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Nutley Church of England
Primary School
Special Educational Needs
Policy
This policy was endorsed by the Board of Governors at this meeting on……………………………..
The policy will be reviewed annually and revised where necessary.
Signed ………………………………… Head Teacher Date ……………………………………
Signed …………………………………. Chair of Governors Date …………………………………..
Headteacher: Mrs P Coleman
SENCO: Mrs D Hurley
SEN Governor: Mrs D Davis
November 2011
CONTENTS
Inclusion
1. Introduction
2. Aims and Objectives
3. Persons responsible for co-ordination
4. Arrangements for co-ordination
5. Admissions
6. Special Facilities
7. Resources
8. Identification, Assessment and Review
9. Curriculum
10. Inclusion of pupils with SEN
11. Evaluation Procedures
12. Complaints
13. Professional Development
14. Support Services and Outside Links
15. Partnership with Parents
16. Links with other schools
17. Conclusion
18. Background documents
POLICY TO PROMOTE THE SUCCESSFUL INCLUSION OF CHILDREN WITH
SPECIAL EDUCATIONAL NEEDS
INCLUSION
At Nutley School we are committed to providing an educational environment in which all members of the school community
can thrive, regardless of race, religion, culture, gender or individual need. We recognise and value the diversity of our
community and the right of all adults and children to be treated with respect and have their views taken into account. We are
committed to offering an inclusive curriculum to ensure the best possible progress for all our pupils whatever their needs or
abilities. We have an inclusive ethos with high expectations and suitable targets, a broad and balanced curriculum for all
children and systems for early identification of barriers to learning and participation.
1 INTRODUCTION
1.1 The policy for Special Educational Needs is written with reference to guidance from the Local Education
Authority (ESCC) and to the Department for Education and Skill’s revised Code of Practice on Special
Educational Needs (Nov 2001), the Disability Act (2001) and the statutory framework on inclusion.
The policy is a team effort and the result of staff and governors discussion on the purpose and practice of
teaching and learning in the school to help all pupils succeed.
1.2 This policy is a working document, to be revised and amended as necessary.
1.3 The implementation of this policy is the responsibility of all staff and governors. It is a requirement of the staff
and governors to review this document annually. This is a working document and may change in style and
emphasis should school circumstances change.
2 AIMS AND OBJECTIVES
2.1 At Nutley school we have regard to the definition of SEN stated in the ‘SEN Code of Practice’,1.3. “Children
have SEN if they have a learning difficulty which calls for special education provision to be made for them.”
Children have a learning difficulty if they:
a) have a significantly greater difficulty in learning than the majority of children of the same age; or
b) have a disability which prevents or hinders the child from making use of
educational facilities of a kind generally provided for children of the same age in
schools within the LEA
c) are under compulsory school age and fall within the definition at a) or b) above or would do so if special
education was not made for them.
2.2 Children must not be regarded as having a learning difficulty solely because the language or form of language of
their home is different from the language in which they will be taught.
Special education provision means for children of two or over, educational provision which is additional to, or
otherwise different from, the educational provision made generally for children of their age in schools
maintained by the LEA, other than special schools, in the area.
2.3 At Nutley School we value all our children equally. We aim to provide all our pupils with equal access to a
broad, balanced curriculum that is differentiated to meet individual needs and ability. We maximize the
opportunities for pupils with SEN to join in with all the activities offered at the school.
We endeavour to monitor all pupils who are not making adequate progress in the four broad areas specified in
the SEN Code of Practice i.e. communication and interaction, cognition and learning, emotional, behavioural and
social development, and sensory and / or physical development. Monitoring the progress of all pupils is an
ongoing process which enables early identification of any children who may require additional or different
provision to be made. Pupils with SEN will be taught together with their peers for as much as possible, but when
appropriate, will be withdrawn from class on an individual or small group basis for special provision to address
an individual need.
2.4 At Nutley we work to achieve an open dialogue with parents who are encouraged to discuss any issues and
concerns with the class teacher, SENCO or headteacher. Pupils, parents and teachers will be fully involved in
discussions of SEN, together with outside agencies when appropriate. We value the views of parents and pupils,
these will be taken into account and their support sort, for implementing strategies both at school and at home.
