The SEN Policy Guidelines grid by rsr13049

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									DEVELOPING A SEN POLICY

The C.O. P. (effective from 1 January 2002) requires all Schools to have a policy for special
educational needs. Overall responsibility for the development of the SEN policy lies with the
governing body and the head teacher. However, it is vital that all staff, both teaching and non-
teaching, are involved in development work:

As part of their statutory duties, governing bodies of all maintained mainstream schools must
publish information about, and report on, the school's policy on special educational needs. This
information must be freely available to parents. While the governing body and the head
teacher will take overall responsibility for the school's SEN policy, the school as a whole
should be involved in its development paragraph 1:26 C.O.P.

Schools may also find it useful to consult neighbouring or pyramid schools, parents, the Local
Authority (LA) and any external specialists who have worked closely with them. It may be that
schools decide that a useful strategy is to write a definitive policy and then add a more detailed
document describing how the school translates policy into practice as an appendix. This would
enable schools to update the appendix without rewriting the policy as appropriate.


There are three main areas to the development of the policy:

  i)       Consultation and Review. Within this area information is gained by consulting staff,
           pupils, parents and governors about various aspects of the SEN procedures in school
           and reviewing how they match the needs currently identified in the C.O.P. The whole
           staff needs to reflect on current practice and make decisions about changes that need
           to take place within the school structure, and approach to SEN.

  Guidelines For Meeting the Need Issue 1 - July 2002                                      1



  ii)      Development. At this stage working groups may be established, if appropriate, to
           consider the various components of the C.O.P. Working groups may report back to a
           steering group but this will depend on the size of the school, the amount of time
           available and other demands. It will be helpful if management support is given as
           highlighted in the C.O.P. ' the SENCO (or team) working closely with the head
           teacher, senior management and fellow teachers, should be closely involved in the
           strategic development of the SEN policy and provision for pupils with SEN paragraph
           1:39 C.O.P.

  iii)      Monitoring and Evaluation. Any policy is a developing entity and it is necessary to
           build in criteria to gauge the success of the policy. It is possible to evaluate the
           success of your policy by considering the extent to which the objectives are being
           met. The governors should feel that the policy matches their duties and reflects the
           ethos of the school. 'Governors play a major role in school self-review and should
           establish mechanisms to ensure that they are fully informed about the school,
           including the systems for and the outcomes of in-school monitoring and evaluation.
           In relation to SEN, the governing body should make sure that

           •    They are fully involved in developing and monitoring the school's SEN policy
           •    All governors, especially SEN governors, are up-to-date and knowledgeable about
                the school's SEN provision, including how funding, equipment and personnel
                resources are deployed
           •    SEN is an integral part of the school development plan
           •    The quality of SEN provision is continually monitored.' Paragraph 1:22 C.O.P
             The governing body of a mainstream school must: 'report to parents on the
             implementation of the school's policy for pupils with special educational needs'
             paragraph 1:21 C.O.P. Other duties are also outlined within the paragraph.

             The school could evaluate the SEN policy with the use of success factors and use of
             data e.g. the SEN profile, issued by the LA. Some examples of success are likely to
             be:

         •    Arrangements for the monitoring of the strategies which should be in place as
              outlined within the SEN policy, are implemented
         •    Strategies are in place for identification and appropriate provision re. pupils with
              special educational needs published within school
         •    Strategies are in place for ensuring all staff are aware of pupils' SEN
         •    Strategies are in place for ensuring needs are identified early
         •    Strategies are in place for ensuring that pupils with SEN join in all school activities
         •    Strategies are in place for ensuring responsibility for SEN provision which takes into
              account the views and wishes of the child
         •    Consultation with the LA and other schools in the interests of co-ordinated SEN
              provision in the area as a whole
         •    Reporting annually to parents
         •    Strategies are in place for ensuring that professionals and parents work in
              partnership
         •    Strategies are in place for ensuring professionals take account of parents' views
         •    Provision and progress being monitored and reviewed regularly
         •    Co-operation between all agencies


Guidelines For Meeting the Need Issue 1 - July 2002
THE SCHOOL SEN POLICY
'The SEN policy must contain the information as set out in the Education (Special Educational Needs)
(Information) (England) Regulations 1999 (see: Annex A), C.O.P. paragraph 1:24

The Policy Guidelines Document drawn up by the LA uses the headings as indicated in
Annex A Schedule 1 Regulation 3(1) (P197) as follows:

