Additional Educational Needs and Inclusion Policy and Procedures

Size: px
Start display at page:

Download "Additional Educational Needs and Inclusion Policy and Procedures"

Transcription

1 Additional Educational Needs and Inclusion Policy and Procedures Date of issue: February 2013 Review date: February 2014 This policy was discussed, agreed and formally accepted on 5 February 2013 by the Full Governing Body. 1

2 Status Statutory 1. Purpose 1.1. Watford Field School Infant & Nursery believes that each pupil has individual and unique needs and talents. We are committed to providing outstanding care and learning support to all our pupils. We offer an inclusive curriculum to ensure the best possible progress for all our pupils whatever their needs and abilities. We acknowledge that a significant proportion of pupils will have additional educational needs (AEN) at some time in their schooling. Many of these pupils may require help throughout their time in school, while others may need a little extra support for a short period to help them overcome more temporary needs. If pupils are to achieve their full potential, we must recognise this and plan accordingly This school aims to provide all pupils with support and strategies for dealing with their needs in a nurturing environment, and to give them meaningful access to the curriculum. In particular, we aim to: ensure that the culture, practice, management and deployment of resources are designed to meet the needs of all pupils with AEN enable every pupil to experience success promote individual confidence and a positive attitude ensure that all pupils, whatever their AEN, receive appropriate educational provision through a broad and balanced curriculum that is relevant and differentiated, and that demonstrates coherence and progression in learning give pupils with AEN equal opportunities to take part in all aspects of the school s provision, as far as is appropriate ensure that children with AEN have opportunities to express an opinion, and have that opinion taken into account in any matters affecting them identify, assess, record and regularly review pupils progress and needs involve parents/carers at all stages in the planning and supporting of their children s development work collaboratively with parents, other professionals and support services ensure that the responsibility held by all staff and governors for supporting children with AEN is implemented and maintained. 2. Relationship to other policies 2.1. This policy should be read in conjunction with the policies on teaching and learning, the school curriculum, equality, disability, assessment and recording and reporting. The accessibility plan is an integral part of this policy. 2

3 3. Roles and responsibilities of Head Teacher, other staff, governors 3.1. Provision for children with AEN is a matter for the school as a whole. It is each teacher s responsibility to provide for pupils with AEN in his/her class, and to be aware needs present differently dependant on the learning environment. All staff are responsible for helping to meet an individual s special educational needs and for following the school s procedures for identifying, assessing, making provision, monitoring and reporting on meet those needs. Inclusion is regarded as crucial to this policy and its effectiveness The governing body, in co-operation with the Head Teacher, has a legal responsibility for determining the policy and provision for pupils with AEN. The Governing Body maintains a general overview and has appointed a representative governor (the AEN Governor), who takes particular interest in this aspect of the school and reports back to the Full Governing Body The Head Teacher has responsibility for: the management of all aspects of the school s work, including provision for pupils with AEN keeping the governing body informed about AEN issues and the needs of AEN children within the school working closely with the SENCo and all staff within the school on ensuring effective AEN provision ensuring that the implementation of this policy and the effects of inclusion policies on the school as a whole are monitored and reported to governors The Governing Body will ensure that: AEN provision is an integral part of the school improvement plan they have regard to the requirements of the SEN Code of Practice (2001) they are fully informed about AEN issues, so that they can play a major part in school self-review they set up appropriate staffing and funding arrangements, and oversee the school s work for pupils with AEN all staff are aware of the need to identify and provide for pupils with AEN the appropriate provision is made for any pupil with AEN pupils with AEN join in school activities alongside other pupils, as far as is reasonably practical and compatible with their needs and the efficient education of other pupils the school works closely with parents to meet their child s needs and keeps them informed of their child progress 3

4 they report to parents on the implementation of the school s AEN policy the quality of AEN provision is regularly monitored they, and the school as a whole, are involved in the development, monitoring and review of this policy The Special Educational Needs Co-ordinator (SENCo) is a member of the School Leadership Team and is responsible for: overseeing the day-to-day operation of this policy playing a key role in delivering the strategic development of the AEN policy and provision ensuring that an agreed, consistent approach is adopted maintaining the school s AEN register and records including the statutory records supporting staff by: o liaising with and advising other staff o helping staff to identify pupils with AEN o supporting class teachers in devising strategies, drawing up provision maps for each class and Individual Education Plans (IEPs), setting targets appropriate to the needs of the pupils, and advising on appropriate resources and materials for use with pupils with AEN and on the effective use of materials and personnel in the classroom o assisting in the monitoring and evaluation of progress of pupils with AEN through the use of school assessment information, e.g. class-based assessments/records, end of year QCA tests and SATs o contributing to the in-service training of staff and auditing staff AEN training needs in line with the school priorities and AEN needs within the current and predicted school community o managing learning support staff/teaching assistants o ensuring that midday supervisors are given any necessary information relating to the supervision of pupils at lunchtime and supporting them in relation to behaviour management and other issues for particular pupils supporting pupils by: o carrying out detailed assessments and observations of pupils with specific learning problems o co-ordinating the provision for pupils with AEN and mapping the provision needed and keeping this up to date 4

5 o monitoring IEPs, and the children on the AEN register, in partnership with the class teacher and reporting on the actions taken and the outcomes on a termly basis o liaising with the SENCo s in receiving schools/and or other primary schools and with local nurseries/ pre-schools for receiving pupils to help provide a smooth transition from one setting to the other supporting parents by: o liaising closely with parents of pupils with AEN, so that they are aware of the strategies that are being used and are involved as partners in the process liaising with outside agencies, arranging meetings, and providing a link between these agencies, class teachers and parents taking part in local AEN cluster meetings to represent the needs to pupils within the school, and those joining the school taking part in LA Cluster groups for funding Class teachers are responsible for: working in line with this policy and procedures for identification, assessing, monitoring and making provision for pupils with AEN and actively involved in the review process including pupils with AEN in the classroom, and for providing an appropriately differentiated curriculum. They can draw on the SENCo for advice on assessment and strategies to support inclusion referring pupils to the SENCo where there are any concerns regarding pupils progress and reporting back to the SENCo on those pupils on the AEN register giving feedback to parents of pupils with AEN Learning support staff/teaching assistants should: be fully aware and work in line with this policy and the procedures for identifying, assessing, monitoring and making provision for pupils with AEN use the school s procedures for giving feedback to teachers about pupils responses to tasks and strategies. 4. Parental involvement 4.1. The school will actively seek the involvement of parents in the education of their children. It is recognised that parental support is particularly important for pupils who have special educational needs as the support and encouragement of parents is often the crucial factor in achieving success. A joint learning approach between home and school is an integral part of this process. 5