Parents are always aware of any special provision that is provided for their child. Parents involvement and
support is vital to the success of the education of the children and especially those with SEN.
2.5 The aims of this policy are in line with other school policies, regarding inclusion, equal opportunities, teaching
and learning.
3 THE NAMES OF THE PERSONS WHO ARE RESPONSIBLE FOR
CO-ORDINATING THE DAY BY DAY PROVISION
3.1 At Nutley School responsibility for SEN is a matter for the school as a whole. Every teacher has the
responsibility of ensuring that the educational needs of all children in their class are met.
3.2 The Special Educational Needs Co-ordinator (SENCO) for our school is Mrs Denise Hurley. The SENCO
maintains all records relevant to this position. She has a liaison role with staff, parents and governors, as well as
with outside agencies, for example, medical and social services. Two mornings and one afternoon a week are
dedicated to the co-ordination and administration of special needs, plus meeting with staff and parents. The
SENCO provides related professional guidance to colleagues with the aim of securing high quality teaching for
children with SEN.
3.3 The SENCO (Special Needs Co-ordinator) helps plan and budget for resources with the Headteacher and
governors in line with the School Management Plan with regard to special needs provision.
4 ARRANGEMENTS FOR CO-ORDINATING THE PROVISION OF EDUCATION TO PUPILS WITH
SEN
Provision for children with SEN is a matter for the school as a whole. In addition to the governing body, the school’s
Headteacher, the SENCO and all other members of staff have important day-to-day responsibilities. All teachers are
teachers of children with special educational needs. Teaching such children is therefore a whole school responsibility.
Roles and Responsiblilties
The role of the SENCO is to manage the delivery of the policy in partnership with the Headteacher:
oversees the day-to-day operation of the SEN policy.
co-ordinates provision for children with SEN.
liaises and advises all school staff about children with SEN.
liaises with parents of pupils with SEN.
contributes to the in-service training of staff.
liaises with external agencies including the LEA’s and educational psychology services, health and social services,
and other support agencies.
ensures there is liaison with parents and other professionals in respect of children with SEN.
ensures that appropriate IEPs are in place, that relevant background information about children with SEN is
collected, recorded and updated.
The role of the Headteacher is to work in partnership with the Special Educational Needs Co-ordinator:
has responsibility for the day-to-day management of all aspects of the school’s work, including children with SEN.
informs the governing body about SEN at Nutley.
works closely with the SENCO and staff regarding pupils with SEN.
ensures that the SEN policy is adhered to throughout the school.
liaises with outside agencies when required, and co-ordinates provision throughout the school in collaboration
with teachers and teaching assistants (TA).
recognises identified In-Service Training (INSET) needs in line with the agreed needs and priorities as stated on the
School Development Plan and to arrange for appropriate in school INSET or the attendance of appropriate
courses.
funds INSET in accordance with the school’s priorities outlined in the Management Plan, the availability of money
from the budget and procedures stated in the Staff Development Policy.
ensures that resources are made available to facilitate the delivery of the policy in accordance with identified
priorities and funding opportunities.
The role of the Governing Body :
have regard to the Code of Practice when carrying out its duties to pupils with SEN.
ensure that provision is made for pupils who have SEN.
appoint a governor to take a particular interest in and closely monitor the school’s work on behalf of children with
SEN.
ensure that the needs of pupils with SEN are made known to all who are likely to teach them.
ensure that teachers are aware of the importance of identifying, and providing for, those children with SEN.
establish appropriate staffing and funding arrangements.
maintain a general oversight of the school’s work.
work in co-operation with the Headteacher to determine the school’s general policy and approach to provision
for children with SEN.
ensure that a pupil with SEN joins with all pupils in the activities of the school together, so far as is reasonably
practical and compatible with the child receiving the SEN provision their learning needs call for and the efficient
education of the pupils with whom they are educated and the efficient use of resources.
consult the LEA and the governing bodies of other schools, when necessary or desirable in the interests of co-
ordinated special educational provision in the area as a whole.
