Dartmoor Federation Special Educational Needs and Disability Report 2014-15 1. The Kinds of SEND for which provision is made within the Dartmoor Federation: Dartmoor Federation will do its best to ensure that the necessary provision is made for any pupil who has special educational needs or disabilities. No pupil will be refused admission to the Dartmoor Federation on the basis of his or her special educational need. In line with the Equality Act 2010, we will not discriminate against disabled children in respect of admissions for a reason related to their disability. We will ensure that all staff in the school are able to identify and provide for those pupils who have special educational needs or disabilities to allow pupils with SEND to join in the activities of the school. Our first response to SEND will be through quality first teaching. However, where pupils continue to make inadequate progress, despite support and high quality teaching, the class teacher will work with the school s Special Educational Needs Coordinator (SENCo: Secondary Senco- Ms Suzy Blunt and Primary Senco -Mrs Jackie Wenmouth) to assess if a pupil has a significant learning difficulty. As deemed necessary a graduated approach to supporting the need will then be implemented through discussions with the student, parents/ carers and teachers and the student will move on to the SEND register. Pupils have special educational needs if they have a learning difficulty or disability which calls for special education provision to be made for him/her namely provision which is additional to or different from that normally available in a differentiated curriculum. Dartmoor Federation regards pupils as having a Special Educational Need if they: a) Have a significantly greater difficulty in learning than the majority of pupils of the same age, or; b) Have a disability which prevents or hinders him/her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions The staff and governors of Dartmoor Federation will work to ensure that all SEND pupils reach their full potential, are fully included within the school community and are able to make successful transfers between educational establishments. Dartmoor Federation aims to support all members of staff in providing positive whole school approaches towards the learning, progress and achievement of SEND pupils. With this as an underlying principle, we believe that; All teachers are teachers of Special Educational Needs. Every teacher is responsible and accountable for the progress and development of all pupils in their class even where pupils access support from teaching assistants or specialist staff. 2. Information about the Dartmoor Federation SEND Policy The specific objectives of the Dartmoor Federation SEND Policy are to identify and support students with special educational needs and disabilities and ensure that their needs are met. Pupils have special educational needs if they have a learning difficulty or disability which calls for special education provision to be made for him/her, namely provision which is additional to or different from that normally available in a differentiated curriculum. These needs may be ongoing or might be resolved through short, focused support / intervention. Students are not regarded as having a learning difficulty solely because of the language or
form of language of their home is different from the language in which they are taught. Pupils with behavioural needs do not always have special educational needs. Slow progress and low attainment do not necessarily mean that a child has SEND and will not automatically lead to a pupil being supported on the SEND register. Equally; it should not be assumed that attainment in line with chronological age means that there is no learning difficulty or disability. We have great regard for the SEND Code of Practice 2014 when carrying out our duties towards all students with SEND. We ensure that parents and carers are informed by the respective school within the Dartmoor Federation that SEND provision is being made or altered in relation to their child. 3. Name, qualifications and contact details for the Dartmoor Federation Special Educational Needs Coordinators (Senco) Okehampton College Senco: Ms Suzy Blunt Qualifications: BA (Hons) Sports Science, PGCE Primary, National Senco Award 2012 Contact details: 01837 650910 or sblunt@okehamptoncollege.devon.sch.uk Dartmoor Federation Primary Senco: Mrs Jackie Wenmouth Qualifications: BEd (Hons) Early Childhood Studies, National Senco Award 2014 Contact details: 01837 871362 or Jackie@boasleycross.devon.sch.uk 4. Arrangements for consulting with carers and parents of students with SEND The Dartmoor Federation thoroughly appreciates the importance of collaborative working to ensure the best academic achievement for all pupils across all age ranges. Schools within the Dartmoor Federation provide regularly termly feedback on all pupils, with data collected in relation to student progress on half termly intervals. Dartmoor Federation schools hold annual Parents Evenings for all year groups. At Key Stage 4, feedback to parents / carers is half termly in the form of written Mentoring Reports. All Dartmoor Federation schools track pupil s progress through close monitoring, at a number of levels within the different schools, of internal RAISE and SISRA data. Within Dartmoor Federation schools behaviour, independent learning and approach to learning are also tracked and shared with parents. All sources of information about a pupil s educational experience can be shared with carers / parents and is closely monitored for all pupils, including those with SEND. Both the Dartmoor Federation Senco`s believe that regular dialogue between parents / carers and schools is crucial to the successful development of a nurturing learning environment and encourage parents to frequently communicate through face to face meetings, email or telephone. All students on the SEND registers within Dartmoor Federation schools will receive targeted quality first teaching to address their educational needs and will have an IP (Individual Plan- Okehampton College) or an IEP/SEN checklist (Individual Education Plan/ SEN checklist - Federation Primaries) with a small number receiving addition support, through a Devon Assessment Framework (DAF) plan, an Education Health Care Plan (EHCP) or a Statement of Educational Need. At the Okehampton College, all students on the SEND register have IP reviews created through termly collaborative discussions between the Senco, teaching staff, teaching assistants, parents / carers (occasionally external professionals, such as Occupational Therapists) and the student. At The Federation Primary schools, all pupils on the SEND register have termly target setting meetings which involve collaborative discussions between the pupils, parents/carers and teaching staff which includes the advice from teaching assistants, Senco and external professionals, such as Speech and Language speacialists, Occupational Therapists.) These approach to SEND support follows the
graduated response of Access / Plan / Do / Review and for most students should facilitate progress and a potential `narrowing of the gap` between SEND pupils and their peer group. 5. How we consult with the students and involve them in their progress towards adulthood The Dartmoor Federation values pupil voice and encourages all pupils to believe that nothing but the best is good enough. At Okehampton College pupils with SEND are encouraged to share their views on their educational progress through a number of different ways (as appropriate to age and ability) as well as contributing twice termly to IP progress discussions with Learning Support team members, the Senco and their Tutor. Faculties across the college encourage pupils to target set in subject specific ways, with opportunities throughout the year for pupils to reflect on their personal progress as well as using PAR marking (which focuses on pupils making a response to teacher praise and constructive comments). At the Federation Primaries pupils with SEND are encouraged to share their views on their educational progress through discussions with their teachers and the SENCO as well as contributing twice termly to SEN checklists via the plan and review meetings with Learning Support team members, the Senco and their class teachers. 6. Arrangements for assessing and reviewing progress towards SEND outcomes Within the Dartmoor Federation, Senco`s maintain two SEND registers (SEND Support and EHCP / Statements) and an awareness raising category, known as Concern. Senco`s share relevant SEND information with all staff via SIM (Schools Information System). Each pupil on the SEND register has an IP (Okehampton College) or an IEP/SEN checklist (Dartmoor Federation Primaries) which is shared with staff through a variety of means, including SIMS Linked Documents and a paper copy is placed in pupils Contact Books (Okehampton College) and in the school s SEN files (Federation Primaries). The specific arrangements for assessing and reviewing SEND students progress largely mirrors that of other Dartmoor Federation students, whose progress is regularly monitored by class teachers. The Primary and Secondary Sencos review the