Special Educational Needs, and Disability Rights Policy

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1 Policy as agreed by the Governing Body 22 November 2012 on the recommendation of the Curriculum and Pupil Matters Committee Special Educational Needs, and Disability Rights Policy SEN and Disability Act 2001, Inclusive Schooling and the Revised Code of Practice 2001, have informed this policy. This document sets out our policy towards the special educational needs of pupils attending Great Bradfords Infant and Nursery School and is supplementary to the school's other policies for the education of all its children. It has been agreed by our staff and Governors and is subject to annual review. We aim to provide equal access to the Early Learning Goals, Curriculum 2000 and all aspects of school life. We take a positive, whole school approach that builds on what each child can do, rather than focuses on what they cannot do. Class teachers, Nursery Nurses and teaching assistants work together with the parents to this end, encouraging the child, building confidence and fostering self-image. Our office staff, premises manager and midday assistants are also involved in supporting children, whether through attendance at sharing assemblies, or by maintaining a fair and consistent approach to the school s reward systems. Our Governors support our work and update their knowledge through visits to school and by attendance at courses. The role of SENCO is acknowledged in our school as being vital in raising standards and achievement. Our SENCO liaises closely with staff, governors, colleagues and parents, as well as liasing with outside agencies in the preparation and delivery of Individual Education or Behaviour Plans. The Governing Body is committed to the training and development of the SENCO in our school. Equal opportunities including racial awareness As a school we aim to develop multicultural and racial awareness through our ethos, culture and climate. We will value each individual according to their needs and ensure that their differences are seen as positive and enriching. We believe that all forms of prejudice and discrimination are totally unacceptable. AIMS To provide a caring environment within which pupils can learn and develop To acknowledge pupils as individuals with differing interests and needs

2 To ensure that as a school we value the contributions and achievements of all, highlighting the importance of all pupils experiencing success and thereby raising self- esteem and confidence To provide a variety of approaches and strategies to ensure that pupils make progress in line with national expectations for pupils of similar abilities To use the Code of Practice in order to reduce barriers to learning and participation for all pupils To ensure equal access to the curriculum and social activities for all pupils, including those with special or additional needs or who have a disability To be aware that not all disabled children will have special educational needs or a learning difficulty but they do have specific rights of inclusion To identify needs as early as possible and then to take appropriate action to meet the needs of children with:- i) Communication and Interaction Difficulties ii) Behaviour, Emotional and Social Development iii) Cognition and Learning Difficulties iv) Sensory/ Physical development To use a range of assessment techniques in order to provide appropriate differentiation that is additional to and different from that for all pupils To ensure that the curriculum is challenging and that it is extended to meet the needs of more able children To work closely with parents as partners and ensure that they are made aware of the services available to them eg Educational Psychologist, Speech Therapists, behaviour support teachers, outside agencies and other professionals To ensure and monitor the delivery of learning support in school, consistent with the revised Code of Practice To allocate resources available for learning support, both human and material, to ensure that they are used to increase learning and participation, supporting a diversity of needs OBJECTIVES To provide children with tasks which involve them in learning in small steps, which they can be expected to achieve. For those with greater ability, to ensure that tasks are challenging and can be extended. To structure our curriculum to meet a diversity of need, analysing data and relevant information which will be annually reviewed 2

3 To maintain planned periods of regular SENCO/teacher/TA contact in order to address identified needs To ensure that, although children with similar special needs will spend some time working together, they should also work with other pupils where appropriate, so that children are able to demonstrate to each other what they can do To ensure that individual and group targets are clear, achievable and success is recognised To use a range of communication methods and also to use a multi-sensory approach including speech, pictures, writing, computers, tapes To make effective use of the teaching assistants. 2. Responsibility for the provision of SEN The person responsible for the co-ordination of SEN provision is Mrs. Jane Roach (SENCO) with support from the Headteacher. Mrs Roach has held this post since September 2010 and has successfully completed the National Award for SEN Coordination. She attends relevant courses to extend her knowledge of the latest developments. She liaises regularly with the Governor with responsibility for SEN Jo Mallows. A list of children with special educational needs is kept in the school office and is available to Governors. It is updated termly. 3. Responsibility of teaching and support staff Mrs Roach reports termly to the Head and Governors on progress of children with SEN. She liaises with therapists and other professionals on the educational provision for pupils and is also responsible for ensuring that Teaching Assistants are well informed. Mrs Roach is responsible for supporting the completion of IEPs alongside the class teacher when children are initially identified with SEN and from then on in reviewing the IEPs for children at School Action+ and Statement levels. Class teachers are responsible for updating plans for children at School Action on a termly basis. Mrs Gates is responsible for ensuring that planning and implementation meets the needs of the Individual Education Plans. She is also responsible for the monitoring of teaching and learning, which includes the element of SEN. The Senior Management Team is responsible for ensuring that Special Needs issues are addressed as a whole school issue, and not in isolation. Tracking grids are completed half termly and those for pupils with SEN are tracked by the SENCO to ensure they are making good progress. Each teacher and Teaching Assistant has responsibility for ensuring that individual needs are met within their own classrooms. 4. The Responsibility of the Governors Our named governor for Special Needs is Mrs Jo Mallows who will prepare for Governors a termly report, to inform Governors of progress made by children on the register, and of any Special Needs issues that they should address. The governing body evaluates the success of the education which is being provided and the effectiveness and implementation of the policy on an annual basis. 3

