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SEND & Inclusion Policy 2019

Last Reviewed: Autumn 2019 Next Review: Autumn 2020
Committee Responsibility: strategic committee Approved on:           September 2019             
Approved By: Governing Body

 

Contents

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

 

 

 

1. Aims

Our SEND & Inclusion policy and information report aims to:

  • Set out how our school will support and make provision for pupils with special educational needs and /or disabilities (SEND)
  • Explain the roles and responsibilities of everyone involved in providing for pupils with SEND

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:

 

  • girls and boys
  • minority ethnic and faith groups, Travellers, asylum seekers and refugees
  • learners who need support to learn English as an additional language (EAL)
  • learners with special educational needs
  • learners who are disabled
  • those who are gifted and talented
  • those who are looked after by the local authority
  • others such as those who are sick; those who are young carers; those who are in families under stress.
  • any Learners who are at risk of disaffection and exclusion.

 

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:

3. Definitions

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:

  • A significantly greater difficulty in learning than the majority of others of the same age, or
  • A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools

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. Roles and responsibilities

4.1 The SENCO

The SENCO is Mrs Alison Woffindin who is also the headteacher

She will:

  • Work with the SEND & INCLUSION governor to determine the strategic development of the SEND & Inclusion policy and provision in the school
  • Have day-to-day responsibility for the operation of this SEND & INCLUSION policy and the co-ordination of specific provision made to support individual pupils with SEND, including those who have EHC plans
  • Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEND receive appropriate support and high-quality teaching
  • Advise on the graduated approach to providing SEND support
  • Advise on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
  • Be the point of contact for external agencies, especially the local authority and its support services
  • Liaise with potential next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned
  • Work with the governing body to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements
  • Ensure the school keeps the records of all pupils with SEND up to date 

4.2 The SEND governor

The SEND governor will:

  • Help to raise awareness of SEND issues at governing body meetings
  • Monitor the quality and effectiveness of SEND and disability provision within the school and update the governing body on this
  • Work with the headteacher and SENCO to determine the strategic development of the SEND policy and provision in the school

4.3 The headteacher

The headteacher will:

  • Work with the SEND governor to determine the strategic development of the SEND policy and provision in the school
  • Have overall responsibility for the provision and progress of learners with SEND and/or a disability

4.4 Class teachers

Each class teacher is responsible for:

  • The progress and development of every pupil in their class
  • Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching
  • Working with the SENCO to review each pupil’s progress and development and decide on any changes to provision
  • Ensuring they follow this SEND policy

 

5. SEND information report

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:

  • Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties
  • Cognition and learning, for example, dyslexia, dyspraxia,
  • Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD), 
  • Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy 
  • Moderate learning difficulties

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:

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or better the child’s previous rate of progress
  • Fails to close the attainment gap between the child and their peers
  • Widens the attainment gap

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

 

  1. The SENCO will meet with adults in school regularly to discuss additional needs concerns and to review IEPs.

 

  1. At other times, the SENCO will be alerted to newly arising concerns through informal discussions and completing an additional concern form.

 

 

  1. The SENCO will discuss issues arising from these forms with the specific adult within one week of receiving the form.

 

  1. Targets arising from IEP meetings and reviews will be used to inform and support whole class approaches to inclusion, e.g. differentiation, varied teaching styles.

 

  1. The SENCO monitors planning for SEND and supports adults with curriculum planning where necessary.

 

  1. The SENCO, together with the SEND & Inclusion governor, monitors the quality and effectiveness of provision for pupils with SEN through pupil progress meetings, observations etc.

 

  1. SEN support is primarily delivered by class- based staff through differentiated teaching methods.  Additional support is provided by the SENCO and by trained Teaching Assistants (TAs) and Learning Support Assistants (LSAs) throughout the school.  This is funded from the school’s annual budget.  The support timetable is reviewed termly, by the SENCO, and the head teacher, in line with current pupil needs and any educational initiatives. and the budget.      
  2. Support staff, class teachers, SENCO and outside agencies liaise and share developments in order to inform reviews and forward planning

                                                                    

 

Specialised 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:

