Stoke Park Infant School

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                              Stoke Park Infant School

                      Policy for Special Educational Needs

SEN Coordinator:                                  Sarah Morgan-Jones

Governor with Responsibility for SEN:             Julie Kirkby

Aims

All children will be valued equally, regardless of their ability and behaviour.

All children have a right to a broad and balanced curriculum, relevant and differentiated,
which demonstrates progression.

A broad range of teaching strategies will be used to meet the needs of all children.

Objectives

   At Stoke Park Infant School, we follow the model of action and intervention set out
    in the Code of Practice for SEN. We have a graduated response to SEN. Initially,
    the classteacher will take responsibility for meeting a child’s needs. Those children
    who continue to give cause for concern, and who require additional or different
    action to enable them to learn more effectively, will be supported at School Action
    and School Action Plus.

   We aim to identify all children with SEN as early as possible so that specific
    provision can be planned.

   All children with SEN will have individual education plans (IEPs), which will be
    reviewed at least termly.

   All children with SEN will have records kept. These records will include information
    about the child’s progress and behaviour in school, from the child’s early education
    setting or previous school, from the parents, and from health and social services as
    appropriate.

   All parents will have regular opportunities to discuss their child’s progress with
    classteachers and the SEN Coordinator. We recognise the value of parental
    knowledge and expertise in relation to their child. Parents will be given information,
    advice and materials so that they can feel confident about supporting at home.
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1. Coordination of SEN:

The SEN Coordinator will have non-contact time to coordinate special needs provision
within the school. Time will be used for:

   Overseeing the day-to-day operation of the school’s SEN policy
   Coordinating provision for children with special educational needs
   Liaising with and advising fellow teachers
   Individual performance management of learning support assistants
   Overseeing the records of all children with special educational needs and tracking
    progress
   Liaising with parents of children with special educational needs
   Contributing to the in-service training of staff
   Liaising with external agencies including the LEA’s support and educational
    psychology services, health and social services, and voluntary bodies.
   Liaising with the SEN governor
   Organising and running Confident Parents / Confident Kids courses including
    formulating funding applications and managing staff.
   Planning for SEN teaching including literacy and numeracy support, Nurture Group.

2. Admission Arrangements:

Children with SEN are not discriminated against in the school’s Admission’s policy. For
children with specific needs, the admission criteria may be adapted through consultation
with the Head Teacher, parents and LEA officers. At all times we act with regard to:

The Disability Discrimination Act in Schools


As a major part of Equal Opportunities legislation the Disability Discrimination Act (1999) in schools
means that it is unlawful to discriminate against a disabled person for a reason connected with their
disability. Discrimination occurs when any person in or connected with the school is treated less
favourably than someone else.

For all schools the areas of the Act that are most relevant are related to employment, the provision of
services through education to children and their parents/carers, and the school’s use as a community
building. Schools must also make “reasonable adjustments” to recruitment practices, to policies and
procedures and to buildings to ensure that they do not discriminate in the way they are implemented.
To ensure full access to the services offered, schools must provide auxiliary aids, eg information in
different formats if the communication need of the parent/carer or the child requires this.

Where physical barriers prevent people from accessing the services of the school, the service should be
provided by another reasonable means. From 2004, steps need to be taken to remove physical barriers
to education in all schools.



This school is fully committed to the above statement and will make all reasonable
arrangements to provide inclusive education and services for all those involved with the
school.
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3. Special Facilities:

       The school has three flat level classrooms and ramp access is provided to all
        classrooms from outside. There is a disabled toilet provided for children and
        adults. Space is available for a lift to be installed.

       Stoke Park Speech and Language Centre is located within Stoke Park Infant
        School, but it is a joint facility of Stoke Park Infant and Stoke Park Junior
        Schools. The Speech and Language Centre is resourced by Hampshire County
        Council as a specialist unit for children with language impairment living in
        Hampshire. The children all have a clearly identified speech and /or language
        difficulty as their primary area of need. Stoke Park Speech and Language
        Centre has the capacity to support a maximum of 14 children aged between 4 and
        11 years.

       The school offers a Nurture Group (known as Elmer friends) with a designated
        classroom, for children with emotional and behavioural difficulties. The group is
        staffed by the SEN Co-ordinator and a Learning Support Assistant, both
        qualified in the theory and practice of Nurture Groups.


4. Allocation of Resources:

The SEN element of the school’s budget share is used to employ Learning Support
Assistants to work with children in Y1 and Y2. LSAs are attached to individual classes
so that they may develop relationships and continuity and encourage transfer of
learning. Levels of support given to individual children, reflect the different levels of
need at School Action and School Action Plus. Children with statements of SEN have
staff allocated individually as specified. Children in the Foundation Stage are supported
by specialist Early Years support staff under the guidance and supervision of the
SENCo. Where appropriate, outside experts are employed for diagnosis and support for
children and for staff training.

