SCARCROFT PRIMARY SCHOOL SPECIAL EDUCATIONAL NEEDS POLICY

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1 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 all children should have their needs recognised and identified at the earliest possible opportunity so that they can meet their true potential. Roles The Governing Body s Inclusion Committee has overall responsibility for the school s SEN Policy The Headteacher has an overview of SEN issues throughout the school The SENCO is responsible for the day-to-day management of SEN provision throughout the school (See Appendix A for role of the Coordinator) The staff share responsibility for providing for the special needs of children within the school The Governing Body s Inclusion Committee, comprising representative governors, the Headteacher and the SENCO, meets termly. The minutes are presented to the Full Governing Body. The full role of this Inclusion Committee is summarised in its terms of reference. Definition A child has special educational needs if they have learning, physical or social difficulties, which are significantly greater than the majority of pupils of their age. In line with the SEN Revised Code of Practice 2001, the school recognises 4 areas of SEN: 1. Cognition and Learning Difficulties. 2. Emotional, Behavioural and Social difficulties. 3. Communication and Interaction difficulties 4. Sensory and Physical difficulties. The school has a separate Behaviour Policy which is linked to the SEN policy at all stages. The school also has a separate Able, Gifted and Talented Policy and a Procedure for Vulnerable Children. Objectives 1. To identify and assess the special educational needs of children within the school and to make provision for these needs accordingly, using the categories of School Action, School Action Plus and Statement of SEN, as described in the SEN Revised Code of Practice 2002, until the new Code of Practice comes into effect following the approval of the Children and Families Bill anticipated to be September To offer children with SEN equal access to a broad, balanced and relevant education, in line with the Early Years Foundation Stage (EYFS) and National Curriculum. 3. To involve parents as partners in the education of their children, providing and encouraging appropriate support and participation(see Appendices B and C). 4. To provide resources and teaching methods appropriately matched to the development needs of all the children.

2 Guidelines 1. Organisation within the school takes account of the recommendations in the SEN Revised Code of Practice 2001 and the Disability Discrimination Act (Scarcroft School has a Disability Equality Scheme within its Equalities Policy and an accompanying Access Plan). The school will adapt its plans in order to prepare for changes required to meet the needs of the Children and Families Bill in September In the case of a child with severe mobility difficulties applying to attend the school, the Governors, in consultation with the LA, will make a decision about the child s entry based on the ability of the school to meet that child s needs. 3. SEN provision at Scarcroft school takes into account the five outcomes from Every Child Matters. 4. The school informs and involves parents when any SEN provision is made for a child. 5. Parents are consulted and their views and knowledge are utilised as fully as possible in assessing and meeting the Special Educational Needs of their child. The views of the child are also taken into consideration. 6. Parents are given the opportunity and support to assist their child at home. 7. Class teachers have responsibility for the children with SEN in their class. The Wave 1 quality teaching they provide takes into account the specific needs of these children and their difficulties in accessing the curriculum, helping to remove potential barriers to learning. 8. Class teachers, through their continual assessment of the children s learning, are able to highlight pupils who they feel may have SEN and discuss their concerns with the SENCO so that appropriate action is taken. 9. Where a child s behaviour is causing concern, the class teacher will keep more detailed records, for use in discussion with other professionals. 10. All children with SEN are recorded on the school s SEN register at the appropriate stage. The school s SEN register is updated termly by the SENCO in consultation with the class teachers. 11. The SENCO, relevant support services and the class teacher produce the child s Individual Education Plan (Appendix D) and organise additional resources. 12. Children who have Individual Education Plans are involved in the setting and monitoring of their targets. 13. All staff have the opportunity to attend in- service training relevant to SEN. 14. Each academic year, the type, staffing and time allocation of support is decided through: analysis of the annual assessment data of reading, writing and maths (YATs and YOMs, Appendix E); teacher assessment; liaison with external agencies and in line with guidance from the Local Authority. This will include Wave 1, 2 and 3 teaching provision. The SENCO uses this data to create a Provision Map for the year, to be approved by the Headteacher. 15. SEN issues will be treated sensitively and confidentially, on a need to know basis. Funding Arrangements At Scarcroft School, a large proportion of SEN funding is ringfenced to pay the SENCO S salary. In addition there is Teaching Assistant time allocated specifically to SEN. A provision map sets out in detail how the SEN support is offered through Wave 2 and Wave 3 Interventions (Appendix F). A fully equipped specialist room and appropriate resources are available. Evaluation of the Special Educational Needs Policy As part of the school s continuous self-evaluation process, this policy will be reviewed regularly by staff and the Governing Body s Inclusion Committee. Revised October 2013

3 Special Educational Needs Policy Appendices Appendix A SENCO Job Description and Medical protocol Appendix B The role of the parents Appendix C Information for Parents Appendix D Sample IEP Appendix E Example Year Group Assessment Table Appendix F Example of a Year group provision map

