well-being then other interventions will be arranged. 13. How will I be involved in discussions about and planning for my child s education? All parents are encouraged to contribute to their child s education This may be through: Discussions with the class teacher During parents evenings During discussions with other professionals Parents and pupils with a PFP will be invited in to discuss and review targets Parents are encouraged to comment on their child s PFP with possible suggestions that could be incorporated.

15 14. How will pupils with SEND be consulted and involved in their education? Pupils with SEND will have discussions with their form tutor and class teachers about their targets and how they are doing. Targets will be reviewed at least annually. Pupils with an ECHP will be invited to meet with a member of staff in the Inclusion Department at least annually to discuss their progress, support and future targets. 15. Who can I contact for further information? If you wish to discuss your child s educational needs or are unhappy about something regarding your child s schooling, please contact the school office to arrange a meeting with the Inclusion Manager. The local authority s local offer which sets out provision at schools and other providers is available from Central Bedfordshire Council. The Parent Partnership provides support services for parents of pupils with special education needs can be contacted on: Central Bedfordshire Tel: parent.partnership@centralbedfordshire.gov.uk I hope these have answered any queries you may have but do not hesitate to contact the school if you have further questions.