Key Stage Two- Building the team by 2144jEUf

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									                St. Francis’ Catholic Primary School


  SPECIAL EDUCATIONAL NEEDS POLICY STATEMENT
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Rationale
Meeting the personal, social and educational needs of every child in St. Francis is the
prime objective of this policy. In the interests of equality of opportunity, we wish to
promote the view that each child is unique and that the integration of children with
special needs will be an enriching experience for all involved in the school. The school
welcomes children with special educational needs in accordance with the criteria
specified in our admissions policy.

Definition
A child has special educational needs if he or she has a learning difficulty that calls for
special educational provision to be made for him or her. This may mean that a child has
a significantly greater difficulty in learning than the majority of children of the same age,
or a disability that makes it hard for them to access facilities within the school.

Children must not be regarded as having a learning difficulty solely because the
language of their home is different from the language in which they will be taught.

Special educational provision means:
Educational provision which is additional to, or different from, the educational provision
made generally for children of their age. (Code of Practice 2001, paragraph 1.3).

Aims
At St. Francis believe that each child has individual and unique needs. However, some
children require more support than others do. If these children are to achieve their full
potential, we must recognise this and plan accordingly. We acknowledge that a
significant proportion of children will have special educational needs at some time in
their school career. Some of these children may require help throughout their time in
school, whilst others may need a little extra support for a short period to help overcome
more short term needs. In particular, we aim:
     To encourage full curriculum integration for individual pupils by identifying needs
        as early as possible and meeting them through the delivery of a differentiated
        broad and balanced curriculum.
     To ensure that Governors, teachers, parents, outside agencies and support staff
        work together to provide coordinated and continuous support.
     To enable every child to experience success
     To promote individual confidence and a positive attitude
     To ensure that all children, whatever their special educational needs, receive
        appropriate educational provision through a broad and balanced curriculum that
        is relevant and differentiated, that demonstrates coherence and progression in
        learning
     To give children with special educational needs equal opportunities to take part
        in all aspects of a school's provision, to involve parents and carers in planning
        and supporting at all stages of the child's development
     To ensure that responsibility held by all staff and Governors for SEN is
        implemented and maintained.


September 201008                                                      Review September
201109
               St. Francis’ Catholic Primary School

Roles and Responsibilities
Provision for children with special educational needs is a matter for the school as a
whole.

Governing Body
The schools Governors have specific responsibility to:
    Do its best to ensure that the necessary provision is made for any child who has
      special educational needs
    Ensure that child's needs are made known to all who are likely to teach them
    Ensure that teachers in the school are aware of the importance of identifying and
      providing for those children who have special educational needs
    Consult the LEA and the Governing Bodies of other schools when it seems to be
      necessary or desirable in the interests of co-ordinated special educational
      provision in the area as a whole
    Ensure that a child with special educational needs joins in the activities of the
      school, together with children who do not have special educational needs, so far
      as is reasonably practical and compatible with the child receiving the special
      educational provision their learning needs call for, and the efficient education of
      the children with whom they are educated, and the efficient use of resources
    Report to parents on the implementation of the school’s policy for children with
      special educational needs
    Ensure that parents are notified of a decision by the school that SEN provision is
      being made for their child.

In doing so, Governors will have regard to the Special Educational Needs Code of
Practice and the Disability Code of Practice for schools. Governors will report to
parents annually on the implementation of their SEN policy.
The governor designated as having special responsibility for SEN will be invited to
meet with the SENCO each term to discuss the school’s provision in accordance with
our mission statement and current legislation.

Head teacher
   The Head teacher has responsibility for the day-to-day management of all
      aspects of the school's work, including provision for children with SEN.
   The Head teacher monitors the effectiveness of provision for all children
      including those with special needs within the school.

The School Staff
All teachers are teachers of children with SEN and do their best to adapt the curriculum
to meet their need. All staff are involved in the development of the school's SEN policy
and are aware of the procedures for identifying, assessing and making provision for
children with SEN.

The class teacher has responsibility:-
    To provide equal opportunity of learning for all children in his/her class.
    To create an atmosphere of trust, encouragement, sensitivity and respect.
    To provide differentiated work, that allows for challenge and success.



September 201008                                                   Review September
201109
               St. Francis’ Catholic Primary School

Curriculum coordinators must address issues of resourcing for
differentiation and accessibility of resources.

