Comberton Village College by Oe16Avx


									                                 COMBERTON VILLAGE COLLEGE
                              SPECIAL EDUCATIONAL NEEDS POLICY

                                                                                         Page number
Introduction                                                                             1
Principles                                                                               2
Objectives                                                                               3
Information about the School’s SEN Department                                            3
Information about the School’s Arrangements For In-Service Training In SEN               4
Information about Admission Arrangements                                                 4
Policy for the Identification and Assessment of SEN                                      5
Policy for the Provision for Pupils with SEN                                             5
Information about the Graduated Response to Meeting SEN                                  6
Policy for the Provision for Pupils Absent from School on Medical Grounds                8
Policy for Parent Participation                                                          9
Policy for Pupil Participation                                                           9
Information about Transition Arrangements                                                9
Complaints Procedure                                                                     10
Criteria For Evaluating the Success of the SEN Policy                                    10


At Comberton Village College we aim to work with all pupils in ways that enhance self-esteem and
confidence and encourage them to take responsibility for themselves and their learning.
It is our objective to identify pupils who may have special educational needs (SEN) as swiftly as
possible, to assess these needs and to work from the pupil’s strengths in order to meet identified
needs and address weaknesses. We accept that children have SEN if they have significantly greater
difficulty in learning than the majority of their peers, or they have a disability that prevents them from
making use of the educational facilities generally provided for pupils their age in the college. We
recognise that pupils with SEN do not form a fixed group and that the SEN of individual pupils may
vary over time.
We hold that individual needs are best addressed by thinking about how we present the curriculum.
We value differences between pupils and recognise that the school should employ a range of flexible
responses to accommodate their diversity and to meet the many and various needs they present. We
recognise the potential of factors within the school environment to prevent or exacerbate problems
and we are committed to maintaining an inclusive culture that does not discriminate against any pupil,
regardless of disability or special educational need. We are committed to taking all reasonable steps
to ensure that the inclusion of a pupil with learning difficulties is not incompatible with the efficient
education of other pupils.
It is our objective to seek and take into account the views of the pupils during the process of
identification and assessment of SEN, when designing individual educational plans and when drawing
up individual programmes to address SEN.

Furthermore, we recognise the importance of genuine communication and partnership between
school and parents, we respect the validity of differing perspectives and we acknowledge the
importance of parental knowledge and expertise in relation to their own child.
We recognise that pupils with SEN may include a cohort of pupils described as Gifted and Talented.
The school has a separate policy in place governing its work with these pupils. Please refer to that
policy for more detailed information.
Issue A, dated January 2009                         1
Policy Introduced Jan 2009
Issued by L Davies

Our SEN policy is founded on the following principles:

Worth:              All pupils are of equal worth regardless of their ability, gender, race or background.
Inclusion:          Children have an entitlement to be educated alongside their peers in their local
                    community. The school setting and facilities should assist access for disabled
Opportunity:        All pupils should have equal access to the resources and opportunities available in
                    the school.
Entitlement:        All pupils should be offered high quality, well-planned and well-organised teaching
                    that offers them access to a broad, balanced and relevant education. Every
                    teacher is responsible for teaching each child within his/her class. All pupils should
                    follow the National Curriculum wherever possible, with tasks and resources
                    differentiated to match their individual ability. All pupils should be given
                    opportunities to have their achievements accredited, and they should be
                    encouraged to transfer to further education on leaving the College at the end of
                    Key Stage 4.
Growth:             The education we provide should contribute to the individual’s emotional, physical,
                    intellectual and spiritual growth so that pupils can develop and test their personal
                    values and attitudes.
Progress:           Where current rates of progress are inadequate, we should intervene to ensure
                    that SEN are swiftly identified and assessed. We should adopt a graduated
                    response to meeting individual SEN. Work for pupils should be selected and
                    planned to ensure that their skills and understanding progress at an appropriate
Continuity:         There should be continuity of learning for each individual. When pupils move on to
                    new courses or change teachers, details of their previous work and development
                    should inform the planning of their future programmes.
Participation:      Pupils should be given opportunities to develop their understanding of their own
                    learning processes and be encouraged to develop problem-solving skills and
                    explore ways to express themselves. They should be able to express their views
                    and wishes about their individual educational needs. ‘The views of the child
                    should be given due weight according to the age, maturity and capability of the
                    child.’ (see Articles 12 and 13, The United Nations Convention on the Rights of the
Evaluation:         Pupils’ SEN, the action taken to address these needs and the outcomes of any
                    interventions should be recorded. This information should be shared with the
                    child’s teachers and with his / her parents. Pupil progress should be monitored
                    carefully and evaluated regularly. The evaluation process should be used to
                    inform planning for individual pupils.