6 4.2. Parents will always be kept informed about the special educational needs experienced by their children in accordance with the recommendations outlined in the Code of Practice. Communications between the parent and the school will be consistently maintained. Parents will be fully consulted before the involvement of external support agencies with their children, and will be invited to attend any formal review meetings at all stages. Parents will be informed how to access appropriate advice and support Parents will be supported and enabled to: recognise and fulfil their responsibilities as parents and play an active and valued role in their child s education have knowledge of their child s entitlement within the AEN framework make their views known about how their child is educated have access to information, advice and support during assessment and any related decision making processes about Additional Educational provision in accordance with the school s Open Door policy, parents are encouraged to contact the child s class teacher and/or the SENCo as needed either by telephone or appointment. 5. Pupils 5.1. The school will work to ensure that where appropriate pupils are fully aware of their individual needs and the targets in their Individual Education Plans. Steps will be taken to involve pupils in decisions which are taken regarding their education. 6. Provisions within the school 6.1. The Curriculum will be made available for all pupils. Where pupils have AEN, a graduated response will be adopted. The school will, in other than exceptional cases, make full use of classroom and school resources before drawing on external support The school offers a differentiated curriculum. When a pupil fails to make progress and shows signs of difficulty in some of the following areas the school will assess the pupil needs: acquiring literacy and numeracy skills; presenting persistent poor behaviour, emotional and social difficulties; has sensory or physical problems; or communication or interaction difficulties Assessment allows the pupil to show what they know, understand and can do, as well as to identify any learning difficulties. The pupil, depending on the level of need, may be supported through placements 6

7 in additional small group work to improve key skills and/ or placed on School Action with support that is additional to and different from the differentiated curriculum provided School Action This is the first step which involves the child receiving an intervention that is extra to or different from the normal differentiated curriculum. This provision might be access to a structured intervention package that typically lasts for 6 weeks before the impact is evaluated. Alternatively it might be a series of lessons that has extra support for learning provided by a support assistant within the child s normal classroom setting. This support will be set out in an Individual Education Plan (IEP) produced by the SENCo in consultation class teacher and parents, if appropriate the pupil, which may include some of the following: classroom organisation and management in-class support by teacher/teacher assistant withdrawal for individual/small group work home/school reading schemes behaviour modification programmes use of specialist equipment alternative teaching strategies 6.5. Withdrawal sessions are used judiciously to support pupils carefully with specific academic, behavioural and/or emotional difficulties. Withdrawal sessions are timetabled in consultation with the class teacher to minimise the impact of withdrawal on delivery of the curriculum, actively seeking to ensure curriculum needs are met The resources allocated to AEN pupils will be deployed to implement these IEP in school. Parents will be informed and pupils will be involved in decisions taken at this stage School Action Plus If after two terms at School Action, a child does not make adequate progress then the SENCo will consult other professionals for advice. These might include advisory teachers, an Educational Psychologist or a specialist organisation. The IEP will be amended according to the advice received and the pupil will be moved to School Action Plus (SAP). For pupils in School Action Plus the school will work in partnership with outside agencies to provide extra support for the pupils specific needs, bringing in specialist support to enable that pupils to make progress. Any external professionals involved will be invited to contribute to the monitoring and review of progress. Parents will always be informed when an external agency becomes involved with their child. 7

8 6.8. Statement of Special Educational Needs - The third and final stage in the graduated provision is for the school or parents to request the local authority to make a statutory assessment of the child s needs. In order for a Statement of Special Educational Needs to be issued the authority will have to be satisfied that the child s learning difficulties have not responded to the measures taken by the school and that the special educational provision needed cannot reasonably be provided from the schools or the school clusters own resources Adequate progress (from the SEN Code of Practice 2001) is progress that:- Closes the attainment gap between the child and their peers or prevents the attainment gap growing wider. Is similar to that of peers starting from the same attainment baseline, but less than that of the majority of the child s peers. Matches or betters the child s previous rate of progress Ensure access to the full curriculum Demonstrates an improvement in self-help, social, personal skills or behaviour. 7. Arrangements for complaints 7.1. Should pupils or parents/carers be unhappy with any aspect of provision they should discuss the problem with a class teacher in the first instance. Anyone who feels unable to talk to the teacher, or is not satisfied with the teacher s comments, should ask to speak to the SENCO. For a problem that might need time to be explored fully, parents/carers should make an appointment rather than rushing the discussion before or after school In the event of a formal complaint parents should follow the procedure in the School s Complaints Policy. 8. Arrangements for monitoring and evaluation 8.1. The success of the school s AEN policy and provision is evaluated through school self-evaluation and reporting activities such as: analysis of pupil tracking data and test results for individual pupils and for cohorts and the provision of the appropriate support monitoring of classroom practice by the SENCo and subject coordinators termly and feeding outcomes to staff for action success of the identification process at an early stage scrutiny of teachers planning and pupils wok achievements against pupils IEP targets, pupils moving between stages and value-added data for pupils on the AEN register with clear evidence of review and outcomes termly monitoring of procedures and practice by the AEN governor 8

9 maintenance of assessment records that illustrate progress over time the school prospectus, which contains the required information about the implementation and success of the AEN policy the school s annual AEN review, which evaluates the success of the policy and sets new targets for development including an analysis of increasing the level of inclusion achieved within the school setting the school improvement plan, which is used for planning and monitoring provision in the school the school meeting the statutory requirements in the SEN Code of Practice visits from HIP (Hertfordshire Improvement Partner) and Ofsted inspection arrangements feedback from parents and staff, both formal and informal, following meetings to produce IEPs and targets, revise provision and celebrate success. Date established by governing body: February 2013 Date for full implementation: February 2013 Date for review February Annual 9

10 Appendix A Triggers indicating the Need for Intervention at School Action The pupil who, despite receiving differentiated learning opportunities: Makes little or no progress even when teaching approaches are targeted particularly in a pupil s identified area of weakness. Shows signs of difficulty in developing literacy or mathematics skills that result in poor attainment in some curriculum areas. Presents persistent emotional and/or behavioural difficulties, which are not ameliorated by the behaviour management techniques usually employed in the school. Has sensory or physical problems and continues to make little or no progress despite the provision of specialist equipment. Has communication and/or interaction difficulties and continues to make little or no progress despite the provision of a differentiated curriculum. Triggers indicating the Need for Intervention at School Action Plus Despite having had an individualised programme and /or concentrated support under School Action, the pupil: Continues to make little or no progress in specific areas over a long period of time. Continues working at National Curriculum Levels substantially below. Continues to have difficulty in developing literacy and mathematical skills. Has emotional or behavioural difficulties which substantially and regularly interfere with the child s own learning or that of the class group, despite having an individualised behaviour management programme. Has sensory or physical needs and requires additional specialist equipment or regular advice or visits by a specialist service. Has on-going communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning (SEN Code of Practice 2002). 10

UNIVERSITY ACADEMY OF ENGINEERING SOUTH BANK. Special Educational Needs and Disabilities (SEND) Policy

UNIVERSITY ACADEMY OF ENGINEERING SOUTH BANK. Special Educational Needs and Disabilities (SEND) Policy UNIVERSITY ACADEMY OF ENGINEERING SOUTH BANK Special Educational Needs and Disabilities (SEND) Policy This Policy will be rewritten in September 2014, in light of the new legislation and as part of the

More information

SALISBURY SIXTH FORM COLLEGE SPECIAL EDUCATION NEEDS POLICY

SALISBURY SIXTH FORM COLLEGE SPECIAL EDUCATION NEEDS POLICY SALISBURY SIXTH FORM COLLEGE SPECIAL EDUCATION NEEDS POLICY Approved by P & P Committee Approval Date Review Period 3 years Review Date July 2015 SEND reform (including reduction in funding) The Government

More information

Special Educational Needs Policy

Special Educational Needs Policy Hayle Community School Special Educational Needs Policy Ref: SEND Code of Practice 0-25 years Contents: Page 1. Aims and Objectives 1 2. Definition of Special Educational Need 2 3. Responsible Persons

More information

POLICY FOR THOSE STUDENTS WITH SPECIAL EDUCATIONAL NEEDS OR LEARNING DIFFICULTIES OR DISABILITIES

POLICY FOR THOSE STUDENTS WITH SPECIAL EDUCATIONAL NEEDS OR LEARNING DIFFICULTIES OR DISABILITIES POLICY FOR THOSE STUDENTS WITH SPECIAL EDUCATIONAL NEEDS OR LEARNING DIFFICULTIES OR DISABILITIES Rooted in Christ and Catholic tradition and under the guidance of its patron, St Edmund s aims to realise

More information

SWANMORE COLLEGE SEN (Special Educational Needs) Policy

SWANMORE COLLEGE SEN (Special Educational Needs) Policy SWANMORE COLLEGE SEN (Special Educational Needs) Policy Policy Date: Dec 2013 Governor Committee: Pupil Wellbeing Governor Ratification Date: Jan 2014 Date of next Review: July 2014 In accordance with

More information

Clewer Green CE Aided First School

Clewer Green CE Aided First School Clewer Green CE Aided First School Inspiring Children If my teacher believes in me I know I can do it Mia, Year 4 Hatch Lane, Windsor. SL4 3RL Tel: 01753 864544 Email: clewergreen@rbwm.org.uk Website:

More information

SPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY

SPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY SPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY September 2015 Person responsible: SENCO Date approved: Review date: July 2016 Approved by: Buile Hill Visual Arts College Special Educational Needs and

More information

SEAFORD COLLEGE Policy Summary

SEAFORD COLLEGE Policy Summary LSU SEN Policy SEAFORD COLLEGE Policy Summary Seaford College is committed to providing equal access for all pupils to the broad and balanced curriculum to which they are entitled, including the provisions

More information

SCARCROFT PRIMARY SCHOOL SPECIAL EDUCATIONAL NEEDS POLICY

SCARCROFT PRIMARY SCHOOL SPECIAL EDUCATIONAL NEEDS POLICY SCARCROFT PRIMARY SCHOOL SPECIAL EDUCATIONAL NEEDS POLICY Rationale Children with Special Educational Needs (SEN) are a welcome part of our school community. The school is committed to the belief that

More information

Resource document for school governors and schools. Summary of Special Educational Needs (SEN) Code of Practice for Wales

Resource document for school governors and schools. Summary of Special Educational Needs (SEN) Code of Practice for Wales Resource document for school governors and schools Summary of Special Educational Needs (SEN) Code of Practice for Wales Teifion Rees SEN Governor Cwrt Sart Comprehensive School April 2004 1 Acknowledgements

More information

SPECIAL EDUCATIONAL NEEDS POLICY

SPECIAL EDUCATIONAL NEEDS POLICY SPECIAL EDUCATIONAL NEEDS POLICY Basic Information about the school s special education provision The College s policy is to integrate students with Special Educational Needs, thereby giving them access

More information

1. Basic information about the school s special educational provision

1. Basic information about the school s special educational provision KNOTTINGLEY HIGH SCHOOL & SPORTS COLLEGE SPECIAL EDUCATION NEEDS POLICY Reviewed and Revised: September 2009 1. Basic information about the school s special educational provision a) Objectives To enable

More information

SENCo (Special Education Needs Coordinator):

SENCo (Special Education Needs Coordinator): Special Educational Needs and Disabilities (SEND) Offer At St Columba's Head Teacher: SENCo (Special Education Needs Coordinator): Mr N Fisher Mrs K Kallend The following is a summary of the changes to

More information

Ashleigh C OF E (VC) Primary School Maintained

Ashleigh C OF E (VC) Primary School Maintained TITLE: S.E.N.D. POLICY DATE ADOPTED: 21 st March 2016 REVIEW SCHEDULE: ANNUAL DATE OF NEXT REVIEW: MARCH 2017 Ashleigh C OF E (VC) Primary School Maintained Special Educational Needs & Disabilities (SEND)

More information

CHRIST CHURCH C OF E (VA) PRIMARY SCHOOL AND NURSERY. SEN Information Report

CHRIST CHURCH C OF E (VA) PRIMARY SCHOOL AND NURSERY. SEN Information Report SEN Information Report Children at Christ Church School are all closely monitored. The school has policies in place to ensure the graduated response to the identification and assessment of children falling

More information

HOLY TRINITY PEWLEY DOWN SCHOOL, GUILDFORD SEN POLICY

HOLY TRINITY PEWLEY DOWN SCHOOL, GUILDFORD SEN POLICY Opening Statement HOLY TRINITY PEWLEY DOWN SCHOOL, GUILDFORD SEN POLICY At Holy Trinity Pewley Down School the provision for children with SEN is an integral part of our school ethos. It is based on a

More information

Exmouth Community College

Exmouth Community College Exmouth Community College Special Educational Needs and Disability Policy Policy Details Date Policy written Sharon Walker / Graham Allen Policy ratified by Curriculum and Full Governing Board Policy agreed

More information

Local offer to Students with. Special Educational Needs. and their Parents

Local offer to Students with. Special Educational Needs. and their Parents Local offer to Students with Special Educational Needs and their Parents Local Offer to Students with Special Educational Needs and their Parents Thornleigh Salesian College School is committed to meeting

More information

SPECIAL EDUCATIONAL NEEDS POLICY

SPECIAL EDUCATIONAL NEEDS POLICY LORETO PREPARATORY SCHOOL Dunham Road, Altrincham, Cheshire WA14 4GZ Telephone: 0161 928 8310 SPECIAL EDUCATIONAL NEEDS POLICY This policy complies with the Special Educational Needs Code of Practice 2001

More information

Eggbuckland Community College Special Educational Needs Policy

Eggbuckland Community College Special Educational Needs Policy Eggbuckland Community College Special Educational Needs Policy Rationale The aims and values of the College are (and have been since 1993): Learning Caring Achieving All of the College s activities continue

More information

Special Educational Needs and Disability Policy

Special Educational Needs and Disability Policy Special Educational Needs and Disability Policy Core Principles BCA fully endorses the 2014 Special Educational Needs and Disability Code of Practice: 0 to 25 years 2014. All young people are entitled

More information

St Mary s College Crosby. Special Educational Needs and Disability Policy (P46) Date of Policy September 2014. Date of Review September 2015

St Mary s College Crosby. Special Educational Needs and Disability Policy (P46) Date of Policy September 2014. Date of Review September 2015 St Mary s College Crosby Special Educational Needs and Disability Policy (P46) Date of Policy September 2014 Date of Review September 2015 Introduction The College is committed to giving all pupils the

More information

POLICY ON ASSESSMENT OF AND PROVISION FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

POLICY ON ASSESSMENT OF AND PROVISION FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS ARTHUR MELLOWS VILLAGE COLLEGE POLICY ON ASSESSMENT OF AND PROVISION FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS Presented to: Governors Students and Safeguarding Committee 24 March 2015 Consultation Process

More information

Special Educational Needs and Disability (SEND) Policy

Special Educational Needs and Disability (SEND) Policy Special Educational Needs and Disability (SEND) Policy Aims and Objectives of this Policy The aims of SEND policy and practice in this College are: to enable all students to fulfil their potential to work

More information

Middleham CE (VA) School. SEND Information

Middleham CE (VA) School. SEND Information Middleham CE (VA) School SEND Information All North Yorkshire maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and/or Disabilities (SEND). They are

More information

Eaton Bank Academy. Special Educational Needs and Disabilities. Approved by FGB February 2015 Next review due February 2017

Eaton Bank Academy. Special Educational Needs and Disabilities. Approved by FGB February 2015 Next review due February 2017 Eaton Bank Academy Special Educational Needs and Disabilities Approved by FGB February 2015 Next review due February 2017 1 SEND Policy December 2014 COMPLIANCE This policy complies with the statutory

More information

Job Description Deputy Head Teacher The Deputy Head Teacher is responsible to the Head Teacher in all aspects of school life and will be the first

Job Description Deputy Head Teacher The Deputy Head Teacher is responsible to the Head Teacher in all aspects of school life and will be the first Job Description Deputy Head Teacher The Deputy Head Teacher is responsible to the Head Teacher in all aspects of school life and will be the first point of contact in the Head Teacher s absence. You are

More information

Special Educational Needs and Disability Policy 2014 Notre Dame Catholic College. Contact details Mrs L Martin (NASENCO award) Special Education Needs

Special Educational Needs and Disability Policy 2014 Notre Dame Catholic College. Contact details Mrs L Martin (NASENCO award) Special Education Needs Special Educational Needs and Disability Policy Notre Dame Catholic College Contact details Mrs L Martin (NASENCO award) Special Education Needs Co-ordinator (SENCO) Senior Leadership Team advocate: Mr

More information

Etone College. Special Educational Needs and Disability (SEND) Information Report 2015-16

