Westfield Primary Community School. SEND Policy

Transcription

1 Westfield Primary Community School SEND Policy Approved By: School Development Committee Last Approved: March 2015 Date: March 2016 Review Date: March 2017 York s Children & Young People s Plan Our Vision York is a city making history and its children are our future. Every child and young person in York deserves to live their dreams. We will stretch, support, nurture and release them to do so. Working with them and their families, we will make York the best place in Britain in which to grow up. Page 1 of 12

2 Westfield School aims to provide a caring and supportive environment where every child matters and where all pupils are valued equally and are given the opportunity to reach their full potential. Definition The culture, practice, management and deployment of resources are designed to ensure that all children s needs are met. Provision for pupils with Special Educational Needs is a matter for the school as a whole. Special educational provision means: For children of two or over, educational provision which is additional to or otherwise different from, the educational provision made generally for children of age in schools maintained by the LA, other than special schools in the area. (Section 312, Education Act 1996) Pupils with special educational needs are identified and assessed at the earliest opportunity and appropriate provision made according to the Department For Education Code of Practice, to ensure full inclusion within the school community. 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: Have a significantly greater difficulty in learning than the majority of pupils 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 schools within the local education authority. A person has a disability for the purpose of the Act if he has a physical or mental impairment that has a substantial and long term adverse effect on his ability to carry out normal day-to-day activities Section 1(1) Disability Discrimination Act 1995 This policy complies with the statutory requirements in the Special Educational Needs and Disability (SEND) Code of Practice SCHOOL ARRANGEMENTS Aims and objectives: All children with special educational needs will have their needs met. Children with a special educational need will be identified as early as possible. Parents and children will be involved in all aspects of decision making with regards to their education. It is the schools duty to inform the child s parents that special educational provision is being made for the child because the child has SEND. Section 317A, Education Act 1996 Page 2 of 12

3 Pupils with a special educational need will access a broad, balanced and relevant education, achieving success and being engaged in learning. All pupils, regardless of special educational need, are valued members of the school community and provision is made to ensure full participation in the life of the school Day-to-day delivery of a suitably differentiated curriculum that is accessible to all will be provided. The school will endeavour to have high expectations for SEN learners and make every effort to narrow the gap in attainment between vulnerable groups of learners and others. The school will keep and share with parents, appropriate records of assessments, provision (detailed in the Individual Education Plan/Individual Behaviour Plan or My Support Plan) and progress. The relationship between parents and school is crucial to the educational progress of all pupils. Parents hold key information and have a critical role to play in their child s education. A strong partnership between parents and school will ensure that the best support is provided for each child s particular needs. Parents contributions will be sought to inform the My Support Plan in a holistic manner in which it was intended by CYC. The child s views will be sought and taken into account. Each child will be encouraged to set his/her own targets. They will be invited to contribute and review their My Support Plan in a holistic manner in which it was intended by CYC. In service training will be provided in school on SEND issues, and all staff of the school will have opportunities to attend appropriate courses provided by the Local Authority. Regular meetings will be held in school to co-ordinate the involvement of external pupil support agencies, including learning and behaviour support teachers, the educational psychology service, the educational social worker and health and social services. Staff liaison meetings and the transfer of written records will facilitate transfer between schools. Information sharing with parental consent will facilitate multi-agency working with regards to SEND. The Special Educational Needs and Disability Policy will be regularly reviewed and updated. Governors will monitor the implementation of the SEND policy and report annually to parents. Co-ordinating and managing provision: Provision for pupils with SEND is undertaken as a whole school; Special Educational provision is an integral part of the Self Evaluation Form and the School Development Plan. Curriculum Leaders, monitored by the head and governors, are required to ensure that learning for all children is given equal priority and that available resources are used to maximum effect. Although the SENCO has day-to-day responsibility for the management of the SEND Policy, all Staff are to ensure that inclusion for all pupils has the highest priority throughout our school. ROLES AND RESPONSIBILITES The Governing Body: The governing body has a statutory duty to ensure that the necessary provision is made for all pupils with SEND and in cooperation with the head teacher will: Determine the schools general policy and approach to pupils with SEND Monitor the schools work on behalf of children with SEND Page 3 of 12