Issue A, dated January 2009                            2
Policy Introduced Jan 2009
Issued by L Davies
Comberton Village College aims to develop the full positive potential of every individual pupil in its
care and it recognises that this means the full development of the different parts of individuals’ lives.
It is the duty of the College to provide opportunities, through its mainstream academic and pastoral
organisation, that ensure that the skills and understanding of all pupils may progress at an
appropriate pace, and we are committed to raising the achievement of all our pupils. To this end, we
have drawn up the following objectives that relate specifically to SEN:

   to work within our own setting and with other professionals to ensure that SEN are identified early
    and assessed carefully.
   to provide opportunities for all pupils to take an active role in their own learning.
   to encourage an active partnership with parents in their children’s learning.
   to offer every pupil the special educational provision she/he requires, so that the continuum of
    need in the school is matched by a continuum of provision.
   to provide continuity of learning for every pupil and to use regular evaluation of pupil progress to
    inform future planning.
   to co-ordinate support for pupils with SEN across the College and to undertake regular monitoring
    and review of our allocation of resources, the provision made for individual pupils and the
    progress of pupils with identified SEN.


The school’s Special Educational Needs Co-ordinator (SENCo) is Lil Davies. She is also the school’s
Designated Teacher for Child Protection and the Designated Teacher for Looked After Children. The
SENCo has responsibility for co-ordinating SEN provision across the school and for managing the
SEN Department, known as ‘The Centre’. Members of the Centre staff include learning support
teachers (LSTs), teaching assistants (TAs), teacher-counsellors and administrative support staff . It
is the SENCo’s responsibility to manage the LSTs and TAs, as part of the school’s Performance
Management Programme.

The main SEN specialisms to be offered by the department are:
 teaching pupils with specific learning difficulties;
 developing fine and gross motor skills and appropriate social skills;
 developing communication / language skills;
 supporting and counselling pupils with emotional, behavioural or other difficulties, including social

The Deputy SENCo, Lynn Stewart, is able to carry out assessments and submit requests for special
examination arrangements for Key Stage 3 SATs and GCSE examinations for pupils with identified
SEN. The Centre is housed in a suite of rooms comprised of two classrooms, three interview rooms
and an office.
The school Governors present a report to parents on the SEN provision at school as part of their
Annual Report to Parents.


All teachers have responsibility to teach all pupils within their classes. At the start of each academic
year, every member of the teaching staff is given detailed information about pupils with identified
SEN. This information includes a description of the pupil’s areas of weakness and relative strengths,
general objectives, useful strategies and proposed provision.

Issue A, dated January 2009                         3
Policy Introduced Jan 2009
Issued by L Davies
As part of Performance Management, staff are asked to identify their training needs, and this includes
any training needs related to teaching pupils with SEN. Courses and training opportunities are then
matched to individuals within the context of the school’s development plan. In-service training in SEN
is offered to all members of staff through a range of activities and approaches. These include
presentations by members of external agencies, such as educational psychologists, health workers
and specialist teachers from support services such as the Visual or Hearing Impairment Services.
They also include presentations at staff meetings and department meetings by members of the
school’s SEN Department, and written information about particular issues of concern.

The school has established a group of teachers, drawn from all curriculum areas that meets each half
term to share good practice in addressing SEN and to raise matters of concern. This group is called
the LINKS group. Representatives gather information from their departments prior to meetings, and
share information and insights gained at the meetings with departmental colleagues.

Furthermore, the Centre is represented by the SENCo, learning support teachers and / or learning
support assistants, (TAs), on various school working parties, committees and management groups,
including Pastoral Heads and Heads of Departments and these forum provide opportunities for the
dissemination of good practice and the communication of matters of concern.