The quality of SEN provision at Nutley is continually monitored, evaluated and reviewed. SEN provision is an integral
5 part of the School Development Plan.
ADMISSIONS
5.1 Provision for children with SEN is a matter for the school as a whole.
5.2 We welcome all children to our school and endeavour to ensure that appropriate provision is made to cater
for their needs.
5.3 All children with SEN play a full part in the daily life of the school and are encouraged to join activities. If
additional provision is necessary the parents are informed.
5.4 Pupils with statements are admitted into school and fully integrated unless it would be incompatible with the
efficient education of other children, and there are no reasonable steps that can be taken to prevent the
incompatibility.
5.5 Admission to the school is in accordance with East Sussex County Council procedures.
5.6 Parents of children who have an identified SEN are asked to give the Headteacher details of this during the
induction process. If necessary the Headteacher or SENCO will arrange a meeting with all concerned,
including the class teacher and the TA, to discuss the ways in which the child’s special educational need might
hinder him / her from taking a full part in the life of the school, and the ways in which such difficulties will be
overcome.
6
SPECIAL FACILITIES
There is a wide range of resources available and expertise in teaching pupils with special educational needs has been
developed by teaching staff and our Teaching Assistants. This expertise includes teaching children with dyslexia and
dyspraxia difficulties. The school welcomes applications for admission from parents of children with mobility
difficulties. There is wheelchair access to most of the ground floor of the school and a disabled toilet. The governors
would make every effort to accommodate a child’s particular needs and would work with the LEA to improve facilities,
when required. A resource base (Ashdown Room) is being developed and equipped with additional materials. Small
groups or individuals are able to use this quiet room for withdrawal work, specialist teaching and at special times when
appropriate.
7 RESOURCES
7.1 A new funding scheme for Special Educational Needs in East Sussex became operative from April 2001.
Resources for pupils at School Action and School Action Plus of the New Code of Practice are delegated to
school according to a new funding formula.
7.2 This funding is made available to all children considered to School Action and School Action Plus and is
supplemented by additional funding when a pupil is issued with a Statement of Special Educational Needs.
7.3 Responsibility and funding is delegated to the school for the provision required by a Statement of SEN. All
Statements are allocated to a Statement Band (either A, B, C and D ); the value of funding for each band will
be calculated annually.
In addition there is money allocated within the school’s general budget for the provision of resources and
materials for use in SEN work. This will include books, computer resources, games and activities, consumables,
equipment etc. This resource is an on going development and spending priorities are set out in the School’s
Development Plan.
7.4 The SENCO is responsible for administration of the SEN provision and policy. ESCC budget allocation is used
to meet this cost. Special Needs Support Assistants and teaching time is allocated according to the yearly
budget resource commitment.
7.5 The school aims to match the resource available to the needs of the children, but within the framework of the
ESCC Matrix for SEN. Planning for Special Educational Needs teaching is flexible and resources may be used
to support children individually, in small groups withdrawn from class or in class. Regular cascade meetings of
the Headteacher, the Special Needs Co-ordinator and the Governor with responsibility for SEN, monitor and
review effective use of the resources available.
7.6 The Headteacher is accountable for SEN spending through the establishment of annual budget-approved by
Governors.
8 IDENTIFICATION, ASSESSMENT AND REVIEW
8.1 At the heart of our school is the continuous cycle of planning, teaching, assessing and reviewing which takes
account of the wide range of abilities, aptitudes and interests of children. The majority of children will learn
and progress within these arrangements. At Nutley we are committed to the early identification and
intervention of children who may have SEN.