4 Establish appropriate staffing Ensure appropriate funding for SEND Maintain general oversight of the schools work Report annually to parents on the success of the school s policy for children with special educational needs and disability. The School Offer is published separately on the school s website The Head teacher The Head teacher is the "responsible person" in receipt of information from the Local Authority and Social Services. She is the principal agency through whom the governors discharge their duties. She has overall responsibility for inclusion and will liaise with the SENCO in order to keep the governing body fully informed. The SENCO The SENCO working with the head teacher and fellow teachers is closely involved in the strategic development of the SEND Policy and provision. Key responsibilities include: Overseeing the implementation and the day-to-day operation of the school policy for special educational needs and disability provision. Coordinating the provision for all children with special educational needs and disability. Overseeing the records of all children with SEND. Developing parent partnerships and liaising with parents. Writing referrals and reports. Liaising with and advising fellow teachers. Managing Teaching Assistants. Overseeing the planning of support and/or intervention programmes. Arranging and contributing to in-service training of Staff, Learning Assistants, and Voluntary Helpers. Liaising with external agencies including the LA s educational support services, health and social services and voluntary bodies. Purchasing SEND books, materials and other resources Liaising with other SENCOs on transfer of SEND pupils. Reporting to head teacher and governors Teaching staff and assistants All teachers are teachers of children with special educational needs or disability. All staff have important day-to-day responsibilities and are aware of: The Inclusion Policy The procedures for identifying, assessing and providing for pupils with SEND. Agreeing IEPs and IBP s with parents Their own responsibilities in ensuring that the needs of the pupils are appropriately met Westfield School has a designated link governor for SEND, and for the academic year this role will be undertaken by Andrea Durston. Page 4 of 12

5 ADMISSION ARRANGEMENTS All children with SEND have the right to be educated in a mainstream school. Please refer to the: Admission Policy Equalities Policy Westfield Primary Community School strives to be a fully inclusive school. It acknowledges the range of issues to be taken account of in the process of development. All pupils are welcome, including those with special educational needs and/or disability, in accordance with LA and school admissions policies. No child shall be excluded from activities because of their disability. When a pupil with SEND transfers from another school the SENCO makes contact with the previous school for the transfer of records and information in order to ensure that appropriate support arrangements are set up. Parents are invited to speak with the SENCO. According to the Education Act 1996 (Section 316), if a parent wishes to have their child with a statement educated in the main stream, the LA must provide a place unless this is incompatible with the efficient education of other children and there are no reasonable steps that can be taken to prevent the incompatibility. ALLOCATION OF RESOURCES The SENCO is responsible for the operational management of the specified and agreed resourcing for special needs and disability provision within the school, including the provision for children with an EHCP. She liaises closely with all teachers, the Assistant and the Head teacher. The SENCO draws up the resources bid when the school is planning for the next School Improvement Plan, and prepares an annual report to governors on the impact of SEND spending on outcomes for pupils. Westfield Primary Community School follows LA guidance to ensure that all pupils needs are appropriately met. Staffing A specialist teacher (SENCO) is employed as part of SMT to take responsibility for Inclusion issues, the implementation of the Code of Practice and to co-ordinate the SEND provision. Three full time Children s Champions work with individual named pupils on social, emotional and behavioural issues. A team of TAs suitably trained and deployed by the Head and SENCO to support individual or groups of pupils and/or to deliver specific SEND programmes throughout the school. Four Emotional Literacy Support Assistants are deployed across school and have been trained to deliver specific interventions around self-esteem, social, emotional and behavioural issues One Part Time Parent Support Advisors works with parents to eliminate any barriers to a child accessing education. Page 5 of 12

6 Full time TAs in each Reception class working under the direction of the class teacher to ensure that the needs of each individual pupil is recognised and met at the earliest opportunity. The Admin assistant to keep SENCO diary and give secretarial assistance. Special Facilities All downstairs areas of the main building are wheelchair accessible. The stairways have had special handrails fitted. Some toilets in the school have been adapted for easy access. 3 are specifically equipped for disabled use. All classrooms are carpeted and suitable for use by hearing impaired pupils. The school uses an enhanced acoustic system in the halls. Access to radio aid equipment for use by hearing impaired pupils. Allocation of Rooms A SENCO office with PC and a telephone used for parental interviews. A suitably equipped room with softer furnishings is available for use of vulnerable children who are working with the Children s Champions. Bookable meeting room with conference table and chairs. A tutorial room in each year group for withdrawal groups The IT suite available by timetabled arrangement for individual and groups of pupils with SEND A room is timetabled for pre-arranged educational courses for parents. IDENTIFICATION AND ASSESSMENT Early identification is vital. Pupils with SEND are identified through the school s assessment procedures and parents are involved at the earliest opportunity if it is felt that a pupil may require additional provision. The assessment of children reflects as far as possible their participation in the whole curriculum of the school. The class teacher and the SENCO can break down the assessment into smaller steps in order to aid progress and provide detailed and accurate indicators. The relationship between parents and school is crucial to the educational progress of all pupils. Parents hold key information and have a critical role to play in their child s education and are regularly invited to review progress and be involved in the target setting process. This is documented in Education Health Care Plans (EHCP) and My Support Plans (MSP) Categories of Special Educational Needs The school recognises that children s needs and requirements fall into the four broad areas described in the Code of Practice, namely Cognition and learning needs Social, Emotional, Mental Health needs Communication and interaction needs Sensory and/or physical needs. Provision The National Curriculum is the starting point for planning a school curriculum that meets the specific needs of individuals and groups of pupils. Teachers provide effective learning opportunities for all pupils by modifying as necessary, the National Curriculum programmes of Page 6 of 12