4 APPENDIX A Post: 0.6 SENCO SENCO JOB DESCRIPTION Held by: Hours: Work pattern: Line Manager: Overseen by: 0.6 dedicated SENCO role tbc (to include a Thursday) Headteacher Governors Inclusion Committee Main duties of the post: 1. To uphold the principles which create the ethos of the school. 2. To carry out the professional duties associated with the post, as outlined in the School Teachers Pay & Conditions Document. 3. To follow school policies in the carrying out of duties. 4. To follow the guidance set out in the Staff Handbook. 5. To supervise playtimes as required by the rota. 6. To assist in the smooth running of the school by carrying out any reasonable task as requested by a member of the senior leadership team. 7. To take responsibility across the school for SEN, with specific responsibilities as indicated below. Main responsibilities: To ensure appropriate provision for all pupils on the SEN register To support teaching staff in making the curriculum accessible for all pupils, including appropriate planning, differentiation, resources and IEPs To provide guidance and training for TAs whose responsibilities include provision for individual and groups of SEN pupils To provide support and information for parents with children on the SEN register To liaise and work with outside agencies to provide support for children on the SEN register To maintain and update the SEN, Medical and AG&T registers (see protocol) To act as the school s named person for Child Protection and Looked After Children To maintain efficient administrative systems to enable the effective delivery of SEN support To organise and Chair Annual Review meetings for those children with a Statement of Special Educational Need To attend termly meetings of the Governors Inclusion Committee and provide termly reports which maintain individual confidentiality To work closely with the Headteacher to ensure that the needs of every child on the SEN register are met

5 To provide regular updates for the Headteacher to ensure that she has an overview of current SEN needs and practice To assist the Headteacher in ensuring accountability for all aspects of SEN provision To teach individuals and groups of different sizes for a proportion of the timetable, at the discretion of the Headteacher, in order to meet the needs of children requiring Wave 2 and 3 provision To manage intervention groups throughout the school, including the creation of school-based interventions as required To attend appropriate training to assist in the fulfillment of the duties set out above, including staff meetings and Training Days To take an active part in the life of the school, fulfilling duty requirements, accompanying trips etc To attend relevant CPD to ensure compliance with government and LA guidance, even where attendance may fall outside normal working hours To assist the Headteacher in maintaining the standards required to sustain our Advanced Inclusion Award status Guidelines In carrying out these responsibilities, particular reference must be made to: School Policy Documents The Staff Handbook The legal requirements in the 1988 Education Reform Act and subsequent Acts The confidentiality of information regarding individual pupils SEN and Disability legislation and guidance Signature Date Signature of Headteacher Date

6 SENCO PROTOCOL FOR MEDICAL RESPONSIBILITIES Agreed Definitions: MP Medical Plan = serious medical need requiring plan with medical advice from doctor or nurse for administration of medicine in school MC Medical Condition = medical condition which requires a plan setting out what staff need to know in order to support the child and in order to respond in an emergency September: 1. Check new admission forms for medical conditions and arrange to meet with the parents of these children immediately to draw up either an MP or an MC as required. 2. Review all existing MPs and MCs through a letter to parents, updating as appropriate. 3. Update all MPs through a meeting with the school nurse. 4. Update medical register and issue to all staff, distinguishing between MPs and MCs. 5. Draw up separate Food Allergy list and issue to Kitchen Staff, with photos. 6. Display updated MCs and MPs on staffroom board, office kitchen board, MSA board, relevant classroom walls [ensure new photos are taken where child looks significantly different]. 7. Copy all MCs and MPs in booklet form to Head and Office Manager. 8. Renew red medic-alerts with photos on registers, to ensure supply staff are warned of medical problems. 9. Review all plastic wallets containing medicines to be administered in school (e.g. inhalers, epipens etc) checking that they are in alphabetical order, up-to-date and sufficient. 10. Arrange staff training with the nurse to update staff on Diabetes, Epilepsy and Epipens. January & April: 1. Check red medic-alerts with photos on registers are still in place, to ensure supply staff are warned of medical problems. 2. Review all plastic wallets containing medicines to be administered in school (e.g. inhalers, epipens etc) checking that they are in alphabetical order, up-to-date and sufficient. Contact parents to replace and renew where appropriate.

