Definition of Special Educational Needs by dfhercbml


									SEN & Disabilities

    May 2007
This policy has been developed with regard to the SEN Code of
Practice published in November 2001. The Code was effective
from January 2002.


The John Moore Primary School values the contribution that every
child and young person can make and welcomes the diversity of
culture, religion and intellectual style. The school seeks to raise
the achievement, remove barriers to learning and increase the
physical and curricular access for all. All children and young
people with SEN are valued, respected and equal members of the
As such, provision for children with SEN is a matter for the school
as a whole. All teachers are teachers of children with SEN. The
Governing Body, Head Teacher, SENCO and all other members of
staff have important responsibilities.

Section A


To ensure that all pupils with special educational needs (SEN) to reach their
full potential, to be included fully in their school communities and make a
successful transition to adulthood and allows them to:

Be healthy
Stay safe
Enjoy and achieve
Make a positive contribution
Achieve economic well-being

Fundamental principles:

The policy is informed by these general principles:

    child with special educational needs should have their needs met

    the special educational needs of children will normally be met in
     mainstream schools or settings

    the views of the child should be sought and taken into account

    parents have a vital role to play in supporting their child’s education

    children with special educational needs should be offered full access
     to a broad, balanced and relevant education, including an appropriate

          for the Foundation Stage and the National Curriculum.

To ensure that:

     o the culture, practice, management and deployment of resources in our
       school are designed to ensure all children’s needs are met

     o any child’s special educational needs are identified early

     o we will exploit best practice when devising interventions

     o the views of the child concerned, in the light of their age and
       understanding, are taken into account

     o the school and parents work in partnership

     o we take into account the views of individual parents in respect of their
       child’s particular needs

     o interventions for each child are reviewed regularly to assess their
       impact and the child’s progress

     o there is close co-operation between all the agencies concerned and a
       multi-disciplinary approach to the resolution of issues

     o that Gloucestershire LEA makes assessments in accordance with the
       prescribed time limits

     o that statements are clear and detailed, made within prescribed time
       limits and specify monitoring

2.       Roles and Responsibilities

Currently (January 2007) the Head Teacher is the SENCO.

Below is a list of all responsibilities linked to SEN:

         the governing body, in co-operation with the head teacher, determines
          the school’s general policy and approach to provision for children with
          SEN, establishes the appropriate staffing and funding arrangements
          and maintains a general overview of the school’s work

         the governing body has an appointed committee to take a particular
          interest in and closely monitor the school’s work on behalf of children
          with SEN. The Governing Body also has a designated SEN Governor
          who meets regularly with the SENCO and informs the Governing Body
          regarding all aspects of SEN within the school.

         the governing body reports to parents through the School Profile on the
          school’s policy on SEN

         the head teacher has responsibility for the day-to-day management of
          all aspects of the school’s work, including provision for children with

         The head teacher keeps the governing body fully informed and also
          works closely with the school’s SEN coordinator or team

         all teaching and non teaching staff are involved in the development of
          the school’s SEN policy fully aware of the school’s procedures for
          identifying, assessing and making provision for pupils with SEN

         the SENCO (or team), working closely with the head teacher, senior
          management and fellow teachers, are closely involved in the strategic
          development of the SEN policy and provision. The SENCO has
          responsibility for day-to-day operation of the school’s SEN policy and
          for coordinating provision for pupils with SEN, particularly through
          Cause for Concern, School Action and School Action Plus.

3.       SENCO’s responsibilities

These include:

     o    overseeing the day-to-day operation of the school’s SEN policy
     o    co-ordinating provision for children with special educational needs
     o    liaising with and advising fellow teachers
     o    managing learning support assistants
     o    overseeing the records of all children with special educational needs
     o    liaising with parents of children with special educational needs
     o    contributing to the in-service training of staff
     o    liaising with external agencies including the LEA’s support and
          educational psychology services, health and social services, and
          voluntary bodies.