   1. Basic Information about the School's Special Education Provision.

   2. Information about the School's Policies for the identification, Assessment and
   Provision for all pupils with SEN.

   3. Information about the School's Staffing Policies and Partnership with bodies
   beyond the school.



Other documents reflect recent changes to policy and practice in light of the Human Rights Act
Racial Equality and Equal Opportunities policy. The Special Educational Needs and Disability
Act (SENDA) 2001 is particularly important. School policy and practice should reflect SENDA
so as to avoid acting unlawfully. There are two key duties:

    •   Not to treat disabled pupils less favourably
    •   To make reasonable adjustments to avoid putting disabled pupils at a disadvantage

The SEN Framework of SENDA establishes a presumption that all children will be educated in
mainstream schools, 'where parents want it and where it is compatible with the efficient use of
resources' paragraph 1:55. Planning duties require schools to draw up accessibility strategies
to improve access to the curriculum, physical environment and information. SENDA paragraph
1:61.

Disabled pupils and disabled prospective pupils are covered by the Act. SENDA paragraph 2:17

A disabled person is described as someone who has a physical or mental impairment, which
has an effect on his or her ability to carry out normal day-to-day activities. The effect must be

    •    Substantial (i.e. more than minor or trivial)
    •    Long term (i.e. for at least a year or as long as persons life)
    •    Adverse

 SENDA paragraph 2:18


This definition also includes any physical or mental disability including sensory impairment. It
also covers hidden disabilities such as mental illness, mental health problems, learning
disability, dyslexia, diabetes, epilepsy and people with severe disfigurement.

 Discrimination is identified as
    • Treating a disabled pupil or disabled prospective pupil less favourably for a reason
       relating to disability

Guidelines For Meeting the Need Issue 1 - July 2002                                               3
        • Failing to make 'reasonable adjustments' to admission arrangements and in
          relation to education and associated services. SENDA paragraph 3:1
Reference to an 'Access Plan 1 could be included in the policy and could outline any
proposed adjustments to be introduced within school. A school is likely to need to think
about what reasonable steps' it could take and should consider the broad range of needs
and requirements of their pupils, both current and future. Therefore, it is important that
schools consider a range of publications and seek to reflect an 'inclusive' ethos in their
policy.


Throughout the guidelines there are references to the following documents:


Bibliography

       Learning for All: Standards for Racial Equality in Schools.
       Promoting Children's Mental Health in Early years and School
       Settings DfES 0121/2001
       Inclusive Schooling DfES/0774/2001
       Access to Education for Children and Young Children with
       medical
       problems DfES/0732/2001 _______________________________
       Index for Inclusion : Centre for Studies on Inclusive Education
       (CSIE) General Guidelines QCA/01/736 Tel. 01787884444
       Supporting the Target Setting Process DfES/0065/2001
      Disability Discrimination Act 1995(as amended by SEN Educational
      Needs and Disability Act 2001) Consultation on a New C.O.P. (schools)
      avail from www.drc-qb.org Tel: 08457 622 633
      SEN Toolkit: Principles and Policies, Parent Partnership
      Services, Enabling Pupil Participation, Strands of Action to
      Meet SEN.
      Flexibility in the Secondary Curriculum (1999) QCA
      National Standards for SENCOs Teacher Training Agency (1998)
      National Curriculum 2000
      Framework for Assessment of Children in Need and their
      Families
      Department of Health/Home Office ________________________
      SEN : A Guide for parents and Carers : DfES 0800/2001
      Excellence for all children: DfEE ISBN 0-10-137852-1
      Implementing the Disability Act in Schools and Early Years Settings DfES (2006)
      Ref. 0160-2006DOC-EN
The SEN Policy Guidelines grid

The three headings and the basic information needed about the school's SEN provision
outlined in the Statutory Regulations have formed the basis of the attached grid.

The intention of the grid is that it can be used to evaluate the school SEN Policy and will
ensure that all the points raised in the Statutory Regulations have been examined.

Schools should also use the SEN Policy evaluation contained within their current SEN
Profile to assist the evaluation process.

On completion of this evaluation all the Statutory Regulations will have been examined by
the school, and together with the SENDA information which is included in the grid, it is
likely that the SEN policy:

   •   Includes elements of inclusion
   •   Has regard to the Code of Practice (C.O.P.) requirements
   •   Meets the legal requirements of Special Educational Needs Disability Act (SENDA.)




