SEN Policy

Table of Contents

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Sharples Primary School

Policy For

Inclusion/Special Educational Needs

Reviewed by Amanda Briggs
Date March 2019
Approved by Governors March 2019
Date for renewal March 2019

Introduction & Rationale

The Children’s and Families Bill 2014 and the publication of a New SEN Code of Practice (September 2014) has led to the updated the statutory framework and procedures for SEN. This Inclusion policy is designed to assist Sharples Primary School in the implementation of its statutory duties.

OBJECTIVES

  • The child is at the centre of the process.
  • To ensure early identification of children with special educational needs and/or disabilities and inform parents/carers.
  • To ensure children’s special needs and/or disabilities are met through a graduated response.
  • To provide all pupils with access to the National Curriculum and school curriculum, delivered in the most integrated way possible and differentiated to needs and abilities. The school should exploit best practice.
  • To ensure progress is regularly assessed and recorded.
  • To regularly review and revise provision made for children with special educational needs and/or disabilities.
  • To actively involve parents/carers in planning support and reviewing progress, and to take account of their views.
  • Opportunities for pupils with SEN to negotiate and reflect upon their own learning and progress are essential.
  • To involve outside agencies where appropriate and enhance co-operation between professionals, parents/ carers and pupil.
  • To develop an effective SEN resource base.
  • To provide all staff with SEN and Inclusion INSET opportunities.
  • To review and revise Inclusion policy at regular intervals as an integral part of the School’s plan and with the involvement of the school staff and governors.
  • To review all Educational Health Care Plans and annually (under 5s require reviews twice a year).

SCHOOL ADMISSIONS AND INCLUSION

Pupils with special educational needs and/or disabilities must be treated as fairly as all other applicants for admission. Sharples Primary School in conjunction with the LA will not refuse to admit a child because it feels unable to cater for their special educational need or disability. There is a general assumption that with the right strategies and support, most children with special educational needs and/ or disability can be included successfully at a mainstream school. However, it is not reasonable or practical to expect all schools to provide for every possible type of special educational need or disability… it is right to consider: what parents want; an individual school’s suitability to provide for the needs of the pupil; the impact their inclusion would have on the resources and the efficient education of others.2

Sharples Primary School is multi-level building and has facilities in its Foundation Stage and Main school for wheelchair users in the form of lifts and ramps.

Sharples Primary School, as an inclusive school, will endeavor to provide all children with equal opportunities to access the National Curriculum and School Curriculum.

ROLES AND RESPONSIBILTIES

School: Provision for children with special educational needs and/or disability is a matter for the school as a whole. Further, the school plays a vital role in developing positive and constructive relationships with parents/carers, and pupils.

The Governing Body:

  • Must have regard to the SEN Code of Practice and should oversee the implementation of the reform and provide strategic support to the head teacher
  • Must publish information on the school’s websites about the implementation of the governing body’s policy for pupils with SEN.
  • Must ensure that there is a qualified teacher designated as SENCO.
  • Must cooperate generally with the local authority including in developing the local offer and when the school is being named in an EHC plan.
  • Must ensure that arrangements are in place in schools to support pupils at school with medical conditions. Must also publish information about the arrangements for the admission of disabled children, the steps taken to prevent disabled children being treated less favourably than others, the facilities provided to assist access of disabled children, and their accessibility plans.

The Inclusion Lead/SENCO

        • overseeing day-to-day operation of school’s SEN policy;
      • Working closely with the teacher in charge of the Visually Impaired Unit to ensure outstanding support is provided for the children with visual impairments and to ensure these children are fully included into school life.
        • coordinating provision for children with SEN;
        • liaising with designated teacher where a Looked after Child has SEN;
        • advising on graduated approach to SEN Support;
        • advising on use of delegated budget/ other resources;
        • liaising with parents of children with SEN;
        • links with other education settings and outside agencies;
        • liaising with potential next providers of education;
        • working with head and governors on Equality Act; and
        • ensuring that SEN records are up to date.

Duties for the class teacher include:

Classroom and subject teachers are at the heart of the new SEN Support system, driving the movement around the four stages (assess, plan, do, review) of action with the support guidance of the SENCO and specialist staff.

The classroom teacher should:

  • Focus on outcomes for the child: Be clear about the outcome wanted from any SEN support.
  • Be responsible for meeting special educational needs: Use the SENCO strategically to support the quality of teaching, evaluate the quality of support and contribute to school improvement.
  • Have high aspirations for every pupil: Set clear progress targets for pupils and be clear about how the full range of resources are going to help reach them.
  • Involve parents and pupils in planning and reviewing progress: Seek their views and provide regular updates on progress.

Teaching Assistants:

  • TAs are part of the whole school approach to SEN working in partnership with the classroom/subject teacher and the SENCO to deliver pupil progress and narrow gaps in performance.
  • It is for schools to decide how they deploy teaching assistants depending on their level of experience. To be most effective the support they give should be focused on the achievement of specific outcomes within the graduated approach to SEN support agreed with parents in the context of high quality teaching overall.
  • TAs can be part of a package of support for the individual child but should never be a substitute for the teacher’s involvement with that child.

ALLOCATION OF RESOURCES

The SEND budget is managed by the Senior Leadership Team. It is allocated to fund the provision of interventions as identified on the school provision map.

The SENCO receives an allocated budget to purchase SEND resources.

The school is resourced for the inclusion of children with visual impairments and this unit is funded by the LA.

COMPLAINTS PROCEDURE

Any complaint made by pupils, parents/carers or staff about SEND provision, or any other SEND issue, will be heard by the class teacher, Senco, Head Teacher or outside agency, as the complainant wishes in accordance with the school’s complaints procedures. (See Complaints Policy)

If the LA refuses to make a statutory assessment of a pupil’s needs, the parents/carers must be informed by the LA of the reasons for such a decision and of their right of appeal to the SEND Tribunal, and the availability of parent partnership and disagreement resolution services. This right also applies if there is a complaint about the provision detailed in a statement.

ASSESSING AND REVIEWING PROGRESS

Classroom or subject teacher working with the SENCO should assess where a child is not making adequate progress, despite high quality teaching targeted at an area of weakness.

They should draw on evidence from a clear analysis of pupil’s need such as:

    • teacher’s assessment and experience of the pupil;
    • information on pupil progress, attainment, and behaviour;
    • individual’s development in comparison to their peers;
    • the views and experience of parents;
    • the child’s own views; and
    • advice from external support services.

POLICY EVALUATION

The school’s Inclusion Policy should be evaluated annually by the Governing Body, Head Teacher and Inclusion Lead.

It will be deemed successful if:

  • the school ensures that any child’s SEND is identified early.
  • the culture, practice, management and deployment of resources designed to ensure all children’s needs are met.
  • the school exploits ‘best practice’.
  • those responsible for SEND provision take into account the views of the parents and (usually) the child.
  • SEND provision, recorded in teachers’ weekly or daily teaching plans, is judged effective.
  • provision and progress are monitored and reviewed at least termly.
  • there is co-operation between all agencies.
  • EHCP are clear and detailed, specify monitoring arrangements and are reviewed annually.
  • Inclusion teacher and staff receive appropriate inset training.
  • the Governing Body is kept informed of SEND issues.

GLOSSARY

Annual review/Person Centred review:

The review of an Education and Health Care plan (EHCP) or statement of SEND conducted within 12 months of making the EHCP or statement or the previous review. In Bolton, Year 6 reviews are conducted in the Autumn term.

Disagreement Arrangements:

All LAs must provide arrangements to help prevent or resolve disagreements between parents, whose children have SEND, and the LA or school. They must include an independent element.

Education Health and Care Plan (EHCP)

A document which draws together the needs of the child and states what additional support is needed. The plan runs from 0-25 years old.

Early education settings:

Providers in receipt of government funding to deliver early education.

Foundation stage:

Begins when the child reaches the age of 3 and continues until the end of the Reception year. It prepares children for learning in Year 1, when programmes of study for Key Stage 1 are taught.

Graduated approach:

A model of action and intervention in schools to help children with SEND. The approach recognises that there is a continuum of SEND and that, where necessary, increasing specialist expertise should be brought to bear on the difficulties that a child may be experiencing.

Teaching Assistant (TA):

A widely used term for what is known in Bolton as a Special Needs Assistant (SNA). SNAs provide in-school support for pupils with SENDs. They normally provide close support to the individual pupil (who may have an EHCP), and those responsible for teaching him/her.

Occupational therapy:

The use of purposeful activity and play to help a child attain maximum levels of functional performance.

Parent Partnership Services:

Provide advice and information to parents whose children have SENDs.

Pupil Referral Unit/ Forwards Centre:

A school establishment, maintained by the LA, specially organised to provide education for pupils who could not otherwise receive suitable education because of illness, exclusion or any other reason.

SEND Tribunal:

An independent body with jurisdiction for determining appeals by parents/carers against LA decisions on assessments and statements.

Special Educational Needs:

A child has a special educational need if there is evidence that current rates of progress are inadequate.

Special school:

A school which is specially organised to make special educational provision for pupils with SENDs.

Speech and language therapy:

This is a health care profession, enabling pupils with speech and language and communications difficulties to reach their full potential and achieve independence in all aspects of life.