GORDON S SCHOOL POLICY AND PROGRAMME ON MEETING SPECIAL EDUCATIONAL NEEDS

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1 GORDON S SCHOOL POLICY AND PROGRAMME ON MEETING SPECIAL EDUCATIONAL NEEDS 1. INTRODUCTION This policy is based on the recommendations contained in the Code of Practice and provides the information required by the current Education Act. It provides a staged approach to pupils with special educational needs, based on a continuum of need and a continuum of provision It is in keeping with the school s aim, its teaching and learning policy and its policy on inclusive education. The Governing body and staff of the school will ensure that all pupils enjoy a broad, balanced and relevant education, which meets individual needs. The school s Governing body is mindful of its obligations under the Disability Rights Act and is addressing the question of access through its rolling programme of new building works, refurbishment and maintenance. Every pupil with SEN and disability in this inclusive school has an entitlement to fulfil his/her optimum potential. This is achieved by ensuring the wellbeing of all pupils in relation to: being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving social and economic wellbeing. These wellbeing outcomes are embraced in every aspect of school life: personalised teaching and learning approaches; access to ICT across the curriculum; flexible learning pathways and out-ofhours learning activities; support for emotional wellbeing; flexible timetables; assessment for learning which engages pupils in having a say about their progress and SEN provision; and partnerships with parents/carers, other schools, the local community, the LEA Locality Team and with personalised wraparound health care and social service providers. 2. A DEFINITION OF SPECIAL EDUCATIONAL NEEDS A child has special educational needs if he or she: has a significantly greater difficulty in learning than the majority of others of the same age. has a disability, which either prevents or hinders them from making use of the educational facilities of a kind generally provided for children of the same age in the school. NOTE: Pupils who experience difficulties related solely to learning English as an additional language are not SEN. Such pupils are provided for through specialist teaching intervention. Likewise, pupils identified as Potential High Achievers are not deemed to have special educational needs as such but benefit from Quality First Teaching in class, and taking part in the Gordon s School Honours Programme. 3. A DEFINITION OF SPECIAL EDUCATIONAL PROVISION Special educational provision means provision, which is additional to, or otherwise different from, the educational provision made generally for pupils of the same age in school.

2 4. KEY OBJECTIVES To support teachers continuing professional development in SEN. To develop teaching and learning styles that take account of the wide range of abilities, aptitudes and interests of the pupils. To maximise the potential of ICT for pupils with SEN. To ensure successful transition for pupils with SEN. To increase the range of strategies used to support pupils with behavioural difficulties. To ensure that pupils with SEN work at an optimal level. To ensure that all interested parties i.e. pupils, parents guardians, teachers, support staff and members of outside agencies are all familiar with the school s approach to pupils with SEN. To provide a staged approach to provision for pupils with SEN. To provide a framework for evaluation. To promote an active partnership with parents. SUCCESS INDICATORS A raised awareness and increasing expertise throughout the staff with regard to SEN issues. Appropriately differentiated work which ensures raised levels of achievement in ALL pupils with SEN. SEN pupils increasingly make use of ICT applications in their lessons and are confident in using them to produce their own work. Defined systems and monitoring in place to ensure continuity for pupils thus maintaining their confidence through a reduction in stress. A decrease in the incidences of both internal and fixed term exclusions. Successful reintegration of pupils assigned to us from Pupil Referral Unit. Results in both internal and external exams and value added scores show that pupils achieve more than their ability would suggest. Feedback from those named. The school policy published and freely available. Pupils placed at appropriate stage under the COP; evidence in IEPs and Annual Review Statements that the provision made is appropriate to the needs of the pupil Evaluation and assessment are seen to provide a secure basis on which to develop and refine provision. Regular contact with parents ensuring that they are fully informed of their child s progress via invitations to attend Reviews and Pupil Progress Evenings, open door policy. 5. THE SPECIAL EDUCATIONAL NEEDS CO-ORDINATOR The school s Special Educational Needs Co-ordinator is Ms Lesley Wood. She works closely with both the Pastoral and Curriculum Deputy Heads. Ms Lesley Wood PGCE MA (Oxon) English CTP3A exam access Miss Ilona Galinska PGCE MA English TESOL Cert Mrs Felicity Johnson Special Educational Needs Co-ordinator DeputySENCO/Special Needs Teacher