Etone College. Special Educational Needs and Disability (SEND) Information Report 2015-16 Etone College Special Educational Needs and Disability (SEND) Information Report 2015-16 A child or young person has SEND if they have a learning disability which calls for special educational provision

More information

TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016

TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016 TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016 SPECIAL EDUCATIONAL NEEDS AND DISABILITY (SEND) POLICY RATIONALE This policy document is a statement of the aims, principles

More information

Dulwich College Seoul Learning Support & Special Educational Needs (SEN) in the Primary School

Dulwich College Seoul Learning Support & Special Educational Needs (SEN) in the Primary School Dulwich College Seoul Learning Support & Special Educational Needs (SEN) in the Primary School Ethos and Policy points Dulwich College Seoul (DCSL) believes that every student attending DCSL has the right

More information

St. George s College Special Educational Needs and Disability Policy (SEND)- Academic Support

St. George s College Special Educational Needs and Disability Policy (SEND)- Academic Support St. George s College Special Educational Needs and Disability Policy (SEND)- Academic Support Mission Statement We are an independent Roman Catholic co-educational school which welcomes those of other

More information

The Ashwood Academy. Special Educational Needs Policy

The Ashwood Academy. Special Educational Needs Policy The Ashwood Academy Special Educational Needs Policy The Special Needs Coordinator Is Thomas Laugharne. Thomas completed the National Award for Special Educational Needs in 2014 This policy should be viewed

More information

Special Educational Needs, and Disability Rights Policy 2012-2013

Special Educational Needs, and Disability Rights Policy 2012-2013 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 2012-2013 SEN and Disability

More information

Job Description and Person Specification Learning Support Assistant (Primary)

Job Description and Person Specification Learning Support Assistant (Primary) Job Description and Person Specification Learning Support Assistant (Primary) The Lilac Sky Schools Academy Trust Job Description Post: Reports to: Liaising with: Main Purpose: Key Functions: Specific

More information

FACT FILE 03/12 LINK GOVERNORS

FACT FILE 03/12 LINK GOVERNORS FACT FILE 03/12 LINK GOVERNORS What are link governors? One of the key roles and responsibilities for the governing body is to monitor the progress and performance of the school. Many governors hold positions

More information

JOB PROFILE For a Special Education Needs Coordinator (SENCO)

JOB PROFILE For a Special Education Needs Coordinator (SENCO) SAINT CECILIA S, WANDSWORTH JOB PROFILE For a Special Education Needs Coordinator (SENCO) DATE September 2013 JOB CONTEXT Saint Cecilia's, Wandsworth is a co-educational voluntary aided Church of England

More information

GMS Special Educational Needs (Information) Regulation Annual Report

GMS Special Educational Needs (Information) Regulation Annual Report GMS Special Educational Needs (Information) Regulation Annual Report All mainstream schools and maintained nursery schools are required by law to produce a Special Educational Needs Report on an annual

More information

Job Description and Person Specification Schools Direct Trainee Class Teacher (Primary)

Job Description and Person Specification Schools Direct Trainee Class Teacher (Primary) Job Description and Person Specification Schools Direct Trainee Class Teacher (Primary) Lilac Sky Schools Academy Trust Job Description Post: Reports to: Liaising with: Trainee Class Teacher (Primary)

More information

SEND / Local Offer Information. St. Thomas Aquinas Catholic Primary School

SEND / Local Offer Information. St. Thomas Aquinas Catholic Primary School SEND / Local Offer Information St. Thomas Aquinas Catholic Primary School Welcome At St. Thomas Aquinas Catholic Primary School we believe that each individual is created by God and is unique and equal

More information

Name of SENCO responsible for managing setting for children & young people with SEN: Mrs Rachael Waterson

Name of SENCO responsible for managing setting for children & young people with SEN: Mrs Rachael Waterson SEND Information Report and Policy (which is part of The Norfolk Local Offer for Learners with Special Educational Needs 2015-16) Links to the Norfolk Local Offer (website details can be found under our

More information

Special Educational Needs Provision. South Dartmoor Community College

Special Educational Needs Provision. South Dartmoor Community College Special Educational Needs Provision At South Dartmoor Community College Our vision at South Dartmoor Community College is that students, with SEND, are able to be architects of their own success, equipped

More information

St. George s College Academic Support Policy and Special Educational Needs and Disability Policy (SEND Policy)

St. George s College Academic Support Policy and Special Educational Needs and Disability Policy (SEND Policy) St. George s College Academic Support Policy and Special Educational Needs and Disability Policy (SEND Policy) Mission Statement We are an independent Roman Catholic selective co-educational College which

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an

More information

Minsthorpe Community College Local Offer

Minsthorpe Community College Local Offer Minsthorpe Community College Local Offer Vision / mission statement Minsthorpe Community College is an inclusive school with a strong belief that all students needs should be met as fully as possible irrespective

More information

Tracking Pupil Progress and Target Setting Policy. May 2013

Tracking Pupil Progress and Target Setting Policy. May 2013 Tracking Pupil Progress and Target Setting Policy May 2013 1. What is the purpose of a tracking system? 2. Who will enter data and analyse the findings of the schools tracking system? 3. What target setting

More information

Isle of Wight Children s Services Sample School Gifted and Talented Action Plan - December 2008

Isle of Wight Children s Services Sample School Gifted and Talented Action Plan - December 2008 Isle of Wight Children s Services Sample School Gifted and Talented Action Plan - December 2008 Personalised Learning component A - Effective teaching and learning strategies IQS generic Target Action

More information

TRUMPS GREEN INFANT SCHOOL SEN Information report

TRUMPS GREEN INFANT SCHOOL SEN Information report Questions Which kinds of special educational needs are provided for and what are the school s admission arrangements for pupils with SEN or disabilities? TRUMPS GREEN INFANT SCHOOL SEN Information report

More information

WENDELL PARK PRIMARY SCHOOL - JOB DESCRIPTION CLASS TEACHER - GENERIC

WENDELL PARK PRIMARY SCHOOL - JOB DESCRIPTION CLASS TEACHER - GENERIC Job Title: Responsible to: Class Teacher - Generic Headteacher and the Governing Body OVERALL RESPONSIBILITY To plan, develop and deliver high quality lessons and courses within the broad, balanced, relevant

More information

Duncombe School Special Educational Needs and Inclusion Policy

Duncombe School Special Educational Needs and Inclusion Policy Duncombe School Special Educational Needs and Inclusion Policy Date Policy Reviewed Policy Reviewed By Reason/Outcome Next Review Due April 2013 Sue Howes Review Spring 2014 March 2014 Sue Howes Review

More information

Policy statement: Assessment, recording and reporting achievement.