effectiveness of an individual SEND pupils provisions on a half termly basis as part of the Assess / Plan / Do / Review schedule, involving pupils, teaching staff and parents, or as needed in response to a pupil s needs. In addition, within Dartmoor Federation schools, there are Senior Leadership members of staff who oversee distinct need types and constantly review progress against expectations and consider the effectiveness of interventions. Categories of SEND within the Dartmoor Federation: Concern-the needs of these pupils are met from the Dartmoor Federation universal provision. By identifying the pupil as Concern all staff are aware that these individuals have potential needs which might from time to time affect their learning (for instance pupils with medical needs, such as diabetes or epilepsy are `flagged` for staff consideration). Differentiation or personalisation of learning might occasionally be required. SEND Support- the needs of these pupils goes beyond the differentiation and usual learning arrangements provided as part of high quality personalised teaching across the Dartmoor Federation schools and may include appropriate interventions, which are reviewed termly. SEND Support incorporates the graduated response process of Assess/ Plan / Do / Review
and the IP (Okehampton College) or IEP (Dartmoor Federation Primaries) process. Pupils receiving this level of support are reviewed termly, to assess whether the approaches are meeting their needs and whether adjustments need to be made. (With effective implementation of SEND Support some pupils will eventually be able to progress off the SEND register.) Before any changes occur to a level of support parents will be informed / consulted. A child experiencing considerable learning difficulty will be placed on a Devon Assessment Framework (DAF) for increased support and may progress to a DAF 2a (My Plan) and may need the Dartmoor Federation to apply for additional school funding (DAF 3) to meet their needs during this process. Occasionally, for students on SEND Support, Dartmoor Federation Sencos might need the support of external agencies (such as CAMHS- Child and Mental Health Service or the Educational Psychologist) in order to best meet the child s educational needs and will of course contact and request parental / carer support on these matters. EHCP (Education Health Care Plan) / Statements of Educational Need- the needs of these students exceed those receiving SEND Support. Pupils whose needs are not being fully met by a DAF 2a may progress to a DAF 2b and parents / carers, the local authority SEN 0-25 team and schools will be involved in completing Statutory Assessment of the child s needs leading to a DAF2b EHC plan. For pupils supported through EHCP / Statements a very broad range of personalised approaches apply, which are subject to termly review through the IP (Okehampton College) and IEP process (Dartmoor Federation Primaries) between teachers, the pupil, their carers / parents and the respective Senco to consider the appropriateness and effectiveness of interventions in place. Annually by law an Annual Review of the EHCP / Statement will occur and ultimately the Local Authority 0-25 Team then considers the appropriateness / effectiveness of the school based provisions and decides whether a child still needs this level of support to make appropriate educational progress. 7. Arrangements for Transition Years A change of school, class or staff can be an exciting, yet anxious time for all students. For pupils with additional needs all emotional responses can be higher as a reaction to change. The Dartmoor Federation schools will always attempt to keep parents fully informed about known changes which might affect their child. We will endeavour to make sure these periods of change are carefully planned and managed to provide continuity of high quality provision and reassurance to students and families. Transition into Reception classes (Early Years Foundation Stage) For the majority of children on the SEND register, Senco to Senco discussions with staff in feeder Nurseries and Preschools commence in the Autumn term, this involves discussions, visits and observations of pupils in order to ensure that each pupil is supported appropriately through the transition. For some SEND children, notably those with EHCP / Statements this process includes additional visits, taster mornings or afternoon sessions and a home/school booklet of the relevant Primary school. Parents and Child Open Days are organised in each Primary to ease the transition. For any pupil there is the opportunity to request enhanced transition.
