How To Run A Special Needs School

Transcription

1 ST. PATRICK S HIGH SCHOOL LISBURN SPECIAL EDUCATION NEEDS POLICY SPECIAL NEEDS TEAM Mr. P. Mulholland(senco) Mrs. M.C. Gok Miss. S.Hurson Miss S Gallagher Mr. G. Heaney (part-time) Mrs. M. Smith (part-time) P. Mulholland (SENCO) SCHOOL POLICY FOR SPECIAL EDUCATIONAL NEEDS

2 1. DEFINITION OF SPECIAL EDUCATIONAL NEEDS The term special educational needs is defined in the relevant legislation as a learning difficulty which calls for special educational provision to be made. Learning difficulty means that a child has significantly greater difficulty in learning than the majority of children of comparable age, or has a disability which hinders his or her use of the kind of facilities generally provided in ordinary schools. Special Educational Provision means educational provision which is different from or additional to, provision made generally for children of comparable age. We recognise that the definition of DEN embraces a breadth of learning difficulties varying in type, duration and severity. We recognise that special educational needs can arise as a result of: Learning difficulties mild or moderate Specific learning difficulties Emotional and behavioural difficulties Physical disability Hearing difficulties Visual difficulties Speech and Language difficulties Medical conditions Gifted Underachievers Aspects of the autistic spectrum INTRODUCTION SPECIAL NEEDS AIM:

3 TO BE AWARE OF LEARNING DIFFICULTIES FROM WHATEVER SOURCE THEY EMANATE AND TO PROMOTE OPPORTUNITIES FOR PERSONAL FULFILMENT AND EDUCATIONAL EXCELLENCE WITHIN A SAFE AND CARING ENVIRONMENT BASED ON MUTUAL RESPECT FAIRNESS AND THE CATHOLIC ETHOS. NEED ASSESSMENT 1. Intellectual } H.O.D. Subject teacher/s.n./teacher Liaison Academic } SENCO Learning } Parental Involvement 2. Social } SENCO Emotional } Year Head Behavioural } pastoral System School Counsellor Educational psychologist Parent involvement Social Workers/E.W.O. 3. Medical } SENCO Physical } Subject Sensory } Classroom Assistant Clinical } Medical officer Educational Psychologist IDENTIFICATION OF NEED At transfer 1 Transfer forms/primary/secondary 2 Liaison with feeder primary schools/secondary schools. Primary records of achievement 3 Previous family knowledge 4 Liaison with psychologist 5 Induction test (NFER) + MidYIS 6 Observation 7 Parental interviews 8 P7 reports and end of Key Stage 2 levels 9 Statement of SEN On Going 1 Observations

4 2 Progress reports 3 Liaison between subject teacher, pastoral system, SEN teacher 4 Parental requests Pupil data held for Stages 1 5 of Code of practice AIMS 1.To identify those pupils in the school who have special needs in one of the following areas: a) Personal/Social/Emotional b) Educational c) Medical or behavioural 2. To make provision for the child who has been identified in (1) 3. To respect each pupils individual need and encourage fairness and forgiveness among each other and the community in general. 4. Pupils are motivated and eager to learn in order to develop their unique God given talents. 5. The school honours and respects the life, dignity and voice of each person, made in the image of God. CENTRAL AIM (a) In addition to the general aims of the school, the aim of the school s special needs policy is to ensure the entitlement to a broad, balanced, relevant and differentiated education, for all children who have special educational needs. To ensure this the following objectives have been agreed: All staff share the responsibility for pupils with SEN. All staff work closely with the SENCO to ensure the early identification of pupils with SEN. There is a flexible structure in the curriculum for the provision of SEN. All achievements made by the pupils, in whatever sphere, will be recognised and recorded. Pupils be integrated as fully as possible both educationally and socially and the needs of all are met in the least restrictive environment to secure high quality outcomes for all. Parents be involved as partners in the education of their children. (b) (c) SENCO responsible for day to day operation of SEN policy Mr. P. Mulholland. Role of SENCO