Policy statement: Assessment, recording and reporting achievement. Policy statement: Assessment, recording and reporting achievement. In partnership with the home and the local community, the school has a responsibility to fulfil the demands of the national curriculum

More information

Salary The postholder will be paid on the appropriate point of the pay scale with the addition of the TLR 2B.

Salary The postholder will be paid on the appropriate point of the pay scale with the addition of the TLR 2B. JOB DESCRIPTION ASSISTANT CURRICULUM LEADER FOR SCIENCE (TLR 2B) Salary The postholder will be paid on the appropriate point of the pay scale with the addition of the TLR 2B. Line of Responsibility The

More information

Annual Report to Parents on the Implementation of the Special Educational Needs and Disability (SEND) Policy and the School Accessibility Plan

Annual Report to Parents on the Implementation of the Special Educational Needs and Disability (SEND) Policy and the School Accessibility Plan Annual Report to Parents on the Implementation of the Special Educational Needs and Disability (SEND) Policy and the School Accessibility Plan Academic and financial year 2012-13 Children with special

More information

GORDON S SCHOOL POLICY AND PROGRAMME ON MEETING SPECIAL EDUCATIONAL NEEDS

GORDON S SCHOOL POLICY AND PROGRAMME ON MEETING SPECIAL EDUCATIONAL NEEDS 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

More information

Babington Community College. Special Educational Needs and Disability Information Report. 1. Ethos and Values

Babington Community College. Special Educational Needs and Disability Information Report. 1. Ethos and Values Babington Community College Special Educational Needs and Disability Information Report 1. Ethos and Values Babington Community College is an Outstanding School (OFSTED 2013). Our vision is for all of

More information

CROOK LOG PRIMARY SCHOOL SEN POLICY

CROOK LOG PRIMARY SCHOOL SEN POLICY CROOK LOG PRIMARY SCHOOL SEN POLICY 1 CROOK LOG PRIMARY SCHOOL SPECIAL EDUCATIONAL NEEDS POLICY 1. Basic information about the schools' special educational provision Crook Log School aims to help all children

More information

3. Name, qualifications and contact details for the Dartmoor Federation Special Educational Needs Coordinators (Senco)

3. Name, qualifications and contact details for the Dartmoor Federation Special Educational Needs Coordinators (Senco) Dartmoor Federation Special Educational Needs and Disability Report 2014-15 1. The Kinds of SEND for which provision is made within the Dartmoor Federation: Dartmoor Federation will do its best to ensure

More information

Our Ofsted rating? Overall Grade: Requires Improvement. The school has the following strengths

Our Ofsted rating? Overall Grade: Requires Improvement. The school has the following strengths St Ignatius College HOW WE SUPPORT CHILDREN/YOUNG PEOPLE WITH SPECIAL EDUCATIONAL NEEDS OR DISABILITIES What is the school s vision and mission statement? At St Ignatius College, we aim to find God in

More information

Job Description: Class Teacher with TLR 2a (responsibility for Communication, Language and Literacy at KS2

Job Description: Class Teacher with TLR 2a (responsibility for Communication, Language and Literacy at KS2 Job Description: Class Teacher with TLR 2a (responsibility for Communication, Language and Literacy at KS2 You will be responsible to the Headteacher to provide professional leadership in the subject which

More information

(Arrangements made to support children and young people with Special Educational Needs or Disabilities)

(Arrangements made to support children and young people with Special Educational Needs or Disabilities) West Sussex Alternative Provision College and The (Arrangements made to support children and young people with Special Educational Needs or Disabilities) FROM THE PARENT CARER S POINT OF VIEW: 1. How does

More information

Disability and Discrimination Statement

Disability and Discrimination Statement Disability and Discrimination Statement 1. Introduction The Longsight Community Primary welcomes people with disabilities and will comply with the requirements of the Disabilities Discrimination Act 1995

More information

LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON

LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON Last reviewed Wednesday 25 th November 2015 Mission Statement Diversity Passion Identity Understanding LEARNING SUPPORT POLICY 2015 to 2016 THE INTERNATIONAL SCHOOL OF LONDON - LONDON The International

More information

Leeds Local Offer: The specialist education offer (2-16) What is the specialist education offer and where has it come from?

Leeds Local Offer: The specialist education offer (2-16) What is the specialist education offer and where has it come from? Leeds Local Offer: The specialist education offer (2-16) What is the specialist education offer and where has it come from? The Children and Families Act became law in March 2014. The Act aims to improve

More information

SEN Information Report. Our Mission Statement Haymerle School is a safe, caring and stimulating environment where all are empowered:

SEN Information Report. Our Mission Statement Haymerle School is a safe, caring and stimulating environment where all are empowered: SEN Information Report Our Mission Statement Haymerle School is a safe, caring and stimulating environment where all are empowered: To have high expectations and celebrate achievements; To develop lifelong

More information

RADLETT LODGE SCHOOL ASSESSMENT, RECORDING AND REPORTING PROCEDURES

RADLETT LODGE SCHOOL ASSESSMENT, RECORDING AND REPORTING PROCEDURES Next review: July 2015 RADLETT LODGE SCHOOL ASSESSMENT, RECORDING AND REPORTING PROCEDURES Aim To assess and report on all aspects of our pupils development to facilitate consistency, progress, planning,

More information

Our Local Offer for Special Educational Needs and Disability (SEND)

Our Local Offer for Special Educational Needs and Disability (SEND) Our Local Offer for Special Educational Needs and Disability (SEND) Rosewood Free School is a maintained special school in Southampton for children with PMLD complex physical, medical and learning difficulties.