Transition between Reception class to Year 1 (Key Stage One) Often this occurs within the same class in the smaller primaries. The transition between the Early Years Foundation Stage curriculum and the Key Stage One curriculum is graduated during the autumn term. For pupils with SEND, the process is differentiated and adjusted according to the pupils individual needs. Towards the end of the Summer term, the pupils visit their new teacher and class to ease the transition and pupils with SEND often have a managed transition over a few weeks if appropriate. Pupils and their parents are actively encouraged to attend open afternoons, social events and to visit the setting in order to familiarise themselves with their peers, staff, other families and the setting. Transition between Year 2 (Key Stage one) to Year 3 (Key Stage Two) For pupils with statements or EHCP (Education, Health, Care Plans) transition arrangements are discussed at the annual review in year one to organise the necessary transition arrangements specific to the pupil; the proposals are discussed with the pupil, parents, teaching staff, SENCo and external support agencies in order to ensure the best transition. In the smallest primaries, this occurs within the same class and for pupils with SEND, the transition would be managed according to their needs. For the other primaries, towards the end of the Summer term, the pupils visit their new teacher and class to ease the transition; pupils with SEND often have a managed transition involving taster sessions over a few weeks if appropriate. Parents are involved in the transition process during termly meetings with the class teacher. Year 6 to Year 7- Secondary Transition: For the majority of children on the SEND register, Senco to Senco discussions commence in the Autumn term of Yr6 about how best to support each pupil through transition. For some SEND children, notably those with EHCP / Statements this process has started during their Yr5 Annual Review, attended by the Senco (or Assistant Senco) from Okehampton College at the relevant Primary school. All Yr6 pupils have the opportunity to attend a taster day at Okehampton College during the Summer Term of YR6 as well as opportunities to attend the college for subject specific sessions aimed at increasing familiarity, such as Science Day. The college runs an Autumn Term Parents / Child Open Evening in the Autumn term of YR6. For any pupil there is the opportunity to request enhanced transition arrangements, which can be carefully tailored to a pupils specific needs. The majority of this work occurs in the Summer term of YR6, but sometimes starts as early as Spring. For example, it can involve visits by the Okehampton College Learning Support team to meet / observe / work with the child in their Primary school setting. In the last weeks of the Summer term of YR6, all prospective new pupils and their parents get to come and meet their new Tutors at an Open Evening at Okehampton College.
Year 9 (preparing for transition to Key Stage 4): During the Autumn term all parents and students will receive a written report about their YR9 academic achievements. Then during January, parents and their children have an opportunity to attend an Options Evening in college to discuss with teachers and tutors the suitability of the range of academic subjects for the student to achieve their learning potential. For pupils on the SEND register; those at SEND Support, will have discussions with a member of Learning Support about the suitability of subjects and academic qualifications during their IP termly review meeting and for those with EHCP / Statements parents / carers and the child will be invited to an Autumn Term Annual Review, attended by a representative from Careers South West, with key discussions around options. Year 11 to post 16 education: During Key Stage 4, all Okehampton College students attend a week s Work Experience and have curriculum input about careers, some of which is delivered by Careers South West. For pupils on the SEND register; those at SEND Support, will have discussions with a member of Learning Support about their plans for post 16 education or employment, during their IP termly Autumn review meeting and for those with EHCP / Statements parents / carers and the child will be invited to an Autumn Term Annual Review, attended by a representative from Careers South West, with key discussions around planning for post 16 transition. A variety of individual support plans can then be put in place to suit each pupil and their carers/parent s needs. For example: early visits to post 16 provisions and `taster days`, with Teaching Assistant support extended to helping pupils catch the bus to and from the potential new setting have all occurred in recent years. 8. The Dartmoor Federation Approach to teaching students with SEND Our aim within the Dartmoor Federation is to instil all students with a passion for learning, so they may develop independence, confidence and respect for diversity and equality. We work closely with SEND students and their carers / parents to help them achieve their potential. We strive to do this in a number of ways, which are under constant Dartmoor Federation monitoring and review in relation to pupil progress, including: Providing the best quality teaching possible to all students. Our SEND provision is mapped to an individual s needs and reviewed termly (or as needed, in response to changing pupil need). Support may take the form of differentiated work in class, support from Learning Support Teaching Assistants, support from subject Specialist Teaching Assistants, focused intervention work to support specific needs pertaining to a pupils SEND, focused literacy and numeracy interventions, reduced class sizes and streamed ability teaching groups.