8.2 We assess children’s current level of attainment on entry to the school in order to ensure that we build upon
the pattern of learning and experience already established during the pre-school years. We make full use of
information passed to us when the child transfers from early educational provision. If a child already has an
identified special educational need, this information may be transferred through Early Years Action and Early
Years Action Plus from the Early Years setting and the SENCO and the child’s class teacher will use this
information to
identify and focus attention on action to support the child within the class
use the assessment processes to identify any learning difficulties
ensure ongoing observation and assessment provide regular feedback about the child’s achievements and
experiences to inform the basis for planning the next steps of the child’s learning
involve parents in implementing a joint learning approach at home
8.3 The National Curriculum programmes of study for Key Stages 1 and 2 set out the knowledge, understanding
and skills expected of children in this age group. Teachers plan from the NC programmes of study using their
professional skills to make judgements about children’s performance in relation to the appropriate level
descriptions. The National Literacy and Numeracy strategies also provide a basis for assessment against
national norms. Children whose overall attainment or attainment in specific areas fall significantly outside the
expected range may have SEN.
8.4 At Nutley we constantly monitor progress to ensure early identification of children with special educational
needs, by referring to:
ongoing monitoring, observation and assessment
the outcomes of baseline assessment results
progress against the objectives specified in the National Literacy and Numeracy strategies
performance against the level descriptions within the National Curriculum at the end of a Key Stage
(includes use of P levels and Key Steps if required)
8.5 Standardised screening or assessment tools (Early Literacy Test, Dyslexia Early Screening Test etc)
The identification and assessment of the SEN of children whose first language is not English, requires particular
care. Where there is uncertainty about an individual child teachers will look carefully at all aspects of a child’s
performance in different subjects to establish whether the problems they have in the classroom are due to
limitations in their command of the language that is used there or arise from SEN. If there are any doubts then
8.6 we will call in the services of the EMPS (Ethnic Minority Pupil Service) for further assessment and advice.
At Nutley we are open and responsive to expressions of concern by parents, and take account of all
information that parents provide about their child.
8.7 The importance of early identification, assessment and provision for any pupil who may have special needs
cannot be over emphasised. All teachers use their records of assessments and teaching and planning cycle to
identify any pupils who are not making satisfactory progress. Where progress is not satisfactory it will be
necessary to take some additional or different action to enable the child to learn more effectively. Adequate
progress can be defined in a number of ways. It may for example be progress that:
closed the attainment gap between the child and its peers
prevents the attainment gap growing wider
is similar to that of peers starting from the same attainment baseline, but less that that of the majority of
their peers
matches or betters the child’s previous rate of progress
ensures access to the curriculum
demonstrates an improvement in self-help, social or personal skills
demonstrates improvements in the child’s behaviour
8.8 In order to help children who have SEN, the school has adopted a graduated response that recognises there is
a continuum of special educational needs. This is recommended in the SEN Code of Practice and is in line with
LEA policy.
GRADUATED RESPONSE TO SEN
When a class teacher finds that a child is not responding as expected or is having increasing difficulties in learning or
behaviour, then the teacher will seek advice from the SENCO and try alternative strategies in the class room to
promote progress. Together the class teacher and SENCO will judge the progress that ought to have been made by
the child. They may decide that something over and above that which is normally available will need to be provided
for the child. At this point the class teacher will speak to the parents to find out if they can help in identifying the
reasons for the change in learning patterns or behaviour and how they can support the school in helping their child.
If the teachers and parents agree that interventions that are additional to or different from the school’s
differentiated curriculum and strategies are needed, this triggers SCHOOL ACTION.
School Action
Information will be collected from the class teacher, the parents and any other professional working with the child
in health or social services (with agreement from the parents). The SENCO will support the further assessment of
the child, assisting in planning future support for them in discussion with colleagues and monitoring action taken.
The child’s class teacher will remain responsible for working with the child on a daily basis and for planning and
delivering an individualised programme. Parents will always be consulted and kept informed of the action taken to
help the child, and of the outcome of this action.
Nature of intervention used
The SENCO and the child’s class teacher will decide on the action needed to help the child to progress in the light
of their earlier assessment. This may include
different learning materials or special equipment
some group or individual support
extra adult time to devise the nature of the planned intervention and / or monitor it’s effectiveness
staff development and training to introduce more effective strategies
access to LEA support services for one-off or occasional advice on strategies or equipment
Individual Education Plans
Strategies employed to enable the child to progress will be recorded within an Individual Education Plan (IEP). The
IEP will include information about
the short-term targets set for the child
the teaching strategies to be used
the provision to be put in place
when the plan is to be reviewed
outcomes (to be recorded when IEP is reviewed)
The IEP will only record that which is additional to, or different from, the differentiated curriculum and will focus
upon about three individual targets that match the child’s needs and have been discussed with the child and parents.
