Lowick and Holy Island
Church of England First Schools
Special Educational Needs (SEND) Policy
Lowick and Holy Island C of E First schools have a named SENDCO also part of the SLT, who together with named Governor responsible for SEND (Rev. P Collins) ensure that Lowick and Holy Island C of E First Schools Special Educational Needs Policy works within the guidelines and inclusion policies of the Code of Practice (2014), the Local Education Authority and other policies current within the school.
We believe that all children have an equal right to a full and rounded education which will enable them to achieve their full potential. We use our best endeavours to secure special educational provision for pupils for whom this is required, that is ‘additional to and different from’ that provided within the differentiated curriculum to better respond to the four areas of need identified within the new Code of Practice (September 2014).
- Communication and interaction
- Cognition and learning
- Social, mental and emotional health
What are special educational needs?
A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England. Health care provision or social care provision which educates or trains a child or young person is to be treated as special educational provision. Code of Practice 2014.
This SEND policy details how we will do our best to ensure that the necessary provision is made for any pupil who has special educational needs and that those needs are known to all who are likely to work with them. We will ensure that all teachers are able to identify and provide for those pupils with special educational needs, allowing them to join in all school activities together with pupils who do not have special educational needs.
The role of the SENDCo
The Special Educational Needs Co-ordinator’s [SENDCo] responsibilities include:
- Overseeing the day-to-day operation of the school’s SEND policy.
- Co-ordinating provision for children with SEND.
- Liaising with and advising fellow teachers.
- Overseeing the records of all children with SEND.
- Liaising with parents of children with SEND.
- Contributing to the in-service training of staff.
- Liaising with local schools so that continuity of provision is provided for pupils if and when they transfer to other settings.
- Liaising with external agencies including the LEA’s support and educational psychology services, health and social services and voluntary bodies.
- Co-ordinating and developing school based strategies for the identification and review of children with SEND.
Aims and objectives
We aim to ensure that all children will enjoy their time in school and develop fully their academic abilities, physical skills, aesthetic, creative and spiritual qualities and all other aspects of personality and character that go to make a well balanced adult. We will seek to fulfil this aim through:
- Creating an environment that meets the special educational needs of each child in order that they can achieve their learning potential (including SMSC) and engage in activities alongside pupils who do not have SEND.
- Requesting, monitoring and responding to parents/carers and pupils views in order to evidence high levels of confidence and partnership.
- Having clear expectations of all partners in the process.
- Ensuring a high level of staff expertise to meet pupil need, through well targeted continuing professional development.
- Ensuring support for pupils with medical conditions full inclusion in all school activities by ensuring consultation with health and social care professionals.
- Identifying the roles and responsibilities of all staff in providing for children’s special educational needs.
- Having a flexible, targeted approach to enable all children to have full access to all elements of the school curriculum.
- Working in cooperation and productive partnerships with the Local Authority and other outside agencies, ensuring there is a multi-professional approach to meeting the needs of all vulnerable learners.
Equal Opportunities and Inclusion
Through all subjects we ensure that the school meets the needs of all, taking account of gender, ethnicity, culture, religion, language, sexual orientation, age, ability, disability and social circumstances. It is important that in this school we meet the diverse needs of pupils to ensure inclusion for all and that all pupils are prepared for full participation in a multi-ethnic society. We also measure and assess the impact regularly through meetings with our SEN coordinator and individual teachers to ensure all children succeed.
Through appropriate curricular provision, we respect the fact that children:
- have different educational and behavioural needs and aspirations.
- require different strategies for learning.
- acquire, assimilate and communicate information at different rates.
- need a range of different teaching approaches and experiences.
Identification, Assessment and Provision
Provision for children with special educational needs is a matter for the whole school. The governing body, the school’s head teacher, the SENDCo and all other members of staff, particularly class teachers and teaching assistants, have important day–to–day responsibilities. All teachers are teachers of children with special educational needs.
The school will assess each child’s baseline attainment on entry in order to ensure that they build on the patterns of learning and experience already established prior to joining this setting. The class teacher and SENDCo will use this information to:
- Provide starting points for the development of an appropriate curriculum.
- Identify and focus attention on action to support the child within the class.
- Use the assessment processes to identify any learning difficulties.
- Ensure ongoing observation and assessments provide regular feedback about the child’s achievements and experiences to form the basis for planning the next steps of the child’s learning.
The identification and assessment of the special educational needs of children whose first language is not English requires particular care. Where there is uncertainty about a particular child, a teacher will look carefully at all aspects of the child’s performance in different subjects to establish whether the problems are due to limitations in their command of English or arises from special educational needs.
Other consideration will be given to:
- Attendance and punctuality.
- Health and welfare.
- English as an Additional Language (EAL).
- Being in receipt of Pupil Premium Grant.