Additional time should be made available for the SENCO to:

     o    Maintain records
     o    Teach pupils with SEN
     o    Observe children in the classroom setting
     o    Manage and support LSWs
     o    Liaise with colleagues
     o    Liaise with other education providers

     4. Admission arrangements for children with SEN

The Head Teacher is responsible for the admission arrangements which
accord with those laid down by the Local Authority. The school acknowledges
in full its responsibility to admit children with already identified special
educational needs, as well as identifying and providing for those not
previously identified as having SEN.

   5. Facilities for children with disabilities

Our school is constructed on one level. There are no steps inside the building.
Outside the building there are ramps from pavements at regular intervals. We
have two disabled toilets and a disabled shower facility.


As part of the annual budget setting process specific funds are allocated to
SEN. This amount depends on the school budget allocation. Funding is made
available to finance TAs in each classroom to support small groups and
individuals with SEN and to help implement and monitor IEPs. SEN is also
allocated a budget for resource development. This budget for SEN is closely
linked to the School Development Plan.

The Inclusion grant is also used to support children with SEN. At present, this
money is used to provide 10 hours a week extra Teaching Assistant support
for individual children with particular needs.





The new Code of Practice (2002) divides SEN into four specific areas.
Children will be identified with SEN in one of these four categories:

   1. Communication and interaction

   2. Cognition and learning

   3. Behavioural, emotional and social development

   4. Sensory and/or physical

Early identification of SEN is vital. Identification of SEN can be made in a
variety of ways:

           Records from previous school or early years setting

            End of Foundation Stage assessment

            PIPs assessment for Reception aged children

            ELS screening

            Target setting process / School pupil tracking system /
             Children’s progress against the objectives outlined in the
             National Literacy and Numeracy Frameworks

            On-going teacher assessment and observations

            Regular teacher assessment

            Miscue analysis

            Mental maths cards progression

            Assistance from external agencies e.g. speech therapy

            Standardised screening or assessment tools

            LEA SEN audit manual

If a child is identified as having SEN the first step is to try to deal with the
difficulty within the normal classroom setting through:

      Formalising concerns about a child on our Cause for Concern forms
       (which are reviewed termly).

      Differentiation of activity or expected outcome

      Our effective school ethos

      Our effective learning environment

      Our effective behaviour and pastoral policy

      Our effective teaching and learning practices

      Setting suitable learning challenges

      Responding to children’s diverse, individual needs in the classroom

      Overcoming potential barriers to learning and assessment for
       individuals and groups of pupils

      Introduction of Literacy Intervention programmes – ELS, ALS, FLS

   However, if the child:

      makes little or no progress even when teaching approaches are
       targeted particularly in a child’s identified area of weakness

      shows signs of difficulty in developing literacy or mathematics skills
       which result in poor attainment in some curriculum areas

      presents persistent emotional or behavioural difficulties which are not
       ameliorated by the behaviour management techniques usually
       employed in the school

      has sensory or physical problems, and continues to make little or no
       progress despite the provision of specialist equipment

      has communication and/or interaction difficulties, and continues to
       make little or no progress despite the provision of a differentiated

   Then evidence is collected, using the Cause for Concern form, the child’s
   progress is reviewed against the LEA SEN audit manual and an Individual
   Education Plan (IEP) devised. The child is now at the stage of SCHOOL

   Within the IEP one or more of the following actions maybe required:

   o one to one tuition using TAs

   o different learning materials

   o special equipment

   o group or individual support

   o additional adult time using the inclusion dividend

   o staff training to provide effective intervention

At SCHOOL ACTION a child’s progress is reviewed each term. At an IEP
review meeting parents, the class teacher and SENCO may decide that
additional support is required for that particular child as no significant progress
has been made. The LEA SEN audit manual is used to ensure that a child’s
needs are comparable with those of a child in another LEA school.

The next stage of intervention is called SCHOOL ACTION PLUS.

At School Action Plus external support services, both those provided by the
LEA and by outside agencies, will usually see the child in school if that is
appropriate and practicable, so that they can advise teachers on new IEPs
with fresh targets and accompanying strategies, provide more specialist
assessments that can inform planning and the measurement of a pupil’s

progress, give advice on the use of new or specialist strategies or materials,
and in some cases provide support for particular activities.