5 Maintaining close primary/secondary links for early identification of SEN. Conducting school screening procedures and allocation to class appropriate to needs. Overseeing and updating records for pupils with SEN and maintaining Special Needs Register. Disseminating information and guidance regarding special needs of identified pupils and groups, to all staff. Involvement at Stages 1 3 of provision under the Code of Practice. Liaison with SEELB Stages Co ordinating work of Special Needs Team. Miss. Hurson, Miss Gallagher, Mrs. Smith, Mr Heaney, Mrs. Gok (Asst. SENCO Numeracy + MLU staff). Maintaining links with outside agencies and professionals in special education, Psychologists, SEELB Support, Social Services, Clinical Medical officer. (d) Admission arrangements to mainstream without a statement In the light of the school s general admission arrangements, open enrolment is our policy. (e) To Mainstream with a statement Pupils with a medical condition, who can cope in mainstream under the supervision of the SENCO, guided by the SEELB support team, are admitted to St. Patrick s and given the care and attention they need to reach their full potential. For entry, Special unit Priority is given to statemented pupils from: A Primary Unit/Primary Special School Referred by the Special Education Department SEELB, at the discretion of the principal and Board of Governors. From the catchment area. In order for application. Pupils further identified as working below the class grouping which they have been placed with be placed Stage 1 Code of practice. At this stage parents will be informed by letter and invited to discuss their child s problem with SENCO. All staff will be informed in September of each school year of all statemented pupils and pupils placed on SEN register. All statemented pupils will have an individual Education Plan drawn up by SENCO and SEN working team. Teachers of statemented pupils will be given an individual Education Plan.

6 The unit teachers will liaise closely with: Faculty Heads Year Heads Outside Agencies (EWO) Educational Psychologist, Social Services, SEELB Special Education Section Parents/Guardian CURRENT STAFF 2010/ 2011 YEAR 8 Miss S. Hurson CLASSROOM ASSISTANTS Mrs A Murphy Miss R McCardle (Ethan McClean) YEAR 9 Miss S Gallagher CLASSROOM ASSISTANTS Mrs J Portis Mr C Scullion(D McCann) Miss R Wegwermer(D Hawthorne) YEAR 10 Mrs M C Gok Classroom Assistants Ms J Irvine Ms K Dougherty(R McGriskin) MODERATE LEARNING UNITS AND FACILITIES STAFFING Year 8 Year 9 Year 10 Miss S. Hurson Mrs S Gallagher Mrs M C Gok

7 CLASSROOM ASSISTANTS: Mrs. Portis Mrs. Murphy Mr Scullion Mr E Reid Miss R McCardle Miss K Dogherty Mrs F mulholland Ms J Irvine MrT Paszewski Mr S Mackle Miss R Wegwermer (Job description to be revised annually or other time as necessary) SPECIAL FACILITIES The school is fully fitted and equipped for physically disabled children (wheel chair bound). All access points are ramped including mobile classrooms. Lift operates to the upstairs floor. Disabled toileting facilities are located on the ground floor and in year 8 and Science Blocks. IDENTIFICATION ASSESSMENT AND PROVISION FOR ALL PUPILS WITH SEN Identification and assessment arrangements and review procedures Identification begins before admission to St. Patrick s. When SENCO visits contributory primary schools in June, the P7 teacher gives detailed information about the child s particular academic, social and behavioural problems. On pupils visit in June, NFER Mathematics 12 and progress in English are administered. Details fo existing statements and SEN arrangements are furnished by SEELB. Reports from transfer procedures, which reach us in May, provide us with limited information about pupils who opt out of the selection procedure, making the link between SENCO and feeder primary schools more important then ever. P7 reports and end of Key Stage 2 levels in English and Mathematics are forwarded by all primary schools. M.L.U. teachers further test statemented year 8 pupils for reading, understanding and comprehension. MidYIS tests administered. Pupils scoring low scores less than those identified under LMS funding may be placed on the SPECIAL EDUCATIONAL REGISTER AT STAGE ONE, if appropriate.