- Being a Looked After Child.
- Being a child of a Serviceman /woman.
Managing Pupils Needs on the SEND Register: A graduated approach to SEND Support
Monitoring Children’s Progress
The school’s system for observing and assessing the progress of individual children will provide information about areas where a child is not progressing satisfactorily. Under these circumstances, teachers may need to consult the SENCo to consider what else may be done. This review might lead to the conclusion that the pupil requires help over and above that which is normally available within the particular class or subject.
The key test of the need for action is that current rates of progress are below age related expectations.
Progress is measured and tracked to ensure:
- that the attainment gap/s between the child and peers are narrowed.
- that the rate of progress is sustained.
- access to the full curriculum.
- demonstrable development of independence in social awareness
In order to help children with special educational needs, we will adopt a graduated response. Pupils with SEND have a right to quality first teaching. Staff work closely with parents to identify children with SEND, and intervention is put into place at the earliest opportunity. All children in both schools receive quality first teaching. We use many different teaching strategies and flexible groupings to scaffold the children’s learning, to ensure all children make at least good progress from their different starting points. Those children deemed to be at risk of under achievement are swiftly identified and steps are taken to further support and scaffold learning and progress. Further support from specialists with specific expertise will be sought, should pupils demonstrate a higher level of need.
The school will record the steps taken to meet the needs of individual children through intervention records/ review sheet/provision map. The SENDCO will have responsibility for ensuring that records are kept and available when needed. If we refer a child for Statutory Assessment/Education Health and Care Plan, we will provide the LA with a record of our work with the child to date.
When any concern is initially noticed it is the responsibility of the class teacher to take steps to address the issue. Parents may be consulted and specific intervention put in place and monitored for a period of up to 6 weeks. If no progress is noted after this time the child may be added to the school SEND register with parental permission.
The class teacher after discussion with the SENDCO will then provide additional interventions that are additional to those provided as part of the school’s differentiated curriculum and the child will be given individual learning targets which will be applied within the classroom. These targets will be monitored by the class teacher and teaching assistants within the class and reviewed formally with the SENDCO, parents and young person.
Reasons for a child being added to the SEND register may include the fact that he/she:
- Makes little or no progress, even when teaching approaches are targeted particularly in a child’s identified area of weakness.
- Shows signs of difficulty in developing literacy or mathematics skills which result in poor attainment in some curriculum areas.
- Presents persistent emotional or behavioural difficulties which are not improved by the behaviour management techniques usually employed in the school.
- Has sensory or physical problems, and continues to make little or no progress, despite the provision of specialist equipment.
- Has communication and/or interaction difficulties, and continues to make little or no progress.
The Nature of Intervention
The SENDCo and the child’s class teacher will decide on the action needed to help the child progress in the light of earlier assessments. This may include:
- Different learning materials or specialist equipment.
- Some group or individual support, which may involve small groups of children being withdrawn to work with a teacher, or, with TA support or other Wave 3 intervention.
- Extra adult time to devise/administer the nature of the planned intervention and also to monitor its effectiveness.
- Staff development and training to introduce more effective strategies.
After initial discussions with the SENDCo, the child’s class teacher will be responsible for working with the child on a daily basis and ensuring delivery of any individualised programme in the classroom. Parents will continue to be consulted and kept informed of the action taken to help their child, and of the outcome of any action. Parents will be invited to meet regularly with the class teacher and SENDCo and they will have specific time slots to discuss Individual Learning targets and progress with the SENDCo on termly basis.
The SENDCo will support further assessment of the child where necessary, assisting in planning for their future needs in discussion with colleagues and parents.
The use of outside agencies
These services may become involved if a child continues to make little or no progress despite considerable input and adaptations. They will use the child’s records in order to establish which strategies have already been employed and which targets have previously been set.
The external specialist may act in an advisory capacity, or provide additional specialist assessment or be involved in teaching the child directly. The child’s Individual targets will set out strategies for supporting the child’s progress. These will be implemented, at least in part, in the normal classroom setting. The delivery of the interventions continues to be the responsibility of the class teacher.
Outside agencies may become involved if the child:
- Continues to make little or no progress in specific areas over a long period.
- Continues working at National Curriculum levels substantially below that expected of children of a similar age.
- Continues to have difficulty in developing literacy and mathematical skills.
- Has emotional or behavioural difficulties which regularly and substantially interfere with the child’s own learning or that of the class group.
- Has sensory or physical needs and requires additional specialist equipment, or regular advice, or visits by a specialist service.
- Has ongoing communication or interaction difficulties that impede the development of social relationships and causes substantial barriers to learning.
- Despite having received intervention, the child continues to fall behind the level of his peers.
