SPECIAL EDUCATIONAL NEEDS POLICY

Transcription

1 Date ratified: SPECIAL EDUCATIONAL NEEDS POLICY Period: September Head Teacher Signature: SEN Governor Signature: Annual Review: September Jonathan Le Fevre Gwen Evans Our (SEN) provision is planned to ensure the all children can achieve all the school s rights for the children (based on the United Nations Convention on the Rights of the Child) and to help the children to develop their own responsibilities in achieving them, - (see school rights of child attached) Rationale We are committed to developing an education service that provides equality of opportunity and high achievement for all children The focus is on preventative work to ensure that children s special educational needs are identified as quickly as possible and that early action is taken to meet those needs. Estelle Morris - The Special Needs Code of Practice 2001 We as a staff endeavour to secure appropriate provision for all pupils who have Special Educational Needs (Code of Practice 2001). Aims Achieve the schools rights for the children based on the United Nations Convention on the Rights of the Child It is our aim to: ensure all children achieve the schools rights for the children (based on the United Nations Convention on the Rights of the Child) Especially those mentioned below: Children with a disability have the right to special care and support, so they can lead a full and independent life (Article 23, ECM Positive Contribution) Policy Page 1 of 10

2 The right to a good level of basic skills (Article 28, ECM Enjoy & Achieve and Economic Well Being ensure that all children have access to a broad and balanced curriculum and that they receive support in their learning as necessary. fully integrate as far as possible all children with SEN including those with physical and sensory impairment. (The school has no specialist unit but the building is designed to provide access for pupils with mobility impairment) provide support for the small number of children with significant long-term special educational needs, and also to support those children who will require focused teaching for a short period. provide all children with suitable support and resources differentiated to meet their individual special educational needs. recognise that all teachers are teachers of children with Special Educational needs. Roles and Responsibilities Provision for pupils with SEN is a matter for the school as a whole. It is each teacher s responsibility to provide for pupils with SEN in his/her class, and to be aware that these needs may be present in different learning situations. All staff are responsible for helping to meet an individual s special educational needs, and for following the school s procedures for identifying, assessing and making provision to meet these needs. The governing body in co-operation with the headteacher, has a legal responsibility for determining the policy and provision for pupils with special educational needs - it maintains a general overview and has appointed a representative (the SEN governor is Mrs Sarah Thomas) who takes particular interest in this aspect of the school. Governors must ensure that: the necessary provision is made for any pupil with SEN all staff are aware of the need to identify and provide for pupils with SEN pupils with SEN join in school activities alongside other pupils, so far as is reasonably practical and compatible with their needs and the efficient education of other pupils they report to parents on the implementation of the school s SEN policy through the Governors Profile they have regard to the requirements of the Code of Practice for Special Educational Needs (2001) parents are notified if the school decides to make SEN provision for their child they are fully informed about SEN 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 SEN. Governors play a major part in school self-review. In relation to SEN, members of the governing body will ensure that: Policy Page 2 of 10

3 they are involved in the development and monitoring of the school s SEN policy, and that the school as a whole will also be involved in its development SEN provision is an integral part of the School Development Plan the quality of SEN provision is regularly monitored The headteacher has responsibility for: the management of all aspects of the school s work, including provision for pupils with special educational needs keeping the governing body informed about SEN issues working closely with the special educational needs co-ordinator the deployment of all special educational needs personnel within the school S/he also has overall responsibility for monitoring and reporting to the governors about the implementation of the schools SEN policy and the effects of inclusion policies on the school as whole, e.g. through Monitoring Quality review meetings Parts 1 and 2. The special educational needs co-ordinator (SENCo Mrs Nicky Timbrell) is responsible for: overseeing the day to day operation of the school s SEN policy co-ordinating the provision for pupils with special educational needs ensuring that an agreed, consistent approach is adopted liaising with and advising other school staff helping staff to identify pupils with special educational needs carrying out detailed assessments and observations of pupils with specific learning problems supporting class teachers in devising strategies, drawing up 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 special educational needs and on the effective use of materials and personnel in the classroom liaising closely with parents of pupils with SEN, 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 maintaining the school s SEN register and SEN records assisting in the monitoring and evaluation of progress of pupils with SEN through the use of existing school assessment information, e.g. class-based assessments/records, end of year QCA tests, SATs, etc contributing to the in-service training of staff managing TAs/SNAs liaising with the SENCos in receiving schools and/or other primary schools to help provide a smooth transition from one school to the other Class teachers are responsible for: Policy Page 3 of 10

