ADDITIONALLY RESOURCED PROVISIONS MAINSTREAM SCHOOLS PROVISION GUIDANCE

Transcription

1 ADDITIONALLY RESOURCED PROVISIONS in MAINSTREAM SCHOOLS PROVISION GUIDANCE EYCN Team, SEN Section, 4 th Floor, Queensway House West Precinct, Billingham, TS23 2LH Tel; ARP Guidance October 2013

2 CONTENTS ATTACHMENT AND MENTAL HEALTH St Paul s RC Primary School KS 2 AUTISM SPECTRUM DISORDER Rosebrook Primary KS 1 (and KS2 for admission September 2014) Yarm Primary KS 2 Our Lady & St. Bede s RC School KS 3 & 4 Page 3 6 COGNITION AND LEARNING Key Stage 1 Infant Assessment and Support Class Billingham South Primary School St John the Baptist Primary School Mandale Mill Primary School Key Stage 2 Support Base Billingham South Primary School Harewood Primary Oak Tree Primary School Pentland Primary School Tilery Primary School 9 12 EMOTIONAL, SOCIAL AND BEHAVIOURAL NEEDS St Mark s C of E Primary School KS 1 & 2 PHYSICAL AND MEDICAL Whitehouse Primary School KS 1 & 2 Bishopsgarth School Maths & Computing College KS 3 & 4 SPEECH AND LANGUAGE Mill Lane Primary KS 1 & VISUAL IMPAIRMENT rthfield School & Sports College KS 3 & 4 25 APPLICATION FOR ADDITIONALLY RESOURCED PROVISION 27 ARP Guidance October

3 Complex Needs Unit for Key Stage 2 Pupils with Attachment Difficulties and Mental Health Difficulties St Paul s RC Voluntary Aided Primary School 1. Overview This provision is for pupils with attachment difficulties and long term mental health issues identified as their primary need, by appropriately qualified and experienced professionals. These pupils can be managed in a mainstream environment. Such pupils do not generally meet the threshold for a special school in Stockton on Tees, but this may become more apparent over time. This provision is not intended for short term or emergency placements. 2. Provision This provision is for a maximum of 6 pupils and staffing will be a minimum of one teacher and one teaching assistant. Head Teacher to determine admission allocations for the Complex Needs Unit (CNU) working with the Local Authority, SENCO & CNU staff. SENCO to direct and lead the work of the CNU within the school setting. Teacher and TA working within the CNU are responsible to SENCO for day to day management of the CNU. The provision includes a dedicated teaching space. The pupils will also access mainstream classes at a time and as appropriate to their individual needs. Following placement there will be an 8 week review and subsequently reviews will be at least termly. The intention is for pupils not only to make good progress in relation to their emotional wellbeing and behaviour but also to make academic progress commensurate to their emotional and behavioural functioning, from their starting points. It would be expected as they become more secure in their attachments that further academic progress will be made. This provision accepts admission of pupils in Key Stage 2 school years Y3 to the beginning of Y5. There is an expectation that following an in-depth review of their progress and needs reintegration to mainstream school will be considered. Generally pupils will return to mainstream education no later than the beginning of Y6, however in exceptional cases a pupil s needs may be such that they need to remain in the provision for longer. Transport may be provided for pupils in line with Stockton on Tees Borough Council s Transport Policy. 3. Entry Criteria The pupil s primary need is identified by professionals as being attachment difficulty or similar mental health issue, and/or depression, anxiety, or low self esteem. The pupil displays behavioural difficulties associated with their primary need which require a level of support beyond that which can be supported through standard whole school systems. A comprehensive cognitive and emotional well-being assessment by an Educational Psychologist must have been carried out. An IBP/PSP is in place. All possible school based ESBD interventions have been explored. Interventions recommended by external agencies have been used and despite these the pupil shows little or no progress. An Educational Psychologist, an appropriately qualified and experienced child mental health specialist and/or a Behaviour Specialist have been involved with the pupil and have identified the need for this provision. The pupil has complex and additional needs which require personalised input, support and assessment in order to identify the most appropriate placement. The pupil has the academic potential to meet the demands of a mainstream curriculum ARP Guidance October