Admission arrangements for pupils with SEN are the same as for all other pupils. Pupils will be
admitted into Year 7 without reference to ability or aptitude. The admissions criteria to be applied if
places are over-subscribed are :

1.       Proven medical grounds requiring certification by an appropriate doctor that explains why it is
         essential for the pupil to be admitted to Comberton Village College on medical grounds.
2.       Children living in the designated catchment areas of the primary schools named in criterion 3.
3.       Pupils from the following schools:     Barton               Bourn
                                                Caldecote            Comberton Meridian
                                                Coton                Haslingfield
                                                Hardwick             Monkfield Park, Cambourne.
                                                                     The Vine, Cambourne
4.       The attendance of a sibling at the school at the time of admission.
5.       The distance between home and school as measured in a straight line.

We accept our duty to ensure that the school’s physical environment facilitates the inclusion of
disabled students.


We will work with primary feeder schools, well in advance of transfer, to gather information about
pupils. At the start of the school year this information is shared with staff who will work with the

We will encourage parents to discuss concerns and insights about their children with the school, so
that information about a pupil can be shared and ideas exchanged.

We will encourage pupils to request support if they feel that they are not making adequate and
appropriate progress.

Issue A, dated January 2009                         4
Policy Introduced Jan 2009
Issued by L Davies
We will employ a variety of assessment methods to establish the nature and scope of SEN, including
the use of assessment tests as appropriate and the careful monitoring of individual progress including
progress towards agreed targets, in keeping with a graduated approach of action and intervention to
help pupils with SEN.

We will foster good liaison with outside agencies, to ensure that assessments of SEN are carried out
thoroughly and professionally. The external agencies include the following:

       The Educational Psychology Service;
       The Secondary Support Service;
       The School Medical Service;
       The Hearing Impairment Service;
       The Visual Impairment Service;
       Speech Therapy;
       Occupational Therapy;
       Child and Adolescent Therapy Centres;
       Youth Workers;
       The Connexions Service;
       The Educational Welfare Officer (EWO).


We will provide a graduated response to meeting SEN. This response, outlined in the ‘SEN Code of
Practice’, (DfES, November 2001), contains a wide range of strategies, actions and procedures and is
described in the following section of this policy, headed ‘Information about the Graduated Response
to Meeting SEN.’ Differentiation will take place in all curriculum areas, to ensure that tasks set in
class and for homework are well-matched to the individual ability and preferred learning style of each

We will take reasonable steps to ensure that the inclusion of pupils with SEN is compatible with the
education of all pupils, including:
 developing good self-esteem through acknowledgement of a pupil’s strengths and achievements;
 using flexible classroom grouping arrangements;
 extending good practice when working with pupils with SEN to all pupils;
 ensuring that communication between teachers and pupils takes into account the language
   development of all pupils.
 matching teaching and learning styles;
 using individual target setting to ensure that small steps of progress can be noted as well as
   progress towards externally determined goals
 reviewing pupil progress regularly, communicating the results of reviews with pupils and their
   parents and using information gathered through the review process to assist planning the next
   stage of the programme.


In many cases, action taken in response to concerns about pupil progress leads to the pupil’s
difficulties being resolved. However, there may be triggers for intervention that require a more
sustained approach and interventions may be designed that are additional to or different from those
provided as part of the school’s usual differentiated curriculum. These interventions are known as
‘School Action’ or ‘School Action Plus’. In addition, for a very small number of pupils with very
Issue A, dated January 2009                       5
Policy Introduced Jan 2009
Issued by L Davies
persistent SEN, a Statement of SEN may be provided. The school has a duty to inform parents that
special educational provision is being made for their child.