5. Identification and Assessment and Review Arrangements

   As laid down in the Code of Practice for SEN , we aim to identify all children with
    SEN as soon as possible. Before children come into school, there is liaison with early
    education settings and background information is gathered. Home visits are made
    and parental contributions sought.

   Children are observed and assessed against the criteria laid down in the Foundation
    Stage Profile and the results of this are used to inform future planning. During
    their third term in school, children in YR are screened for dyslexia using Dyslexia
    Early Screening Test (DEST). Those children identified as being ‘strongly at risk’
    follow the SIDNEY programme in Y1.
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   On entry to Y2, children with learning difficulties undergo the Quest Diagnostic
    Test which assesses pre-skills and helps to identify how a child learns and where he
    or she has particular difficulty. Results of this test are shared with parents at the
    autumn parent/teacher interview and suggestions for home support added to the
    IEP.



   Other assessment materials available in the school are:


        British Picture Vocabulary Scales
        Canterbury and Thanet Language assessment
All teachers have copies of Dyslexia, ADHD and Dyspraxia profiles.

   Any concerns a teacher may have are discussed with the SEN Coordinator and
    appropriate teaching strategies and support are discussed. Individual Education
    Plans (IEPs) are drawn up for all children with identified special needs. All the
    adults concerned with a child are consulted, eg classteacher, LSA, SEN Coordinator,
    Parents. Support programmes are drawn up for those at School Action and School
    Action Plus. All IEPs are reviewed at least termly.

   Children with emotional and behavioural difficulties have their needs discussed and
    individual behaviour management plans (BMPs) are drawn up and shared with parents
    to encourage continuity of management. These are reviewed at least termly.

   Children with particular emotional or behavioural difficulties are assessed using the
    Boxall Profile. They may then be offered a place in the Nurture Group (known as
    Elmer Club). See separate policy and admissions information.

6. Integration and Curriculum Access:

   All children will have access to a broad and balanced curriculum. Wherever possible,
    we aim to support children in class alongside their peers. Classteachers take account
    of differing needs and learning styles when planning. Ongoing teacher assessments
    are used to support children’s learning, in accordance with the school Assessment
    Policy. Children with very specific needs or children needing individual programmes
    may be withdrawn for individual support.

   All children will have access to the National curriculum modified and differentiated
    to meet their needs. Where possible all children will be supported in class lessons,
    however, those children with specific needs or working on earlier targets, will be
    given small group or individual support. This will be in consultation with the
    classteacher and the SEN Coordinator.


   Staff make every effort to identify children’s strengths as well as their weaknesses
    and to maintain self esteem. Where children are not able to record in writing,
    alternative methods of recording will be investigated and accepted, eg use of ICT,
    tape recordings, models and drawings etc.
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   Consideration is shown to the child’s need for full access to the curriculum and to
    personal needs when timetabling individual support according to Hampshire County
    Guidelines.


7. Criteria for Evaluating the Success of the Policy:

   IEP targets are clear and indicate small achievable steps for the child. Targets are
    shared with the child in an accessible way and reward systems are set in place.
    Success criteria are detailed, measurable and progressive. IEPs are reviewed at
    least termly. Classteachers, LSAs and the SEN Coordinator contribute to the
    review process which is then shared with the child and his/her parents. Suggestions
    are made so that the parents can help at home. Parental contributions are included
    termly on the IEP whenever possible. Parents are also invited to contribute to the
    pupil’s annual record of achievement.

   Learning Support assistants keep focussed records on children’s progress which are
    shared with class teachers in order to share observations, evaluate provision and
    effectively plan future work.

   Progress in literacy and numeracy is assessed termly and tracking records kept.
    Children with identified Special Educational Needs are monitored by the Senior
    Management team and the SEN Coordinator to ensure that they reach their fullest
    possible potential.



8. In-service Training for School Staff:

   The training needs of staff are identified by consultation and are met within the
    constraints of the budget.

   Learning Support Assistants’ training needs are identified through individual
    performance management, group consultation and discussion with the Headteacher,
    Deputy Headteacher and SEN Coordinator.

   Weekly meetings between the LSAs and the SEN Coordinator are held for training
    on specific issues and general liaison.

   Classteachers’ needs are identified through individual performance management and
    whole staff discussion with reference to the School Improvement Plan and the needs
    of the children within their class.

   Staff expertise is developed through individual consultation with the SEN
    Coordinator, staff meeting sessions led by the SEN Coordinator and reference to
    resource materials held within the school. Individuals attend courses and share
    information and ideas with colleagues.
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   Outside experts are brought in to increase the expertise of both teaching and
    support staff.
   Whole staff training takes place with Teacher Advisers, Education Welfare and the
    School Medical Service.

   Governors are invited to attend all staff meetings and training sessions and attend
    as appropriate.