4 4. Required Evidence The following evidence must accompany the standard application form for additionally resourced provisions. Evidence that there has been exploration of and identification of contributing factors to the pupil s attachment, mental health and behavioural needs. This should be multi-agency. Evidence of partnership work with parents / carers and the outcomes of this. Evidence of involvement of Support Services and professionals including Educational Psychology, child mental health specialist and/or a Behaviour Specialist, if appropriate. This must include recent written evidence from these professionals. Evidence of actions and strategies already implemented by school and those recommended by other professionals involved and the impact / outcomes of these. Evidence of progress made by the pupil and current levels of attainment. Evidence of any medical diagnosis, if available. The pupil s perception of their own needs. 5. Admission Process All applications for a place in the provision must be made through the process set out in this document. The school cannot accept applications directly from other schools or from parents / carers. As the provision is not intended for short term or emergency placements schools should ensure they plan ahead to make applications. Applications must be made using the standard Stockton-on-Tees Borough Council application form for additionally resourced provision. It must be accompanied by the evidence set out in section 4 above. The application must have been discussed with parents / carers, and be signed by them indicating informed consent. The application must be sent to the SEN and Transitions Manager 4 th Floor, Queensway House, West Precinct, Billingham TS23 2YQ. The application will be considered by the LA SEN High Needs Panel. The Panel will decide whether the entry criteria for the provision are met. If the criteria are met the pupil s name will be put forward for the next termly placement meeting for the provision. If the criteria are not met, the applying school will be informed, with reasons for the decision. A placement meeting will take place at least once every term attended by the Head Teacher and other school representatives SENCO & CNU teacher an Educational Psychologist and representatives from the SEN and Transitions Team and the Education Improvement Service. This meeting will consider available places, the needs of pupils already attending the provision and timescales for admitting pupils on the list. Once a place has been confirmed in writing, the school will facilitate the transition of the pupil to St Paul s RC Voluntary Aided Primary School. A start date will be agreed which is no later than 3 weeks after the date on which the place was confirmed. The transition will include visits from St Paul s RC Voluntary Aided Primary School staff to the sending school, and visits to St Paul s RC Voluntary Aided Primary School for the pupil and their parents / carers. 6. Exit Criteria There is an expectation that generally pupils will return to mainstream education no later than the beginning of Y6, However, some pupils may continue to access the base whilst accessing mainstream education, therefore they may need to remain in the provision for longer. ARP Guidance October

5 Criteria for moving on from the provision to mainstream school are; The pupil displays secure attachments accompanied by positive emotional well-being and improved ability to manage relationships indicated by successful integration into mainstream school for the majority of the school week. The pupil is making academic progress in line with expected levels. The pupil requires a minimum level of support (e.g. Band A or Band B) Criteria for moving on from the provision to more specialist provision, If the pupil is not making expected progress in developing more secure attachments and improved mental health combined with poor academic progress over time then a decision to hold a review should be made. If it is clear that fulltime integration into a mainstream class is not adequately meeting the pupil s need then a decision to hold a review should be made. The review meeting can take place at anytime but no later than the autumn term of Year 5 to ensure appropriate placement at Key Stage 3 can be made. If all professionals involved and parents agree at the review meeting then an application for the formal statutory assessment of the pupil s needs should be made to the LA SEN High Needs Panel. 7. Exit Process Through the ongoing regular process of review, the school will identify when the pupil meets the criteria to transfer from the provision. A meeting will be held with parents/carers and relevant professionals to discuss this and once future placement is identified normal transfer procedures will be followed. ARP Guidance October

6 Additionally Resourced Provisions for Primary and Secondary Pupils with Autism Spectrum Disorder Rosebrook Primary School Yarm Primary School Our Lady and St. Bede s RC School 1. Overview These provisions are for pupils with Autism Spectrum Disorder (ASD) as their primary need, who with significant additional support, can be managed in a mainstream environment. Such pupils do not meet the threshold for a special school in Stockton on Tees. These provisions are not intended for short term or emergency placements and pupils must have a medically confirmed diagnosis of ASD. 2. Provisions Rosebrook Primary This provision is for a maximum of 5 Key Stage 1 pupils and 5 Key Stage 2 pupils. Staffing will be a minimum of a teacher and two teaching assistants. Pupils admitted will be on the roll of Rosebrook Primary School. The day to day running of the provision is the responsibility of the Assistant Head who is also the SENCO and her line manager is the Head Teacher. The provision includes a dedicated teaching space. The pupils will also access mainstream classes at a time and as appropriate to their individual needs. This provision accepts admission of pupils in school years Reception to Y5. Yarm Primary This provision is for a maximum of 10 Key Stage 2 pupils and staffing will be a minimum of one teacher and one teaching assistant. Pupils admitted will be on the roll of Yarm Primary School. The Head Teacher has responsibility for all aspects of the school s work, including provision for pupils with special educational needs. The day to day management of the provision is the responsibility of the Head Teacher as part of the SEN team. The provision includes a small withdrawal space (the Oasis) and a dedicated teaching space (the Learning Zone) where pupils can receive individual teaching but the expectation is that the pupils will access mainstream classes, with support, for the majority of the school day. This provision accepts admission of pupils in school years Y3 to Y6. Our Lady and St. Bede s RC School (OLSB) This provision is for a maximum of 35 Key Stage 3/4 pupils and staffing will be a full time specialist teacher, 4 HLTAs and further teaching assistants according to need. Pupils admitted will be on the roll of OLSB Secondary School. The head of the provision is also the SENCO of the school and is line managed by the school s Head Teacher. The provision includes 3 dedicated teaching spaces. The pupils will also access mainstream classes at a time and as appropriate to their individual needs. This provision accepts admission of pupils in school years Y7 to the first term of year 10. There is an expectation that some pupils will reintegrate to mainstream education, however it is recognised that ASD pupils requiring Additionally Resourced Provision at secondary level ARP Guidance October

7 may need to continue to access this support to varying degrees throughout secondary education. All ASD Additionally Resourced Provisions Following placement there will be an 8 week review and subsequently internal reviews will be at least termly. The intention is for pupils not only to make good progress in relation to their social communication, interaction and behaviour but also to make at least expected academic progress overall from their starting points and in some cases accelerated progress (allowing for the cognitive differences inherent in ASD). All provisions ensure that pupils are appropriately supported according to their needs throughout the whole school day including breaks and lunchtimes. Transport may be provided for pupils in line with Stockton on Tees Borough Council s Transport Policy. 3. Entry Criteria The pupil must have a medically verified diagnosis of ASD from an appropriate professional source. The pupil displays difficulties related to ASD which require a level of support beyond that which can be supported through standard whole school systems. The pupil s academic attainment is within normal mainstream range according to their year group. All possible school based ASD interventions have been explored and there is evidence to support this. Interventions recommended by external agencies have been used and despite these the pupil shows little or no progress. An Educational Psychologist and/or an ASD Specialist have been involved with the pupil and have identified the need for this type of provision. 4. Required Evidence The following evidence must accompany the standard application form for additionally resourced provisions. Written evidence of a diagnosis of ASD from an appropriately qualified professional. Evidence that there has been exploration of and identification of contributing factors to the pupil s ASD needs. (Such as co-morbid conditions, specific learning difficulties, mental health issues). This is likely to be multi-agency. Evidence of partnership work with parents / carers and the outcomes of this. Evidence of involvement of Support Services and professionals including Educational Psychology and/or ASD Specialists. This must include written evidence from these professionals. Evidence of actions and strategies already implemented by school and those recommended by other professionals involved and the impact / outcomes of these. Evidence of progress made by the pupil and current levels of attainment. The pupil s perception of their own needs. 5. Admission Process All applications for a place in the ASD provisions must be made through the process set out in this document. The schools cannot accept applications directly from other schools or from parents / carers. As the provisions are not intended for short term or emergency placements schools should ensure they plan ahead to make applications. Applications must be made using the standard Stockton-on-Tees Borough Council application form for additionally resourced provision. It must be accompanied by the evidence set out in section 4 above. The application must have been discussed with parents / carers, and be signed by them indicating informed consent. The application ARP Guidance October

8 must be sent to the SEN and Transitions Manager, 4 th Floor, Queensway House, West Precinct, Billingham TS23 2YQ. The application will be considered by the LA SEN High Needs Panel. The Panel will decide whether the entry criteria for the provision are met. If the criteria are met the pupil s name will be put forward for the next termly placement meeting for the provision. If the criteria are not met, the applying school will be informed, with reasons for the decision. A placement meeting will take place at least once every term attended by the head teacher and other school representatives, an Educational Psychologist and representatives from the SEN and Transitions Team and the Education Improvement Service. This meeting will consider available places, the needs of pupils already attending the provision and timescales for admitting pupils on the list. Other school representatives for each base are as follows: Rosebrook Primary School: Assistant Head Yarm Primary School: SENCO Our Lady and St Bede s School: SENCO/Head of resourced provision Once a place has been confirmed in writing, the school will facilitate the transition of the pupil to the appropriate ASD Provision. A start date will be arranged which is no later than 3 weeks after the date the place was confirmed. The transition will include visits from the ASD Provision s staff to the sending school, and visits to the ASD Provision for the pupil and their parents / carers. 6. Exit Criteria Generally pupils will remain in the provision for the whole of the relevant Key Stage and the majority of pupils will then be able to access mainstream provision with appropriate support. Some may transfer to another ASD Additionally Resourced Provision at the end of the appropriate Key Stage. For a small minority of pupils it may be appropriate to transfer to a more specialist provision. Criteria for moving on from the provision into mainstream are: The pupil is making academic progress in line with or above expected levels. The pupil has made significant progress in their social interaction, social communication and behaviour indicated by successful integration into mainstream school for the majority of the school week. The pupil requires a minimum level of support (e.g. Band A or band B) Criteria for moving on from the provision into more specialist provision are: Despite accessing an appropriate environment, curriculum and staffing designed to maximise learning for ASD pupils, the pupil has not made academic progress in line with expected levels indicating additional learning difficulties alongside ASD. Despite accessing an appropriate environment, curriculum and staffing designed to maximise socialisation and communication for ASD pupils, the pupil continues to experience significant difficulties with interaction, communication and behaviour which would indicate more severe autistic difficulties. The pupil continues to require a level of support that is in addition to that normally provided by the ASD Additionally Resourced Provision. 7. Exit Process Through the ongoing regular process of review, the school will identify when the pupil meets the criteria to transfer from the provision. A meeting will be held with parents/carers and relevant professionals to discuss this and once future placement is identified normal transfer procedures will be followed. For pupils transferring from primary to secondary education a review meeting should be held no later than the Autumn term of Year 5 to ensure appropriate placement at Key Stage 3 can be made. ARP Guidance October

9 Infant Assessment and Support Class (IASC) Billingham South Community Primary School Mandale Mill Primary School St John the Baptist CE VC Primary School 1. Overview The aim is to provide additionally resourced and targeted provision within a mainstream setting for Key Stage 1 pupils with learning difficulties and/or some social immaturities who are working significantly below expected levels in all areas of the curriculum. While in the provision the children will be assessed through a multi-agency approach to identify their future long term needs. The provisions cater for children of reception age to the end of Key Stage 1. Most pupils are expected to be admitted at the beginning of their full time education. Admission of a Y2 pupil will be considered in exceptional cases only. 2. Provision Billingham South Community Primary School This provision is for a maximum of 10 pupils and staffing will be a minimum of one teacher and one teaching assistant. The Line management at Billingham South is as follows: Head Teacher (Overall Responsibility for IASC) SENCO (Responsibility for Management of IASC and Support Base) IASC Teacher (Day to day responsibility for planning, teaching and assessing the progress of the pupils. Regular liaison with SENCO) Teaching Assistants (Follow direction from Class Teacher) The provision includes a dedicated teaching space which is equipped to meet the specialist needs of the children. Each child will be assessed to determine the curriculum content that is appropriate to their needs. Personalised programmes will be implemented to ensure individual needs are addressed. The pupils may also access mainstream classes at a time and as appropriate to their individual needs. Mandale Mill Primary School This provision is for a maximum of 10 pupils and staffing will be a minimum of one teacher and one teaching assistant. The SENCO, as part of the school s senior leadership team, is responsible for and reports directly to the Head Teacher about the quality of this provision and issues concerning it. The provision includes a dedicated teaching space. The pupils may also access mainstream classes at a time and as appropriate to their individual needs. St John the Baptist CE VC Primary School This provision is for a maximum of 10 pupils and staffing will be a minimum of one teacher and one teaching assistant. The IASC will be overseen by the DHT in her role as SENCO. The provision includes a dedicated teaching space. The pupils may also access mainstream classes at a time and as appropriate to their individual needs. ARP Guidance October

10 For all provisions following placement there will be an 8 week review and subsequently reviews will be held at least termly. Transport may be provided for pupils in line with Stockton on Tees Borough Council s Transport Policy. 3. Entry Criteria The pupil s primary need is identified by professionals as being a significant learning delay. This is likely to be evident in delayed cognitive, speech and language, motor and self help skills. Educational attainments according to the Early Years Foundation Stage profile or National Curriculum are at a level substantially below that of their peers. The pupil may be socially and emotionally immature when compared to their peer group, and may display mild behaviour problems. Despite the setting making appropriate arrangements to support the child, they are making little or no progress. 4. Required Evidence The following evidence must accompany the standard application form for additionally resourced provisions. Evidence of the child s learning difficulties. Evidence of progress made by the pupil and current levels of attainment. Evidence of actions and strategies already implemented by school and those recommended by other professionals involved and the impact / outcomes of these. Evidence of involvement of professionals such as an educational psychologist or specialist teacher supporting the need for this provision. This must include evidence from these professionals written within the previous 12 months. The pupil s perception of their own needs.. 5. Admission Process All applications for a place in the provision must be made through the process set out in this document. The school cannot accept applications directly from other schools or from parents / carers. Applications must be made using the standard Stockton-on-Tees Borough Council application form for additionally resourced provision. It must be accompanied by the evidence set out in section 4 above. The application must have been discussed with parents / carers, and be signed by them indicating informed consent. The application must be sent to the SEN and Transitions Manager 4 th Floor, Queensway House, West Precinct, Billingham TS23 2YQ. The application will be considered by the LA SEN High Needs Panel. The Panel will decide whether the entry criteria for the provision are met. If the criteria are met the pupil s name will be put forward for the next termly placement meeting for the provision. If the criteria are not met, the applying school will be informed, with reasons for the decision. A placement meeting will take place at least once a term, attended by the Head Teacher and other school representatives and representatives from the Educational Psychology Service, SEN and Transitions Team and the Education Improvement Service. This meeting will consider available places, the needs of pupils already attending the provision and timescales for admitting pupils on the list. Other school representatives for each class are as follows: Billingham South Primary School: SENCO Mandale Mill Primary School: SENCO and the lead teacher in the setting ARP Guidance October

11 St John the Baptist Primary School: SENCO/Deputy Head Teacher Once a place has been confirmed in writing, the school will facilitate the transition of the pupil to the agreed school. A start date will be agreed which is no later than 3 weeks after the date on which the place was confirmed. The transition will include visits from the school staff to the sending school where appropriate, and visits to the school for the pupil and their parents / carers. 6. Exit Criteria Ongoing assessment and regular review meetings will consider the pupil s immediate and longer term needs, involving professionals such as educational psychologists, specialist teachers or other relevant professionals. Generally pupils will leave the provision at the end of Key Stage 1. A formal review meeting involving parents and relevant professionals will be held in the second term in Y1 to consider the pupil s likely needs in Key Stage 2. These may be met by: Full integration into mainstream A Key Stage 2 additionally resourced provision Special school provision if it is thought that this may be needed, the school will request statutory assessment. In exceptional circumstances a return to mainstream earlier than the end of Key Stage 1 could be considered, either into the school or into another mainstream school. This should be considered in a meeting attended by representatives from the IASC, parents and any professionals involved. Before such a move is agreed, a planned, supported, integration into mainstream classes within the school should take place in order to evaluate the appropriateness of the move. An application should then be made to the SEN High Needs Panel evidencing why the placement is no longer needed. Once future placement is identified normal transfer procedures will be followed. 7. Exit Process All pupils leaving IASC provision should have a planned transition meeting attended by parents, relevant professionals and the school to which they are transferring. ARP Guidance October

12 Key Stage 2 Support Bases for Pupils with Learning Difficulties Billingham South Community Primary School Harewood Primary School Pentland Primary School The Oak Tree Academy Tilery Primary School 1. Overview The aim is to provide additionally resourced and targeted provision within a mainstream setting for pupils with learning difficulties who are working significantly below expected levels in all areas of the curriculum. Such pupils do not generally meet the threshold for a special school in Stockton on Tees. This provision accepts admission of pupils in school years Y3 to Y5. Most pupils are expected to be admitted at the beginning of Y3 and are expected to remain in the provision until the end of Key Stage 2. In exceptional cases only will admission of a Y6 pupil be considered. 2. Provisions Billingham South Primary School The Support Base at Billingham South is for a maximum of 20 pupils with a minimum of one Specialist Teacher and three Teaching Assistants. Line management is as follows; Head Teacher Overall Responsibility for Support Base SENCO/Specialist Teacher Responsibility for Management of IASC and Support Base Teacher of Support Base Day to day responsibility for planning, teaching and assessing the progress of the pupils Liaison with multi - agencies Teaching Assistants Follow direction from Support Base Teacher Key Worker for group of 4-5 children The provision includes a dedicated teaching space which is equipped to meet the specialist needs of the children. Each child will be assessed to determine the curriculum content that is appropriate to their needs. Personalised programmes will be implemented to ensure individual needs are addressed. The pupils may also access mainstream classes at a time and as appropriate to their individual needs. Harewood Primary School This provision is for a maximum of 10 pupils and staffing will be a minimum of one teacher and one teaching assistant. The provision includes a dedicated teaching space. The pupils will also access mainstream classes at a time and as appropriate to their individual needs. Staffing is a designated SEN Teacher with a SENCO as line manager. There is one full time SEN Teaching Assistant who works in the dedicated teaching space. The pupils will access mainstream classes at a time and as appropriate to their individual needs. There are an additional three teaching assistants whose role is to support pupils when integrating into the mainstream classes ARP Guidance October

