Special Educational Needs Policy
The aim of this Special Educational Needs (SEN) policy is to enable children with SEN to benefit as fully as possible from their education. There should be effective systems for :
- · Identification;
- · Assessment;
- · Provision;
- · Monitoring and Record Keeping;
- · Use of outside support service and agencies.
At the time of writing this policy, Mr Holden, the head teacher, is SENCO. He is responsible for the implementation and operation of this policy.
The SENCO / head teacher is responsible for co-ordinating the day-to-day provision of education for pupils with SEN at the school, liaising with parents, advisory teachers and other support staff, maintaining the SEN register and overseeing the records on pupils at all stages of the intervention process.
Admission arrangements for pupils with SEN will be according to the school’s Admission Policy, except that the expectations of toilet training may be disregarded in the case of specific children.
The school has no particular SEN expertise and no special SEN unit.
Pupils with SEN have access to a balanced and broadly based curriculum, including the National Curriculum. The low numbers of children in school give much scope to individual work, so that each child has the opportunity progress as well as his or her ability allows. It is therefore relatively simple for us to create Individual Education Programmes (IEP), particularly in the Core Subjects of the National Curriculum. Also the mixed age grouping of the children means that in lessons where there is a common stimulus of teacher input, the children are expected to respond at their own level, and so an SEN child would benefit accordingly.
Material resources for SEN pupils do not have a separate budget. When SEN resource needs are identified, they are fed into the ordering system, usually as a priority. Major items may have to be budgeted for the following financial year. It is school policy to obtain materials which have a wider use than for a single individual, unless they are very specific.
Staffing resources are generally organised with SEN pupils working as an integral part of the class or group. TA help is used to aid with particular learning programmes.
Staff In Service Training (INSET) needs are dealt with as part of Continuing Professional Development (CPD), with emphasis in three areas:
- · Children’s needs that are outside staff experience or expertise;
- · New Local Authority policy / National / DfES legislation;
- · New staff.
Pupils with SEN are integrated as far as possible in all the activities of the school. Normally they will only be withdrawn for support work with outside agencies, or to follow an Individual Education Plan (see later) within school. As far as possible these will take place on site.
Pupils with SEN may be eligible for support from the Primary Support Teaching Service. (PSTS)
All 11+ transfer contact is made via the Y6 / Y7 Liaison Teacher from the secondary school. Children with SEN would identified to them in the Autumn term of Y6; transfer documents being passed on the following Summer term. If external agencies are involved, then they too would be notified of the transfer arrangements early in Y6. Any SEN children due to transfer to another primary school will be discussed with the liaison staff at the new school. Documents will be transferred as appropriate.
Dis-applications and modifications for statutory tests are considered on a case by case basis.
Pupils may be identified as having SEN in a number of ways:
- Initial concerns may be expressed by teacher, parent, health / social services
- After SEN review
- Through assessment
- Through school transfer information eg when a child transfers from another school.
Information about SEN children is confidential to the children, parents and professionals involved. The head teacher is responsible for the necessary dissemination of information from the school. The Educational Psychologist is responsible for sending out SENST meeting records.
SENST meetings are held at least annually, chaired by the Educational Psychologist, who will produce a written record of the meeting. It is attended by all relevant members of staff and any other relevant professionals who may be invited. The SENST meetings are an opportunity for staff to raise concerns about certain children, and formal procedures are initiated if necessary. All pupils already on the SEN register are reviewed. Children about whom issues are raised will be added to the SEN register at one of two stages – School Action (for initial concerns) or School Action Plus (for children with more profound problems). If children cause serious cause for concern, they may be given a statement of special needs, which could include extra support through resources or staffing.
Separate meetings may be arranged to discuss certain children and other professionals may be invited to attend. This may also include the parents of the child.
Reviews of children with statements will take place at least annually and again, all relevant parties are invited to attend.
Access to external support agencies will usually be secured from the LA and / or the Health Authority through the Educational Psychologist or the SEN co-ordinator.
Parents who have concerns about their children should raise the issue with school, initially through the class teacher. This will be registered by the SEN co-ordinator. If the initial concern comes from the school or an external agency, the parents will be informed and invited to be involved in any following consultation or action.
Where a parent has a complaint, it should be raised with the head teacher and should be resolved informally if possible. All complainants should be referred to school’s complaints procedure if attempts to resolve the issue prove unsuccessful.
Outside agencies will become involved when a child is registered as School Action Plus. All relevant parties will be involved in developing an Individual Education Plan for the child in question.
This policy will be reviewed on at least a two-yearly basis, or as national policy or local need dictates. Its effectiveness will be judged in light of direct experience of its practice.
SEN priorities and INSET or CPD will relate directly to the needs of SEN children in school or due to start at school.
The governing body will consider annually the effectiveness of the school’s SEN provision. There is a governor responsible for SEN. At the time of writing this policy, the SEN Governor is Deborah Hofman.
This policy has been agreed by Staff and Governors and will be reviewed every 2 years following Local Authority consultation or to meet new legislation.