4 including pupils with SEN 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 making themselves aware of the school s SEN Policy and procedures for identification, monitoring and supporting pupils with SEN giving feedback to parents of pupils with SEN. TAs/SNAs work as part of a team with the SENCo and the teachers, supporting pupils individual needs, and helping with inclusion of pupils with SEN within the class. They play an important role in implementing IEPs and monitoring progress. They contribute to review meetings and help pupils with SEN to gain access to a broad and balanced curriculum. TAs/SNAs should: be fully aware of the school s SEN policy and the procedures for identifying, assessing and making provision for pupils with SEN use the school s procedures for giving feedback to teachers about pupils responses to tasks and strategies. Lunchtime supervisors are given any necessary information relating to the supervision of pupils at lunchtime. They may meet the SENCo in relation to behaviour management and other issues for particular pupils. Co-ordinating and Managing Provision At Netley Abbey Infant School: sharing of expertise is welcomed and encouraged SEN is an item for discussion at all Leadership meetings the SENCo meets formally with LSAs each half term to review progress the SENCo ensures that regular meetings are held, normally once a term, to review IEPs and provision, and that parents are invited there is daily informal contact between all staff to monitor individual pupils and to discuss concerns pupils are involved as far as practicable in discussions about their targets and provision the SENCo ensures that the following information is easily accessible to staff: the school s SEN policy the SEN register an overview of SEN provision from the school prospectus the school s internal arrangements for SEN, including a clear description of the responsibilities of all staff a class SEN file giving the names of all pupils in the class on the SEN register, and copies of the pupil s IEPs, moderation descriptors and other relevant information. Policy Page 4 of 10

5 Admission Arrangements Netley Abbey Infant School strives to be a fully inclusive school. It acknowledges the range of issues to be taken account of in the process of development. All pupils are welcome, including those with SEN, in accordance with the LA admissions policy. If a parent wishes to have mainstream provision for a child with a statement the LA must provide a place unless this is incompatible with the efficient education of other pupils, and there are no reasonable steps that can be taken to prevent the incompatibility. Specialisms and Special Facilities At Netley Abbey Infant School: all teaching staff are experienced teachers who are able to teach pupils with SEN. Additional training for teachers and TAs/SNAs is made available when necessary and appropriate, particularly training to meet the specific needs of an individual pupil differentiated resources are used to ensure access to the curriculum; resources are easily accessible in The Meadow room and in each classroom all staff are kept well informed about the strategies needed to manage pupils needs effectively, and we try to ensure that other pupils understand and respond with sensitivity pupil support aims to encourage as much independence as possible within a safe and caring environment we have access to the expertise of LA services and other agencies if it is required the school has an Accessibility Plan to provide easy access for wheelchairs, or toilet and washing areas etc. Allocation of S.E.N Resources All schools in Hampshire receive funding for pupils with SEN in four main ways: the base budget which covers teaching and curriculum expenses, as well as the cost of the SENCo the delegated SEN budget (the SEN Index) that funds the additional support required specific funds that are allocated to pupils with statements other specific funds e.g. Standards Fund allocations, Children s Fund. The headteacher, SENCo and the governors of the school regularly monitor the needs of pupils with SEN. Resources are allocated according to need. The resources available include ancillary help, teacher time and materials, and these are dependent on the school s SEN budget. Any money allocated as a result of statutory assessment is spent according to the terms outlined in the resulting statement of SEN. The school has a continuing commitment to purchase appropriate resources for pupils with SEN. Netley Abbey Infant school follows LA guidance, as given in the SEN Handbook, to ensure that all pupils needs are appropriately met. Details of how resources are allocated are included in the Governors Profile to Parents. Identification, Assessment and Review arrangements We believe that early intervention is vital. Policy Page 5 of 10

6 In school, identification of the child s stage of development begins with Foundation Stage Assessment during Year R. This is followed by the Dyslexia Early Screening Test (DEST) in the Summer term of that year. Each class teacher is responsible for identifying pupils whose achievements give cause for concern either by lack of achievement or under-achievement, by completing a Statement of Concern form/ Early Intervention form or Individual Education Plan (IEP) Class teachers are also responsible for informing the child s parents of the nature of the concern. Should difficulities arise in informing parents, the SENCo or Headteacher should be informed. Code of Practice The school will adhere to the SEN Code of Practice A copy of this is available at school. Children who are identified as having Special Needs are placed at the appropriate stage of the model. The class teacher will complete an Individual Education Plan for children with and this will be reviewed with the SENCo. In reviewing the IEP, the teacher and SENCo discuss progress and targets with the pupil and his/her parents taking into account their needs and preferences. Children with Statements of Educational Need are formally reviewed annually under the statutory regulations of the Code of Practice. Assessment The school follows a graduated response encompassing an array of strategies to identify a child s needs. Early Identification (EI) The classteacher is responsible for the identification of children with SEN in the class. A child with SEN is one who is not making progress in comparison with children of the same age. At this point the teacher, parent or others may express concerns regarding progress or development. The SENCo and the teacher review strategies and begin to gather evidence. The concerns may be recorded on an initial identification form and may be shared with the parents or carer. The child will receive support through the normal differentiation of tasks appropriate to the ages and abilities of the class. If it is decided that the child needs further support above that provided through the normal differentiation of the curriculum planning they will move to the next level of support. School Action (SA) Policy Page 6 of 10