7 study to provide all pupils with relevant and appropriately challenging work. Assessments are undertaken routinely to ensure early identification of any areas of difficulty. If the class teacher feels that a pupil requires action that is additional to or different from that provided as part of the usual differentiated curriculum, a clear process applies; Concerns will be discussed with the SENCO and initial information will be gathered. The SENCO may observe the pupil and an appropriate intervention programme may be implemented. Children will be highlighted on teacher s planning as having continuing wave one provision. Additional/different resources may be used to meet the pupils needs, along with suggestions for support at home. The unique knowledge of a parent is recognised and actively sought as part of the process of evaluation and individual target setting. Parents are invited to assist in the initial compilation of records to ensure that all relevant details about the child's early years and specific difficulties are included correctly. The child may be included in the school s special needs register at Band 1 or Band 2. The teacher will write an Individual Education Plan (IEP) for the pupil, identifying up to three key targets and detailing provision to meet these. The IEP is reviewed and updated termly in discussion with the pupil, teacher and parents. Most pupils will make progress with the additional help detailed above, but if there is a continuing concern over progress not being made, this will be discussed with the SENCO, who may then request advice from outside agencies. This will place the pupil at Band 2 of the SEN register. Most pupils will make some progress once further advice has been acted upon, however if this is not the case and limited progress continues, then all involved parties will contribute evidence to establish a My Support Plan. This child and parent centred plan is used to co-ordinate all the people involved in supporting the child. The My Support Plan is used to plan, do and review specific targets and support required to meet these. It can be used to make a request to the local authority for an Education, Health and Care Plan (EHCP), if it is felt that the child s needs cannot be met within Bands 1 or 2. The school recognises that there is a continuum of Special Educational Needs and provides a graduated response with SEND Banding descriptors, (replacing previous School Action, and School Action Plus) from Band 1-6. Band 3 equating to a Statutory Assessment and an Education Health Care Plan (EHCP) and believe that provision for a child with special educational needs should match the nature of their needs. Parents permission is requested if a referral to support services is considered and any reports or assessments are routinely shared. Referrals for Statutory Assessment are made where appropriate after a My Support Plan (MSP) has been planned, implemented, and reviewed. The MSP process involves discussions between parents, school and educational psychologist, in addition to specialist teachers if appropriate. MONITORING AND RECORD KEEPING: In addition to normal class plans and assessment records, the school has child friendly Individual Education Plan/Individual Behaviour forms for pupils with SEND, which are given to parents. Individual Education/Behaviour Plans are written and reviewed termly by the teacher with each child to show individual needs, targets set, action to be taken and the outcomes. Annual and Interim Reviews are held for all Pupils with an EHCP in accordance with the Code of Practice. Pupils who meet SEND descriptors in Band 2 and above, with complex needs or multi-agency involvement may require a My Support Plan (MSP) which will be reviewed termly. Page 7 of 12