4 Committees of the Governing Body will also make recommendations to the Finance Committee about staffing levels, equipment or building modifications that may need funding, in order to meet specific SEN issues. 5. Staff Development The Headteacher or SENCO takes responsibility for ensuring that appropriate staff development takes place if training needs are identified, through monitoring or personal professional portfolios. Those needs would normally form part of our School Development Plan, but there may be exceptional cases where we need to have training on very specific issues, e.g. if a child should be joining us with acute difficulties that require very specialist training. We will ensure that these needs are met. Where staff show a talent or particular skill in specific SEN matters, e.g. behaviour management, then we will encourage them to share these skills with their colleagues and arrange for them to be appropriately placed within our school, for example, if trained in autistic support, they actually work with the autistic child. Staff who are assigned to children with a Statement will have access to County training to support their role in working with that child. The Governing Body is fully committed to staff training of the highest standard available. The school currently has staff members trained to undertake nurture groups and play therapy in our school and to deliver speech therapy programmes under the guidance of the Speech Therapist. The Governing Body is committed to employing teaching staff of the highest calibre. 6. Funding for Special needs The SEN budget is generated from 3% of pupil led funding, Local authority non statemented contributions to SEN and additional funding for Statements. We will receive termly funding per child from EAL and Looked After Children finance. Funding for pupils in these categories who also have SEN will be used to support their learning and inclusion in the school. Similarly, monies from the Pupil Premium funds are directed to the support of pupils who have a Free School Meal entitlement as well as SEN. 7. Identification and Assessment a) Where there is concern about a child's progress in a particular area, or where behaviour is causing concern, the Revised Code of Practice alongside Essex thresholds of achievement offer a model for support of pupils with SEN who require special arrangements. b) All children's progress is continuously assessed and monitored - see Assessment and Teaching and Learning policies c) Individual Education Plans are monitored each term by the SENCO c) Health, Social Services, Educational Psychologists or parents of pupils can also ask for assessments of a child s needs. 4

5 At School Action The class teacher, in consultation with the SENCO, will make an initial assessment of the child's special educational needs. The class teacher will then gather all relevant information and provide increased differentiation of classroom work, through an Individual Education Plan. A meeting will be arranged with the parents to outline areas of concern and the child's progress will be regularly monitored and reviewed. The class teacher will update IEPs unless they feel that the child should move onto SA+. At School Action Plus The SENCO will take the lead responsibility for co-ordinating the child's SEN provision, consulting with the class teacher to devise Individual Education Plans and to involve outside agencies if and when appropriate. Statements of Special Educational Need Where School Action+ provision has not made the required impact then referral is made to the school s Educational Psychologist. Review meetings School Action- 3 times a year. School Action Plus- 3 times a year Statements - 3 times a year including an annual review of the statement. Annual Review the meeting to be held annually in order that the Annual Review process can be completed no later than the anniversary of the original or amended statement. 8. Arrangements for the treatment of complaints Should any parent express a concern regarding the SEN provision their child is receiving then the normal complaints procedure would be followed. Their first point of contact would be through the class teacher, and then to the Head. The governors would become involved should parents still remain dissatisfied. 9. Links with External Support The school is allocated visits from the Educational Psychologist when additional advice and support is needed on an individual child, and class teachers can also attend drop in sessions at if they require further support. We have planned visits by the Speech and Language therapist, the Occupational Therapist, Specialist support team. We make regular use of the SENCAN library of resources based at. 10. Partnerships with Parents All parents are welcome in school. When class teachers first become concerned about a child's progress they will talk to the parents (usually when the child is collected at the end of the day). Parents are invited to attend regular review meetings. They are involved at each stage of assessment, thus ensuring that they are kept fully informed. Parents are always welcome to help in the classrooms and are invited to help their child at home with playing 5

6 games, reading, spelling or with other targets specified on the child's Individual Education Plan. 11. Educational links When a child leaves our school all information, including details of support for SEN is sent on to the new school. We also request records from previous schools. A transition liaison meeting between the SENCO and Junior school SENCO takes place in the Summer term prior to entry and all information and records are transferred. 12. Links with Health, Social Services, Educational Welfare Services See Appendix A for contact names and telephone numbers. This policy is to be reviewed annually 6

7 APPENDIX A Carol Rushen/Carol Critchley Behaviour Support Bocking End Braintree CM7 9HB Kate Ayre Educational Psychologist Bocking End Braintree CM7 9HB Sam Fireson/Cathy Gregory/Jan Armes Administrative Assistant SEN Social Services Braintree CM7 9HB Elizabeth Newman Education Welfare Officer Station Approach, Braintree Moulsham Grange Children's Centre Moulsham Grange (Speech and Language) ADD/ADHD Family support Group Essex Disability Rights information LorraineBellamy SEN and PS psychology and specialist teaching CAMHS White Lodge Coggeshall Road Braintree Mid MAAG Office The Meadgate Centre Mascalls Way Chelmsford 7

8 Ethnic Minority Achievement Service Peta Ullmann/Angelika Baxter c/o Crays Hill Primary school London Road Crays Hill Billericay Ginette Henderson Speech & Language Therapist S & L Therapy Services Tekhnicon Centre Springwood Industrial Centre Braintree Angela Purdy/Alison Bridge/Catherine Stephenson Specialist Teachers SENCAN Library Ros Stone Health Advisor The Tekhnicon Centre Springwood Industrial Estate Braintree Written by : Jane Roach and Jo Mallows Date: 25/09/2012 Review Date: Autumn term

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