Guidelines For Meeting the Need Issue 1 - July 2002
 SEN Policy Guidelines
 All points highlighted in the grid should be addressed in the policy and the school's unique method of catering for them should be written
 down.
          • Should some not be covered consult with relevant staff and devise plan for implementation.
          • Set target date for adding to policy

        Policy Headings                                           Think about                                  Useful documents to read
Based on regulation 3(1)        Prompts for consideration when writing an SEN                            Code of Practice (C.O.P.)and SEN toolkit
Schedule 1 Statutory instrument policy related to the individual circumstances/ethos                     plus other documents as referenced, to
199 No 2506.                    within your school.                                                      aid a wider context regarding inclusion.



1. Basic information about the school's special education provision.
1a) The objectives of the SEN                        How is the Policy developed? Are all the staff      C.O.P. paragraphs 1:23 to 1:28
policy.                                                                 involved?
                                               Is a governor named as having responsibility for
1b) The role of the                           SEN.?                                                      SEN tool kit section 1, Inclusive schooling
governing body in ensuring                     Is there a governors' committee for SEN, if not, how     paragraphs 8b/16
provision for pupils with                     are issues linked into other committee structures? How
SEN.                                          does the governors' SEN policy reflect the objectives      Index for Inclusion, developing learning
                                              and direction of the school? (E.g. with respect to         and participation in schools (2000) CSIE
                                              Inclusion and access)                                      page 70
                                               How is this information readily available to parents?    SENDA 2001 page 31
                                               Is the information set out in such a way that parents,
                                              who may have a disability themselves, can understand it
                                              and get access to it?                                      Planning, teaching and assessing the
                                               Is there provision for translation or explanation        curriculum for pupils with learning difficulties
                                              should that be requested?                                  - General Guidelines (DfEE/QCA) page 6

Guidelines For Meeting the Need Issue 1 - July 2002                                                 10
        Policy Headings                                            Think about                                  Useful documents to read
Based on regulation 3(1)                      Prompts for consideration when writing an SEN               Code of Practice (C.O.P.)and SEN toolkit
Schedule 1 Statutory instrument               policy related to the individual circumstances/ethos        plus other documents as referenced to aid
199 No 2506.                                  within your school.                                         a wider context regarding inclusion.


                                                                                                          Flexibility in the Secondary Curriculum
                                                                                                          (1999) QCA

1c) The name of (he school's                         Does the SEN policy indicate the name of the         National Standards for SENCOs (TTA 1998)
SEN co-ordinator or teacher                                               SENCO?
responsible for SEN within                     Is the SENCO a member of the senior management
school.                                       team?
                                               Where the SENCO is not a member of the Senior
                                              Management Team by what route do SEN issues reach
                                              that team for consideration?
                                               Where the SENCO task is shared, who leads in              C.O.P. paragraphs 4:15, 5: 29, 6:7, 6:36,
                                              different organisational roles?                             10:11.
                                               Are there other members of staff with SEN
                                              responsibilities?
                                               How do job descriptions refer to the whole task and
                                              are they cross-referenced to the policy?

1d) The arrangements for co-                      What systems exist lo ensure a l l staff are aware      'Effectiveness of SENCO' in TTA (1998)
ordinating provision of                                   of their responsibilities for SEN?              National Standards for SENCOs. (p 11)
education for pupils with                      What systems are in place to ensure that all staff,       for outline of systems.
SEN.                                          which teaches a pupil with a learning difficulty, has
                                              information about that pupil's difficulties?                C.O.P. paragraph 4:26, 5:30, 6:32
                                               Does SEN appear as a regular item at staff
                                              meetings?
                                               Are there teams reporting back to pastoral or             SEN Toolkit section 5 paragraph 20,21, 22,
                                              subject dept/finance committees?                            23.


Guidelines For Meeting the Need Issue 1 - July 2002                                                  11
        Policy Headings                                            Think about                                 Useful documents to read
Based on regulation 3(1)                      Prompts for consideration when writing an SEN               Code of Practice (C.O.P.) and SEN toolkit
Schedule 1 Statutory instrument               policy related to the individual circumstances/ethos        plus other documents as referenced to aid
199 No 2506.                                  within your school.                                         a wider context regarding inclusion.