  • Parents
  • Outside agencies
  • Baseline assessment results
  • Foundation Stage Profile
  • Progress measured against Depth of Learning assessments
  • Teacher Assessment for each year group ½ termly based on National Curriculum descriptors.
  • Standardised screening and assessment tools NFER tests termly
  • Observations of behavioural, emotional and social development
  • An existing EHCP for SEND or a SENA assessment
  • Assessments by a specialist service, such as educational psychology, identifying additional needs

 

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 support within the class
  • Some additional support through School interventions provision
  • Additional support through Out of school professional  provision

 

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:

 

  • There has been little, or no progress made with existing interventions

 

  • Additional support is required to develop literacy or numeracy skills

 

  • Additional support is required for emotional, behavioural or social development

 

  • Additional support is required for sensory or physical impairments

 

  • Additional support is required for communication or interaction needs

 

  • There are likely to be two groups of children recorded at this Intervention level .

 

  1. Children, who have needs similar to other children but also have additional needs within the class, e.g. lack of phonic knowledge or phonological skills or spelling.

 

  1. Children whom we consider to have more severe or longer term needs that are likely to result in an application for further professional advice.

 

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:

 

  • Continues to make little or no progress in the areas of concern
  • Continues working at levels substantially below that expected of children of the same age
  • Continues to have difficulty in developing literacy and numeracy skills
  • Has emotional, behavioural or social needs which regularly and significantly interfere with the child’s, or others, Learning
  • Has sensory or physical needs which require additional specialist equipment or regular advice or visits from a specialist service
  • Continues to have communication and interaction Learning needs that interfere with the development of social relationships and act as a barrier to Learning

 

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:

  • Everyone develops a good understanding of the pupil’s areas of strength and difficulty
  • We take into account the parents’ concerns
  • Everyone understands the agreed outcomes sought for the child
  • Everyone is clear on what the next steps are

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 teacher’s assessment and experience of the pupil
  • Their previous progress and attainment and behaviour
  • Other teachers’ assessments, where relevant
  • The individual’s development in comparison to their peers and national data
  • The views and experience of parents
  • The pupil’s own views
  • Advice from external support services, if relevant

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.

  • All children with SEND will be offered a small steps transition either into or out of school. These visits can take several terms and last from a short period of time ie 190 mins up to a whole lesson or session.
  • Children with additional needs will complete a “passport” of their needs outlining as many details as possible to enable children to transition smoothly.

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:

  • Insert list of interventions provided at your school

5.7 Adaptations to the curriculum and learning environment

We make the following adaptations to ensure all pupils’ needs are met:

  • Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
  • Adapting our resources and staffing
  • Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
  • Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.

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 …

  • Children have been allocated hours of learning support in an EHCP or as part of top up funding
  • We work with the following agencies to provide support for pupils with SEN:
  • SALT
  • Autism Out reach
  • Support from local special school staff

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

  • We use the visual impairment team to support children with vision difficulties, they provide us with specialist resources.
  • We use the hearing support team to support those children who have a hearing loss
  • We use the Autism Outreach team who have specialist teachers and support staff who support our children with a diagnosis of ASD
  • We use specialist SALT to work alongside staff to support those children with speech and Language difficulties.

5.11 Evaluating the effectiveness of SEND provision

We evaluate the effectiveness of provision for pupils with SEND by:

  • Reviewing pupils’ individual progress towards their goals each term
  • Reviewing the impact of interventions after 6 weeks
  • Using pupil questionnaires
  • Monitoring by the SENCO
  • Using provision maps to measure progress
  • Holding annual reviews for pupils with an EHC plans

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.

  • All pupils who apply to the school for admission will be considered for a place regardless of their additional needs.
  • No pupils will be treated less favorably than any other child in school.
  • We are constantly trying to ensure that our school environment is able to support the additional needs of all our children.
  • The school’s accessibility plan has been developed to support all children in school.

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:

  • Pupils with SEND have access to our school counselor and family support worker and are encouraged to take part in all school activities.
  • We have a zero tolerance approach to bullying. 

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:

  • Exclusions
  • Provision of education and associated services
  • Making reasonable adjustments, including the provision of auxiliary aids and services

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

 

6. Monitoring arrangements

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.
 

7. Links with other policies and documents

This policy links to our policies on:

  • Accessibility plan
  • Behaviour
  • Equality information and objectives
  • Supporting pupils with medical conditions
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