|Last Reviewed:||Autumn 2019||Next Review:||Autumn 2020|
|Committee Responsibility:||strategic committee||Approved on:||September 2019|
|Approved By:||Governing Body|
1. Aims......................................................................................................................................... 2
3. Definitions................................................................................................................................ 3
4. Roles and responsibilities.......................................................................................................... 3
5. SEND information report............................................................................................................ 4
6. Monitoring arrangements......................................................................................................... 11
7. Links with other policies and documents................................................................................... 12
Our SEND & Inclusion policy and information report aims to:
Diseworth C of E Primary School is committed to providing an appropriate and high-quality education to all the children in our school. We believe that all children, including those identified as having special educational needs have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and that all children should be fully included in all aspects of school life.
We believe that all children should be equally valued in school. We will strive to eliminate prejudice and discrimination, and to develop an environment where all children can flourish and feel safe.
Diseworth C of E Primary School is committed to inclusion. Part of the school’s strategic planning for improvement is to develop cultures, policies and practices that include all learners. We aim to engender a sense of community and belonging.
This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways which take account of their varied life experiences and needs.
We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background. We pay particular attention to the provision for and the achievement of different groups of learners:
This policy describes the way we meet the need of children who experience barriers to their learning, which may relate to sensory or physical impairment, learning difficulties or emotional or social development, or may relate to factors in their environment, including the Learning environment they experience in school.
We recognise that pupils learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. We are particularly aware of the needs of our EYFS and Key Stage 1 pupils, for whom maturity is a crucial factor in terms of readiness to learn. We believe that many pupils, at some time in their school career, may experience difficulties which affect their learning, and we recognise that these may be long or short term.
At Diseworth C of E Primary we aim to identify these needs as they arise and provide teaching and Learning contexts which enable every child to achieve to his or her full potential.
We see the inclusion of children identified as having special educational needs or disability as an equal opportunities issue, and we will also aim to model inclusion in our staffing policies, relationships with parents/carers and the community. We are trying to move from an SEND approach that locates a problem with the child to looking at what additional provision we need to make for specific children.
2. Legislation and guidance
This policy and information report is based on the statutory Special Educational Needs and Disability (SEND Code of Practice and the following legislation:
A pupil has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them.
They have a learning difficulty or disability if they have:
Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.
4.1 The SENCO
The SENCO is Mrs Alison Woffindin who is also the headteacher
4.2 The SEND governor
The SEND governor will:
4.3 The headteacher
The headteacher will:
4.4 Class teachers
Each class teacher is responsible for:
5.1 The kinds of SEND that are provided for
Our school currently provides additional and/or different provision for a range of needs, including:
5.2 Identifying pupils with SEND and assessing their needs
We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
This may include progress in areas other than attainment, for example, social needs.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEND.
When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.
Arrangements for coordinating SEN provision
We will use other teachers or professionals such as specialist teachers, SALT or EP who are qualified to assess, diagnose and teach children and adults with Specific Learning Difficulties, particularly those with Dyslexia.
All staff have been involved in professional development to support the teaching and provision for children with additional needs within the mainstream school. This includes training to support the Learning of children who are Dyslexic, are on the Autistic Spectrum and/or have Emotional/Social and Behavioural Difficulties.
All staff have been involved in multi sensory phonics training (Jolly Phonics) and this programme is used throughout the school.
Allocation of Resources to and amongst Pupils
Each year we map our provision to show how we allocate resources to each group or individual to help us calculate the cost of the whole of our SEND provision. This evolves throughout the year, so the current version can be obtained from the SENCO.
Identification and Assessment Arrangements, Monitoring and Review Procedures
The school’s system for regularly observing, assessing and recording the progress of all children, is used to identify children who are not progressing satisfactorily and who may have additional needs.
The assessment information may be provided by:
Based on the school’s observations and assessment data and following a discussion between the class teacher / adult working with the child, SENCO and parent, the child may be recorded as needing either:
Differentiated Curriculum Provision
In order to make progress a child may only require differentiation of the plans for the whole class. The differentiation may involve modifying Learning objectives, teaching styles and access strategies.
Under these circumstances, a child’s needs will be provided for within the whole class planning frameworks and individual target setting. Differentiation will be recorded in the daily planning by the class teacher.
Monitoring of progress will be carried out by the class teacher and used to inform future differentiation within whole class planning.
The child’s progress will be reviewed at the same intervals as for the rest of the class and a decision made about whether the child is making satisfactory progress at this level of intervention.
The school uses the definitions of adequate progress as suggested in the revised Code of Practice, that is, progress which:
• Closes the attainment gap between the child and their peers
• Prevents the attainment gap from growing wider
• Is similar to that of peers starting at the same attainment baseline, but less than the majority of peers
• Matches or betters the child’s previous rate of progress
• Ensures full access to the curriculum
• Demonstrates an improvement in self-help or social or personal skills
• Demonstrates an improvement in the child’s behaviour
Where a period of differentiated curriculum support has not resulted in the child making adequate progress OR where the nature or level of a child’s needs are unlikely to be met by such an approach, provision at an Intervention level may need to be made.
This provision would be indicated where there is evidence that:
Where needs are similar, it is appropriate to support these children within a group, focussing on the common needs. However, there should be scope within the Intervention plan for each child to have individual targets.