Following external adv       ice a new IEP must be written setting out fresh
strategies for supporting the child’s progress. The new strategies must 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 continues to be
the responsibility of the class teacher

If the SENCO, parent and/or class teacher continue to be concerned by a
child’s lack of progress, then following a favourable assessment by the
Educational Psychologist and discussion with parents the school will request

The statement can be requested by the school, parents or by another agency.

The school by this point must be able to provide the LEA with the following

   o the school’s action through School Action and School Action Plus
   o individual education plans for the pupil
   o records of regular reviews and their outcomes
   o the pupil’s health including the child’s medical history where relevant
   o National Curriculum levels
   o attainments in literacy and mathematics
   o educational and other assessments, for example from an advisory
     specialist support teacher or an educational psychologist
   o views of the parents and of the child
   o involvement of other professionals
   o any involvement by the social services or education welfare service.

Once a statement has been provided a new IEP will need to be written
incorporating all targets established in the statement.

Children with statements have an annual review. Once they reach Year 5
there should be discussions and recommendations made about the type of
provision required at secondary school.

Through effective IEPs and teaching by class teachers,
SENCO and TAs we aim for a child to require less support.
For example, at an annual review a child’s statement may no
longer be deemed necessary; or at a termly review parents,
class teacher and SENCO may agree that a child requires
less support and so moves to School Action or Cause For


If a child is identified with SEN he/she will need to be recognised as either
“Cause for concern” or “School Action”.

A child identified with causes for concern will have a “cause for concern”
record sheet completed by the teacher. The teacher, child and parent review
the “cause for concern” form informally at each parents evening. At the end of
the academic year the “cause for concern” form is re-written / updated and
passed in the child’s green assessment and record folder to the child’s next
teacher. The SENCO will be given copies of the “cause for concern” forms.
The cause for concern cycle then begins again.

If a child moves from “cause for concern” to SCHOOL ACTION or SCHOOL
ACTION PLUS then the monitoring & review process becomes more formal:

IEPs are reviewed every term during the final two weeks of term. The review
process involves the child, teacher and SENCO. Parents are also invited to
attend these review meetings.

Children are asked their opinion about their progress since the last review.
This discussion takes place before the review meeting and is usually
undertaken with the class teacher. This will inform the teacher about that
child’s feeling about their progress. Children also need to be made aware of
the outcome of the review meeting.

 Children, who are capable of forming views, have a right to receive and make
 known information, to express an opinion, and to have that opinion taken
 into account in any matters affecting them. The views of the child should be
 given due weight according to the age, maturity and capability of the child.

 (See Articles 12 and 13, The United Nations Convention on the Rights of the

During the review meeting a review of the current IEP is undertaken and a
new IEP is agreed and produced.

The class teacher, parents and SENCO keep copies of the review and IEP.
The class teacher ensures that copies of the IEP and review are placed in the
child’s green assessment and record folder. A copy is also place in the
Class SEN folder, in order that both Teaching Assistants and Teachers have
easy access to the IEPs.


Child’s individual IEP targets are reached by:

                      children working in one to one situations with an TA

                     children working in small groups with an TA or teacher
                     assistance from parents at home
                     additional reward schemes

To ensure that targets agreed for a child at School Action or School Action
Plus are relevant and appropriate the school may use the expertise of an
advisory teacher from the LEA SEN team.

   8. Access to the Curriculum

   All children and young people have the entitlement to a broad,
   balanced and relevant curriculum and inclusion in all school

We ensure that children with SEN are able to participate effectively in all
areas of the curriculum and school life. To ensure inclusion and equal access
to a broad and balanced curriculum teachers may differentiate tasks and

All children and with SEN are taught for most of the week with their peers in
mainstream classes by class teachers and study the curriculum appropriate
for their age. All teaching and support staff are aware of the National
Curriculum Inclusion Statement and in their planning and teaching they strive

      Provide suitable learning challenges
      Meet the children’s diverse learning needs
      Remove the barriers to learning and assessment.

   With advice from and the support of the SENCO and Teaching Assistants,
   teachers match the learning to the needs and abilities of each child. They
   use a range of strategies to develop the child’s knowledge, understanding
   and skills. Where appropriate, materials are modified or support is
   provided to enable children with SEN to access the learning or assessment

   The school acknowledges that its practices make a difference. Because of
   this the school and teachers regularly review issues related to children with
   SEN and classroom organisation, teaching styles and methods, materials
   and tasks to determine how these could be improved.

   Children with SEN may also need to work with an additional adult in the
   classroom and are sometimes withdrawn for individual support from a
   Teaching Assistant. To minimise any potentially negative impact of
   withdrawal, these sessions are usually quite short sessions of 15 – 20
   minutes in length.

   Teachers may need to liaise with outside agencies that may be supporting
   a child to ensure equal access to the curriculum. Teachers may need to
   take specific actions to ensure that children with SEN are planned for
   effectively and are given support to manage their emotions when taking
   part in learning. SEN children will also be given additional support at break
   and lunchtimes if there is a need.

   Planning ahead and flexibility is key to successful integration of a child into
   a broad and balanced curriculum.

       Access to the wider curriculum

       In addition to the statutory curriculum the school provides a wide range
        of additional activities.
       These include netball, tag rugby, football, art, school choir, recorders
        and chess clubs. Children with
       SEN are actively encouraged and supported to join in and benefit from
        these activities. Such participation is monitored carefully.

   Monitoring and Evaluating the success of the education
   provided for children and young people with SEN

   The school, including the governing body is committed to regular and
   systematic evaluation of the effectiveness of its work. In this respect, the
   governing body reports annually to the parents (through the School Profile)
   upon the quality of education provided for and the achievements of
   children with SEN. The school employs a series of methods to gather data
   for analysis including:
        Regular observation of teaching
        Analysis of the attainment and achievement of different groups of
          children with SEN.
        Success rates in respect of IEP targets.
        Scrutiny of teacher’s planning and children’s work.
        The views of both the parents and the child.
        Regular monitoring by the governing body/ SEN Governor.
        Maintenance of assessment records (eg reading and spelling) that
          illustrate progress over time.
        Regular meetings between SENCO and class teachers; subject
          leaders/ Senior Management team; Teaching Assistants.
        The school also annually completes the SEN School Self Evaluation
          document which allows it to analyse the previous year’s work and
          plan for future developments in SEN.

      As a result of the above, the school reports annually upon its
successes and identifies aspects for
      Future development.

           Termly reviews allow the SENCO to analyse progress made by
            children with SEN
           The Head Teacher monitors teaching and the inclusivity of
            educational opportunities offered to children in school.

        The SENCO or Head Teacher reports to the Governor responsible
         for SEN at every full Governor’s meeting. The Governor responsible
         for SEN also liaises with the SENCO once a term to discuss
         developments in SEN and the progress made by children at School
         Action and School Action Plus.
        There is an LEA audit of SEN children once a year.
        Our SEN advisory teacher and Educational Psychologist visit the
         school regularly, discuss children and the progress that they are


  Our complaints policy is outlined in our school prospectus. However, the
  Head Teacher, in consultation with the SENCO, class teacher and staff
  supporting a child with SEN, should deal with all complaints from parents.
  There is also the “Parent Partnership Service” that offers advice and help
  to parents with SEN children.




        Professional development linked to SEN is detailed in the SDP.
         Through the Performance Management process teaching and
         support staff are given opportunities to discuss their professional
         development needs related to SEN. Individual and whole school
         issues for training are identified through the SDP review/evaluation
        The SENCO regularly attends local and national
         courses/conferences including cluster meetings.
        The local cluster of schools receive regular training from their
         assigned Educational Psychologists on different categories of SEN.
         Most recent training has included Autistic Spectrum, and Emotional
         and Behavioural difficulties.
        Newly Qualified teachers and teachers new to the school either
         attend local authorities courses relating to SEN or receive
         appropriate induction information and training from the SENCO.