13 Pentland Primary School This provision is for a maximum of 10 pupils and staffing will be a minimum of one teacher and one teaching assistant. The provision includes a dedicated teaching space. The pupils will also access mainstream classes at a time and as appropriate to their individual needs. The teacher is the school s SENCO. The Base has its own dedicated space, with a separate play space, computer bank and easy access to the Key Stage 2 Nurture base. The pupils will also access mainstream classes at a time and as appropriate to their individual needs. The Oak Tree Academy At The Oak Tree Academy this provision is for a maximum of 10 pupils and staffing will be a minimum of one teacher and one teaching assistant. The provision includes a dedicated support base classroom. The pupils will also access mainstream classes at a time and as appropriate to their individual needs. Tilery Primary School This provision is for a maximum of 10 pupils and staffing will be a minimum of one teacher and one teaching assistant. The Head Teacher and the SENCO will monitor and evaluate the well-being, development and progress of pupils in the Support Base. Tilery Support Base is in a separate classroom within the Key Stage 2 building staffed by a designated teacher and teaching assistant. The children learn in the base for a proportion of each day usually mornings. The rest of the day the children will usually be in an allocated mainstream class sharing the support of a teaching assistant with a small group of pupils. The children may be withdrawn to work with a Teacher or TA for some additional sessions each week depending on their needs. For all provisions following placement there will be an 8 week review. Progress will be reviewed at least termly within the provision and review meetings will be held with parents and any professionals involved at least annually. Transport may be provided for pupils in line with Stockton on Tees Borough Council s Transport Policy. 3. Entry Criteria The pupil s primary need is identified by professionals as being learning difficulties The pupil does not meet the criteria for specialist provision The pupil is operating well below age related national expectations and despite appropriate documented interventions is making inadequate progress from his/her starting point There is evidence that the gap between the child and his/her peers continues to widen The child would benefit from regular opportunities to access focused small group support with peers also experiencing learning difficulties and to continue to access mainstream groups as appropriate. The pupil may be socially and emotionally immature when compared to their peer group, making it difficult for them to form age appropriate friendships. External professionals such as an Educational Psychologist and/or specialist teacher have been involved with the pupil and have identified the need for this provision. 4. Required Evidence The following evidence must accompany the standard application form for additionally resourced provisions. National Curriculum levels/p levels/eyfs outcomes and evidence of progress/lack of progress over more than one year ARP Guidance October

14 Evidence of interventions used by school and their outcomes Evidence of involvement of professionals (e.g. Educational Psychologist, specialist teacher) and impact over time of implementation of recommendations given Report (within last 12 months) from relevant professional (e.g. Educational Psychologist, specialist teacher) identifying and/or supporting the need for this provision The pupil s perception of their own needs. 5. Admission Process All applications for a place in the provision must be made through the process set out in this document. The school cannot accept applications directly from other schools or from parents / carers. As the provision is not intended for short term or emergency placements, schools should ensure they plan ahead to make applications. Applications must be made using the standard Stockton-on-Tees Borough Council application form for additionally resourced provision. It must be accompanied by the evidence set out in section 4 above. The application must have been discussed with parents / carers, and be signed by them indicating informed consent. The application must be sent to the SEN and Transitions Manager 4 th Floor, Queensway House, West Precinct, Billingham TS23 2YQ. The application will be considered by the LA SEN High Needs Panel. The Panel will decide whether the entry criteria for the provision are met. If the criteria are met the pupil s name will be put forward for the next termly placement meeting for the provision. If the criteria are not met, the applying school will be informed, with reasons for the decision. A placement meeting will take place at least once a term, attended by the Head Teacher and other school representatives and representatives from the Educational Psychology Service, SEN and Transitions Team and the Education Improvement Service. This meeting will consider available places, the needs of pupils already attending the provision and timescales for admitting pupils on the list. Other school representatives for placement meetings: Billingham South Primary School: SENCO The Oak Tree Academy: SENCO Once a place has been confirmed in writing, the school will facilitate the transition of the pupil to the agreed school. A start date will be agreed which is no later than 3 weeks after the date on which the place was confirmed. The transition will include visits from the school staff to the sending school, and visits to the school for the pupil and their parents / carers. 6. Exit Criteria Generally pupils will leave the provision at the end of Y6. In appropriate circumstances a return to mainstream could be considered. This should be considered in a review meeting attended by representatives from the support base, parents and any professionals involved. Before such a move is agreed, a planned, supported, integration into mainstream classes within the school should take place in order to evaluate the appropriateness of the move. An application should then be made to the SEN High Needs Panel evidencing why the placement is no longer needed. Once future placement is identified normal transfer procedures will be followed. For some pupils a review may agree that a statutory assessment is appropriate in order to consider a more specialist placement. This should always be discussed no later than the review meeting in Y5 with a view to considering an appropriate placement at Key Stage 3. ARP Guidance October

15 7. Exit Process All pupils leaving the provision should have a planned transition meeting attended by parents, relevant professionals and the school to which they are transferring. ARP Guidance October

16 Additionally Resourced Provision for Primary Pupils with Emotional, Social and Behavioural Needs St Mark s C of E Primary School 1. Overview This provision is for pupils with emotional, social and behavioural difficulties as their primary need, who with significant additional support can be managed in a mainstream environment. Such pupils do not meet the threshold for a special school in Stockton on Tees. This provision is not intended for short term or emergency placements. 2. Provision This provision is for a maximum of 6 pupils and staffing will be a minimum of one teacher and one teaching assistant. There will be one teacher, one teaching assistant and one dedicated lunchtime supervisor. Children subject to the resource will also have access to other staff in school as appropriate to their specific needs, identified by school. The day to day work of the additional resource will be over seen by the SENCO and the head teacher will oversee the additional resource in line with the policies and procedures of the rest of the school. The provision includes a dedicated teaching space. The pupils will also access mainstream classes at a time and as appropriate to their individual needs. Following placement there will be an 8 week review and subsequently reviews will be at least termly. The intention is for pupils not only to make good progress in relation to their behaviour but also to make at least expected academic progress from their starting points and in many cases accelerated progress. This provision accepts admission of pupils in school years Y2 to Y4. In exceptional cases only will admission of a Y5 pupil be considered. There is an expectation that generally pupils will return to mainstream education no later than the beginning of Y5, however in exceptional cases a pupil s needs may be such that they need to remain in the provision for longer. Transport may be provided for pupils in line with Stockton on Tees Borough Council s Transport Policy. 3. Entry Criteria The pupil s primary need is identified by professionals as being emotional, social and behavioural. The pupil does not meet the criteria for specialist provision The pupil displays behavioural difficulties which require a level of support beyond that which can be supported through standard whole school systems. An IBP/PSP is in place. All possible school based ESBD interventions have been explored. Interventions recommended by external agencies have been used and despite these the pupil shows little or no progress. An Educational Psychologist and a Behaviour Specialist have been involved with the pupil and have identified the need for this provision. 4. Required Evidence The following evidence must accompany the standard application form for additionally resourced provisions. ARP Guidance October

17 Evidence that there has been exploration of and identification of contributing factors to the pupils emotional, behavioural and social needs. This is likely to be multiagency. Evidence of partnership work with parents / carers and the outcomes of this. Evidence of involvement of Support Services and professionals including Educational Psychology and Behavioural Specialist. This must include written evidence from these professionals. Evidence of actions and strategies already implemented by school and those recommended by other professionals involved and the impact / outcomes of these. Evidence of progress made by the pupil and current levels of attainment. The pupil s perception of their own needs. 5. Admission Process All applications for a place in the provision must be made through the process set out in this document. The school cannot accept applications directly from other schools or from parents / carers. As the provision is not intended for short term or emergency placements schools should ensure they plan ahead to make applications. Applications must be made using the standard Stockton-on-Tees Borough Council application form for additionally resourced provision. It must be accompanied by the evidence set out in section 4 above. The application must have been discussed with parents / carers, and be signed by them indicating informed consent. The application must be sent to the SEN and Transitions Manager, 4 th Floor, Queensway House, West Precinct, Billingham TS23 2YQ. The application will be considered by the LA SEN High Needs Panel. The Panel will decide whether the entry criteria for the provision are met. If the criteria are met the pupil s name will be put forward for the next termly placement meeting for the provision. If the criteria are not met, the applying school will be informed, with reasons for the decision. A placement meeting will take place at least once every term attended by the Head Teacher and other school representatives, including the SENCO and class teacher, an Educational Psychologist and representatives from the SEN and Transitions Team and the Education Improvement Service. This meeting will consider available places, the needs of pupils already attending the provision and timescales for admitting pupils on the list. Once a place has been confirmed in writing, the school will facilitate the transition of the pupil to St Mark s C of E Primary School. A start date will be agreed which is no later than 3 weeks after the date on which the place was confirmed. The transition will include visits from St Mark s C of E Primary School staff to the sending school, and visits to St Mark s C of E Primary School for the pupil and their parents / carers. 6. Exit Criteria There is an expectation that generally pupils will return to mainstream education no later than the beginning of Y5, however in exceptional circumstances pupil s needs may be such that they need to remain in the provision for longer. Criteria for moving on from the provision are: The pupil is making academic progress in line with or above expected levels. The pupil has made significant social, emotional and behavioural progress indicated by successful integration into mainstream school for the majority of the school week. The pupil requires a minimum level of support (e.g. Band A or Band B) ARP Guidance October

18 7. Exit Process Through the ongoing regular process of review, the school will identify when the pupil meets the criteria to transfer from the provision. A meeting will be held with parents/carers and relevant professionals to discuss this and once future placement is identified normal transfer procedures will be followed. ARP Guidance October