Both groups of children will have provision for their common needs in a small group as well as some individualised support for their more unique needs. Provision will run concurrently with differentiated curriculum support.
The group may be taught by an additional adult or the class teacher..
The responsibility for planning for these children remains with the class teacher, in consultation with the SENCO.
A child receiving support at Intervention level may have an Individual Education Plan, including a cover document.
This document forms an individual record for the child and contains information about school-based observation and assessment, a summary of the child’s additional needs and action taken to meet them, including any advice sought from outside agencies. We use an in school model of an IEP.
Ongoing Assessment will be carried out on a regular basis using the school’s standard pro-forma by all those involved with the child. Significant achievements and difficulties will be recorded. The SENCO will look at the monitoring information on a regular basis and make adjustments to the provision for the child, if appropriate.
Individual Education Plans will be reviewed at least each half term, although some pupils may need more frequent reviews. The SENCO will take the lead in the review process. Parents/carers and wherever possible, their child, will be invited to contribute and will be consulted about any further action.
As part of the review process, the SENCO and school colleagues, in consultation with the parents/carers, may conclude that despite receiving an individualised programme and/or concentrated support for a considerable period, the child continues to have significant needs which are not being met by current interventions. Where this is the case, a decision may be made to make provision at the next level of intervention
Out of School Professional provision
A child will be moved to this level if he/she:
Provision at this level always includes the involvement of specialist services. A variety of support can be offered by these services, such as advice to the school about targets and strategies, specialised assessment or some direct work with the child. The specialist services will always contribute to the planning, monitoring and reviewing of the child’s progress where possible.
A child receiving support at this level will have an Individual Education Plan. Monitoring will take place as for School Action and reviews will be at least on a termly basis. Provision will run concurrently with differentiated curriculum support.
School request for a statutory assessment
For a child who is not making adequate progress, despite a period of support at this final level of support, and in agreement with the parents/carers/carers, the school may request the LA to make a statutory assessment in order to determine whether it is necessary to make an Educational, Health and Care plan.
The school is required to submit evidence to the Local Authority (L.A.) whose Moderation of Assessments Panel makes a judgment about whether or not the child’s needs can continue to be met from the resources normally available to the school. This judgment will be made using the LA’s current “Criteria for making a statutory assessment”. Planning, provision, monitoring and review processes continue as before while awaiting the outcome of the request.
Education, Health and Care Plan
A child who has an Education, Health and Care plan will continue to have arrangements as for the last level of support.
There will be an Annual Review, chaired by the SENCO, to review the appropriateness of the provision and to recommend to the LA whether any changes need to be made, either to the Plan or to the funding arrangements for the child.
5.3 Consulting and involving pupils and parents
We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that:
Notes of these early discussions will be added to the pupil’s record and given to their parents.
We will formally notify parents when it is decided that a pupil will receive SEN support.
5.4 Assessing and reviewing pupils' progress towards outcomes
We will follow the graduated approach and the four-part cycle of assess, plan, do, review.
The class teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:
The assessment will be reviewed regularly.
All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.
5.5 Supporting pupils moving between phases and preparing for adulthood
We will share information with the school, college, or other setting the pupil is moving to. We will agree with parents and pupils which information will be shared as part of this.
5.6 Our approach to teaching pupils with SEN
Teachers are responsible and accountable for the progress and development of all the pupils in their class.
High quality teaching is our first step in responding to pupils who have SEN. This will be differentiated for individual pupils.
We will also provide the following interventions:
5.7 Adaptations to the curriculum and learning environment
We make the following adaptations to ensure all pupils’ needs are met:
5.8 Additional support for learning
We have several teaching assistants who are trained to deliver interventions with the support of the class teacher and SENCO. Teaching assistants and LSA’s will support pupils on a 1:1 basis when …
5.9 Expertise and training of staff
Our SENCO has more than 10 years experience in this role and has previously worked in special education provisions.
They are allocated time each week to manage SEND provision.
We have a team of 5 LSA’s who are trained to deliver SEND provision.
5.10 Securing equipment and facilities
5.11 Evaluating the effectiveness of SEND provision
We evaluate the effectiveness of provision for pupils with SEND by:
5.12 Enabling pupils with SEN to engage in activities available to those in the school who do not have SEN
All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs.
All pupils are encouraged to go on our residential trip(s) to during Key stage 2.
All pupils are encouraged to take part in sports day/school plays/special workshops, etc.
No pupil is ever excluded from taking part in these activities because of their SEND or disability.
5.13 Support for improving emotional and social development
We provide support for pupils to improve their emotional and social development in the following ways:
5.14 Working with other agencies
School will always work with other agencies to support children with additional needs.
5.15 Complaints about SEND provision
Complaints about SEND provision in our school should be made firstly to the class teacher then the SENCO followed by the Head teacher. They will then be referred to the school’s complaints policy.
The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:
5.16 Contact details for raising concerns
Any concerns can be referred to the school’s SEND/Inclusion Governors
5.18 The local authority local offer
Our local authority’s local offer is published on the Leicestershire county council’s website
This policy and information report will be reviewed by the strategic committee every year. It will also be updated if any changes to the information are made during the year.
It will be approved by the governing body.
This policy links to our policies on: