Special Educational Needs Policy For West Ewell Infants School and Nursery

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1 Special Educational Needs Policy For West Ewell Infants School and Nursery Reviewed by Wendy Thomas and Jennie Trimmer SENCO s February 2014 Policy Statement At West Ewell Infant School and Nursery we are proud of our provision for children with Special Educational Needs (SEN), and we are committed to their successful integration into mainstream schooling. Our approach to teaching and learning recognises that all children s needs are dynamic and relative and that all children may have special educational needs at any time, and for any length of time during their school career. We are committed to working with parents and children in order to ensure each child has equal access to the curriculum and is able to reach his or her full potential. This policy is in keeping with the schools aims, its Learning and Teaching policy and its Equal Opportunities policy. The governing body and all staff of the school will aim that all pupils enjoy a broad and balanced education, which meets individual needs. As the policy is reviewed annually it will reflect the priorities of the SEN section of the School Improvement Plan. Definition of Special Educational Needs Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they: a. have significantly greater difficulty in learning than the majority of children of the same age; or b. have a disability which prevents or hinders them 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 education authority c. are under compulsory school age and fall within the definition at a) or b) above or would so do if special educational provision was not 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. 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 special schools, in the area b. for children under two, educational provision of any kind. Section 312, Education Act 1996 Aims Our aim is to organise our school in ways that help teachers to respond to and indeed develop and enhance the personal qualities and interest of each member of their class. We believe that all children should be entitled to participate in a broad and common range of experience. We are aware of the problems associated with grouping children according to ability all the time, (making generalisations, labelling, self-fulfilling prophecies etc). We look to create opportunities for grouping children according to interests, friendships and preferences. 1

2 We aim to support teachers and encourage them to feel confident in their ability to teach all pupils successfully. This means that additional teaching resources are geared to helping class teachers. Where possible teachers work together, with the aim of improving their practice through collaboration and discussion about the children s needs and potential. Key Objectives These will vary from year to year and are in keeping with the School Improvement Plan a. To ensure that SA+ children make good progress at least 3 sublevels per academic year. b. For the SENCO to have non-contact time to liaise with professionals and parents and to support staff and children as appropriate. c. For the SENCO with the SLT to monitor the progress of all children with SEN across the school, on a termly basis, through observations and work sampling. d. For the SENCO to work with teachers to write and monitor Individual Education Plans and Behaviour Plans and to ensure that they are reviewed and updated every term. e. To ensure that differentiation is clearly evidenced in teachers planning. f. To maintain and update SEN records. g. To work with Teachers, Learning Assistants, Nursery Nurses, Special Needs Assistants and the Pastoral Learning Assistant to support the children in their care. h. In consultation with governors, to explore the possibility of extra release time for SENCO to reflect increased workload. i. To instigate succession planning procedures to ensure the SENCO role is adequately covered. Factual Information Special Educational Needs Co-ordinator (SENCO) Wendy Thomas (FS and Centres) and Jennie Trimmer (KS1) Responsibilities- a. The day-to-day operation of the school s SEN policy. b. The implementation and achievement of the key objectives (above). c. Liaising with and advising teachers and support staff. d. Co-ordinating provision for children with special educational needs. e. Maintaining the school s SEN register and overseeing the records of all pupils with special educational needs. f. Liasing with parents of children with special educational needs. g. Contributing to the in-service training of staff. h. Liaising with external agencies including the Education Psychology service and other support agencies, medical and social services and voluntary bodies. i. Monitoring the progress of all children with SEN and responding/intervening where appropriate to increase rate of progress. Qualifications and experience of staff We have 1 qualified Reading Recovery teacher. We have 2 speech therapists on site and 2 Speech and Language Therapy Assistants. We would aim for all staff to be trained in behaviour management and have received Positive Touch training from the BSS (Behaviour Support Service). Several members of staff have been trained to provide Early Literacy Support. We have 3 teachers who have been awarded post graduate diplomas in teaching children with SEN and 4 teachers who have completed an MA in education. We have 1 teacher who provides training as an Elklan co-tutor in conjunction with Speech and Language Therapists. The training breaks down all aspects of speech, language and communication needs and provides strategies for practitioners to implement in order to support children more effectively. Several members of teaching and support staff have completed the Elklan course. Special facilities/ building adaptations The school and Nursery has a disabled toilet and shower facilities and ramps providing access to both buildings. Ramps are also provided from classrooms to outside areas in Nursery, Year 1 and in Reception. 2

3 There is a stair lift going up to the year 2 corridor and 3 toilets have been adapted so that they are accessible to children with physical needs. Specialist provision (at the time of the review of the policy) a. Pre-school Language Centre 11 children (3-4 years) 6 children in the morning, 5 children in the afternoon (all children are either at early years action plus, undergoing statutory assessment or have a full statement). Speech therapist 1 day per week Speech and Language Therapy assistant 2 days per week. 2 Teachers 1 NNEB 4 Learning Assistants 1 HLTA b. Main school Language Unit - 13 children (4-8) full time (all children have full statements) 1 teacher Speech Therapist 3 days per week Speech and Language Therapy assistant 2.5 days per week 1 NNEB 1 full time Learning Assistant 1 full time Special Needs Assistant 2 part time Special Needs Assistant Admission Arrangements We welcome children with special needs into our school and see them as adding to the diversity of our community. The school caters for the full ability range and the presence or absence of a special educational need is not a factor in the selection of pupils. The school admits children with specific language difficulties, who have statements of special educational needs, into the Specialist Centres for children with Speech, Language and Communication needs. There is provision for 15 pupils and 16 pre-school children and admission is co-ordinated by an area panel. Identification, Assessment and Provision Strategies used to identify and assess pupils. Early Years staff make visits to every home pre-admission and also visit local pre-school settings. Often children are identified by a key health visitor. Liaison with speech and language service is on-going Early Years Foundation Stage Development Matters document. Classroom observations and assessments Expression of concern by a class teacher, parent or medical authorities Specialist Reading Support assessments Strategies used to identify the nature of pupils difficulties The school aims to respond early to identified need, prior to and at the School Action (A) stage of school based assessment, by regular recording of observations and the setting up of an Individual Education or Behaviour Plan (IEP/IBP). The school co-ordinates provision at School Action (A) and School Action Plus (P) and ensures that individual education plans are reviewed and parents are involved through regular meetings with the SENCO and the class teacher termly. The school follows the Code of Practice throughout any formal procedures. The school organises the Annual Review procedure for pupils with a statement of special educational needs and takes into account the views of the pupil and parents. All records are kept and up-dated by the SENCO. 3