8 As a result, an Request for Statutory Assessment may be made. Details of review meetings with parents, the involvement of other professionals and the dates of transfer between the stages are kept. Children with SEMH needs are monitored using the SEB profile twice per year. Although the class teacher is responsible for the day to day provision of the curriculum, and the head teacher and SEND co-ordinator responsible for the statutory requirements, all members of staff are made aware of specific needs of pupils and it is their responsibility to take these into account when planning school events e.g. assemblies, competitions, clubs etc. (e.g. by wearing radio microphone for hearing impaired child or ensuring suitable access for wheelchairs etc) No child shall be excluded from activities because of their disability. CURRICULUM ACCESS AND INCLUSION Westfield Primary Community School engenders a sense of community and belonging through its: Inclusive ethos Broad and balanced curriculum for all pupils Systems for early identification of barriers to learning and participation High expectations and suitable targets for all children All children have an entitlement to a broad and balanced curriculum, which is differentiated to enable children to: Understand the relevance and purpose of learning activities Experience levels of understanding and rates of progress that bring feelings of success and achievement Through appropriate curricular provision, we respect the fact that children: Have different educational and behavioural needs and aspirations Require different strategies for learning Acquire, assimilate and communicate information at different rates Need a range of different teaching approaches and experiences Teachers use a range of strategies to meet children s special educational needs. Lessons have clear learning objectives; we differentiate work appropriately, and we use assessment to inform the next stage of learning. Individual Education/behaviour Plans, (IEPs/IBP s), are regularly reviewed and small achievable targets set to ensure that all children experience success. Teachers will inform and contribute to and implement agreed targets from pupils My Support Plans. EVALUATING THE IMPLEMENTATION AND SUCCESS OF THE SEND POLICY The SENCO monitors the movement of children within the SEND system in school. She provides staff and governors with regular summaries of the impact of the policy on the practice of the school. She is involved in supporting teachers involved in drawing up Individual Education/Behaviour Plans, and My Support Plans, for children. The SENCO and the Head teacher hold regular meetings to review the work of the school in this area. She and the named governor with responsibility for special needs also hold meetings during the school year. Evidence for the implementation of the policy can be seen from the following: Page 8 of 12

9 Regularly updated SEND Register kept on computer. Individual pupil SEND files detailing specific needs, assessments, referral and review dates, IEPs etc Class SEND File Teacher Assessment of National Curriculum levels. Records of parent involvement including notes from Annual or Interim review meetings SMART targets on Individual Education/Behaviour Plans and My Support plans written and reviewed termly for all children receiving SEND provision. Daily plans showing in more detail the work provided for SEND pupils and their progress or specific difficulties. School development plan showing areas of completed and planned improvement strategies, details of staff inset etc. Minutes of meetings with Pupil Support Services. Support service discussion records. Impact of wave 2 and wave 3 intervention through attainment and progress data. The success of the school s SEND Policy and provision is evaluated through Monitoring of classroom practice by SENCO/Leadership Team/subject co-ordinators Analysis of pupil tracking data and test results o for individual pupils o for cohorts Value-added data for pupils on the SEND Register Comparisons of pupil progress with national pupil progress for pupils on the SEN register Discussion with the SEND Governor School self-evaluation LA SEND moderation process School Development Plan / SEND Development Plan COMPLAINTS PROCEDURE At Westfield Primary Community School the relationship between parents and school is recognised as crucial to the educational progress of all pupils. All parents are consulted and involved as partners in the education of their children. Parents are encouraged to consult the SENCO or class teacher and/or PSA to discuss problems at any time. The policy of consultation at all stages and especially before referral means that complaints are rare. However should there be a complaint, the following procedure should be adopted. 1. Parents are encouraged to discuss the problem with the class teacher together with the Special Educational Needs Co-ordinator and/or PSA. 2. If the problem is not resolved the parents make an appointment to see the Head teacher. The class teacher and SENCO/PSA may or may not be present at this meeting. Every effort is made to resolve the situation satisfactorily within school 3. Parents should be directed to the Parent Partnership Service and Independent Parental Supporters 4. If the problem remains unresolved, the parents have the right to discuss their problem with an LA representative, with or without members of the school present. STAFF DEVELOPMENT SENCO Membership of NASEN Page 9 of 12

10 LA Courses for SEND management Courses on specific areas of SEND as appropriate Organisation of and attendance at informal SENCO Network meetings Establishment of a West Cluster Senco network in Autumn term Teaching Staff Ongoing staff training as stated in the School Development Plan Arrangements are made for staff to attend courses on specific topics related to pupils in their class or year group. Year group meetings to discuss individual or group SEND teaching strategies Individual support from SENCO and appropriate input. ICT Training Newly Qualified Teaching Staff (in addition to above) Mentoring by Experienced and qualified 'Mentors'. Individual specific training in SEND from SENCO. Teaching Assistants TAs are encouraged to attend LA courses and network meetings SENCO provides support and training on an individual or small group basis. TAs are invited to attend staff training where appropriate. A programme of appropriate in house training is arranged for TAs by SENCO Regular meetings for TAs working with pupils with a EHCP to feedback and opportunities to share good practice. Visits to partner schools, eg Hob Moor Oaks ASC provision, Haxby Road ERP for children with Speech and Language difficulties, Volunteer Helpers Many parents have attended a 10 week course run by the WEA specifically for Parent Helpers in schools. The work of the volunteers is co-ordinated by Assistant Head Volunteer helpers are invited to attend training provided for TAs Individual training is given by class teacher or SENCO WORKING IN PARTNERSHIP WITH OTHER AGENCIES. It is recognised that meeting the special educational needs of individual children requires flexible working on the part all agencies with close collaboration in order to provide integrated, high quality, holistic, child centred support. The SENCO has prime responsibility for the coordination of all Special Educational Needs provision. Liaison with educational services Westfield Primary Community School in line with Local Education Authority policy has been allocated a team of professional advisers consisting of: Educational Psychologist Behaviour Support Worker Specialist Teachers for children with Medical or Physical needs. Advice and Early Intervention Team. As set out in Service Level Agreements these are available for consultation and to undertake directed work for school for an allocated amount of time each year. A joint meeting is held annually, but in addition, the SENCO liaises with each of the professionals termly to prioritise and plan specific support. Page 10 of 12