The Special Educational Needs Co-ordinator
The Special Educational Needs Co-ordinator is Ms Caroline Hostein. Mrs. Susan
Mazza

It is the role of the SENCO to:
      Co-ordinate provision for children with special educational needs.
      Oversee the day-to-day operation of the school’s SEN policy.
      Keep the school’s SEN register up to date.
      Keep the Head teacher informed of SEN developments.
      Provide support for teachers and work with LSA’s in drawing up individual
         education plans.
      Manage Learning Support Assistants
      Liaise with parents of children with special educational needs.
      Attend regular cluster meetings.
      Attend In-Service training when appropriate and provide feedback to staff.
      To meet regularly with the governor responsible for SEN.
      Liaise with other school SENCO's, Educational Psychologists, Teachers from
         the Learning, Language and Communication Team, Behaviour Support Team,
         Inclusion Advisory Team ( IAT )Speech and Language Therapists and other
         health professionals
      To liaise with class teachers when they are Carry carrying out detailed
         assessments, in liaison with the class teacher completing appropriate referral
         forms and when applying for Audit Funding
      Contribute to the in service training of staff.
      To ensure arrangements at transfer between classes and between schools are
         managed as effectively as possible.
      To attend locval Consultation Planning Meetings (C.P.M’s)                          Formatted: Bulleted + Level: 1 + Aligned at:
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      To ensure that Statements are reviewed annually.
      To take on the role of Lead Professional for a CAF if appropriate.
                                                                                          Formatted: Indent: Left: 0.25"
Specialist Provision
Resource Base – Busy Room. The study

Allocation of Resources
The school allocates funding in the following ways:

      The appointment of Learning Support Assistants
      Training for Teachers and Learning Support Assistants so that they can meet
       children's needs more effectively
      Special books and equipment

The details of how individual children receive support are recorded the school’s
provision map and on their Individual Education Plans.
The school receives additional funding for some children with severe and complex
needs, which is funded via the Audit Funding mechanism. The allocation of these
resources is based on an annual audit of need carried out during the Spring Term.

September 201008                                                 Review September
201109
                St. Francis’ Catholic Primary School

Identification and Assessment of Children with Special Educational
Needs.
All children are entitled to a balanced and broad based curriculum, including the
Foundation Stage and National Curriculum. This policy ensures that teaching
arrangements and strategies are fully inclusive. The majority of children will have their
needs met through normal classroom arrangements and appropriate differentiation,
which may include short term support such as the Early Literacy Support, Additional
Literacy Support, Further Literacy Support, Springboard and other appropriate support
programmes.

Differentiation
Differentiation means teaching a child in ways and at levels which match their ways of
learning. Children make progress at different rates. Not all children learn in the same
way and need to be taught in different ways, acknowledging differing learning styles.
    1. Class teachers and SENCo have the responsibility to ensure that there is
       appropriate provision for adaptation to meet individual children’s' needs in liaison
       with the subject co-ordinator.
    2. Early support for children with special educational needs will usually be within
       the regular classroom routes by means of differentiated tasks and/or adult help.
    3. Where appropriate, children may be withdrawn from the classroom, individually
       or in a group, to work with the Teacher or Learning Support Assistant or
       SENCO.

Early Years Action and School Action
1. Should a child make little or no progress, even when teaching approaches are
appropriately differentiated, the class teacher will discuss this with the SENCO and
appropriate action will be agreed. This may not necessarily involve additional adult
support.
2. An Individual Education Plan will identify specific targets and additional strategies to
be employed.
3. The Individual Education Plan will be discussed with the parents and the child
wherever possible. The parents will be asked to agree and sign the Individual
Education Plan.
4. Individual Education Plans will be reviewed at least three times a year, and parents
will be invited to contribute to the review.
5. The Individual Education Plan will only record that which is additional to, or different
from, the differentiated curriculum, and will focus on three or four individual targets that
match the child's needs. The delivery of the interventions recorded in the Individual
Education Plan continue to be the responsibility of the class teacher.

Early Years Action Plus/School Action Plus
1. Should a child continue to make little or no progress, or be working at a level
substantially below that expected of children of a similar age, or have emotional or
behavioural difficulties, which substantially and regularly interfere with the child's own
learning or that of the class group, then the school will move to School Action Plus.
2. Parental consent will be sought before discussing names of children with an external
agency.
3. At all times records will be kept to indicate support provided (School Provision Map)
and indicate progress made against set targets (school tracking system)

September 201008                                                     Review September
201109
               St. Francis’ Catholic Primary School

If a child demonstrates significant cause for concern, the school may
request a Statutory Assessment.

When pupils are due to transfer to another class/phase a transition programme will be
agreed and implemented.

Arrangements for Training and Development of All Staff
   1. Teaching and non-teaching staff may, where possible and appropriate, attend
      SEN and Inclusion training, or visit special schools, or schools with a specific
      expertise in Inclusion.
   2. The SENCO will ensure that staff keep up-to-date with developments in
      Inclusion and SEN through staff meetings and/or in-service days.
   3. Particular support will be given to newly qualified Teachers and other new
      members of staff.