More information

Disability and Discrimination Statement

Disability and Discrimination Statement Disability and Discrimination Statement Policy Data Sheet Policy Name: Document Reference: Disability and Discrimination Statement BLSch012 Version Number: 1 Ratified By Principal: Chair of Governing Body

More information

SOUTH AYRSHIRE COUNCIL JOINT NEGOTIATING COMMITTEE FOR TEACHERS. Agreed Remits (JNCT1.7)

SOUTH AYRSHIRE COUNCIL JOINT NEGOTIATING COMMITTEE FOR TEACHERS. Agreed Remits (JNCT1.7) SOUTH AYRSHIRE COUNCIL JOINT NEGOTIATING COMMITTEE FOR TEACHERS (JNCT1.7) Educational Services April 2015 JOB DESCRIPTION JOB TITLE RESPONSIBLE TO Head Teacher Director of Education DIRECTORATE Educational

More information

SPECIAL EDUCATIONAL. 1. Introduction

SPECIAL EDUCATIONAL. 1. Introduction SPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY 1. Introduction This policy document is a statement of the aims, principles and strategies to ensure the effective and efficient provision for children with

More information

HAYDON BRIDGE HIGH SCHOOL ASSESSMENT, RECORDING & REPORTING POLICY

HAYDON BRIDGE HIGH SCHOOL ASSESSMENT, RECORDING & REPORTING POLICY HAYDON BRIDGE HIGH SCHOOL ASSESSMENT, RECORDING & REPORTING POLICY Haydon Bridge High School is committed to being a fully accessible and inclusive organisation, welcoming and respecting the diversity

More information

SO1 P29-31 Term time only 37 hours per week Actual salary 21,107 to 22,504

SO1 P29-31 Term time only 37 hours per week Actual salary 21,107 to 22,504 JOB DESCRIPTION Job Title: School: Pay Range: Responsible to: Responsible for: Behaviour Support Manager Woodlands Primary SO1 P29-31 Term time only 37 hours per week Actual salary 21,107 to 22,504 Inclusion

More information

Fleetwood High School

Fleetwood High School School report Fleetwood High School Broadway, Fleetwood, Lancashire, FY7 8HE Inspection dates 12 13 June 2014 Overall effectiveness Previous inspection: Inadequate 4 This inspection: Requires improvement

More information

RATIONALE (SPECIAL EDUCATIONAL NEEDS) WHY IS THERE A NEED FOR A POLICY?

RATIONALE (SPECIAL EDUCATIONAL NEEDS) WHY IS THERE A NEED FOR A POLICY? RATIONALE (SPECIAL EDUCATIONAL NEEDS) Phoenix College s entire client base are statemented as having SEN. The addressing of these needs is embodied in all Policies and Practices in the school. These include:

More information

Senior Leadership Team and Class Teacher Job Description & Person Specification

Senior Leadership Team and Class Teacher Job Description & Person Specification Senior Leadership Team and Class Teacher Job Description & Person Specification SCHOOL Queen Eleanor s C of E Junior School TITLE Senior Leadership Team & Class Teacher JOB PURPOSE As part of the Leadership

More information

Special Educational Needs& Disability Policy Revised in line with the new Code of Practice 2014-2015

Special Educational Needs& Disability Policy Revised in line with the new Code of Practice 2014-2015 Cranbury College Special Educational Needs& Disability Policy Revised in line with the new Code of Practice 2014-2015 Created by: Sheila Honeybourne Assistant Head teacher/sen Manager working in partnership

More information

Policy on Learning Support/Resource Teaching

Policy on Learning Support/Resource Teaching Policy on Learning Support/Resource Teaching In St. Brigid s the principal aim of learning support/resource teaching is to optimise the learning process in order to enable pupils with learning needs to

More information

qwertyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyuiopas dfghjklzxcvbnmqwertyuiopasdfghjkl zxcvbnmqwertyuiopasdfghjklzxcvbn

qwertyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyuiopas dfghjklzxcvbnmqwertyuiopasdfghjkl zxcvbnmqwertyuiopasdfghjklzxcvbn qwertyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyuiopas dfghjklzxcvbnmqwertyuiopasdfghjkl Reading by Six How the best schools do it St Stephen and All Martyrs CE Primary zxcvbnmqwertyuiopasdfghjklzxcvbn

More information

The School Offer & SEND Policies

The School Offer & SEND Policies The School Offer & SEND Policies 1 GUIDANCE The new system for England is clear that the governing bodies of maintained schools and maintained nursery schools must publish information on their websites

More information

SPECIAL EDUCATIONAL NEEDS POLICY COACHFORD COLLEGE

SPECIAL EDUCATIONAL NEEDS POLICY COACHFORD COLLEGE SPECIAL EDUCATIONAL NEEDS POLICY COACHFORD COLLEGE I Mission Statement of School Our school Mission Statement promotes the ethos of inclusion which informs our policy and provision for students with S.E.N.

More information

Annual written reports to parents and carers: children s achievements

Annual written reports to parents and carers: children s achievements Communications Policy Introduction Schools have many lines of communication to maintain; with parents and carers, with other schools, with the community, with outside agencies, and within the school. Good

More information

Special Educational Needs Information

Special Educational Needs Information Special Educational Needs Information At Staplehurst School we aim to support ALL children to enable them to achieve in school. Quality First Teaching is the key to this, however some children at some

More information

The Education Psychology Service will as part of the Service:

The Education Psychology Service will as part of the Service: Education Pyschology 1. Service Summary We offer a specialist advice and support service from our Education Psychologists that will support your school and your staff to promote positive outcomes for pupils

More information

From the parent carer s point of view:

From the parent carer s point of view: SETTING NAME: SETTING TYPE: Uppingham Community College Include details of: 11-16 years Mainstream From the parent carer s point of view: 1. How does the setting / school / college know if children/young

More information

SPECIAL EDUCATIONAL NEEDS POLICY AND PROVISION

SPECIAL EDUCATIONAL NEEDS POLICY AND PROVISION Children, Young People & Learning SPECIAL EDUCATIONAL NEEDS POLICY AND PROVISION Version 5 August 2010 Bracknell Forest Council www.bracknell-forest.gov.uk Document name & file location Document Author

More information

Reculver Church of England Primary School

Reculver Church of England Primary School those who hope in the LORD will renew their strength. They will soar on wings like eagles; they will run and not grow weary, they will walk and not be faint. Isaiah 40:31 connect nurture aspire learn excel

More information

THE REDWAY SCHOOL. This policy was written in line with the whole school Learning and Teaching Policy and Target Setting Policy.

THE REDWAY SCHOOL. This policy was written in line with the whole school Learning and Teaching Policy and Target Setting Policy. THE REDWAY SCHOOL Policy: Assessment, Recording and Reporting Date of Policy: September 2009 Reviewed each September Date of Current Policy: September 2015 Member of staff responsible: Ruth Sylvester Introduction

More information

Special Educational Needs

Special Educational Needs Special Educational Needs Code of Practice LEAs, Head Teachers and Governors of Schools, early education practitioners and other interested parties. Date of Issue: November 2001 Ref: DfES/581/2001 Related

More information

HOLY FAMILY PRIMARY SCHOOL MAGHERAFELT

HOLY FAMILY PRIMARY SCHOOL MAGHERAFELT HOLY FAMILY PRIMARY SCHOOL MAGHERAFELT SPECIAL NEEDS & INCLUSION POLICY STATEMENT Rationale Holy Family Primary School is committed to the provision of a broad and balanced curriculum, which offers equal

More information

SEN and Disability Local Offer: Primary Settings

SEN and Disability Local Offer: Primary Settings SEN and Disability Local Offer: Primary Settings Mainstream, Short Stay Schools, Special Schools and Academies Name of School: Kingsfold Primary School School Number: 07/046 1 Guidance for Completion This

More information

Looked after children good practice in schools

Looked after children good practice in schools Looked after children good practice in schools This is a short report based on a small-scale survey of good practice in schools in relation to looked after children. It does not cover all aspects of looked

More information

Special Educational Needs and Disabilities Policy and Procedure

Special Educational Needs and Disabilities Policy and Procedure Policy number: LS200 Originator: DSQC SharePoint: Policies and Procedures: Learner Services EIA Meeting Date: 30 Oct 2014 EIA Required: YES Approved by: Review Frequency: CMT SMT 2 Yearly Review Date:

More information

JOB DESCRIPTION. Headteacher/SENCO

JOB DESCRIPTION. Headteacher/SENCO JOB DESCRIPTION TITLE: Behaviour support co-ordinator SCHOOL: Surrey Street Primary School RESPONSIBLE TO: GRADE: Headteacher/SENCO L6 PURPOSE OF POST: Under overall direction, provide a lead role in training

More information

Special Educational Needs

Special Educational Needs Special Educational Needs Code of Practice LEAs, Head Teachers and Governors of Schools, early education practitioners and other interested parties. Date of Issue: November 2001 Ref: DfES/581/2001 Related

More information

Headteacher Performance Review: Practical guidance and activities for governors and headteachers

Headteacher Performance Review: Practical guidance and activities for governors and headteachers Headteacher Performance Review: Practical guidance and activities for governors and headteachers 4. Reviewing the head's performance against last year's objectives The pre-review meetings with the external

More information

The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012

The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 Contents Page The

More information

Chamberlayne College for the Arts. Tickleford Drive, Weston, Southampton, SO19 9QP. SEN and Disability Local Offer

Chamberlayne College for the Arts. Tickleford Drive, Weston, Southampton, SO19 9QP. SEN and Disability Local Offer Chamberlayne College for the Arts Tickleford Drive, Weston, Southampton, SO19 9QP SEN and Disability Local Offer September 2014 Tel: 023 8044 7820 Web: www.chamberlayne.org School Ethos Statement At Chamberlayne

More information

THE QUEEN S SCHOOL Assessment Policy

THE QUEEN S SCHOOL Assessment Policy The Queen s Church of England Primary School Encouraging every child to reach their full potential, nurtured and supported in a Christian community which lives by the values of Love, Compassion and Respect.

More information

Communications Policy

Communications Policy Communications Policy Approved by Trustees May 2015 Approved by Staff November 2015 Date for Review November 2017 1 Rationale 1.1 Schools have many lines of communication to maintain good relationships

More information

Policy Document Planning, Assessment, Recording and Reporting September 2010

Policy Document Planning, Assessment, Recording and Reporting September 2010 Policy Document Planning, Assessment, Recording and Reporting September 2010 PLANNING, ASSESSMENT, RECORDING AND REPORTING POLICY 1 INTRODUCTION Planning, assessment, recording and reporting are an integral

More information

JOB DESCRIPTION FOR EARLY YEARS FOUNDATION STAGE CO-ORDINATOR Postholder: Post Title: PRIMARY TEACHER + TLR 2.1 Grade: MPS + TLR 2.

JOB DESCRIPTION FOR EARLY YEARS FOUNDATION STAGE CO-ORDINATOR Postholder: Post Title: PRIMARY TEACHER + TLR 2.1 Grade: MPS + TLR 2. JOB DESCRIPTION FOR EARLY YEARS FOUNDATION STAGE CO-ORDINATOR Postholder: Post Title: PRIMARY TEACHER + TLR 2.1 Grade: MPS + TLR 2.1 School: HUGH MYDDELTON PRIMARY Department: EDUCATION This job description

More information