11 The support service employs other specialists of low incident needs and they are available by request. Additional advice can also be sought from Advanced Skills Teachers of SEND. Parental permission is sought prior to discussion or assessment of any individual child. Parents are routinely advised of further intervention by any of the support services and invited to contribute. Liaison with Other Agencies Some pupils with SEND are supported by other professional agencies and members of these teams are welcomed into school to work with individual pupils, their class teacher and Children s Champion if appropriate. Their expertise is actively sought when making support arrangement and when setting targets for the individual education plan. e.g. Health professionals School Medical Officer and School Nurse Child Development Clinic Occupational Therapist Speech Therapist Physiotherapist Visual or Auditory Impairment specialists. Primary Mental Health Worker Specialist Teacher for children with Autism Clinical Psychologist and Community Psychiatric Nurse. Social Services Informal liaison between the school and social services is well developed. A Named Teacher is often invited to review meetings attended by parents to give educational reports or advice. Confidentiality is naturally respected. PARTNERSHIP WITH PARENTS AND CARERS The school promotes a culture of cooperation between parents, school, LA and others recognising the importance of this in enabling children with special educational needs or disability to achieve their potential. There is a commitment to working in partnership with parents in each child s best interests and we: Acknowledge and draw on parental knowledge and expertise in relation to their child. Focus on the child s strengths as well as areas of need. Ensure that parents understand procedures and are aware of where to access support. Recognise the personal and emotional investment of parents and be aware of their feelings. Respect the differing needs parents themselves may have. Employ a Parent Support Advisor (PSA) to facilitate communication between home and school and support and advise as appropriate. The school routinely informs parents of concerns, explaining interventions and support that may be considered. Referrals are only made after discussion with parents. We encourage parents to make an active contribution to their child s education. The SENCO gives a personal commitment to ensuring appropriate support is provided and that progress will be monitored and discussed with parents. Individual Education/Behaviour and My Support Plans are reviewed termly but parents are encouraged to communicate with the school whenever they have any concerns about their child s learning or provision. The PSA is available to support, upon request, and represent the parents in the contributions and reviews of the plans Page 11 of 12

12 The LA provides additional support to parents through the Parent Partnership Service and the school provides up to date contact names and telephone numbers. The Parent Partnership Officers provide booklets and information and are available to all parents. They routinely contact the parents of pupils undergoing statutory assessment. THE VOICE OF THE CHILD It is recognised that children are capable of forming views, have a right to receive and make known information, to express an opinion, and to have that opinion taken into account in any matters affecting themselves. In Westfield School all pupils including those with special educational needs and disability, are encouraged to take an active part in reviewing their own learning and are taught from an early age the importance of setting themselves achievable targets to strive towards. All pupils are routinely encouraged to attend parent evenings and other reviews and their views are given due weight according to their age, maturity and capability. All Annual reviews and termly reviews for children with an EHCP are run using the Part 1 pupils materials set out in My Support Plans (MSP) and EHCP s. The pupils subject to these plans are supported to contribute at the appropriate level. Parental and Pupil voice are at the heart of the meeting and plans. TRANSFER Secondary School Close links have been developed with the local secondary schools, to which the pupils transfer. In addition to normal transfer arrangements, the SENCO meets with the respective SENCO of the secondary schools for the transfer of SEND records and information. Additional visits are also arranged for those pupils with SEND so that they can familiarise themselves with the new school, its building, support centre and staff, this will be mapped out on an Enhanced Transition Plan. For those pupils with a MSP, or EHCP, the same members of the LA inclusion team will also oversee the transfer. For children with an EHCP, arrangements for the child s Secondary placement begin in Year 5. The SENCO from the receiving school is invited to the final review to meet the team around the child. To other schools In addition to routine transfer arrangements, contact between SENCOs of both schools ensures that records of previous concerns and action are transferred. If a child with an EHCP wishes to transfer to another school the SENCO must inform and discuss the proposed transfer with the LA before a decision is made. Page 12 of 12