8 ARRANGEMENTS FOR PARTNERSHIP WITH PARENTS Statemented Pupils: Pupils with statements of SEN placed in year MLU s will meet formally with M.L.U. teachers at least twice annually. Initially during annual review procedures and subsequently during year 8/9 Parents Evening. Other meetings may be set up at request of either MLU teacher or parent. Pupils with statements in years Parents meet with SENCO and assistant during annual reviews During year 10, parents Evening At parental and SENCO request Year parents week with SENCO careers officer Non Statemented Pupils Parents of all pupils placed on SEN register in year 8 (initially) will be informed by letter. E.B.D. (emotional behaviour difficulties) parents of these children referred to outreach support will have met with pupils year tutor and will be asked to sign for consent for referral. Referral for counselling parents of pupils referred for counselling by SENCO or year tutors will be asked to sign consent for referral. Generally queries or problems may be addressed informally between parents and the school. Initial point of contact will be Dr. Quinn and Management Team. Links with other mainstream school/special schools, including arrangements for school leavers Formal and informal links with out feeder primary built over many years and based on a mutual trust and respect means that our interest and concern in our pupils begins even before their entry to St. Patrick s. Information networks between SENCOS and Secondary principals ensure easy access to information about our own pupils and those transferring from other schools. Links with the Training and Employment Agency through the Careers Department ensure an easy and fruitful transition for our pupil s post 16.

9 STAFF DEVELOPMENT Aim is to develop the capacity of all staff to provide for the majority of Special Needs in all subjects. SENCO will attend and give advice in any departmental area, (readability of texts, resource production, classroom management, techniques, and departmental policies). They will also support any Working Party looking at any issue involving the Special Needs Pupils. Unit teachers will be involved in subject specific Inset issued by SEELB. The SENCO represents the global needs of this departmental area at Senior Management Level. The assistant SENCO represents the needs of those pupils on the Pastoral Committee. MODERATE LEARNING UNITS A moderate learning unit was established in St. Patrick s September A second unit opened in September A third unit began operation September GENERAL POINTS Units will be seen as a catchment area resource as opposed to a Unit specifically for St. Patrick s. Number of pupils between initially Key Stage 3 years 8+9 children to be taught English, History, Geography, R.E., Maths. in Unit. Children will integrate for practical subjects. Unit pupils are attached to and identify with a particular class and set e.g. 8C, 8D. There will be full integration at registration, assembly, break and lunch time. As well as the Unit pupils integrating it is important that the unit teacher also maintains mainstream links with her/her main subject area. Pupils in M.L.U. all carry a statement of SEN and should have Education Plans drawn up by M.L.U. teachers. SPECIAL AIMS OF THE M.L.U. All pupils with educational statements will have their specific and individual needs catered for. All pupils will have full access to all areas of Common curriculum (N.I.) The Units will develop a caring, sympathetic environment where pupils feel valued, have a positive image and develop a desire to help each other.

10 The Unit teachers will develop a sympathetic relationship with the individual pupils through facing problems in a positive way, counselling, offering help and advice. The unit teachers will ensure that work conducted in specific subject areas follow closely the Programme of Study in all areas of the Curriculum. Each child s self esteem will be improved by dispelling fears and worries about inadequacy. The Unit will regenerate enthusiasm, optimism and the desire to improve basic literacy and numeracy skills. It is our aim to help individual pupils reach a level of independence and confidence by enabling them to reach their full potential in all areas of the curriculum. KEY STAGE 4 PROVISION 8 Statemented pupils receive M.L.U. provision in Key Stage 3 Years In Key Stage 4 a Vocational programme is organised for pupils in conjunction with Lisburn serc. Pupils complete a one day work experience programme and complete a range of E.L.Q. and Vocational G.C.S.Es. SUPPORT SERVICES FOR SPECIAL NEEDS Pupils with learning difficulties have in many cases emotional, social or behavioural difficulties. The % of pupils in St. Patrick s with difficulties of this nature is increasing and therefore a support network for the S.N. team within the school is vital. Those included in this Support Network include:- Educational Psychologists: Mrs D McHugh. Mr. S. Irvine (Principal Ed. Psych) Special Education: Mrs. D. McKee Education Officer (Special) Outreach Support: D.B.D. pupils Ardmore Downpatrick Outreach support setting up and monitoring behaviour. Modification programmes for disruptive pupils in school and where appropriate withdrawing pupils to Ardmore on a 6 week basis. School Medical Officer:

11 E.W.O. Mrs D Austin attendance C.A.S.S. Support Mrs. Susan Good EAL support