Guiding Principles for SEN by variablepitch336

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									Policy for Special Educational Needs

Guiding Principles for SEN. This school values the abilities and achievements of all its pupils, promoting development in knowledge, skills, understanding and social maturity alongside their peers wherever possible. All pupils have the same entitlement to the full range of the school curriculum. We make this accessible to all our pupils through differentiation and varied teaching styles, according to individual needs. The underlying principle of inclusion is central to the SEN policy: that all pupils are valued for what they bring to the school and are entitled to take part in all that the school offers, in the most appropriate ways possible, and given the resources available. The school recognizes requirements arising from the Code of Practice 2001 in providing a graduated response to need and additional support to those pupils identified as having SEN. Support which is deemed necessary over and above what can be provided directly by subject teachers will be available to pupils within the classroom during some of normal classroom time. Parents, carers and the pupils themselves will be involved in discussions about any difficulties and help in the planning of any appropriate action that may be needed whether for the short or long term. This policy acknowledges the impact of the DES 2005 as an integral part of the response to pupils with Special Educational Needs. Aims:
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All members of the school will be committed to and be a part of the support for pupils with special needs. All students with special needs will be welcomed and supported within the school community.

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All staff will be committed to and practice non discriminatory policies in line with new disability discrimination legislation. Reasonable adjustments will be implemented as appropriate. All students will be regarded as having individual needs. All students will be supported within mainstream, avoiding where possible withdrawal. All pupils will be assessed, monitored and support supplied. As all staff share curriculum responsibility, they too should receive support and training.

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Objectives supported by this policy:
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Identify pupils with SEN. Recognize a continuum of need and to describe and address pupil’s needs accordingly. Develop suitable programmes of work, including appropriate targets and IEPs Support pupils having SEN using appropriate strategies and provisions, (small group work, in class support, supported self study, advice to parents and staff). Liaison with primary feeder schools, outside agencies including EPS, Inclusion Service, EWO, school health and any other agency as appropriate in connection with SEN. Allocate resources both human and physical in the most effective way. Maintain records for monitoring and evaluating the progress of individual pupils. Work closely with parents and consult and inform at all levels of assessment. Engage pupils in determining their own needs and in setting appropriate targets.

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Also see SEN current Development Plan contained in the appendix

Definition of Special Needs: Those pupils whose educational progress is inhibited either on a temporary or long term basis by one or more of the classifications:
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Cognition and learning Emotional, behavioural and social Sensory and physical difficulties and/or medical needs Communication and interaction

Structures for Meeting Special Educational Needs The Special Educational Needs Co-ordinator(SENCO) is Vicky Showan. Vicky Showan has responsibility for the day to day management of SEN provision and practice. The member of the Senior Management Team who monitors SEN provision is Denise Davis. The SEN link Governor is Mr Clive Lilley, Head of Blackfriars Special School. Provision for Behaviour is accommodated within the vertical pastoral system. Please refer to appendix for named outside agencies and link staff. Admissions. The Policy pays due regard to the guidance laid out in the document ‘Inclusive Schooling` and that contained in the Disability Discrimination Act 1995,subsumed into the SEN and Disability Act 2001and its associated regulations[and the relevant advice issued by the LEA in respect of these] and to the key principles of DCFS Schools Admissions Guidance which state:

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The arrangements should meet parents’ preferences for the schools of their choice to the maximum extent possible. Admission criteria should be clear, fair and objective, for the benefit of all children including children with SEN. Local admission arrangements should underpin improving standards. Parents should have easy access to helpful admissions information.

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In respect of the principles laid out, if the child has a statement maintained by the LEA, the LEA is responsible for arranging SEN provision and will consider the school’s suitability when finalising the statement. Where a school is named in the statement of SEN, the school has a duty to admit that child.

Facilities and Procedures to promote Access and Accessibility Under ‘Building Schools for the Future’ the school has recently been accommodated in facilities which enable all pupils’ physical access to the building. All classrooms have wireless connection. Pupils have access to IT facilities as a matter of course. Further information is available in the Accessibility Plan which is part of our Disability Equality Scheme.