1e) Admission arrangements. Has the admission statement been checked to ensure Doncaster Admission Policy Statement 2003/4
                                        that it is not discriminatory:

                                               In the arrangements made for determining admission?
                                                  In the terms on which the responsible body offers
                                              admission?
                                               By refusing or omitting to accept, an application from SENDA 2001
                                              someone who is disabled?
                                               How is t h is tied in with any 'reasonable' adjustments
                                              the school is taking to provide access?
                                               Is there an 'Access Plan' and how is this related to the
                                              SEN Policy?



2. The school's policy for identification, assessment and provision.
2a) Arrangements by the                          The governing body of a community, voluntary or          C.O.P. Sections 1:21
governing body to ensure                                      foundation school must:                     and 1:22
the allocation of                              Do its best to ensure that the necessary provision is
resources                                     made for any pupil who has special educational needs.
                                                                                                          See Section 317, Education Act 1996
                                               Ensure that, where the 'responsible person' - the
                                              headteacher or the appropriate governor - has been
                                              informed by the LA that a pupil has special educational
                                              needs, those needs are made known to all who are likely     See Section 313, Education Act 1996
                                              to teach them.

Guidelines For Meeting the Need Issue 1 - July 2002                                                  12
       Policy Headings                                             Think about                                   Useful documents to read
Based on regulation 3(1)        Prompts for consideration when writing an SEN                               Code of Practice (C.O.P.)and SEN toolkit
Schedule 1 Statutory instrument policy related to the individual circumstances/ethos                        plus other documents as referenced to aid
199 No 2506.                    within your school.                                                         a wider context regarding inclusion.


                                               Ensure that teachers in the school are aware of the
                                              importance of identifying, and providing for, those pupils
                                              who have special educational needs.
                                               Consult the LA 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 pupil with special educational needs
                                              joins in the activities of the school together with pupils
                                              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 pupils
                                              with whom they are educated and the efficient use of
                                              resources.

                                              The governing body of a maintained school, and the
                                              LA in relation to a maintained nursery school, must:

                                               Report annually to parents on the implementation of
                                              the school's policy for pupils with special educational
                                              needs including the allocation of resources.
                                               Have regard to the Code of Practice when carrying out
                                              its duties toward all pupils with special educational needs
                                               Ensure that parents are notified of a decision by the
                                              school that SEN provision is being made for their child.


Guidelines For Meeting the Need Issue 1 - July 2002                                                   13
       Policy Headings                                                Think about                               Useful documents to read
Based on regulation 3(1)                      Prompts for consideration when writing an SEN                Code of Practice (C.O.P.)and SEN toolkit
Schedule 1 Statutory instrument               policy related to the individual circumstances/ethos         plus other documents as referenced to aid
199 No 2506.                                  within your school.                                          a wider context regarding inclusion.


                                              • Governors play a major part in school self-review and
                                              should establish mechanisms to ensure that they are
                                              informed about the school, including the systems for and
                                              the outcomes of in-school monitoring and evaluation.

                                                      In relation to SEN the governing body have the
                                                        following responsibility for involvement in:

                                               Developing and monitoring the school's SEN policy.
                                               Being up-to-date and knowledgeable about the
                                              school's SEN provision, including how funding,
                                              equipment and personnel resources are deployed.
                                               Ensuring that SEN provision is an integral part of the
                                              school development plan.
                                               Ensuring the quality of SEN provision is continually
                                              monitored


2b) Identification of pupils                     The progress made by a l l pupils will be regularly     C.O.P. (Chapters 4, 5 and 6)
needs, assessment,                             monitored and reviewed. There is no need for pupils
monitoring and review                             to be registered or identified as having special
                                                  educational needs unless the school is taking
                                                           additional or different action.
                                               How are the criteria within school for identification of
                                              pupils SA/SA+ used and moderated?
                                               What arrangements exist for monitoring and review of
                                              learning tasks?

Guidelines For Meeting the Need Issue 1 - July 2002                                                    U
        Policy Headings                                             Think about                              Useful documents to read
Based on regulation 3(1)                      Prompts for consideration when writing an SEN                  Code of Practice (C.O.P.)and SEN toolkit
Schedule 1 Statutory instrument               policy related to the individual circumstances/ethos           plus other documents as referenced to aid
199 No 2506.                                  within your school.                                            a wider context regarding inclusion.