The IEP will be reviewed at least twice a year and where necessary, reviews will be held more frequently for some
children. Parent’s and children’s view will be sought and recorded on the Pupil Portrait. Wherever possible, the
child will also take part in the review process and be involved in setting targets.
If the child continues to make little or no progress in learning or behaviour, despite significant support and
intervention at School Action, we may seek further advice and support from outside professionals. Pupils and
parents will be fully involved and kept informed about the involvement of outside agencies and proposed
interventions. This becomes SCHOOL ACTION PLUS.
School Action Plus
The school will seek the help of outside professionals from health, social services, support services or the education
psychological service and together look at the child’s records in order to establish which strategies have already
been employed and which targets have been set and achieved. The external specialist may act in an advisory
capacity, or provide additional specialist assessment or be involved in teaching the child directly. The resulting IEP
for the child will set out fresh strategies for supporting the child’s progress. These will be implemented, at least in
part, in the normal classroom setting. The delivery of the interventions recorded in the IEP continues to be the
responsibility of the class teacher.
If despite, high levels of support at School Action Plus, progress is still not sufficient it may be necessary for the
school to consider, in consultation with the parents and any outside agencies involved, whether a statutory
assessment may be necessary. This is a more formal assessment which is carried out by County Assessment Panels
and may lead to a Statement of Educational Needs being issued by the Local Educational Authority.
Statutory Assessment
Where a request for a statutory assessment is made by the school to the LEA, the child will demonstrate significant
cause for concern. The LEA will need information about the child’s progress over time, and will also need
documentation in relation to the child’s SEN and any action taken to deal with those needs, including resources or
special arrangements put in place. The school will provide evidence through School Action and School Action Plus. This
information may be included:
IEPs for the pupil
records of reviews and their outcomes
the pupil’s health including the child’s medical history where relevant
National Curriculum levels attainments in literacy and numeracy
educational and other assessments, for example from an advisory specialist support teacher or an educational
psychologist
views of the parents and of the child
involvement of other professionals such as health, social services or education welfare officers
Where the evidence presented to the LEA suggests that the child’s learning difficulties have not responded to
relevant and purposeful measures taken by the school and external specialists and may call for SEN provision which
cannot reasonably be provided within the resources normally available to mainstream schools, the LEA will consider
the case for a statutory assessment of the child’s SEN. The LEA may decide that the degree of the pupil’s learning
difficulty and the nature of the provision necessary to meet the child’s special educational provision through a
statement.
Statement
A statement of special educational needs will include:
the pupil’s name, address and date of birth
details of all of the pupil’s special needs
identify the special educational provision necessary to meet the pupil SEN
identify the type and name of the school where the provision is to be made
include relevant non-educational needs of the child
include information on non-educational provision
All children with statements of SEN will have short-term targets set for them that have been established after
consultation with parents, child and include targets identified in the statement of educational need. These targets
will be set out in an IEP and be implemented, at least in part and as far as possible, in the normal classroom setting.
The delivery of the interventions recorded in the IEP will continue to be the responsibility of the class teacher.
All statements must be reviewed at least annually with the parents, the pupil, the LEA, the school and professionals
involved invited to consider whether any amendments need to be made to the description of the pupil’s needs or
to the special educational provision specified in the statement. The annual review should focus on what the child
has achieved as well as on any difficulties that need to be resolved.
At the review in Year 5, the aim should be to give clear recommendations as to the type of provision the child will
require at the secondary school stage. It will then be possible for the parents to visit the secondary schools and to
consider appropriate options within the similar timescale to other parents. The SENCO of the receiving school
should be invited to attend the final annual review in primary school of pupils with statements, to allow the
receiving school to plan appropriate IEP to start at the beginning of the new school year and enable the pupil and
parents to be reassured that an effective and supportive transfer will occur.