Identification, Assessment, Monitoring and Review. Pupils arriving in school have their needs identified in the following ways:
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Feeder school discussion and transfer of information. Key stage 2 results. Midyis tests. NFER reading test results

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Parental concerns voiced at pre-entry open night. Transfer of statements Through the voicing of Staff concerns. (After a suitable settling in period for the new intake). Pupil voice

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All information is collated and disseminated to all subject areas.

Assessments. Are carried out through the following:
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Standardised tests. Criterion referenced tests. Evidence of pupils work. Teacher observations. Parents and pupils views. Curriculum based assessments particularly in Maths and English.

Monitoring and Review. Having due regard to the SEN Code of Practice monitoring and review are carried out through the following:
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Maintaining the SEN register. Paying due regard to the LEA Criteria for School Action and School Action Plus. Completion of School Action Plus reviews Completion of annual reviews and transition plans

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Keeping of appropriate records and profiles. The setting of IEPs and appropriate SMART targets.

The school manages its processes with due regard to expectations arising from the Code of Practice for SEN [] 2001 Identification and Assessment Prior to entry to the school information is requested from the feeder primary schools by the Head of Year 7. From this pupils with SEN are identified. Visits by the SENCO are arranged to discuss any problems with staff and to meet the pupils. Subsequently, discussions are held with the Educational Psychologist involved with the pupils and with members of SENSS who are actively involved with special needs pupils. On entry to Year 7 all pupils are screened. Pupils who apply to enter the school after year 7 will also be screened. If the SENCO is concerned that the pupils needs cannot be met from existing resources then contact with the AEO will be made and advice taken. Parents will also be consulted. In all other situations, the pupil will follow existing practices as per the Code of Practice and any subsequent amendments which maybe made. Monitoring and review is an ongoing part of SEN involvement with pupils. Any pupil who is not making appropriate progress will have an IEP drawn up which identifies targets to be achieved over a period of time. The IEP will be reviewed regularly in the case of pupils who don’t have statements. For statemented pupils the IEP is reported on annually within the statutory review requested by the authority. All parents are informed when their child has been included on the SEN register. All parents are consulted and encouraged to participate within any programme of work (IEP). All parents are welcomed to contact school and share their concerns regarding their children’s special needs.

Budget. The LEA has in the spring term of 2009 given advice to school as to what money should be available in the budget for SEN provision. The Governors and Senior Management Team at the school have identified a budget for SEN which:  Provides time for the SENCO  Provides for a team of Learning Support Practitioners  Is used to purchase additional equipment and resources

The Provision is used to:
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To create good quality learning conditions which meet statutory requirements. To encourage high level achievements by pupils within their capabilities. To make the curriculum accessible to all students through recognising the need for differentiation and the employment of a range of teaching styles. To enable all staff to meet identified pupil needs and to keep up with developments in SEN. To make available to all pupils of all abilities, wherever difficulties arise, the resources within the SEN department. To develop and maintain a working partnership with parents to ensure continuity of approach and support. To respond to those initiatives promoted by Government which directly impact on the provision for pupils with Special Educational Needs[currently the KS3 Literacy and Numeracy Strategies, Excellence in Cities and Every Child Matters]

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To involve SEN pupils and their parents in all aspects of planning for their education in line with the Code of Practice.

. To support inclusive practice the following is available for pupils with more complex needs:

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Mentoring- Adult mentors working with and supporting those pupils who are finding school challenging, who are disaffected or who may lack the self esteem and confidence to make full use of the resources the school offers. Staff Mentoring scheme - working with years 10 and 11. Pupils and staff working together to improve academic performance and enhance inter-personal skills in preparation for the world of work, whilst also offering a support mechanism to those pupils finding the upper school challenging Paired/shared reading - used in the Reading Project as means of helping the less able reader but also used within school generally to support SEN pupils. Also used specifically with small groups of pupils extracted daily for supported reading. Beth Johnson Mentors – working with year 7 supporting pupils who have found the transition to the secondary sector difficult. Interventions that target particular difficulties, for example Precision Teaching, Better Reading, Speech and Language programmes, handwriting, numeracy etc

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Children requiring support will be prioritised according to the criteria stated below:  Statemented pupils  Pupils at School Action Plus
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Students transferring with reading ages more than 3 years below chronological age or having a NC level of 1-2 at Key Stage 2.