                                               Are clear objectives with planned learning objectives
                                                                       described?
                                               What is the process for monitoring and reviewing
                                              I.E.P.s?
                                                  What is the period of time for targets?
                                               What types of provision are put in place?
                                               How do pupils’s participate in their own programmes?
                                               Which personnel are involved in IEP meetings?
                                               Enclose a paragraph about transition plans e.g. 'The
                                              school will liase with the Connexions Service and other
                                              agencies to arrange Transition Plans for students with
                                              Statements (and other pupils with SEN who may benefit
                                              from Transition Planning) in Year 9, and will ensure that
                                              these Transition Plans are reviewed annually as part of
                                              the Annual Review process.'

                                                      You may wish to use some of the following
                                                          statements in terms of objectives:

                                               To identify students with special educational needs as
                                              early as possible and ensure that all their needs are met.
                                               To maximise the opportunities for students with
                                              special educational needs to join in with all the activities
                                              of the school



Guidelines For Meeting the Need Issue 1 - July 2002                                                    15
        Policy Headings                                                Think about                                 Useful documents to read
Based on regulation 3(1)        Prompts for consideration when writing an SEN                                 Code of Practice(C.O.P.) and SEN toolkit
Schedule 1 Statutory instrument policy related to the individual circumstances/ethos                          plus other documents as referenced to aid
199 No 2506.                    within your school.                                                           a wider context regarding inclusion.


                                                      • To ensure that all learners have equal access to a
                                                      broad, balanced curriculum which is differentiated to
                                                      meet individual needs and abilities
                                                       To encourage learners to develop confidence and
                                                      recognise value in their own contributions to their
                                                      learning giving them a high self-esteem
                                                       To encourage regular and effective
                                                      communication between parents and school
                                                       To encourage learners to express their views and
                                                      be fully involved in their learning
                                                       To ensure parents are informed of their child's
                                                      special needs and promote effective partnership to
                                                      involve outside agencies when appropriate

2c) Arrangements for access When a pupil is not making adequate progress he or The triggers for intervention will be those
to a broad and balanced     she will be identified as having special educational described in the C.O.P 4:21, 4:31, 5:44,
curriculum, including the   needs. Additional support will be provided and will 5:56, 6:49, 6:64.
National Curriculum.                    be monitored and reviewed.
                                                                What arrangements exist re:
                                                                                                              National Curriculum 2000
                                                Curriculum development for pupils with SEN?                  Three principles for
                                               Strategies & approaches (i.e. differentiation/                inclusion
                                              reasonable adjustments)?
                                               Systems for in-class support?
                                                                                                              Inclusive Schooling paragraphs 45 +46
                                                  Examine a l l curricular arrangements and ensure
                                                                  they are all noted.

Guidelines For Meeting the Need Issue 1 - July 2002                                                      16
        Policy Headings                                                Think about                                Useful documents to read
Based on regulation 3(1)                      Prompts for consideration when writing an SEN                 Code of Practice (C.O.P.)and SEN toolkit
Schedule 1 Statutory instrument               policy related to the individual circumstances/ethos          plus other documents as referenced to aid
199 No 2506.                                  within your school.                                           a wider context regarding inclusion.


                                                Explain the inter relationship of all facets of your        SENDA paragraph 4+5 (page 56)
                                                                     provision.
                                               What accessibility strategies are available -both
                                              physical environment and information?

2d) Arrangements to ensure                       Are the needs of SEN pupils taken into account when See Index for inclusion Pg 88 - C1.12,
that pupils with SEN join in                  planning visits out of school?                                   All students take part in activities
activities in the                              How do you ensure that all pupils have access to               outside the classroom
school/integration                            notices about extra curricula activities?
arrangements.                                  What practices are there to ensure all children are
                                              able to join in sports days, " irrespective of skill or level of
                                              impairment
                                               As 2c but must include all inclusive activities such as
                                              transition plans, work expedience, opportunities for out of
                                              school activities and other extra curricula plans

                                              You may wish to write a statement that begins: ‘ The
                                              provision for pupils with statements will include….  '

2e) Arrangements made by                               What success criteria are used—how is the           C.O.P. Paragraph 1:21 & 1:22
governing body to evaluate                            information obtained?                                 (responsibilities of Governing
the success of the education                           Does the evaluation include comparison with         Body) Paragraph 1:39
provided for pupils with                              schools with similar needs?                           Inclusive Schooling page 7
SEN.                                                   How is the evaluation outcome fed back to
                                                      staff? • How do the views of parents contribute to
                                                      the evaluation?


Guidelines For Meeting the Need Issue 1 - July 2002                                                    17
        Policy Headings                                            Think about                                    Useful documents to read
Based on regulation 3(1)        Prompts for consideration when writing an SEN                                Code of Practice (C.O.P.)and SEN toolkit
Schedule 1 Statutory instrument policy related to the individual circumstances/ethos                         plus other documents as referenced to aid
199 No 2506.                    within your school.                                                          a wider context regarding inclusion.


                                                 Are the priorities highlighted in the Disability Act       SENDA Paragraphs: 2:4, 2:5, 2:10, 2:13,
                                              incorporated into the success criteria?                        and 2:16. Section 3 confidentiality issues
                                              e.g. How do parents/ pupils share information with the         Paragraph 5:37, 5:38, 5:40 monitoring
                                              school ?                                                       progress
                                               How are the requirements for reasonable adjustments
                                              considered by the governing body?                              Learning for all Parents Governors and
                                                 Is there a protocol to enable future pupils disabilities   Community Partnership section 3 and 4
                                              to be addressed before admission to school?                    support for ethnic groups
                                               Are academic/social/physical/ethnic needs included in
                                              the success criteria?                                  Supporting the Target Setting Process
                                                                                                     page 6 guidance for school self
                                                                                                     improvement
2f) Arrangements by                             Is the protocol published within the policy?        Statutory Regulations schedule 1 point 12
governing body for                              The schools' complaint procedures should be set out page 197
considering complaints from                    in the school prospectus. Obtain a copy.
parents of pupils with SEN,                     Is it right for Special Educational Needs pupils?
relating to provision made at                   Include it in the Special Educational Needs policy.
school
                                                  You may wish to include the following statement:           SENDA paragraph 1:44

                                              'Under the SEN and Disability Act 2001 parents will also
                                              be able to request independent disagreement resolution
                                              and the school will make further information about this
                                              process available on request.'



Guidelines For Meeting (he Need Issue 1 - July 2002                                                    18
                                                                                                          \



        Policy Headings                                            Think about                                      Useful documents to read
Based on regulation 3(1)        Prompts for consideration when writing an SEN                                 Code of Practice (C.O.P.)and SEN toolkit
Schedule 1 Statutory instrument policy related to the individual circumstances/ethos                          plus other documents as referenced to
199 No 2506.                    within your school.                                                           aid a wider context regarding inclusion.



3. Information about staffing policy and partnership
3a) Arrangements made by                         Are all staff clear of their roles, responsibilities and
governing body re. SEN in-                    lines of communication?                                      C.O.P. paragraphs 1:7, 3.22, 5:33 SEN
service (raining: for staff                    Do LSA's undergo training on pupil participation in the
and non-teaching                              development of their own IEPs and communication              tool kit section 4 paragraphs 17 and 22
assistants.                                   skills?
                                               Are there clearly identified priorities for LSA training?
                                               Are the IEP and statement targets shared with LSAs
                                              who are then given the opportunity to contribute to further Inclusive Schooling section 46
                                              target setting?
                                               Is there a separate staff development sheet?
                                               Is there joint training with other schools or pyramids?
                                               Are staff trained in emotional literacy and aware of
                                              whole school strategies for managing behavioural
                                              issues?
3b ) Use of teachers and                       Is there a system in place for referrals and use of staff C.O.P. paragraphs: 1.27-Policy. 1.15 -Parent
facilities from outside the                   from other agencies even if you do not use the service at Partnership. 2.15-Voluntary Sector. 4.29 &
school including links with                   present e.g. Hearing Impaired /Visually Impaired Service 4.32 - Early Years Action and Action Plus.
ILSS/SpEDT                                    for pupils?                                                  5.49 - Working with support providers. 10.11
                                               Do you have systems in place to release teaching or        - LA policies on access provision. 10.15-
                                              school support staff to meet with support agencies to        Connexions Personal Advisers. 10.26 Links
                                              review targets/ discuss strategies etc?                      with health services Chapter 10 - Partnership
                                               Do you ensure there is a Service Level Agreement           with other agencies
                                              with the support staff coming in irrespective of whether it
                                              is a bought in service?
Guidelines For Meeting the Need Issue 1 - July 2002                                                  19
        Policy Headings                                            Think about                                    Useful documents to read
Based on regulation 3(1)        Prompts for consideration when writing an SEN                              Code of Practice (C.O.P.)and SEN toolkit
Schedule 1 Statutory instrument policy related to the individual circumstances/ethos                       plus other documents as referenced to aid
199 No 2506.                    within your school.                                                        a wider context regarding inclusion.