School Request for Education Health and Care Plan
A request will be made by the school to the LA if the child has demonstrated significant cause for concern. The LA will be given information about the child’s progress over time, and will also receive documentation in relation to the child’s special educational needs and any other action taken to deal with those needs, including any resources or special arrangements put in place.
The evidence will include:
- Previous individual education plans and targets for the pupil.
- Records of regular reviews and their outcomes.
- Records of the child’s health and medical history where appropriate.
- National Curriculum attainment in literacy and numeracy.
- Education and other assessments, for example from an advisory specialist support teacher or educational psychologist.
- Views of the parents.
The parents of any child who is referred for statutory assessment will be kept fully informed of the progress of the referral. Children with an EHCP will be reviewed each half term in addition to the Statutory Annual Assessment. When this coincides with transfer to another school, the SENDCo from the receiving school will be informed of the outcome of the review.
Person Centred Plan
Strategies employed to enable the child to progress will be recorded within a Person Centred Plan. It will include information about:
- The short term targets set for the child.
- The teaching strategies to be used.
- The provision to be put in place.
- How the targets will help the child in their learning
- What they are responsible for.
- How the child can be successful.
- The review date.
- Mid-point review sheets are stored on the school system and updated regularly by teachers and teaching assistants.
- The child’s views will be sought and taken into account, as will those of the parents, whose support is vital if progress is to be achieved and maintained.
The Plans are a ‘living’ record outlining what needs have been identified and how to remove key barriers to learning effectively.
Access to the Curriculum
All children have an entitlement to a broad and balanced curriculum, which is differentiated to enable children to understand the relevance and purpose of learning activities, and experience levels of understanding and rates of progress that bring feelings of success and achievement.
Teachers use a range of strategies to meet children’s special educational needs:
- Lessons have clear learning objectives and differentiated Success Criteria.
- Assessment is used to inform the next stage of learning.
- We employ a small-steps approach, which build incrementally to ensure that children experience success.
- We track progress using APS, enabling staff to set individual targets.
We support and facilitate the child’s entitlement to share the same learning experiences that their peers enjoy. Wherever possible, we do not withdraw children from the classroom situation. There are times when, to maximise learning, we work in small nurture groups or in a one-to-one focused situations.
Partnership with parents
Partnership plays a key role in enabling children and young people with SEND to achieve their potential. Parents hold key information and have knowledge and experience to contribute to the shared view of a child’s needs. All parents of children with special educational needs will be treated as partners given support to play an active and valued role in their child’s education.
The school website contains details of our policy for special educational needs and our Local Offer.
At all stages of the special needs process, the school keeps parents fully informed and involved. We take account of the wishes, feelings and knowledge of parents at all stages.
Dealing with Complaints
- see Concerns and Complaints policy and leaflet
Supporting pupils with Medical conditions (including accessibility)
The school recognises that pupils with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some, including children with medical conditions, may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010.
Some pupils with medical conditions may also have Special Educational Needs and may have an EHCP, which brings together health and social care needs, as well as their special educational provision and The Code of Practice. See Accessibility Plan.
Training and Resources
SEND is funded through application for ‘Top Up Funding’ from The LA, Pupil Premium Monies and School Budget.
Staff Training is linked to pupil need. e.g. Narrative, Talk Boost, ASD, Speech and Language. All teachers, support staff and ITT students undertake induction which includes a meeting with the SENDCo to explain the system and structures in place around the schools’ SEND provision and practice, and to discuss the needs of individual pupils. The SENDCo regularly attends the LA’s SENDCo network meetings in order to keep up to date with local and national updates.
Storing and Managing Information
Documents are stored in digital and hard copy in line with the school policy on Information Management and Confidentiality Policy.
The role of the governing body
The governing body challenges the school and its members to secure necessary provision for any pupil identified as having special educational needs. They ask probing questions to ensure all teachers are aware of the importance of providing for these children and ensure that funds and resources are used effectively. The governing body has decided that children with special educational needs will be admitted to the school in line with the school’s agreed Admissions Policy. The Governing Body reviews this policy annually and considers any amendments in light of the annual review findings. The Head teacher reports the outcome of the review to the full governing body.
Monitoring and evaluation
The SENDCo monitors the provision map and provides staff and governors with regular summaries of the impact of SEND provision and implications for the policy ie. review. The SENDCo and the head teacher hold regular meetings to review the work of the school in this area as part of the Governing body statutory requirements. In addition the SENDCo and the named governor with responsibility for special needs hold regular meetings therefore discharging all statutory duties pertaining to children with SEND.
Adopted: September 2014
SEND Governor - Lowick
SEND Governor - Holy Island
SENDCo - Lowick & Holy Island
|Signed||Head Teacher - Lowick & Holy Island|
To be reviewed annually. Next review date: September 2016
LA Local SEND Offer - http://www.northumberland.gov.uk/SEND-Local-offer.aspx