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Causes for concern identified through primary liaison. Pupils unable to cope in specific subjects. Areas where staff identify a need for support and advice. Upper school students finding work difficult.

Levels of support will be differentiated in accordance with level of identified need, ensuring that at School Action Plus and beyond pupils receive their entitlement. Partnership with Parents and Carers The school values its good relations with parents and carers. The principles of an active partnership extends to all aspects of the work with pupils with SEN. If parents are concerned about any aspect of their child’s education, learning, progress, behaviour or any problem which may otherwise affect their child’s ability to learn then they should contact: Their child’s form tutor.
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The Head of Year/Zone.
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SENCO.

If the school is concerned we will:
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Inform. Act. Monitor. Assess. Resolve.

At every stage of the process parents will be consulted, informed and their views included in any documentation. Copies of all reviews and IEP’s will be sent to parents. The school operates an open appointments system. In addition, open evenings and consultation evenings allow for additional contact. If parents are concerned about their child’s progress they should, in the first instance, contact the SENCO. Complaints Procedures If parents wish to make a formal complaint they should in the first instance write to the Head teacher; then to the Governors.
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If parents are dissatisfied with existing provision they should contact in the first instance:
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The SENCO
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The Deputy Head Pastoral/Assistant Head Behaviour and Inclusion 

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The Head teacher

If the complaint is not resolved it may be necessary, and the parents have the right to ask for, a formal examination of the complaint by the Governing Body. The SEN tribunal considers appeals against the decisions of the LEA about a student’s Statement of SEN.

SEN Tribunal 71, Victoria St., London SW1 Tel: 0171 925 6925

Links with Agencies and LA Services The school has access to a number of agencies and professionals who support the school in promoting achievement for pupils with SEN. The school receives consultation, advice and guidance from the LA’s Inclusion Services which is outlined in Service Level Agreements each year. The school receives additional support from:  Health services(occupational therapy, speech and language therapy)  Social Care  EMAG, ethnic minority support  LA support groups (Reach)  Voluntary organizations and outside bodies

Staff Training and CPD The school ensures that its staff continues to develop its knowledge skill and understanding in the field of SEN and Inclusion. Funding is available for SEN from the School’s budget. Also monies are available from Curriculum Development for training for:
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Learning Support Assistants. The SENCO. Subject and Link Teachers. Inclusion Officer

 Governors. External Support. The LA Inclusion Service provides support which is free at the point of delivery. This includes the Hearing and Visual Impairment Service A.S.D Support and Speech and Language Support and support for SpLD

Allocation of time and its uses are specified in Service Level Agreements under Enhancements. The SENCO attends termly SEN Forum meetings to keep abreast of new initiatives. See appendix for recent training programmes Monitoring, Review and Evaluation. The school monitors and reviews its policy provision and practice in SEN termly. .

Appendix
Subject Staff holding departmental responsibility for SEN: Science DT IT History Geography MFL Business Studies RE Music PE Mrs. C Green Mrs. J Weaver Mr R Hampton Miss L Bramwell Mr A Harding Mrs D Falamazzi Mrs J Green Mr. L Davies Miss C Heath Miss S Lawton

Named LEA Officers Brian Hepburn - Head of Statutory Assessment Michelle Reant - Statutory Reviews Lynne Crockett -Education Officer for SEN Marj Povey - Acting Head of SENSS and General Advisor SEN

Named Outside Agency Links Marj Povey – Inclusion Service [Enhanced] Sue Francis – Inclusion Service [Entitlement] Nigel Rathmell – E.P. Service Joy Hall – School Health Andy Chapman – Hearing Impairment (SENSS) Pam Parkes – Visual Impairment (SENSS) Norma Allen – Counsellor Clive Lilley- Governor responsible for SEN Further Information on the SEN Department can be found on the Sandon Business and Enterprise web page. Revised 2009 – v showan


								
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