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

Transcription

1 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: The structure and delivery of the curriculum; The management of behaviour; The assessment, monitoring and recording of learning and achievement. WHY IS THERE A NEED FOR A POLICY? The following requirements:- The Governors have a statutory requirement to publish and report on their Policy for students with SPECIAL EDUCATIONAL NEEDS. The school must have an SEN Policy which is readily available to parents. The school s ANNUAL REPORT must contain details on the implementation of an SEN Policy. The Policy must be linked to STATUTORY DOCUMENTS (Code of Practice, Children s Act, Social Inclusion). All the above requirements are subject to inspection through the OFSTED INSPECTION FRAMEWORK or H.M. INSPECTION SERVICES or equivalent. In addition to meeting legal requirements the SEN Policy should have the following potential benefits: Shared understanding of the meaning of SEN Agreement on how to meet SEN Provides stability (in case of staff replacement or redeployment) Reinforces school values and ethos Influences the distribution/allocation of school resources Clarifies and makes consistent any agreed systems used to manage the education and care of the pupils

2 Highlights agreed procedures for responding to individual needs Is a baseline for monitoring, evaluation and evolving Encourages accountability Puts in place a working document Is a framework for improvement Is an information document for parents, students, new staff, LEA and significant others STARTING POINT Current practices are coordinated or codified across the school Policies presently incorporate new provisions (home visits, EWS, family support, formal therapies, home education, interim placements etc), IEPs and the wide spectrum of the now clearly formulated Statements of Needs THIS POLICY INCLUDES: (Within the context of SEN provision) Aims of the school for all students are: To maximise potential (use of IEPs, differentiation, target- setting, progress monitoring etc) Developing in the student a vision of success and achievement (appropriate high expectation) To encourage the development of positive self- image To confirm individual needs as a baseline for planning provision and future assessment of effectiveness of provision The student experiences the benefits of an overtly caring ethos That through experiencing the various levels of independent learning, the student can take some responsibility for his own learning and choice through to and including post compulsory education That the student benefits by coming to a mature awareness of his weaknesses and strengths Reference to policies and practices which:

3 Offer a broad spectrum of skills and experiences Address the need for differentiation Actively put in place IEPs Give full access to the National Curriculum Relate to other aspects of equal opportunities Implement base- line assessment of all students Monitor progress School Development priorities should include: A range of accommodation for specific activities (sports hall, dedicated psycho/therapeutic space) Adequate non- teaching classroom support High teacher:student ratio INSET provision (which must be on- going) should prioritise: Classroom management (specifically management of behaviour and classroom dynamics) The teaching of reading/literacy/numeracy across the curriculum Planning for differentiation Liaison and networking of resources Theoretical background and understanding of the distinguishing features of SEBSD. Formalised induction period for all new staff Resource allocation: Carefully selected and agreed reading schemes and/or programmes ICT systems (easy access and INSET particularly to support classroom learning) Teachers resource base Open access reference library Staff qualification, expertise and skills: Wide spectrum of subject specialism (core and including Humanities, Art, PE, Modern Foreign Languages) Need for recognised/certificated courses on specific aspects of learning difficulties (SEBSD relevant)

4 Investigation and evaluation of retraining needs (implementation of Staff Appraisal /Joint Review) Use of visiting and other professional to include: Specialised Careers Consultant (currently Adviza in Reading, but also other placing authorities) Art Psychotherapy/other The buying- in of other therapies (eg sexuality counselling) Visiting Consultant Psychiatrist/Psychologist Initial assessment on entry and at 14+ Advice from LA SEN and liaison with Social Services Mentoring scheme/programme 1. PRINCIPLES Educational goals for all pupils will include: See aims Comparability with mainstream school goals Re- integration for some pupils, as and if appropriate Accreditation for FE and/or working life All students are entitled to: Access to the full National Curriculum Secure learning environment Appropriate learning opportunities signified by teacher planning for a range of abilities through a variety of teaching methods, range of outcomes and differentiated resources Parental involvement in an appropriate way with an awareness of the students specific difficulties and the nature of support All teaching staff are/should: Be appropriately qualified and experienced Be familiar with SEN and Statements of Needs Be aware of the content of Code of Practice, Childrens Act, Social Inclusion documents

5 Have up to date understanding of SEBSD Be role models 2. PROCEDURES Current legislation: In the context of SEN, the school will use a staged response to: Reading difficulties Non- attendance to class/school Violence/aggression Unacceptable behaviour (eg interference) Positive behaviours SEE OTHER POLICIES (eg ANTI- BULLYING) When a specific concern is registered, staff will: Take appropriate action in line with the relevant School Policy Discuss their concern with a colleague Discuss their concern with the Line Manager/SMT/ Appropriate NAMED PERSON Record and document appropriately, all INCIDENTS, DISCLOSURES and OBSERVATIONS 3. PROVISION Additional support will be available in the form of: Liaison with other professionals External agencies (eg Social Services, LEA (SEN)) Contacts with parents/carer Various formal therapeutic inputs Family support and home link visits Post 16 support Respite care or other agreed programme Resources will be prioritised according to:

6 Individual needs as identified in planning meetings, review meetings and IEPs With reference to the Code of Practice and Social Inclusion Identified group needs (eg activities which bond, activities which give added value) Provision will be monitored and evaluated: By regular consultations between classroom staff, students, parents, SENCO, Senior Staff and relevant outside agencies By regular reviewing of behaviour management programmes (whole school and individual) Through annual case conference, profiles and reviews By evidence contained in Educational Achievement files/portfolios The SENCO is expected: To provide professional guidance on the implications and implementations of the CODE OF PRACTICE/SOCIAL INCLUSIONS To facilitate staff development through INSET To ensure entitlement (Code of Practice) with reference o individual statements To liaise with feeder schools and other SENCOs PARTNERSHIP Liaison with the local community through: Work experience School/business links Mentoring scheme/programme Community service programme Use of shared community facilities (eg sports centres, libraries) Hosting invitation events (borrowed facilities) Use of local mainstream schools in staged reintegration Open days such as Art Exhibitions and CULTURAL AWARENESS days Parents will be involved through:

7 Regular reporting Regular planning/reviews/case conferences Being involved and informed of IEPs Social events (school or individual) Family Support Open door policy Good communication will include: Clear IEPs Regular direct communication with parents/carers/social workers on specific needs Telephone contacts and/or texts Home/school links (EWS, informal home visits) Supervision/appraisal Staff meetings There will be structured links with: Careers Service (Adviza) FE colleges (attendance, staff support) Mentor system (local business, positive role models) Social Services Local Authority SEN officers Justice system Health and Welfare practitioners SUCCESS CRITERIA Judged by extent to which it enables students to: Make the greatest progress possible Gain access to a broad and balanced curriculum including subjects of the National Curriculum Are able to be productive and acceptable members of the various COMMUNITIES in which they find themselves EVIDENCE

8 This will be shown by: Measurable standards of individual achievement (teacher records, external accreditation) Adequacy of support (eg attendance regular, raised literacy levels) Teaching arrangements for students with specific needs Staffing ratio provision Screening, assessment information and procedures (eg progress from base line assessment) Outcome of discussions with staff, students and parents Documented and formal discussions with outside agencies The effectiveness of curricular and other provision Appropriate learning opportunities, signified by teacher planning for a range of abilities, through a variety of teaching methods, range of outcomes and differentiated resources Last amended: February 2014 Ratified by Governors: