SEN by ashrafp


									Somerford Primary Community School Inclusion and Special Needs Policy

This policy has been updated in Spring 2009 , in accordance with „The Implementation of
the New Code of Practice for S.E.N.‟


Children with Special Educational Needs have the right and entitlement to be fully included
in the life of the School they attend. All Teachers and Support Staff in our School are
responsible for meeting the needs of all children, including those with Special Educational
Needs. The support given to SEN children should not be a barrier to them being fully
included in the community in which they live and learn i.e. Somerford Primary Community
School and Nursery.

We aim to provide access to a broad and balanced curriculum, but also to offer small group
support, or individual help, where children have specific needs.

As a school, we aim to develop an ethos of care, empathy, and understanding. This is
essential when dealing with children with Special Needs, who may have low self-esteem.

All children will be valued, and we aim for all children to experience success, and
achievement, and to reach their full potential.

The Governors and the Head teacher will take overall responsibility for the SEN Policy,
although the whole school is involved in its development, monitoring and evaluation. We
encourage our children to work co-operatively and to draw on each other‟s strengths. Such a
situation provides an excellent framework for giving extra help to identified children without
placing too much undue pressure on the individual.

SEN covers educational, social, emotional and physical needs. We have a positive
behaviour policy, which works alongside the SEN policy. The majority of children‟s needs
will be met within school, but it is estimated that about 2 % of these with SEN will have
needs so severe or complex that they will require the LEA to give a Statement of
Educational needs.

1) To address the needs of all pupils who may have SEN either throughout or at any time at
   Somerford Primary Community School and Nursery.

2) To allow all children access to a broad and balanced curriculum.

3) To allow all children access to the National curriculum and the Early Years Foundation
   Stage (EYFS) framework.

4) To enable children with SEN to stay in our school with help and support in the classroom
   and where the budget permits to provide additional support.

5) To enable the SENCO to provide help to the class teachers. (Ideas and suggestions for
   IEP‟s, Teaching Strategies etc.)

6) To involve external services, if required, for both statemented and non-statemented
   children for educational, health and social problems.

7) To work in partnership with parents. To provide them with information at all stages and to
   enlist their support in Individual Education Programmes.

Role of the Governing Body.

The Governors are responsible for the implementation and evaluation of the SEN policy. A
named Governor has been appointed to support the school and liase with the Governors
and the SENCO. The Governing Body evaluates the SEN policy annually and discusses the
resource implications. The Governing Body and the SENCO must now report annually to the
parents at the Annual Parents Meeting about SEN provision.

Admission Arrangements.

At present children are admitted in accordance with the school‟s admission policy.

Identification, Assessment, Monitoring and Review

We believe in early intervention, and therefore it is essential to have good liaison, so that
programmes of study and other information can be passed on.
The Special Educational Needs Co-ordinator will liaise closely with all Staff.

Initial Identification

Physical or medical difficulties are discussed when pupils are admitted to the school, and
entered on the Admissions Form which is signed by the parents. The Class Teacher is
informed, and the information is passed on to the SENCO. If the medical problem is likely
to affect the child‟s ability to learn, such as Hearing/Visual Impairment, the SENCO will
record the details, and ensure that Staff are aware of the likely problems.

Learning difficulties are initially identified based upon the Class Teacher‟s professional
judgement. Concerns are registered with the Special Needs Co-ordinator. Parents are
contacted to discuss any problems, and an Initial Identification form is completed.
Assessment is initially based upon the National Curriculum statements of attainment and the
Early Years Foundation Stage development matters.

Children moving in from other areas who are experiencing difficulties will be assessed to
specify areas of weakness.

Assessment may be carried out by the SENCO using a selection of assessments

We will follow procedures for Identification and Assessment as laid out in the Code of
Practice and Funding for Inclusion Booklets.

Roles and Responsibilities

School Action: Class Teachers

   The Class Teacher is responsible for the initial identification of a pupil‟s SEN through
    observation of classroom practice and on-going assessment.

   It is the Class teacher‟s responsibility to inform the SENCO of their concern. A decision
    will be made together, to implement School Action.

   If necessary, a differentiated IEP will be formulated. This will contain additional targets to
    an already differentiated curriculum.

   The Class Teacher must invite parents/guardians to a meeting with the SENCO to
    discuss concerns, and decide on a plan of action.

   At this meeting, a review meeting will be arranged to set further targets.

   The Class teacher must keep the SENCO informed of any developments between

SENCO „s Role at School Action

   It is the SENCO‟s responsibility to collect and collate all available material and
    information held by the school. They may also undertake or arrange further assessment.

   The SENCO must monitor the work of the Class Teacher, to ensure that an appropriate
    IEP has been formulated, and resources are available.

   The SENCO must attend review meetings, and inform parents of Parent Partnership

   The SENCO must ensure that there are adequate resources to meet the needs of all
    pupils experiencing difficulties.

   Provide advice and support to the Class Teacher, and contact outside agencies for
    advice if necessary.

   Arrange additional support where appropriate, and as the budget allows.

   The SENCO in conjunction with the Class Teacher and parents may decide that the child
    no longer requires School Action, or needs to move onto the School Action Plus stage.

