Special Educational Needs and Disability policy

 

Introduction

Kingsway Primary School has implemented the Special Needs Code of Practice.

A child has special educational needs if he or she has a learning difficulty, which needs special educational provision to be made for him or her. A learning difficulty means that the child has significantly greater difficulty in learning than most children of the same age. Or, it means that a child has a disability, which prevents or hinders him or her in 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.

Children come to our school with a variety of needs. Each child has a right to have those needs recognised and met. We aim to give all children access to the National Curriculum by recognising those needs and differentiating our resources and practice.

We believe that family involvement is important in the support of our pupils, so we aim to involve parents and carers fully in assessment and provision. We make sure that all children on our SEND Register are integrated fully into mainstream classes and supported by all staff members, according to their individual needs.

 

The Code of Practice

The fundamental principles of the code are that:

 the needs of all pupils who may have Special Educational Needs either throughout, or at any time during, their school careers must be addressed;

 there is a range of needs and an equally wide range of support to meet those needs;

 children with SEND require the greatest possible access to a broad and balanced curriculum and much pastoral support as they can be more at risk from prejudice;

 the needs of the majority of children will be met in a mainstream setting, but some withdrawal may be necessary;

 the knowledge, views and experience of parents and carers are vital;

 effective assessment and provision will be secured where there is partnership between parents and carers, children schools, the Local Authority and other relevant agencies.

 

To meet these principles:

 teachers will identify any children who may have SEND so that they can be assessed as soon as possible;

 all children should receive provision from the most appropriate agency. In most cases this will be the school;

 at School Action Plus and above external agencies may be called in, where needed;

 the Local Authority must make assessments in accordance with the SEN Code of Practice.

 

This means that the Local Authority must:

 work within prescribed time limits,

 write clear thorough statements, setting out the child's educational and non-educational needs, objectives to be secured and provision to be made,

 ensure the annual review of the special educational provision is arranged for the child and that targets are updated and monitored.

 

" Special educational provision will be most effective when those responsible take into account the ascertainable wishes of the child concerned, considered in the light of his or her age and understanding. There must be close co-operation between all the agencies concerned and a multi disciplinary approach to the resolution of issues." From: The Code of Practice.

 

 

 

Objectives

In order to achieve these aims the following objectives are set:

 the school will update the Register, which contains the names of all of the children with SEND, at least once a term,

 the school will identify children with SEND as soon as is possible, and in accordance with the staged approach outlined in the Code of Practice,

 the school will review individual Education Plans at least termly, if appropriate, with input from teachers, parents and carers and involved Agencies wherever possible;

 parents and carers will be kept informed at all times,

 the school will maintain clear and up to date records at every stage,

 the school will refer children to appropriate Agencies where needed,

 the school will monitor pupils’ progress in Literacy and Numeracy, implementing intervention programmes as appropriate.

 

The Governors and Staff Roles

The designated SEND Governor is Ms Bowes. She keeps an overview of the SEND provision being made. The Governing Body, in conjunction with the head teacher, have responsibility for the school's general policy and approach to provision for children with SEND including the allocation of resources.

 

The governing body reports annually to parents and carers on the implementation of the SEND policy and ensures that the school is accountable for the provision it makes. The head teacher is the designated responsible person in overall charge of the management of SEND provision and its resourcing. The head teacher works closely with the Special Educational Needs Co-ordinator (SENCO).

 

The SENCOs are responsible for the day to day implementation of the provision.

Mrs Cowell as SENCO or another member of staff delegated

They are responsible for:

 liaising with and advising colleagues

 co-ordinating the provision for children with SEND

 overseeing the records of pupils with SEND

 liaising with parents and carers of children with SEND

 dealing with SEND administration

 liaising with and co-ordinating external Agencies

 contributing to the In-service training of staff

 maintaining the Register

 managing the teaching assistants and individual support assistants

 

Class teachers have responsibility for the children with SEND in their class:

* planning and delivering a differentiated curriculum

* collecting and gathering information.

* liaising with parents and carers as well as external agencies, TAs , other support staff and colleagues, where necessary.

* planning, monitoring and evaluating IEP targets

* evaluating progress of SEND pupils

* attending INSET and training sessions.

 

Teaching assistants who are directly involved with a child or group of children will liaise with the class teacher and SENCO in order to plan for, and meet the needs of, that child. The SENCO will monitor pupils’ progress regularly. Wherever possible the school provides TAs to support children in the classroom. Children with statements of Special Needs may have TA support.