3 Mrs Michaela Matheson QTS Mrs Stella Joseph BA (Hons), CLANSA Post Graduate Certificate in Aspergers Mrs Deborah Belcher NVQ3 in Child Development and Learning Mrs Rosie Norris BA (Hons) Mrs Louise Morgan Cert in Learning Support Mrs Heather Beavis BA Eng/Educational Studies TESOL Cert Mrs Eleanor Earnshawe HND Science LASER Level 3 Cert, OCR Level 5 (Dyslexia) Cert, In support for SPLD Mr Bruce Ferguson BSc (Hons) Mrs Yvette Williams NNEB Cert The SEN team is responsible for: The day to day operation of the school s SEN policy Advising class teachers on meeting a range of needs Running the Learning Support Link Scheme Co-ordinating the staged approach to school based assessment Maintaining effective record keeping including the SEN Register Ensuring the involvement of parents in decisions taken about pupils with SEN Liaising with external agencies such as Surrey s Specialist Teacher and Educational Psychology Service which includes, Learning and Language, Physical and Sensory, Home and Hospital Tuition, Behaviour Management, Education Welfare, EAL and the Educational Psychology Service, REMA, Outreach support for pupils on the Autistic Spectrum and those with Moderate Cognitive Learning Difficulties is sought from local specialist schools. In addition, pupils can be referred to CAMHS, the school nurse/ doctor and other statutory/voluntary bodies.

4 6. ADMISSION ARRANGEMENTS The School caters for the full ability range and the presence or absence of a special educational need is not a factor in the admission of pupils. Specialist Provision - SEN staff are qualified in teaching pupils with a range of learning difficulties and Individual Educational Plans are drawn up for those pupils whose needs cannot be met without individualised provision. 7. INTEGRATION Pupils with SEN have access to a balanced and broadly based curriculum including the National Curriculum. The pupils are fully integrated into the life of the school and hold positions of responsibility. Many represent the school in a number of areas including sport, outdoor activities, music and drama productions. 8. RESOURCES The Department has its own rooms and offices in Chapel House which are all very well resourced. Within this area records on all SEN pupils are securely kept in addition to specialist teaching materials and other resources. Both the Governing Body and the Gordon Foundation are always very supportive in respect of resourcing Learning Support for those pupils who require it. The Senior Management Team and SENCO determine the staffing levels for the SEN Department. An annual capitation allowance is provided from the Curriculum Budget. LEA funding provides teachers holding specialist literacy qualifications and s who implement the school s SEN Policy. Additional funding provides the support necessary for the pupils with a Statement of SEN. The SENCO is responsible for costing SEN provision in respect of individual pupils. 9. IDENTIFICATION, ASSESSMENT AND PROVISION We aim to be aware of pupils needs before they come to Gordon s. On occasions the SENCO may liaise with and visit primary schools. Parents are asked for information and may provide reports from a variety of specialists. On entry to the school in Year 7, children sit the Middle Years Information test (MIDYIS) and in house tests of reading, spelling, comprehension and numeracy are given. Children with high ability, or in need of help, are identified. As a result of observation in the classroom, teachers may refer pupils to the Learning Support Department after completing the Expression of Concern form and informing the Form Tutor. A parent of a pupil may express concern and the Learning Support Department will conduct an assessment. On occasion pupils themselves may self refer with a difficulty or problem. Pupils who have been identified as described, will be put on to the SEN Register and discussed with parents. The Learning Support Teachers will assess pupils in the following ways: - Examine results of MIDYIS and previous school records if available. Give further tests: -

