SEN & D POLICY
Governor : Jenny Smith Spark
Governor Implementation Check. Date: January 2017
Governor Implementation Check EYFS Date: January 2017
Policy Review by Governors Date: January 2017
Date of next Implementation review: January 2018
Including EYFS and before and after school care
The School’s policy and implementation of SEND has regard to Special Educational Needs and Disability Code of Practice: 0 to 25 years (July 2014).
The SEN and Disabilities 2014 Code of Practice has a new single-based category for children whose needs exceed what is normally available in schools. This category includes physical or mental disability, language, learning and behaviour difficulties. The School has a non-selective admission policy and therefore is committed to providing support needed for children who have these difficulties whenever this is possible and is compatible with the efficient education of other children and the efficient use of Steephill’s resources. It is intended that this policy is implemented throughout the School and includes the Early Years and Pre-School.
The School’s commitment to provision of all of the Schools resources (curriculum, physical environment and information) to as many pupils as possible is outlined in the School’s Equality Policy.
The School believes that the ‘purpose of education for all children is the same but the help individual children will need will be different’. (Warnock 1978). The SEN Code of practice 2014 states that to enable children to develop learn, participate and achieve the best possible outcomes should be irrespective of whether that is through reasonable adjustments for a disabled child or special educational provision for a child with SEN.
Consequently the School’s aims are:
Structure and implementation of SEND
A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them.
A child of compulsory school age or a young person has a learning difficulty or disability if they:
(a) have a significantly greater difficulty in learning than the majority of others of the same age; or (b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions. Children with SEND may fall in to 4 broad areas of need which are:
Children are put on a register and will have a level of support according to the following categories:
Children may fall in to one or more of these categories.
The SEND Co-ordinator is Sarah Fenning (SENCO) who works directly with the Headteacher and the Governor responsible for SEND, Mrs Jenny Smith-Spark. Mrs Fenning is a fully qualified teacher, employed by the School whom has recently completed the National Qualification for SEN Co-ordination qualification at Canterbury Christ Church University.
The department has 3 members of staff;
Learning support Assistant Mrs Julie Churcher PPA RSA Certificate in Co-ordinator Numeracy and Literacy Special Needs
Mr Andrew Diedo Bed, D.P.S.E (SEN) Level 6 Teaching Assistant
Mrs Paula Browne BA (Hons) Education-CDT with Computer Science
Where appropriate pupils may need referring to specialist outside agencies, this may be for the purpose of diagnosis or advice or both. The school maintains a list of Educational Psychologists, occupational therapists as well as contact for local authority resources such as school nurse to assist parents when seeking support.
The role of the SENCO
The role of the SENCO encompasses the strategic development of SEND policy and provision in the School including requirements for the Equality Act 2010 and accessibility. The SENCO is automatically part of the School Management Team (SMT) and attends fortnightly meetings.
The administration and day to day co-ordination is the responsibility of the SENCO. She is responsible for the operation and implementation of the SEND policy for all pupils with SEND including those with EHC plans. The SENCO keeps a register of such pupils and is responsible for keeping it up to date together with records associated with them
She liaises with the Class Teachers and other support staff and provides professional guidance and training as appropriate. The SENCO is responsible for providing support/liaising with staff, parents, the LEA and external agencies. She is responsible for ensuring early identification and intervention in order to provide effective support and high quality education for every child to achieve his/her full potential. Other areas of responsibilities include; deployment and monitoring of resources to meet pupils’ needs effectively and liaising with secondary or other primary schools in transition.
If parents know that their child has special educational needs or a need for additional learning support, all the facts, reports and information should be divulged and fully discussed before entry to the School. It is essential that the School feels able to provide the prospective pupil with an accessible and fulfilling curriculum compatible with the efficient education of other pupils and efficient use of the School’s resources.
In the term before entry the Office contacts the new pupils and arranges visits so that any potential problems or worries may be discussed. Pupils are invited in for a taster afternoon. During these visits pupils are observed and any potential needs assessed.
Lower School Admissions
The majority of children entering the Lower School into Upper I, will be from the Early Years Unit at Steephill School. These EYU children and any others entering from other schools will be based on a review of their Early Years profile and a decision to accept a child or not into the Lower School will be made jointly with the Steephill Class Teacher, the SENCo and the Headteacher after consideration of all facts and the parents’ wishes.