  The school currently has three visits each year from Educational
  Psychologist. The SEN Montoring advisor visits twice a year to carry out
  the SEN Audit. The LEA also offers support to the school through SENCO
  conferences, area cluster meetings and a range of informative courses.

   12.        THE ROLE OF PARENTS

      In accordance with the SEN Code of Practice, the school believes that all
parents of children with
    SEN should be treated as equal partners. The school has positive
attitudes to parents, provides user
   friendly information and strives to ensure that they understand the
procedures and are aware of how to
   access advice. Parents are supported and empowered to:
     Recognise and fulfil their responsibilities as parents and play an active
         and valued role in their child’s education
     Have knowledge of their child’s entitlement within the SEN framework.
     Make their views known about how their child is educated.
     Have access to information, advice and support during assessment and
         any related decision making processes about special educational

      The school will communicate with parents at the first identification of
       any SEN.
      We have an “open door” policy to parents talking and discussing issues
       with staff. We welcome and encourage parental participation in their
       children’s education.
      Parents play a vital role in the review procedure. They are invited to all
       Review meetings and if they are unable to attend are sent a draft copy
       of the IEP to add their comments on their child’s progress.
      Parents are encouraged to undertake to work with their child at home
       as part of the IEP (see Home School Agreement)
      Colleagues should use the knowledge and experience of parents. They
       often have unique information and knowledge about their child.
      In working with the school parents should communicate regularly with
       the school and alert them to any concerns they have about their child’s
       learning or provision.
      The school is aware of the need for communication with parents to be
       jargon free.
      Parents need to be made aware of procedures for SEN.
      The school needs to be aware of parental feelings.


   The majority of children transfer from this school to Tewkesbury School.
   Staff from the two schools liaise effectively. We have visits from secondary
   Year Group heads during the summer term. The SENCO from Tewkesbury
   School will also come to school during the summer term to assess children
   with SEN.


When required the school liaises effectively with outside agencies including:
social services, educational welfare officers, health service and other
organisations that work on behalf of children with SEN.

Child Action Model – The school is now trained in using the Local Authority
model of the Common Assessment Framework (CAF). The school is able to
carry out a Common Assessment with parents for any pupil who it feels will
not be able to achieve the five outcomes of the Every Child Matters agenda
without some additional support. On completion of the Assessment the
school is able to access local Multi-agency meetings to request additional
support for pupils from a wide variety of services.

Review of SEN Policy

The Governing Body and staff review this policy annually.

                                  Policy agreed and up-dated May 2007


                                                                                                                                 PROGRESSION THROUGH
                                                                                                                                                            The class teacher, parent and
                                                                                                                                 FOUR STAGES OF SEN         SENCO are concerned about a
                                                                                                                                                            child’s progress in school. a cause
                                                                                                                                                            for concern form is completed.
Through effective IEPs and teaching by class teachers, SENCO and LSAs we aim for a child to require less support. For example,

                                                                                                                                       Cause for
at an annual review a child’s statement may no longer be deemed necessary; or at a termly review parents, class teacher and

SENCO may agree that a child requires less support and so moves to School Action or Cause For Concern.

                                                                                                                                                            The school devise an IEP. The
                                                                                                                                                            child may have group or
                                                                                                                                                            individual help as well as special

                                                                                                                                                       External agencies are involved in
                                                                                                                                                       assessing and monitoring the
                                                                                                                                                       child’s progress. Advice is given
                                                                                                                                        School         for a new IEP.
                                                                                                                                      Action Plus

                                                                                                                                                                    Following a “favourable”
                                                                                                                                                                    assessment by an Educational
                                                                                                                                                                    Psychologist and discussion
                                                                                                                                                                    with parents the school
                                                                                                                                                                    requests Statutory
                                                                                                                                        Statutory                   Assessment from the LEA.
                                                                                                                                       Assessment                   The statement may provide
                                                                                                                                                                    an new IEP as well as
                                                                                                                                                                    additional adult support.


To top