4 NB: The current procedures will change with the implementation of the SEND 14 in September. At present there has been no clarification to how this will affect schools, however all schools are required to publish their local offer on their website by the end of Spring term At this point Statements will then be known as Education, Health and Care Plans. Provision Arrangements for providing access to the curriculum. Pupils with special educational needs have access to a broad and balanced curriculum. There are no modifications or disapplications of the National Curriculum requirements. A variety of ICT equipment and software is used to support children with Special Educational Needs enabling them greater access to the curriculum. Pupils with SEN are the responsibility of all teachers. Pupils are planned for individually and records passed to new teachers and parents at the end of each year. Individual Education plans are implemented by class teachers and learning assistants and reviewed with the SENCO each term. In order to raise awareness of differentiation we have weekly staff meetings, regular in-service training where appropriate and weekly year group planning. Each class has a learning assistant or NNEB. Use of Makaton to support children with Speech, Language and Communication Needs and a daily visual timetable in every classroom. Access to a Sensory Room in the Nursery. Other support includes: Handwriting Groups (Yr1) Developing Phonological Awareness Skills (Yr1 and 2) Mainstream Speech and Language Therapy REMA (Ethnic and Language Minority Achievement) support Volunteer Readers Literacy and Learning support service Physiotherapist and Occupational Therapist EP service (Education Psychology) Service for visually impaired Service for hearing impaired CAMHS Family Support Worker Behaviour Support Service The following support programmes are research based interventions. The research has shown these interventions are proved to raise standards: Reading Recovery Better Reading Partnership Fischer Family Trust Inclusion Pupils with special educational needs are fully included in the life of the school and hold positions of responsibility such as School Council and play an equal part in drama productions, sport displays, music etc. Children in the Specialist Centre in Year 1 and Year 2 integrate with mainstream classes every afternoon and children in Reception integrate for an hour and a half every morning. They all register in their mainstream classes with their mainstream peers. Evaluation As a school we continually monitor and gather evidence on a number of indicators including: a. Number of children achieving well in Key Stage 1 Assessments. b. A reduction in the number of children proceeding to further stages on the Code of Practice. Numbers are collated each year. c. Children monitored and identified by class teachers as low achievers. d. Headteacher and Senior Leadership Team continually monitor teaching and learning in school. 4

5 Resources a. Our SEN funding is used to supplement the salary of Learning Assistants, NNEBs, SNAs, staff in the Specialist Centre and the SENCO. It is also used to provide relevant resources for the children and for training. b. We aim to meet the resource needs of pupils with statements of special educational needs from our wide range of resources, which are added to and supplemented when necessary. c. Specialist Reading Support is available in school. d. Mainstream Speech Therapy is available. e. The Governing body ensures the effective use of funds available to the school for the support of all pupils with SEN at termly finance sub-committee group meetings. Staff Development and Partnership Staff are able to attend regular courses according to their own needs and experience. Learning assistants, NNEBs and ancillary staff are included in staff meetings and in-service training days as well as courses where relevant. The Deputy Headteacher/SENCO hold regular meetings with midday supervisors and learning assistants to ensure that a consistent approach to the children is maintained and that individual special needs are known to all staff Part of the weekly staff meeting is spent discussing any children with special needs to ensure all staff are well informed and supported. Support Services The following service level agreements with the Local Education Authority are in place: Babcock FOUR S Personnel Governors Support REMA STEPS Parents At West Ewell Infant School we believe that education is most successful when parents and school staff work together in partnership. Home is where a child s first teachers are found, and so we want every person who shares a child s life to have an opportunity to contribute to his or her learning. We aim to make it as easy as possible for parents to discuss any concerns they may have about their child. The Headteacher aims to see parents as quickly as possible once a request for an appointment has been received. Once DBS (Disclosure Barring Service) checks are complete, parents are actively encouraged to come into school and participate in all activities across the curriculum. We hold regular meetings with parents to explain our approach to English and Maths. We hold workshops for Nursery and Reception parents to explain how we help their children to learn across the curriculum and to provide strategies that parents can use to support their children at home. Links with other agencies The school ensures effective liaison between the school and Health Authorities, Social Services, parents and voluntary organisations by regular contact. The SENCO from Danetree Junior School and Auriol Junior School meet at the end of the summer term with our SENCO to discuss individual children moving to their schools. The SENCO attends Network meetings organised by Babcock 4S. 5

6 Complaints Procedure If parents have a query about the SEN provision their child receives it is suggested that they first approach their child s teacher or SENCO and then consult the Headteacher if they require further information. If the matter is not fully resolved it may then be referred to the Governors. To be agreed by Children and Learning To be agreed by the FGB POLICY TO BE REVIEWED Autumn Term