Reasonable Adjustments Policy
The Schools Code of Practice 2014 requires reasonable adjustments to be made to ensure access to the full curriculum by prospective and current pupils. The School has a learning support department which provides extra support to all pupils needing it which is not charged to the parents. Where a pupil may need more extensive support, special books or software, physical aids etc. then the School will take reasonable steps to support pupils but, may ask parents to contribute to the funding. In this case an analysis of reasonable adjustment will be carried out using the Kent County Council checklist.
All pupils are assessed continuously and if any pupil is deemed in need either due to internal audit or by the request of the parents then the following steps will be taken:-
• Discuss the pupil’s needs with teachers and parents and determine the effect of the disability on the pupil;
• Ascertain the provision that is needed to counter any disadvantage;
• Assess the effectiveness of taking the steps in overcoming the disadvantages suffered by the pupil;
• Assess the practicability of taking the steps;
• Assess the cost involved, the resources of the School and the availability of financial or other assistance;
• Determine any training or support that can be provided for parents, pupils or staff which will support the pupil but not have a negative impact on health and safety requirements, the need to maintain academic, musical, sporting and other standards (such as discipline) and the interests of other pupils.
A guide to Provision Mapping at Steephill School:
Children on the provisions maps are children who have been identified as needed additional support, over and above reasonable adjusted provision and regular class room differentiation.
These children are identified through end of year assessment reviews whereby any children scoring below their age equivalent will be automatically placed on the provision map for additional support. Teacher identification is also key, children will be added if the teachers feel they are working at a significantly lower level than their peers and this is impacting their progress.
The provision mapping allows the SENCO to have an overall picture of all children receiving learning support making monitoring easy and more thorough.
Provisions include: in class support, usually in small groups. One to one out of class support, usually 20 minutes sessions once or twice a week to boost phonics understanding or mathematic number bonds, place value etc. Children diagnosed with dyslexia, dyscalculia, dyspraxia, speech and language and EAL may receive one to one intervention for 10 minutes per day (where necessary).
In addition to providing SEND support, our provision maps include children identified as AGT (scoring above 130 standardised score in end of year CEM testing) the provision maps include detail of extension for these children.
The provision also includes children with visual stress, sight problems, hearing problems etc. that require coloured overlays, writing slopes etc.
The provision map includes details of wave interventions.
Wave 1- Resources help remove barriers to learning and some examples are:
For most children this will be sufficient to support and develop them.
Wave 2 resources are supported by Learning Support Assistants with relevant qualifications. LSAs may support teachers either in class, with a group or individuals according to the Provision Map.
Activities in Wave 2 include:
These strategies are supported by a range of resources including:
Alpha to Omega, Toe to Toe, Rapid Reading, Springboard, Speech therapy cards, Reading Rods, The National Literacy Strategy – Progression in Phonics, Jolly Phonics, Complete Motor Skills programme, Reading and Thinking books, Reading Comprehension cards, Springboard, Numicon, Practical Activities for Dyscalculia, talkabout, gameabout.
This includes additional highly personalised interventions and may require help and support from outside agencies. The School has a list of educational psychologists, occupational therapists, speech therapists and local authority contacts which the School work with and can recommend to parents. A child in need of wave 3 intervention may need a one to one assistant to be with them at times.
Teachers are in control of Provision maps, monitoring and assessment, the SENCO oversees and structures learning support timetables to meet needs.
Interventions are usually assessed each half term, support usually continues per term and changes once child has ‘caught up’ or no longer needs additional support.
Pupil profile meetings occur each term with the teacher, class teacher and SENCO. All children are discussed and provision maps are analysed/ reviewed for children with SEN
Children may require intervention for many reasons:
• Lack of confidence
• Difficulty with number concept or tables
• A learning disability e.g. dyslexia
• Attention or concentration difficulties
• Entering the School late or prolonged absence
• Language difficulties
• English as an additional language
Review and monitoring
Example of process for concern:
Speech & Language Guidance:
If a teacher suspects a child in their class is experiencing speech and language difficulties they are to follow the guidance below:
Monitoring and handling of important information:
When a child needs outside support from an agency, is diagnosed with a learning difficulty or disability or has a physical disability then there may need to be a request for an EHC needs assessment. This is carried out through the Local Authority.
SF January 2017