9 CURRICULUM
9.1 All pupils are entitled to a balanced and broadly based curriculum including the Foundation Stage and
National Curriculum in line with the School Inclusion Policy. This policy ensures that the teaching
arrangements and strategies are fully inclusive.
9.2 The teacher sets tasks according to the appropriate level, so that the work is differentiated. The pupils
may work in small groups with others of the same ability, or they may work within mixed ability groups.
The teaching styles used in the school are outlined in the Teaching and Learning Policy (also see
Assessment Policy).
9.3 The 4 strands of action, detailed on the Individual Education Plans, are another means used to ensure
access to the curriculum. These are:
assessment, planning and review
grouping for teaching purposes
additional human resources
curriculum and teaching methods
10 INCLUSION OF PUPILS WITH SPECIAL EDUCATION NEEDS WITHIN THE SCHOOL AS A WHOLE
An individual pupil’s needs may involve the Class Teacher in consultation with the SEN Co-ordinator providing a specially
differentiated programme of teaching and learning for that child in the class. As well as this there may be extra teaching
support with a small group or individual approach to learning. The approach of our school is to respond flexibly to the
needs of the pupils across the whole school and to ensure equality of opportunity for each pupil in terms of access to the
curriculum and experience of school life.
11 EVALUATION PROCEDURES
11.1 The broad principles and objectives set out in this policy lay the criteria by which we evaluate the success
of our policy.
11.2 We continually review and report on the effectiveness of the policy. This includes the number of children
identified and their progress, the levels of parental involvement, materials and equipment used, resource
allocation, liaison with other educational establishments, details of the staff’s continual professional
development and our priorities for the year ( School’s Development Plan ).
The headteacher, the SENCO and subject co-ordinators monitor classroom practice, analyse pupil data
11.3 and test results for pupils with SEN.
Overall, it is the school’s intention to provide effective SEN support for it’s children, ensuring that the
11.4 SEN Policy is a fully operational tool working for the advancement of education at the school.
12 COMPLAINTS
It is very much hoped that the open, consultative approach set by this policy will avoid the need for concerns to
become complaints. However, should the need for complaint arise, an open approach is suggested. Complaints will
normally be linked to the provision made for children’s needs by the school or by the wider educational community
and as a general, staged guide, parents are advised that:
12.1 In the case of informal complaints, they should:
consult the class teacher (who should consult with the SENCO)
consult the SENCO (who should consult with the class teacher, SEN staff and the Headteacher)
consult the Headteacher (who should consult with the SENCO, class teacher and SEN staff.) If
resources prevent settlement of the issues involved, the Headteacher will consult with the nominated
SEN Governor and possibly formally report matters to the full governors’ committee. Where
appropriate, matters will be taken up with the LEA and any support agencies involved.
12.2 In the case of formal complaints (preferably after the intial informal procedure), they should send a letter
stating their grievances to:
the Headteacher
the chair of Governors
the Local Education Authority
Under the SEN and Disability Act 2001 parents will be able to request independent disagreement resolution
and school will make further information about this process available on request.
Depending on the nature of complaint, this process might possibly lead to an SEN tribunal.
Any complaint, at whatever level, will be dealt with as quickly as possible and will receive a full response
from the school in the achievement of an early resolution.
13 PROFESSIONAL DEVELOPMENT
13.1 Through the staff development policy linked to the school development plan all staff have the opportunity
to identify their own training needs. In addition to this the Head Teacher and SENCO may identify areas
in need of training. As well as specific external training courses, training may consist of whole staff
meetings with input from the Co-ordinator, the Special Educational Needs Advisory Support Service or
other external agencies with an expertise in Special Needs. In service training may also be undertaken by
support agencies working in school alongside staff.
13.2 Governors are also involved in Special Needs training and have the opportunity to attend courses
organised by the Local Education Authority.
13.3 NQT’s and new staff have an induction meeting with the SENCO to introduce the school’s policy and
procedures for SEN.