5 Literacy attainments Numeracy attainment Processing Speed Interview pupil and analyse work Classroom observations Gordon s follows the staged procedure recommended by the Code of Practice when making provision for pupils with SEN. Stage A, School Action: pupils will receive differentiated work where necessary and will be monitored by teachers and the Learning Support Department. Some pupils may be withdrawn from class for individual tuition by a member of the Learning Support Team and/or support may be provided in class. Interventions for these pupils will be recorded on a provision map and a Learning Support target is put into the School Diary. Stage P, School Action Plus: pupils experiencing greater or persistent difficulty in acquiring skills that impair their ability to access the curriculum, and who meet the criteria set by Surrey LEA, will receive specialist tuition. In addition their progress may be discussed with the school s Educational Psychologist or other outside agency. An Individual Education Plan will be drawn up after discussion with the pupil and reviewed twice yearly. The parents will be contacted and the school s concerns discussed. Stage Q, Preparation for a statement application: a small minority of pupils may need to be the subject of statutory assessment. The SENCO, having gone through the previous three stages and consulted the parents, will contact the LEA. Stage S, Full statement: a Statement of Special Educational Needs will be drawn up and an annual review arranged by the SENCo in conjunction with the LEA and in accordance with the Code of Practice. A Statement will always specify what the focus for the student is and that the hours allotted will be used in any combination of 1:1, paired work, small group work, to be divided up at the discretion of the SENCo based on the needs of the pupil at any given time. Pupils with SEN are the responsibility of all teachers who will operate Quality First Teaching and who are informed about an individual pupil s needs and advised on differentiation by means of: Discussion A file on the school intranet containing IEPs A booklet containing suggestions for helping pupils with learning difficulties in the classroom The Learning Support Link Scheme Departmental SEN handbook 10. LINKS WITH OTHER SCHOOLS; ARRANGEMENTS FOR TRANSITION The school maintains links with feeder primary schools through the SENCO who makes regular visits and gathers relevant information on pupils with SEN. There are established procedures for passing on information when a pupil transfers to another school. The SENCO maintains links with local colleges and offers advice to all Year 11 pupils with SEN. The SENCO works closely with the Careers Co-ordinator, Careers Advice Officer, Head of Sixth Form and the Pathways Service to ensure that pupils on the SEN register have access to appropriate advice.

6 11. COMPLAINTS PROCEDURE A key objective of this policy is to promote an active partnership with parents and to involve them fully at every stage. The majority of queries and complaints can quite properly, be resolved on an informal basis. Formal complaints are resolved in accordance with the schools complaints procedure, which is designed to ensure that complaints are dealt with speedily and satisfactorily. 12. STAFF DEVELOPMENT AND PARTNERSHIP The SENCO and Learning Support staff are happy to provide informal advice and guidance to pupils with SEN or on any aspect of its policy. Staff may request specific training at their Performance Management review. Learning Support teachers and assistants will be given opportunities to attend courses which may be run by the LEA, private or voluntary bodies, such as the National Association for Special Educational Needs and the British Dyslexia Association. Training for all teaching staff will be arranged when appropriate as part of In Service Training days. All SEN staff keep a CPD Training Log. There is a Medical Centre on site and the school doctor may refer pupils to specialists for help if medical problems affect their learning. The Learning Support staff may also, with parental permission, refer pupils to seek advice from outside agencies, which include the School Psychology Service, Child and Adolescent Mental Health Service, Learning and Language Support Service, Behavioural and Pupil Support Service, Physical and Sensory Support Service, Physiotherapists, Occupational Therapist, Outreach from The Abbey School and Carwarden House School. The Department feels strongly that it is essential that parents are involved at each stage of assessment and Learning Support Department teachers encourage them to discuss their children s progress with them regularly. To make an appointment with the SENCO, Deputy SENCO or Learning Support teachers, parent should telephone the school office. 13. EVALUATION The main points for evaluation of this policy will be: The principal criteria that pupils who receive support under this Policy should achieve more than would have been predicted on entry to the school. Value added measures (e.g. YELLIS, ALIS) provide an indicator of success. Results in external examinations. Improvement in results of standardised tests used in the monitoring process. Evidence of appropriate professional development. Positive feedback on SEN provision from staff, pupils and parents. Evidence of progress at Statement Reviews and six monthly IEP Reviews. Full records of SEN provision maintained. Evidence of provision which complies with initiatives designed to promote inclusion such as Community Cohesion, Inclusion Development Programme and various other Government reports and initiatives.

7 14. REVIEW DATE This policy will be revised once recommendations in the Government s Draft SEN COP 2014, which is due for Autumn 2014, are enacted. Lesley Wood Special Educational Needs Co-ordinator Date Reviewed: May 2014 Next Review Date: November 2014