School Action
The triggers for School Action occur when, despite receiving differentiated learning opportunities, a
child fails to make adequate progress because of :
 little or no progress in his / her area of weakness;
 difficulty developing functional literacy or mathematical skills;
 persistent emotional or behavioural difficulties;
 sensory or physical problems that have an adverse affect on learning;
 communication or social interaction difficulties

At this stage, information about the child is gathered. Subject teachers are briefed about the nature
and extent of individual needs as well as successful strategies that have been used with the pupil in
the past, to promote consistency in setting learning and teaching objectives for each pupil. Subject
teachers and pastoral staff remain responsible for working with the pupil on a daily basis. They take
an active part in the planning and delivery of an individualised programme. The views of the child are
taken into account and parents are informed. An Individual Education Plan (IEP) is usually drawn up.
IEPs are used to record only that which is additional to or different from the differentiated curriculum.
The plan includes information about objectives for the child, short term targets, teaching strategies to
be used, the provision being put in place for the child and the review date. At the time of the review,
the outcomes of the programme are recorded and parents are informed.
Interventions that may be used at this stage include:

   inclusion in small groups such as Breakfast Literacy or Numeracy;
   tuition outside the classroom in a pair / small group to address a particular issue;
   inclusion in a lunchtime group, such as Reading Club or Social Skills;
   use of special resources or equipment.

School Action Plus
The triggers for School Action Plus occur when, despite receiving an individualised programme and /
or concentrated support under School Action, the child:

   continues to make little or no progress in specified areas;
   continues working at national curriculum levels substantially below that expected of the peer
   continues to have difficulty developing functional literacy or mathematical skills.
   has emotional or behavioural difficulties that substantially and regularly interfere with their own
    learning or that of their class;
   has sensory or physical needs and requires additional specialist equipment or regular input from a
    specialist service;
   has ongoing communication or interaction difficulties.

At this stage external support services are usually consulted about the child. The SENCo and
teaching staff consider a range of different teaching approaches, equipment and teaching resources.
A new IEP is drawn up. General objectives for the child are reviewed and possibly amended, and
new and appropriate targets are set. The child’s teachers continue to have responsibility for
delivering the curriculum and for implementing the IEP as far as is practical in the classroom, but the
level of intervention is usually increased: the level of support in class may increase, and / or the child
may be offered an individual programme delivered outside the mainstream classroom. The child is
consulted and the child’s parents are encouraged to share their understanding of their child and
Issue A, dated January 2009                          6
Policy Introduced Jan 2009
Issued by L Davies
insight into his / her learning needs. Progress is reviewed in relation to targets and objectives at least
twice a year and parents are informed.
Interventions that may be used at this stage include:
 individual tuition;
 counselling;
 inclusion on the Personal Challenge Project;
 inclusion in a small group, such as Sports Skills, to follow a specialised programme;
 an individual programme designed by a professional from an external agency.

Statutory Assessment and Statements of Special Educational Need
For a very small number of children, the help provided through School Action and School Action Plus
may not be sufficient to enable adequate progress. In consultation with parents and external
agencies, the school may ask the LEA to carry out a Statutory Assessment of the pupil. This
assessment may in turn lead to the provision of a Statement of Special Educational Need. If the LEA
accepts the request for a Statutory Assessment, the school undertakes to gather records and
information about the child’s history of learning difficulty, including the school’s action through School
Action and School Action Plus, IEPs for the child, records of reviews and outcomes, National
Curriculum levels, assessments carried out and any involvement from other professionals. The
school also provides educational advice to the LEA.

When a Statement of SEN has been written for a child, the school ensures that teachers are informed
about the objectives for the child contained in the Statement, and the child’s progress is monitored
throughout the school year. IEPs are drawn up, targets are set for the child, and resources, specialist
equipment and teaching strategies are described. Outcomes are noted and the IEP is reviewed at
least twice a year, and more frequently if there are significant changes in the child’s circumstances.
The school involves parents and the child when planning ways to address the child’s SEN, target
setting and reviewing outcomes. The school adheres to LEA procedures for conducting Annual
Statement Reviews.


We recognise that all pupils should have access to as much education as their medical condition
allows. A pupil who is unable to attend school because of illness or injury should have his / her
educational needs identified and be offered educational support swiftly and effectively. We will work
with parents, Health Authorities and the Educational Welfare Officer to ensure early identification of
absence on account of health problems.