19 Additionally Resourced Provision for Primary and Secondary Pupils with Physical and Medical Needs Whitehouse Primary School Bishopsgarth School Maths and Computing College 1. Overview This provision is for pupils with physical and medical needs as their primary need who with significant additional support, including e.g. integrated programmes access to specialist staff and the provision of physical resources to meet those needs, can be managed in a mainstream environment. Such pupils do not meet the threshold for a special school in Stockton on Tees. This provision is not generally intended for short term or emergency placements. 2. Provision The provision at Whitehouse Primary School is for is for a maximum of 55 pupils and staffing is deployed according to the individual needs of the pupils. The provision at Bishopsgarth School is for a maximum of 43 pupils and staffing is deployed according to the individual needs of the pupils. The Head Teacher of Whitehouse has responsibility for all aspects of the school s work, including provision for pupils with Special Educational Needs. The day-to-day management of the provision at Whitehouse Primary School is the responsibility of the Assistant Head Teacher/SENCO. The Head Teacher, of Bishopsgarth has responsibility for all aspects of the school s work, including provision for pupils with Special Educational Needs. The day-to-day management of the provision at Bishopsgarth School is the responsibility of the Assistant Head Teacher/SENCO. The provision includes dedicated teaching space and appropriate facilities to meet physical and medical needs. The pupils will additionally access mainstream classes and/or alternative class provision; including during unstructured periods of the school day e.g. break times. Following placement a first review will be held within the first term and subsequently an annual review will be held. Then following the good practice of the school s monitoring system the pupil s progress will be assessed termly. Should there be a change in circumstance which may impact upon placement, an Interim Review will be held, and will be attended by the Head Teacher and/or school representatives (Assistant Head Teacher/SENCO) and may include representatives from the SEN and Transitions Team and other relevant professionals. The intention is for pupils to be well supported in relation to their physical and medical needs so as to be able to make good academic progress from their own individual starting points and in some cases make accelerated progress according to their general health and wellbeing. This provision accepts admission of pupils in all school years appropriate to the phase. Most pupils will remain within the provision throughout the years for which the school makes provision. ARP Guidance October

20 Transport may be provided for pupils in line with Stockton on Tees Borough Council s Transport Policy. 3. Entry Criteria The pupil s primary need is identified by health professionals as being physical and medical An Educational Psychologist has been involved with the pupil and has identified the need for this provision. The pupil requires provision to support those physical and medical needs which is over and above that normally available in a mainstream school and where it is not reasonable/possible for additional adjustments to be made The pupil is able to access a mainstream curriculum that is differentiated to meet his/her needs and enable him/her to make appropriate progress 4. Required Evidence The following evidence must accompany the standard application form for additionally resourced provisions. Supporting written evidence from relevant health professionals Supportive report from Educational Psychologist Evidence of any partnership work with parents / carers and the outcomes of this. Evidence of actions and strategies to seek to meet the pupil s physical and medical needs already implemented by the school and the impact / outcomes of these. Evidence of progress made by the pupil and current levels of attainment. The pupil s perception of their own needs. 5. Admission Process All applications for a place in the provision must be made through the process set out in this document. The school cannot accept applications directly from other schools or from parents / carers. As the provision is not intended for short term or emergency placements, schools should ensure they plan ahead to make applications. Applications must be made using the standard Stockton-on-Tees Borough Council application form for additionally resourced provision. It must be accompanied by the evidence set out in section 4 above. The application must have been discussed with parents / carers, and be signed by them indicating informed consent. The application must be sent to the SEN and Transitions Manager, 4 th Floor, Queensway House, West Precinct, Billingham TS23 2YQ. The application will be considered by the LA SEN High Needs Panel. The Panel will decide whether the entry criteria for the provision are met. If the criteria are met the pupil s name will be put forward for the next termly placement meeting for the provision. If the criteria are not met, the applying school will be informed, with reasons for the decision. A placement meeting will take place at least once every term attended by the Head Teacher and/or school representatives (Assistant Head Teacher/SENCO) an Educational Psychologist and representatives from the SEN and Transitions Team and the Education Improvement Service. This meeting will consider available places, the needs of pupils already attending the provision and timescales for admitting pupils on the list. Once a place has been confirmed in writing, the school will facilitate the transition of the pupil. A start date will be agreed which (depending on the availability of specialist equipment) is no later than 3 weeks after the date on which the place was confirmed. Also relevant planning meetings with health professionals will ensure the availability of any specialist equipment. The transition will include visits from base staff to the sending school, and visits to the school for the pupil and their parents / carers. ARP Guidance October

21 6. Exit Criteria There is an expectation that pupils will generally remain in the provision until the end of the appropriate phase of education. In exceptional circumstances pupil s needs may be such that they may be able to be supported again within mainstream provision without significant additional support. Criteria for moving on from the provision are; The pupil is making academic progress in line with or above expected levels. The pupil no longer requires a high level of physical and medical support. The pupil requires a minimum level of additional support (e.g. Band A or Band B) For pupils at Whitehouse Primary School transferring to secondary school a review meeting should ideally be held in the Autumn Term of Year 5 to ensure appropriate placement at Key Stage 3 can be made. 7. Exit Process Through the ongoing regular process of review, the school will identify when the pupil meets the criteria to transfer from the provision. A meeting will be held with parents/carers and relevant professionals to discuss this and once future placement is identified normal transfer procedures will be followed. ARP Guidance October