 

Admission Arrangements

We encourage parents, carers and children visit the school; we hope that parents and carers will voice any concerns they might have about their child's integration into school before admission.

 

Identification, Assessment, and Provision for Pupils with SEND.

Early identification of pupils with SEND is a crucial factor in overcoming barriers to learning. The SENCOs liaise with the Headteacher and Assessment Co-ordinator to interrogate school tracking data, RAISEonline data and FFT. P scales and PIVATS are integrated with whole school assessment and moderation.

We also use a number of additional indicators to identify pupils with SEND including:

 close analysis of EYFSP, SATs, Criterion Scale for writing, APP and other assessments

 any teacher or support staff concerns

 parental concerns

 tracking individual progress over time

 information from previous schools or settings

 information from other services.

 

Teachers use a wide range of strategies, including multi-sensory and dyslexia-friendly strategies to meet the needs of pupils with SEND. Lessons have clear aims and success criteria, are differentiated appropriately and assessed to inform the next stage of learning.

Individual education Plans feature significantly in our SEND provision. They contain SMART targets to ensure that all pupils experience success.

They are reviewed termly or more often, if required, through consultation between class teacher, SENCO, TA, any involved agencies, children and parents and carers. The Headteacher monitors targets informally throughout the year.

In accordance with the Disability Equality Act 2010, reasonable adjustments are made to ensure that all children  receive full access to a broad and balanced curriculum.

The school’s Positive Behaviour policy for pupils and its consistent approach and methods of recording concerns make it an invaluable tool in highlighting individual emotional and behavioural problems.

Sick Children

The Local Authority must ensure that suitable education is provided for children who are not able to attend school due to illness or injury. This education may be offered by a hospital school, through home tuition, or by a combination of these. The mainstream school has a vital part to play in supporting the education of sick children on roll and the governing body ensures that there is close liaison between teachers in the school and the Local Authority hospital/home tuition service. This means that the children have appropriate programmes of work, maintain social contacts and re-integrate smoothly on return to school. The Headteacher will notify the Local Authority or the ESW if a child is, or is likely to be, away from school due to illness or injury for more than three weeks.

 

Evaluating Success

The criteria for success of the SEND provision is as follows:

* SEND Register to be updated at least once a term

* IEP meetings to be held termly and all action highlighted implemented. All associated paperwork to be forwarded to parents and carers, relevant agencies

* parents and carers to be kept regularly informed and involved; children to be involved, as appropriate

* SENCOs to be available to speak to parents and carers about IEPs at school open evenings

* relevant SEND paperwork to be filed in central location for each department

* school to involve external agencies where appropriate to a child's needs

* agencies to be managed effectively by SENCOs and headteacher

* INSET/SEND updates passed on to colleagues where appropriate

* SENCOs / Headteacher to monitor impact of TA support.

 

Partnership with Parents and Carers

Arrangements for including parents and carers of children with SEND will follow the procedures outlined in this Policy:

* parents and carers will be kept informed of progress through IEP meetings, parent surgeries, report evenings, phone calls, letters and by word of mouth

* we encourage parents and carers to discuss any concerns regarding their children. This can be done through the class teacher or SENCOs by arranging a meeting. Interpreters can be arranged for those parents and carers who would like it

* parents to receive copies of individual Education Plans termly

 

External Agencies

A wide variety of agencies are available to support children with SEND. The school refers to, and liaises with the following services:

* Neighbourhood Early Years Service

* the school nurse

* the Educational Psychologist

* the Educational Welfare Officer

* the Speech and Language Service

* Occupational Therapy Service

* Visually and Hearing Impaired Support Service

* Child and Adolescent Mental Health Service (CAMHS)

* Outreach Services.

 

We co-operate and liaise with other mainstream and special schools in whatever way appropriate and necessary, particularly at any transfer / transition.

 

Arrangements for Complaints

Any complaints regarding SEND provision should be discussed with the class teacher or the SENCO in the first place. If this fails to provide a satisfactory answer the issue should then be raised with the headteacher. If this fails to resolve the complaint a group of governors, will hear the complaint with the head teacher and SENCO giving their case.

Conclusion

Kingsway Primary School makes certain that pupils with special educational needs play a full and active part in the life of the school. All children are valued for their uniqueness and are supported to fulfil their potential. It is important to us that all pupils succeed.

Other Relevant Policies and Procedures

1. Sex and relationship education policy

2. Behaviour policy

3. Race equality policy

4. Child Protection policy

5. Inclusion policy