7 At this level the classteacher and SENCo will draw up a programme of support, which will be recorded formally as targets on an IEP. The child will be entered on the school s SEN Register. The parents will be informed and receive copies of new and reviewed IEPs. Support will be provided as at the Early Identification Stage with additional TA/SNA support for Literacy and Numeracy individually or in small groups. If the child continues to make little or no progress, (following IEP reviews and assessments) then the SENCo, in consultation with the classteacher, parents and when applicable, the child, will seek the advice of the appropriate outside agencies. The child then moves to the next level of support. School Action Plus (SA+) Specialist Advice is sought from appropriate outside agencies. The child will receive an increased level of targeted support together with a revised IEP. Support will be provided as in the previous stages in addition to programmes and advice given by outside agencies such as the Speech therapist and Educational Psychologist. Where a child has demonstrated significant cause for concern, despite increased levels of support and outside agency involvement, a Statutory Assessment request may be made by the school to the Local Authority (LA). From this assessment and evidence provided by all concerned with the child the LA may issue a Statement of Special Educational Needs. A Statement will give directions for the level of support to be provided for an individual child, and the form this support will take e.g. individual, small group. The school must provide the support as indicated on the Statement. Training The SENCo will review staff training needs and report to the Senior Leadership Team on the appropriate form of training and the sharing of expertise. The SENCo provides/ organises ongoing training for all staff as required. Policy Page 7 of 10

8 Curriculum access and inclusion Children are grouped in classes according to age and/or ability. Maths and English are taught in Stage not age. As there is a wide range of ability in each class, all staff provide a differentiated curriculum suitable for all the pupils, to ensure access at all levels. Any pupils with particular needs are included as fully as possible into the normal classroom environment and, where appropriate, the curriculum is adjusted. Sometimes it may be appropriate to withdraw a pupil sensitively, to work individually with a TA/SNA or the SENCo in order to acquire, reinforce or extend skills more effectively. For some pupils, withdrawal sessions may be used to improve motor skills or application or to give support in a particular area e.g. spelling. Withdrawal programmes are normally timelimited and criteria for inclusion in such programmes are clearly specified. Provision for pupils with SEN is intended to enable them to make the greatest possible progress in the context of the National Curriculum and in their personal development. Evaluating Success The evaluation of the effectiveness of the SEN Policy is the responsibility of the Governing body, Headteacher and SENCo. This Policy will be reviewed annually and a report made to parents through the Profile. The following criteria will be used to judge the effectiveness of the Policy: Monitoring and evaluating children s progress through Foundation Stage Profile data, SATs results, Salford Reading Tests and Internal Tracking data. IEPs, are in place and reviewed regularly. Parents are informed of children s inclusion on register and kept informed of progress. Annual reviews are held for all Statemented children. Outside agency support is involved at School Action Plus. Information related to SEN developments in the school is available to governors and staff. Inset is provided for all staff in identified areas related to School s Strategic Plan. The SEN Budget is allocated according to the needs of individual classes and children. Arrangements for Complaints 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 explore fully, parents/carers should make an appointment rather than rushing the discussion early in the morning before school. In the event of a formal complaint parents are advised to contact the Head Teacher or a governor, if they prefer. There is a Parent Support Advisor based at Hamble Community College also available to offer advice. Policy Page 8 of 10

9 Partnership with parents Throughout the child s school career, parents are encouraged to share their concerns with the school and to be involved with their child s Special Needs Programme. Parents will always be informed when external agencies are involved. Informal conversations are encouraged and instigated by the class teacher or the parent. Formal opportunities are provided to discuss a child s progress on a termly basis. Relevant and recent involvement with parents are noted on the IEP. If the Class Teacher has been unable to contact/involve the parent, contact by the Head Teacher may be made by phone or letter. Parents may be asked by the Class Teacher or SENCo. to complete follow-up activities at home. Support Services Support services are consulted if it is felt that the school requires further help in meeting the needs of the children. Advice may be sought from:- Educational Psychologist; Child and Family Therapy; Speech Therapist; Advisory Teacher. Specialist resource centres will be utilised if necessary. Other School Links/Transitions. The school liaises with feeder playgroups on a regular basis in order to discuss the needs of prospective entrants. The SENCo recieves paperwork from external agencies where needs have already been identified. The SENCo ensures that all paperwork is sent to the receiving school on transfer. Regular meetings are held with the SENCo of Netley Abbey Junior School to which the majority of children transfer. The SENCo attends area SENCo meetings. Links with Health, Social Services and Voluntary Agencies. The Head Teacher/SENCo will liase with the following as necessary:- Health Visitor; Education Welfare Officer; Voluntary Agencies; Social Services. Policy Page 9 of 10

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