7 APPENDIX B The Role of the Parents Our SEN policy actively involves parents in the education of their children who have special educational needs. All parents receive appropriate information summarising our SEN Policy and procedures when they first come into school to discuss any possible SEN provision for their child (appendix C). Parents are encouraged to contribute to their child s Individual Education plan (IEP) at each termly review. We encourage parents to help in a variety of ways, at home and in school and they are encouraged to take the opportunity to meet with the SENCO by appointment. The progress of all children with SEN is evaluated and reported to parents formally at the termly Parents Evening with the SENCO or the Class Teacher. Parents also receive a written report from the SENCO at the end of the school year, giving details of their child s progress. Regular informal evaluation of the pupil s progress takes place between the Class Teacher and the SENCO and between the parents and Class Teacher or SENCO. Parents are welcome to borrow reference materials from the staff SEN reference section. Children who are recorded as School Action Plus are discussed with representatives from the relevant outside agencies at the termly planning meetings held in school. All children with an educational statement of special need also have an annual review of their statement. Parents are actively encouraged to attend this meeting and put forward their views and comments. Children are consulted prior to these reviews and their views sought. Older children may be invited to attend all or part of the annual review. Complaints Procedure: At Scarcroft School the relationship between parents and school is recognised as crucial to the educational process of all pupils. All parents are consulted and involved as partners in the education of their children. Parents are encouraged to consult the SENCO or class teacher to discuss problems at any time. The policy of consultation at all stages and especially before referral means that complaints are rare. However, should there be a complaint, the following procedure should be adopted: 1. Parents are encouraged to discuss the problem with the class teacher together with the SENCO. 2. If the problem is not resolved the parents make an appointment to see the Head Teacher. The class teacher and the SENCO may or may not be present at this meeting. Every effort is made to resolve the situation satisfactorily within the school. 3. If the problem remains unresolved, the parents have the right to discuss the problem with an LA representative, with or without members of the school present.

8 APPENDIX C Special Educational Needs: Information for Parents The school aims to provide a caring and supportive environment in which all pupils are valued equally and are given the opportunity to develop their full potential. Pupils with SEN are identified and assessed at the earliest opportunity and provision made according to the SEN Revised Code of Practice 2001 and Disability Act. A Special Educational Needs register is kept. Parental permission is always sought before a child is placed on the SEN Register. We recognise that the relationship between parents and school is crucial to the educational progress of all pupils. Parents are consulted and involved as partners in the education of their children. Regular meetings are arranged, but informal exchange is also welcome. Parents knowledge and views will be sought at every stage and will be utilised as fully as possible in assessing and meeting the special educational needs of their child. The views of the pupil may also be sought. For the vast majority of pupils any special need will be met by the school with outside help if required. Only in a small minority of cases are the needs so complex that it requires the LA to arrange special provision by means of a statutory assessment, leading to a statement of educational needs. Class teachers have responsibility for all SEN pupils in their class. To ensure that every child s needs are met, the school has adopted a graduated response to intervention as outlined below: 1. School Action: School Action is when the school takes the lead in responding to the SEN of the child. If a child is not progressing despite additional differentiation and support, parents will be invited to discuss their child s progress and ways of moving forward with the class teacher and SENCO. If it is decided to place the child on the school SEN Register, a consent form will be signed by the parent and the SENCO. An Individual Education Plan (IEP) will be written for the child. Parents and children will be invited to contribute to the review. The class teacher remains responsible for working with the child on a day to day basis, planning and delivering the IEP and liaising with the parents. The SENCO takes the lead in assessing, planning and reviewing the SEN provision, working closely with the class teacher and ensuring the parents are involved. 2. School Action Plus: If, even with the extra provision of an IEP, a child is still making insufficient progress, the school will consider the possibility of a referral to an appropriate external support agency. The SENCO invites the parents to discuss current progress and ways of moving forward and a subsequent referral will be made. The additional or different strategies to those of School Action are put in place and the IEP will reflect this. Parents are always consulted before any external referrals are made and their contributions form a valued part of the referral process. 3. Statement of Special Educational Need: If a referral for Statutory Assessment is made, all relevant information and evidence will be submitted to the LA. The LA will invite contributions from all parties involved and then consider the need for a statement. The LA will then, if appropriate, make a statement and arrange, monitor and review provision. At all stages parents are encouraged to give positive support and to assist their child with any additional homework, resources or activities to aid their progress.

9 APPENDIX D IEPs (Individual Education Plans) IEPs are completed on all children who receive Wave 3 teaching interventions and any other child who we believe would benefit from an IEP to help them progress within school. IEPs are completed each term by the SENCO and class teacher and shared with the parents and pupils. In an IEP we set up to three specific targets in relation to the child s learning needs and we record what support is to be provided to assist the child in achieving their targets. At the end of the term the child s progress in relation to the specific targets is reviewed. The IEP is shared personally with the child s parent by the SENCO and the parents are encouraged to support their child in achieving the targets. A copy of the IEP is kept by the SENCO in the child s file; a copy is kept in the class teacher s Inclusion File and the child s parents are also given a copy. They are also stored electronically on the school s intranet, which is password protected and can be accessed only by staff.

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