For absences that are expected to last for 15 days or less, we will liaise with the pupils’ parents to
provide them with homework as soon as they become able to cope with it. For absences that are
expected to last for more than 15 days, the SENCo will ensure that a Personal Education Plan (PEP)
is drawn up within five working days to safeguard the pupil’s entitlement to receive the same range
and quality of educational opportunities as he / she would have done in school. A key person will be
nominated to liaise with parents and outside agencies. Guidance from parents will be sought and
advice taken on appropriate strategies to promote the pupil’s educational welfare. Support will be
sought quickly from relevant services such as the Secondary Support Service, Health and Social

The PEP will include a description of the pupil’s special circumstances, relevant key dates, outside
agencies involved with the pupil and a description of the support they are able to offer, an individual
plan for ensuring continuity of education, including the provision of assessment and curriculum plans,
arrangements for liaising with parents and home/hospital teachers, including regular review meetings
Issue A, dated January 2009                         7
Policy Introduced Jan 2009
Issued by L Davies
and a re-integration programme. Copies of this plan will be provided to the pupil, their parents and
home/hospital teachers. The over-riding aim of every individual plan will be to provide a continuum of
high quality education. The school will work closely with parents and external agencies to ensure
reasonable and adequate progress is maintained as far as possible, and that the pupil is enabled to
rejoin his/ her peers in mainstream school and to work at appropriate levels across the school
curriculum when his / her health permits. The nominated key person for the pupil will undertake to
liaise with the home or hospital tuition service. The school will supply course outlines and
programmes of work to be undertaken by the pupil whilst he / she is away from school, and work
returned to school will be assessed. Information and Communication Technology (ICT) will be used
wherever possible to aid communication. The school will assist the pupil to prioritise work demands
during the period of absence. The school will monitor progress.

Reintegration into school will be prepared for thoroughly. The school will consult with parents and
home and / or hospital tutors and the pupil to discuss concerns, medical issues, timing and pace of
return. The school will maintain an appropriate, positive relationship with the pupil throughout the
period of absence from full-time attendance. A support plan will be drawn up and agreed prior to
reintegration, to help the pupil adjust to the rigours and demands of daily school life. Copies of this
plan will be provided to the pupil, their parents and home/hospital teachers. Support will be provided
to help with social integration and to ensure that any apparent gaps in learning are addressed quickly.
Pupils approaching public examinations will be offered targeted help to complete coursework
requirements. Special examination arrangements may be requested and special consideration may
be sought, if appropriate. Preparation for transition to Post-16 education will be carefully undertaken,
e.g. the Connexions Service may work with the young person to assist them to make a good

Once the pupil has returned to school, the school will work to promote the full physical and mental
health of the pupil. Steps that may be taken to achieve this include:
 positive classroom management techniques to promote positive behaviour, social development
   and self-esteem;
 additional support in class and / or individual support for the pupil;
 additional therapeutic work delivered by health specialists or by school staff under the direction of
   health specialists;
 counselling;
 support with medication;
 effective links with parents.

The school will monitor its own performance in this area.


Communication with parents about SEN will be open and designed to promote positive home-school
partnerships. Information about SEN for parents will be presented in a variety of ways: the school
web-site will include information about SEN; parents will be contacted by telephone or e-mail as well
as by letter, and parents will be invited to attend meetings with key members of staff or special events
along with other parents to talk about particular issues or concerns. We recognise the pressures that
parents may be under because of their child’s SEN and we will endeavour to remove barriers to
communication that might contribute to this pressure. The Centre may, for example, act as a clearing
house to disseminate information from parents to a number of individual members of staff.

Issue A, dated January 2009                        8
Policy Introduced Jan 2009
Issued by L Davies
We will actively encourage parents to share their knowledge and experience of their child with us.
We will accept that parents’ views and insights may differ from those held in school, and we will
acknowledge the value of differing perspectives when considering the SEN and strengths of a child.
We will gain parental permission before referring a pupil to an outside agency for assessment or

We will inform parents about the LEA Parent Partnership service and if they wish, offer them help to
contact support groups in the voluntary sector connected to SEN.


We will use a range of approaches to facilitate pupil participation. Strategies to promote and monitor
inclusion and participation will include the peer mentoring programme, the school council and the
pastoral support system.