9. Support Services:

   We strive to meet the needs of all children following the guidelines in the Code of
    Practice for SEN, but where needs cannot be met or a child is not seen to be making
    progress, then specialist advice will be sought. Parental consent is always sought and
    the results of any assessments shared. Agencies are usually invited to support
    individuals, but the increase in teaching expertise is then used for a wide range of
    children with lesser needs and is widely beneficial. Opportunities are open to other
    agencies to use the school premises for consultation meetings.

   The Educational Psychologist makes regular visits and is involved in evaluating
    current practice and planning future teaching strategies. She observes children in
    class and carries out detailed assessments which are then used to inform further
    planning and to set appropriate IEP targets. Following consultations she is involved
    in reviews and parent meetings. She carries out staff training in an ongoing informal
    way and when requested, by organising In Service Training for teachers, LSAs and
    play group leaders.

   Teacher Advisers visit children on request and may be “attached” to particular
    children, eg those individuals with identified visual, hearing or physical difficulties.
    They advise on managing the particular disability and ensuring curriculum access.
    They also offer advice on health and safety issues and equipment or resources which
    may help. They offer training to school staff.

   Outreach teachers visit specific children and offer advice on supporting needs such
    as social communication difficulties. They help school staff to organise resources,
    and to understand the child’s needs. They offer training as required.

   The Speech and Language Therapist visits the school weekly. Staff refer children
    and she assesses their needs and plans a programme of intervention which is then
    delivered by LSAs. Teaching staff have opportunities to discuss individuals and their
    provision with the Speech and Language therapist, and LSAs are invited to observe
    her assessment sessions and to develop expertise in delivering programmes.


10. Partnership with Parents:

   Parents play an essential role in supporting children. Parents have an intimate
    knowledge and understanding of their child and their contribution is invaluable. We
    aim to keep parents informed and involved at all times.
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   Our partnership with parents starts before children start school, when parents are
    visited at home with their child. Parents are then invited to termly interviews where
    they can discuss progression through the Foundation Stage and Key Stage 1. If a
    child has an Individual Education Plan (IEP), parents are invited to discuss their
    child’s targets and make a contribution to the IEP. Copies of IEPs are sent home
    every term.

   Parents are encouraged to help support their child. A reading diary goes home daily
    and children take home support materials, books, games etc to use with parents.
    Parents are welcome to discuss any issues with classteachers and SEN Coordinator.
    An annual written record of achievement is sent home and parents are invited to
    contribute to it.

   All parents are invited to take part in a ‘Confident Parents / Confident Kids’ course
    run by the SEN Coordinator and an LSA, both of whom are trained facilitators. This
    course helps parents to build positive relationships with their children and to develop
    positive behaviour management systems. A free crèche is offered.

   Parents of children in Y2 continue to meet to discuss issues which arise during the
    year. They are invited to meet support staff and the SEN Coordinator from Stoke
    Park Junior School.



11. Complaints about Provision:

Parents’ views are taken into consideration throughout the support process; however,
should any parent have particular cause for complaint, then they are welcome to discuss
the issue with the classteacher. They may also wish to talk to the SEN Coordinator or
the Headteacher. They may contact the Governor with responsibility for SEN. Every
effort will be made to listen to their concerns, to reassure them and to agree joint
action. Where a child is undergoing statutory assessment, parents are given information
about the HCC Parent Partnership scheme and encouraged to seek advice.

12. Other School Links and Transition:


   Staff from Stoke Park Infant School visit playgroups and liaise with leaders about
    children before transfer. Playgroup leaders meet regularly with the Headteacher to
    discuss issues relating to Pre-School and Early Years Provision and planning; parental
    expectation and community awareness.

   There are close links between Stoke Park Infant School and Stoke Park Junior
    School. Year group coordinators and classteachers liaise and discuss children’s
    strengths and weaknesses. Classteachers pass on children’s records of achievement.
    The SEN Coordinators of the two schools discuss the special educational needs of
    the children and all SEN records are passed on. All children are able to visit their
    new school on several occasions, playtimes, special events and class visits. Deputy
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    Head Teachers meet half termly to discuss assessment issues and whole school
    issues including SEN. Head Teachers meet weekly and discuss campus issues and
    initiatives.

   Children transferring to other schools will have detailed records sent on. Meetings
    with other staff and telephone discussions are carried on whenever possible.




13. Links with Health, Social Services, EWO, and Voluntary Agencies:

   The Headteacher is the Child Protection Liaison Officer. All concerns about a child’s
    welfare are discussed with her and logged where appropriate. The Headteacher
    liaises with outside agencies. Classteachers are involved in case conferences where
    appropriate.
    The SEN Coordinator is the adult responsible for ‘Looked After Children’ in school.

    Agreed by Staff: October 2007

    Agreed by Governors: October 2007

    Review date: Summer term 2008