School Action Plus

The Class teacher continues to support the pupil, incorporating any additional resources and
support specified in the IEP.


   The SENCO informs the school and the parents of the decision to move to School Action

   Is responsible for all relevant paperwork for external agencies etc.

   Liaises with outside agencies to provide support and advice for the pupil, parent and

   Is responsible for the IEP in association with any outside agencies.

   Continues to monitor all paperwork and work files etc.

   In consultation with the Head Teacher, and outside agencies, makes the decision to
    proceed to request formal assessment, where necessary.

If the child fails to progress sufficiently, a request may be made to the STAR panel to
consider the need for Top Up funding, (although the school initially funds any necessary
additional support) and advice will be sought to consider if a Multi-Disciplinary Assessment
is required.

The LEA considers the need for a statement of Special Educational Needs, and if
appropriate, make a statement and arrange, monitor and review provision.

Individual Education Plans

Children identified as having Special Needs may have an I.E.P. which will specify Long
Term Aims, but also give the child manageable targets. At the School Action Stage, the

child‟s Class Teacher will remain responsible for providing the child with appropriate
differentiated work.

I.E.P‟s should give 3 or 4 achievable targets. The targets should be evaluated, and as a
result of the evaluation, new, or simplified targets should be given. The I.E.P. should give
information about the child‟s strengths and weaknesses, and how the targets may be
achieved, and who will be responsible.

If a small group of children have similar needs, a Group Education Plan may be written, with
targets for the group.

If a child fails to make adequate progress after two reviews, or if a specific problem is
identified, appropriate action will be taken. This may mean calling in a Specialist e.g. the
Psychologist, Behaviour Support Team, Hearing-Impaired Specialist Teacher, Visually
Impaired Specialist Teacher etc. or simply updating the I.E.P. with new targets.

The I.E.P‟s will be reviewed regularly, at least once a term, and more often if necessary.

The parents, Class Teacher. Head Teacher, SENCO and any Specialist involved may be
invited to the Review. The child, where appropriate will be consulted as to how he/she views
the programme.

The SENCO will regularly monitor all of the children on the Special Needs Register. Regular
testing is carried out in school for assessment purposes, and copies of all test results are
studied carefully. If children are falling behind appropriate action will be taken. Sometimes
this additional support may only be necessary for a short period.


The Governors, especially the named S.E.N. Governor, Mr Peirce, will be kept informed, as
children move through the stages.

The Governing Body evaluates the success of SEN provision through reports from the
Governor with responsibility for SEN, and updates to the Curriculum Committee from the
SENCO. The Head Teacher‟s report to the Governing Body also covers SEN

The Governing Body, through the School Development Plan, ensures that relevant INSET
for Staff is provided.

Parental Involvement

We aim to fully involve parents, and ask them to co-operate by hearing reading, helping with
spellings and supervising homework. Parents are welcome to help in school.

Parents are welcome to come in to discuss their worries with Mrs. Freeman or the Class

There is a Drop -In facility available at the Children‟s Centre on a Thursday morning or by
appointment, at other times.


We aim to provide resources at the appropriate interest level, but also the correct reading
level. We have added to existing resources, supplementing popular schemes, and investing
in new material.

We are building up other resources such as games, taped stories, sequencing activities,
jigsaws etc. Children learn at different rates, in a variety of ways. We aim to provide a multi
- sensory approach to learning, especially for those children with a specific learning difficulty.


Our aim is to integrate the child with Special Needs so that he/she feels a valued member of
the school.

We aim to do this by: -

   providing opportunities for success at all levels.

   providing a supportive environment where the child is not afraid to make mistakes.

   differentiating the tasks so that there is a good match between the child‟s ability and the

   being flexible in our teaching styles - not all children learn in the same way - the child
    should be taught the way he/she can learn.

   celebrating success - make the child feel important by sharing in their achievements.

It is VITAL that children with SEN have access to a broad and balanced Curriculum
wherever possible. Differentiation must take place within the class to provide for these
children. A range of strategies may include differentiation by: -
design -work for the individual or group differs from the rest.
task          -group or groups working on different tasks.
outcome       -different expectations.
resources     -different resources.
support       -extra teacher support or use of TA‟s.
response      -teacher responding to the needs of the group during

              the task/activity.

Children who experience learning difficulties often feel failures and lack self confidence. As
a school and staff we aim to help them to overcome this. Every child can succeed in
We must remember:

   to look at what they can achieve
   that progress is achieved in very small steps
   to constantly reinforce
   build the child‟s self esteem.

References: - DCC Document “Forming a Policy for Provision”
             DOE “Code of Practice”


SEN           -      Special Educational Needs
SENCO         -      Special Educational Needs Co-ordinator
COP           -      Code of Practice
IEP           -      Individual Education Plan
EWO           -      Educational Welfare Officer
SENSS         -      Special Educational Needs Specialist Services
ED. PSYCH     -      Educational Psychologist
TA            -      Teaching Assistant
SALT          -      Speech and Languish Therapist/Therapy
VIS           -      Visual Impairment Service
HIS           -      Hearing Impairment Service
EMAS          -      Ethnic Minority Acheivement Service
SPLD          -      Specific Learning Difficulties

Ruth Freeman

May 2009


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