We will regularly consult pupils about their SEN. They will also be consulted about target setting and
provision when IEPs are being drawn up, they will be encouraged to monitor their own progress and
they will be consulted when IEP outcomes are under review.

We accept that pupils make most progress when they feel that their curriculum is relevant and
meaningful, and we will therefore endeavour to engage pupils in thinking about their own learning and
about the significance of the curriculum.

We recognise that pupils with sensory impairments, physical disabilities or communication needs may
need help in order to communicate their thoughts and needs and to participate fully in the life of the
school, and we will make the arrangements that are necessary for this to happen. We will be careful
to avoid creating or maintaining barriers to inclusion.


Prior to transfer to Comberton Village College at the start of Key Stage 3, parents and teachers are
usually consulted about the SEN of the new intake and arrangements are made for additional visits
to the college by identified pupils, either individually or in small groups, and for staff from the college
to visit the children in their primary schools. These visits are in addition to the Open Evening and
New Intake arrangements offered to all pupils at this stage.

Work is done to ensure pupils with SEN make a successful transition at the end of Key Stage 4. We
work closely with members of the Connexions Service to ensure that pupils who are likely to need
additional guidance and information are identified early. Work begins in Year 9, around the time
pupils are making their Option choices for Key Stage 4. They and their parents are offered
appointments with personnel from the ‘ConneXions’ Service to explore their interests and help them
to develop an awareness of possible courses of action. All pupils take part in two weeks of work
experience towards the end of Year 10. Some pupils need sustained guidance and support at this
stage, in order to develop self-confidence and extend their life skills. During years 10 and 11,
arrangements are often made for a pupil to visit a college of Further Education to taste a particular
course before she / he has to make a final choice. For a relatively small number of pupils an

Issue A, dated January 2009                          9
Policy Introduced Jan 2009
Issued by L Davies
extended work experience placement may be considered, or even part-time placement on a course at
a college of Further Education.

Some pupils are offered the opportunity to take Core Skills, a non-exam subject at Key Stage 4.
These pupils generally have identified SEN and a history of support at either School Action or School
Action Plus. They are offered support with coursework and revision, and are encouraged to develop
effective study skills within a small group.

A number of curriculum areas offer pupils who may be having difficulty managing all the requirements
of a full GCSE subject, the opportunity to work at Certificate of Achievement level.
Pupils who may need to have special examination arrangements, either for their Key Stage 3 National
tests or for GCSE / end of Key Stage 4 assessments, are assessed and the relevant examining
bodies are consulted about appropriate and fair arrangements.

Pupils who have a Statement of Special Educational Need are given a Transition Plan at the Annual
Statement review held during Year 9, and at subsequent review meetings this plan is reviewed and

The complaints procedure for any matter concerning SEN provision is the same as for any other
curriculum area. In the first instance, a complaint should be taken to the Head of the SEN
Department. If the issue cannot be resolved by reference to the SENCo, it can be referred on to the
Principal and if no resolution is possible there, then on to the Chair of the Governing Body.


The progress of pupils with SEN is adequate, using one or more of the following measures:
 the attainment gap between them and their peers closes;
 the attainment gap is prevented from growing wider;
 their rate of progress resembles that of their peers starting from the same attainment baseline;
 their rate of progress matches or betters the pupil’s previous rate of progress;
 access to the full curriculum is ensured;
 an improvement in self-help, social or personal skills is demonstrated;
 the child’s behaviour demonstrates improvement;
 their rate of progress is likely to lead to accreditation;
 their rate of progress is likely to lead to participation in further education.#
 The proportion of pupils with SEN who have a good relationship with one or more teachers or
 The number of pupils with Statements who are maintained successfully at CVC .
 The proportion of pupils and their parents who are satisfied with the provision made to meet their
 The extent and quality of differentiation taking place across the curriculum, including differentiated
   resources, differentiated tasks, differentiated behaviour management and differentiated language
   of instruction.
 The proportion of pupils who move from School Action Plus to School Action, and from School
   Action to normal differentiated provision.

Issue A, dated January 2009                       10
Policy Introduced Jan 2009
Issued by L Davies

To top