Liaison
       1. All staff, together with the Head, will ensure that careful records are kept and   Formatted: Numbered + Level: 1 +
                                                                                             Numbering Style: 1, 2, 3, … + Start at: 1 +
          transfer documents meticulously completed. When children move to another           Alignment: Left + Aligned at: 0.5" + Indent at:
          school, their records will be transferred, by the school secretary, to the next     0.75"
          school within 15 days of the child ceasing to be registered, as required under
          the Education (Pupil Information) Regulations 2000.
       2. The SENCO will co-operate as part of the SENCO Cluster Group and liaise
          as appropriate with pre-school settings/junior schools/secondary schools.
       3. The SENCO will liaise with other agencies when appropriate to meet the             Formatted: Left, Numbered + Level: 1 +
                                                                                             Numbering Style: 1, 2, 3, … + Start at: 1 +
          needs of the child. The school receives regular visits from the nominated          Alignment: Left + Aligned at: 0.5" + Indent at:
          Education Welfare Officer, and the Educational Psychologist. In addition, the       0.75"
          school may seek advice from specialist advisory teaching services and the          Formatted: Font: (Default) Arial
          SEN Team through Consultation Planning Meetings, (CPM’s) or The                    Formatted: Font: (Default) Arial
          Common Asasessment Framework (CAF).

Monitoring
   Plans for meeting the special educational needs in the school will be reviewed
      annually
   The effectiveness of the SEN provision will be reported to the Governors on at
      least an annual basis
   Effectiveness will be reported to parents and the school community at the
      Governors' annual meeting.
   This policy will be reviewed as part of the Governors' rolling programme and
      must be reviewed at least on an annual basis.
  

Evaluating Success
The success of the school's SEN policy and provision is evaluated through:
    Monitoring of classroom practice by the SENCO and subject co-ordinators
    Analysis of pupil-tracking data and test results
    Value added data for children identified at School Action and School Action Plus
    Termly monitoring of procedures and practice by the SEN Governor
    The school self-evaluation mechanisms.


September 201008                                                   Review September
201109
               St. Francis’ Catholic Primary School

      The School Profile which contains the required information about
       the implementation and success of the SEN policy
      The school's annual SEN Review, which evaluates the success of our policy and
       sets new targets for development
      The school's Development Plan which is used for monitoring provision in the
       school
      Frequent meetings of parents and staff, both formal and informal, to plan IEPs
       and targets, revise provision and celebrate success.


Under the SEN and Disability Act 2001, parents may seek advice on resolving
disagreements with the LEA and school through an independent mediation service.
School will make further information about this process available on request.

This Policy should be read in conjunction with
Inclusion and Equality Policy
Policy for the Able, Gifted and Talented Children
Anti Bullying Policy
Behaviour Policy
Equal Opportunities Policy




September 201008                                                Review September
201109
               St. Francis’ Catholic Primary School



                                                                            Appendix 1

                    Guidelines for Individual Action Plans (IEPs)

The IEP should only include what is additional to or different from the differentiated
curriculum plan that is in place as part of normal provision. Procedures for devising
and reviewing IEPs must be manageable.
IEPs should be discussed with the parents and child.
Time designated to working on IEP targets should be recorded in the teacher’s daily or
weekly plans.

IEPs should:
    Raise achievement
    Be seen as working documents
    Be manageable
    Have a simple format
    Be jargon free
    Be comprehensible to all staff, parents and pupils.
    Be distributed to all staff as necessary
    Help pupils monitor their own progress
    Result in the achievement of specific learning goals for the pupils.

The IEP should include information about:
    The short term targets set for or with the pupils
    Teaching and learning strategies
    Provision to be put in place
    A review date

IEPs should focus on:
    3 or 4 key individual achievable short term targets for the child.
    Writing targets using child friendly language, ie:
                  I can…
                  If I try hard I can…
                  That was really hard and I need help…
    Key areas in communication, literacy, numeracy, physical or behaviour skills.
    Building on the pupil’s strengths and successes.

Reviews:
   Parents should be consulted as part of the review process.
   The child, parents and teacher should be at the review together.
   Should be conducted at least 3 times per year.
   Celebrate success and set new goals if necessary.
   Outcomes of the agreed actions should be recorded.




September 201008                                                  Review September
201109
               St. Francis’ Catholic Primary School

Adequate Progress:
   Closes the gap
   Prevents the gap growing wider
   Ensures full access to the curriculum
   Demonstrates improvement in self-help, social or personal skills.
   Demonstrates improvements in pupils behaviour.

When a pupil no longer needs special help and their needs can be met by the
differentiated curriculum available to all pupils then in consultation with the parents
an IEP may cease.




September 201008                                                   Review September
201109

								
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