14 SUPPORT SERVICES AND OUTSIDE LINKS
14.1 It is the responsibility of the Special Needs Co-ordinator to liaise with other agencies so that effective
support can be provided for children when appropriate. These agencies include the Educational Psychology
Service, School Health Service, Language and Learning Support Service, Speech and Language Therapy
Service, Service for Children with Sensory Needs, Occupational Therapy Service and Behaviour Support
Services.
14.2 We keep parents informed of any voluntary organisations which might be of help to them e.g. Parent Link.
15 PARTNERSHIP WITH PARENTS
15.1 Parents are always welcome at Nutley and our aim is to involve the parents in a working partnership for
their child’s education. Parents have a key role to play in their children’s SEN problems and will, hopefully,
want to be involved throughout the school’s support for these needs. Only in this way can the home and
school form an effective partnership for the benefit of the child.
15.2 Parents are notified early if we have any concerns and there is always a willingness to listen to issues
brought forward for discussion. Early identification of SEN is our goal.
15.3 If parents have concerns about their children’s education, the school will always aim to respond quickly,
offering re-assurance and effective action to address any problems that are identified. Initially parents
should speak to class teachers who will then liaise with the SENCO and set a chain re-action into motion.
Procedures and response arrangements will be explained to parents by the class teacher or SENCO. There
is a leaflet available (from the SENCO) for parents to read if their child becomes School Action explaining
the graduated approach to SEN.
15.4 We share information with parents in informal conversations and individual meetings. The SENCO is
usually available to talk to parents informally on Monday at 3.20pm or Tuesday and Wednesday mornings
from 8.45am till 9.10am or by appointment.
!5.5 Parents are invited to review meetings to discuss progress and to be involved in setting targets with
appropriate intervention strategies to help the child both in school and at home.
15.6 We respect the differing needs of parents such as a disability or communication and linguistic barriers.
16 LINKS WITH OTHER SCHOOLS
16.1 We have procedures in place to ensure that transfer arrangements take place with ease and are perceived
in a positive light, by all our pupils. We encourage liaison between staff and ensure records contribute to
the future planning for the benefit of pupils.
16.2 We have strong links with the local pre-schools (particularly Nutley Pre-school where most of our children
attend) and liase with the leaders regarding the children before they start school. The Headteacher,
Reception Class Teacher and SENCO visit the playgroups while in session to observe and meet the
children who will be making the transition to school. Near the end of the summer term the children will
visit Nutley for half a day to meet with their new teacher and visit their classroom.
16.3 Nutley belongs to the Village Schools Association, a cluster of local small schools who regularly link for
teacher training, including SEN / moderation / planning and assessing / shared school events, both curricular
and sporting etc. This is a strong liaison, where the Headteachers meet at least once every half-term. The
SENCO also meets with other SENCOs at cluster and support group meetings.
16.4 Transition of children to Secondary Education involves the school taking part in the Uckfield Schools
Liaison Cluster Group. Most children from Nutley transfer to Uckfield Technology Community College.
Discussions are held between the Head of KS3, Head of Year 7 from the college and the deputy head and
Senco of Nutley, regarding the children transferring, and SEN are identified in order that continuity is
assured. Year 6 pupils will have an opportunity to visit the college for a day sometime in the second half of
the summer term.
17 CONCLUSION
We feel that teaching children with SEN should be no different from teaching any child, as every child is an
individual with a variety of needs to be met.
This school values all children as unique individuals with varying aptitudes, abilities and needs. We believe that it is
important that each child should develop a high level of self-esteem to ensure success, and that a positive attitude
by everyone concerned with the child is essential to foster this.
We face many challenges when teaching children with SEN, but we all recognise that given time, commitment,
patience, and positive relations in the school, success can invariably be achieved, and that this is very rewarding for
children, parents and teachers.
18 BACKGROUND DOCUMENTS New Code of Practice (DfES)
Disability Act 2001
Inclusive Schooling – Children with Special Educational Needs (DfES)
ESCC Admissions Policy
At Nutley we aim to identify and support all children following the guidance as laid out in the East Sussex Dyslexia Policy.
(See Principles, Section 2, Roles and responsibilities Section 3)
