DE LA SALLE SCHOOL LEARNING SUPPORT POLICY 2013-2014 1
De La Salle School Learning Support Policy This policy outlines the support provision for pupils with special educational needs or disabilities (SEND) at De La Salle School. The Code of Practice states that children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they: a) have a significantly greater difficulty in learning than the majority of children of the same age; b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local authority; c) are under compulsory school age and fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them. Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught. Children with Additional Needs This is a broad term used to describe all those children at risk of poor outcomes as defined by the Every Child Matters agenda which promotes the rights of all pupils to be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being. An estimated 20-30 per cent of children have additional needs at some point in their childhood, requiring extra support from education, health or social services. This could be for a limited period, or on a long-term basis. Key groups include those identified as being 'in need' under the Children Act 1989; those with special educational needs under the Education Act 1996; disabled children; those with mental health difficulties; and others whose needs may not have been formally identified but who may, nonetheless, be at risk of poor outcomes. Children with English as an Additional Language (EAL) A number of pupils will need additional support in order to develop their use and understanding of the English language. Consideration must be given to curriculum access in order to ensure that all students are able to achieve to the best of their ability. 2
The Extended Learning Faculty Aims 1 To support access for all pupils to a broad, balanced, relevant curriculum in all subjects. 2 To use appropriate assessments to identify pupil needs and progress. 3 To inform all teachers of SEND matters. This will include information about the individual educational needs of pupils and recommended strategies to enable effective learning. 4 To monitor the progress of all pupils with SEND and AEN to ensure equal opportunities and fulfilment of individual needs. 5 To fulfil the requirements of the SEN Code of Practice in accordance to the guidelines of Essex County Council. Whole School Responsibilities a) To provide relevant INSET for all teaching staff. b) To provide sufficient access to qualified teachers for SEN pupils in integrated classes. c) To provide suitably qualified SEN staff. d) To provide learning experiences which allow positive interaction with learning materials, the teacher and other pupils which are challenging, at an appropriate pace, with content reflecting individual needs and staff allocated in a flexible way. Monitoring and Evaluation (Responsibility of governors and SMT) a) To monitor all aspects of the SEN provision to ensure equal opportunities, the fulfilment of individual needs and progress for children with SEND and AEN. b) To monitor the efficient deployment of funding and resources to facilitate pupils' personal development. c) To review the policy annually. Identification, Monitoring and Assessment of Pupils with SEND and AEN The De La Salle Pupil Profile is available to all staff and can be accessed through the shared with you documents. The profile lists the names of all pupils with identified needs or disabilities along with brief details thereof. It also includes pupils with medical needs and those with English as an additional language. The profile should inform planning. It is a confidential document. Level of Need The Code of Practice describes three levels of need for pupils with SEND. School Action (A) is the level at which additional interventions take place additional to or different from those provided as part of the normal school provision. Provision to meet the needs of pupils at this level is the responsibility of the class/subject teacher. Differentiation of activities, tasks and materials should be considered according to the identified needs of the pupils. This is quality first teaching. 3
School Action Plus (P) involves the support of external services or alternative provision to support and advise the school on effective provision for pupils who have not made adequate progress on School Action or the provision of any intervention that is different from or additional to that of the majority of other pupils. Pupils who have the greatest needs may have a Statement of Special Educational Needs issued by the LA. The statement will detail the abilities and needs of the pupil and give specific details of what must be provided by the school in order to meet the identified needs. Progress is monitored regularly and any changes are identified at the Annual Review for the pupil and reported back to the LA. Additional funding is made to enable school to meet the needs of these pupils. Transition Arrangements A list of pupils with SEN in the new Year 7 will start to be compiled during the summer term prior to admission. This will be done on the basis of information collected by the Senco from primary schools. There is additional transition activities for pupils with significant SEND and additional visits are made to Primary schools and for pupils to attend De La Salle. All 14+ pupils on ESA, ESA+ and Statement will have time arranged with a Transition Pathway Adviser to plan their transition to 16+ education. This will be done in consultation with the Senco who will liaise with Further Education establishments or employers where appropriate. Review Procedures Reviews will take place in accordance with the SEN Code of Practice : Halfyearly reviews with parents and/or pupils for pupils on ESA+ or with a Statement. The reviews for pupils at School Action are usually combined with academic work reviews. Statutory annual reviews take place for pupils with a Statement of Special Educational Needs. To inform all reviews the Senco will gather information from class teachers and support staff regarding the progress of pupils towards their individual targets. These reviews will discuss progress and set new targets for the future. Provision for Special Educational Needs The SENCO is responsible for the monitoring of all aspects of SEND provision to ensure equal opportunities, the fulfilment of individual needs and progress for children with SEND. This will include the management and review of in-class support, the delivery of targetted interventions, appropriate testing and record-keeping and the efficient deployment of funding and resources. 4
The Learning Support team consists of the Senco, Assistant Senco, a Literacy Tutor, a team of Learning Support Assistants (s) and the SEN Administrator. The Learning Support team meet on a fortnightly basis regularly to monitor pupils and share issues relevant to the effective meeting of pupil needs. Meeting Individual Needs Provision is a whole school responsibility. Every faculty has a responsibility for the full ability range. Faculty handbooks should include a section reflecting the aims and objectives of the School Learning Support Policy and detail the methods by which they will ensure that the range of educational opportunities is available to all pupils: differentiated resources, activities and objectives; appropriate teaching and learning strategies including: - negotiation of tasks, - tasks set at appropriate level, - monitoring of progress and setting of short-term targets. The emphasis is on inclusion and the responsibility for faculties to try to cater for individual needs in the whole class situation. This means that all teachers are responsible for the development of literacy and numeracy skills. The subject leader is responsible for: - liaising with the Senco - circulating information appropriate to SEND support within the department; - assisting the Senco in gathering information prior to reviews. Children experiencing difficulties should be referred to the faculty leader for initial consideration regarding meeting the pupil's needs within the faculty. If concerns remain, the faculty leader should refer to the SENCO for further advice or alternative solutions. In-class Support The support of a is provided to enable pupils with special needs to access the curriculum more effectively. The Teaching Practitioner may be allocated to a particular pupil or to a group of pupils. Their role is to assist the pupils in understanding the work so that the pupil is able to progress. The aim is to tackle learning difficulties as they arise from the work, which the pupil is doing. Support is targetted at those pupils with most need and at those areas of the curriculum where there is most need. Consideration is given always to the individual needs of the pupils. Most subjects now have a attached and will work predominantly in that area. It is expected that all s will support progress, using Assessment for learning. They will maintain clear records of their work and interventions within the classroom. It is expected that the Teaching Practitioner based in a subject will ensure the Teachers will be kept up to date with any SEN changes such as new pupils and IEP s or changes in levels of need. 5
Targeted interventions A number of pupils require additional help especially in literacy and numeracy over and above that which is provided in subject areas and by LSA support in the classroom. The Senco will organise a timetable for the provision of specific programmes of study to meet the needs of small groups or individual pupils. Progress will be monitored regularly. Other interventions are available, when required, to assist pupils with particular needs to develop their skills eg motor skills, thinking skills, study skills, anger management and social skills. Individual Education Plans/ Provision plans Children on the SEN profile at School action plus or with a Statement of SEN will have an Individual Education Plan or provision plan, which will be reviewed with the pupil regularly. The plan describes targets relating to the needs of the pupil and strategies to assist teachers, support staff, parents and pupils to meet those targets. All teachers should keep up to date copies for the pupils with SEN they teach in order to inform their teaching and planning. Review documents specify the nature of a pupil's needs, external specialists involved, parental and pupil views regarding provision and progress, the provision made to meet the needs, any specific programmes, activities, materials or equipment needed and any pastoral care or medical requirements. Staff Training Induction sessions for all teachers new to the school will be held as part of the school's Induction Programme. At the start of each academic year, staff are informed of the pupils with SEND and additional needs in the new intake. INSET is provided for members of the Extended Learning Team by the Senco and out of school providers. All members of the faculty are encouraged to continue their own learning either by developing a specific area of expertise or by gaining higher qualifications. Partnerships with Parents De La Salle is committed to a partnership with parents for all pupils as this has a crucial bearing on pupils' educational progress and the effectiveness of school actions. All arrangements for pupils and actions relating to SEND will take account of the wishes, feelings and knowledge of parents at all stages. Parents are partners in the educational process with unique knowledge and information to contribute. Parents will be given: 1. Information access to the school's Learning Support Policy an outline of support available to pupils with SEN advice on services which may be relevant to their child's needs 6
2. Opportunities for involvement parents will be invited to all review meetings to discuss their child's progress parents are welcome to meet school staff to discuss their child's needs at any time academic work review meetings Links with other Mainsteam Schools and Special Schools Primary Schools This will be done in the following ways: New intake day Activity day for year 6 Senco, Assistant Senco and HoY to meet Primary School staff in Summer term to collect information re new intake Local Senco meetings Secondary Schools Through the local Cluster group meetings, Inclusion Network meetings and meetings re SEN Evaluation and Development Plan. Special Schools De La Salle has strong links with The Pioneer School. Links with other Organisations Looked After Children and Child Protection The Designated Person for Child Protection and Looked After Children is Mrs Richardson (Senco) Social Services Educational Welfare Services The EWO is based with the local TASCC Team. Voluntary Organisations The Senco has a directory of voluntary organisations offering help in many areas. 7
External Agencies Trainee Educational Psychologist Educational Welfare Officer Child and Family Consultation Service Children s Support Services Children s Support Services Tutors School Counsellor, Brentwood Catholic Children s Society School Nurse Health Improvement Practitioner Transition Pathway Specialist Teacher Hearing Impaired Specialist Teacher Social Workers Ian Simandl Julie Holly Tracey York Jo Sibthorpe Julie Collins Jean Pierce Sharon Wilson Mary Mylott Marina Foyster Alan Davies Colleen Pridham Lee Atkinson Mel Brocker Katie Walford Basirat Oguntola Jenny Woodgate Jane Abbott Nicola Durant Roz Huntley Rose Cooper David Parker Frankie Hassan Danielle Martin Rhoda Quayner Kay Mundy Grace Kuture Hassan Koroom Marianne Bartlett Christine Payjack 8
Learning Support Team Mrs C Richardson Mrs P Abbott Mrs P Bates Mrs E Curtis Mrs J Dumenil Mrs J Johnson Mrs T Kelleher Mrs L Powell Mrs L Powney Mrs C Reilly Mr J Richardson Mrs S Silman Miss D Slaughter Mrs W Tarrant Mrs J Wiltshire Mrs L Wheatley SENCO / Designated Person for Child Protection and Children in Care Maths Department SEN Admin Support English Department Literacy Tutor 9