                                                 Are you clear what will be delivered and what the        Behaviour Support Plan Pages 90-112 -
                                              school part of the agreement will be e.g. - room or space    Description of Support Services
                                              to work?
                                               Are you aware of Doncaster wide support agencies
                                              and protocols for referral/ working practices?
                                               Are you aware of local facilities to support your school
                                              and pupils? How do you access these or liase? e.g.
                                              Scouts/Guides/Council play schemes/Voluntary agencies
                                              such as Reading Matters etc                                  Framework for Assessment of Children in
                                               What links arc there- both formal and informal with        Need and their Families Pages 70 - 79
                                              special schools where there are staff coming into school     Education Services
                                              to share expertise and teaching strategies.
                                               How is this disseminated to all staff?
                                               Are the skills of parents/carers used to support SEN
                                              pupils?
3c) Partnership with parents.                    When a child is initially identified as having SEN how   SEND A Guide For Parents and
                                              are parents informed?                                        Carers (DIES 0800/2001)
                                               What written information about SEN procedures are
                                              parents given / given access to?                             SEN In Doncaster- Information for Parents
                                               How are parents’ views recorded?                           (Available from the Parent Partnership
                                               How arc parents consulted about decisions that             Service)
                                              affect their child?                                          C.O.P.(Chapter 2)
                                               How are parents asked to support their child’s
                                              education?
                                               If a parent has a concern about their child how is this    Excellence for all Children (Chapter 2)
                                              addressed?

Guidelines For Meeting the Need Issue 1 - July 2002                                                   20
        Policy Headings                                            Think about                                   Useful documents to read
Based on regulation 3(1)                      Prompts for consideration when writing an SEN                 Code of Practice (C.O.P.)and SEN toolkit
Schedule I Statutory instrument               policy related to the individual circumstances/ethos          plus other documents as referenced to aid
199 No 2506.                                  within your school.                                           a wider context regarding inclusion.


                                                 Are parents informed how to obtain independent            SEN Toolkit Section 2 Parent
                                              advice on SEN issues relating to their child? (i.e. the use   Partnership Services
                                              of the Parent Partnership Service / access to 'a named
                                              person' /voluntary organisations /Parent support groups)      SEN Toolkit Section 3 Resolution
                                               If parents have a grievance with school how do you          of Disagreements
                                              deal with it?
                                                                                                            Yorkshire and Humberside SEN Regional
                                                                                                            Partnership 'SEN Mediation Service\Tel
                                                                                                            01226 786343)

3d) Links with other schools                    Are there inclusion targets?                               C.O.P. (Chapter 8)
                                                How are local links with "close" schools set up?
                                                Do part time initiatives exist?                            SEN Toolkit —Access to Education: for
                                                How is outreach support from special schools               Children and young people with medical
                                              negotiated?                                                   needs (Chapter 4)
                                               Is there link project work?
                                                                                                            Education Act 1996

                                                                                                            Education (SEN) Regulations 2001

                                                                                                            Supporting the Target Setting Process (2001)




Guidelines For Meeting the Need Issue 1 - July 2002                                                    21
        Policy Headings                                            Think about                                  Useful documents to read
Based on regulation 3(1)                      Prompts for consideration when writing an SEN               Code of Practice (C.O.P)and SEN toolkit
Schedule 1 Statutory instrument               policy related to the individual circumstances/ethos        plus other documents as referenced to aid
199 No 2506.                                  within your school.                                         a wider context regarding inclusion.


3c) Links with other                            How are agency links co-ordinated?                       C.O.P. (chapter 10), SEN Toolkit "Access to
agencies: health, social                        Who needs to be informed?                                Education: for Children and young people
services departments,                         How is the other agency linked with parents?                with medical needs" (Chapter 2 and Annex)
education welfare, and                         How does the school contact other
voluntary organisations.                      agencies?
                                                                                                          Social Inclusion: Pupil Support (chapter
                                                                                                          2) Meeting the Need Handbook for
                                                                                                          Inclusion Services

                                                                                                          Framework for the Assessment of Children
                                                                                                          in need and their families (Chapter 5)

                                                                                                          SENDA

                                                                                                          The Health Act 1999

                                                                                                          Education Act 1996

                                                                                                          Guidance on the Education of Children
                                                                                                          and young people in care (2000)

Guidelines For Meeting the Need Issue 1 - July 2002                                                  22

								
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