On transition (or upon joining a Dartmoor Federation school) a pupil s special educational needs or disability is established (through the exchange of academic and external agency information and discussions with the child and their parents / carers). For pupils with chronologically low literacy and numeracy additional interventions are put in to place. Specialist equipment, books or other resources that may be required are purchased as necessary. Implementing differentiated curriculums, qualifications and timetables to support more complex or severe SEND, sometimes through phased approaches. Training, monitoring and supporting all staff to have awareness of specific needs in relation to pupils with SEND (through direct support in lessons by the relevant phase Senco) SEND specific continuous professional development for all staff (teachers and teaching assistants), when quality first teaching is reinforced and explored. Annually staff training is delivered by the relevant Senco within the Primary and Secondary setting, with additional specialist training bought in as required. We closely follow the guidance of the Equality Act 2010 and enable students with SEND to engage in activities available to students without SEND whenever reasonable adjustment is possible. Our intention is that no pupil should be disadvantaged or excluded from school or curricular activities. 9. How we support students to improve their emotional and social health The Dartmoor Federation supports and promotes the use of THRIVE across its` schools; Thrive is a specific way of working with all children that helps to develop their social and emotional well-being, enabling them to engage with life and learning. It supports them in becoming more self-assured, capable and adaptable. It can also address any troubled, or troubling, behaviours providing a firm foundation for academic attainment. THRIVEAPPROACH.co.uk Arrangements are in place in all Dartmoor Federation schools to enable the voice of students with SEND to be heard, especially with regard to issues in relation to bullying. Bullying is not tolerated within the Dartmoor Federation. At Okehampton College pupil voice includes SEND students as Behaviour and Safety Ambassadors and at the Federation Primaries pupil voice includes SEND students as School Councillors. At the Federation Primaries pupils still requiring nurturing support, for social, emotional mental health reasons, may be supported in a variety of ways to reach their potential by targeted individual Thrive programmes, small group intervention work or whole class activities involving spiritual, moral, social and cultural development. The schools use a variety of reward and celebration systems weekly to promote pupils spiritual, moral, social and emotional development and achievements and these are communicated to parents via the newsletters.
At Okehampton College pupils still requiring nurturing support, for social, emotional mental health reasons, may be supported in a variety of ways to reach their academic potential by members of the Inclusion Support facility, the Mill Leat (led by the Director of Inclusion, Mrs Charlie Edwards) or by members of the Learning Support team (led by the college Senco). The college pastoral support includes vertical tutor groups who meet for 10 minutes each morning and 20 minutes in the afternoon. The Tutor is primarily responsible for overseeing the academic, physical and mental well-being of the students in their care for 5 years. Each tutor group belongs to a House (Ash, Oak, Willow, Elm and Beech) and has a Head of House responsible for closely monitoring all issues relating to pupil development and well-being. 10. The Devon County SEND LOCAL OFFER and the Dartmoor Federation Local Offer There is a link to the Devon County SEND Local Offer on each Dartmoor Federation schools website as well as links to each schools individual Local Offer. Within the Dartmoor Federation SEND provision is rarely static, evolving to meet the changing needs within our community. To do this we readily draw on our own resources and those within the Devon County SEND Local Offer. 11. Arrangements for Handling Complaints from Parents of Children with SEND about the Dartmoor Federation provision In the first instance most concerns are easily resolved by informal discussions with the relevant Senco (Primary or Secondary). When issues cannot be resolved through this approach parents / carers should raise concerns with the relevant Head teacher and a meeting may be arranged to reach agreement. The Annual Review process (including Interim Reviews) and the DAF process are mechanisms by which Devon County Council can be drawn in to the complaint about provision and assist us all in finding a satisfactory solution. The Dartmoor Federation has a Complaints Policy which parents may request and they can also seek independent support from Devon Information Advice and Support for SEND (previously Devon Parent Partnership) via each schools website links. Suzy Blunt Head of Learning Support / Senco Okehampton College and Jackie Wenmouth Dartmoor Federation Primary schools Senco. Useful reference documents / contacts: SEND Code of Practice 0-to-25 2014 https://www.gov.uk/government/publications/send-code-of-practice-0-to-25
Devon Local Offer https://new.devon.gov.uk/send/ Devon Information Advice and Support for SEND (previously Devon Parent Partnership) http://www.devonias.org.uk/