SEN Policy Revised June 2011 JJ
a) The Education Act 1981 This was largely influenced by the Warnock Report of the late 1970’s, which broadened discussion on Special Educational Needs by suggesting that 1 in 5 children in mainstream education would experience a learning difficulty at some point. During the 1980’s the philosophy and practice of Special Education Needs was the forefront of Government legislation. Madeley High School b) Education Reform Act 1988
Madeley High School Madeley High School Special Educational Needs Policy Background During the 1980's the philosophy and practice of Special Education Needs was the forefront of Government legislation. a) The Education Act 1981 This was largely influenced by the Warnock Report of the late 1970's, which broadened discussion on Special Educational Needs by suggesting that 1 in 5 children in mainstream education would experience a learning difficulty at some point. " . . . Their learning problems, which may last for varying periods of time, will stem from a variety of causes. But, unless suitable help is forthcoming, their problems will be reinforced by prolonged experience of failure . . . " (WARNOCK) The 1981 Act also promoted parental rights in formal assessment procedures and recommended that most pupils with special educational needs should have a mainstream education. b) Education Reform Act 1988 This established the National Curriculum and the right of all children in L.E.A. maintained schools to receive this broad balanced curriculum. It reaffirmed the philosophy of the 1981 Act in that pupils with SEN should receive a mainstream education provided that their personal needs could be met without detriment to the interest of their peers, and that the LEA's available resources were efficiently used. c) The Code of Practice (on the identification and assessment of Special Educational Needs) The 1993 Education Act required the Secretary of State to issue a Code of Practice giving practical guidance to local education authorities and the governing bodies of all maintained schools on their responsibilities towards all children with special educational needs. It has been estimated that 20% of the school population will have special educational needs at some time during their school career. Madeley High School The code defines special educational needs as follows: A child has special educational needs if he or she has a learning difficulty which calls for Special Educational provision to be made for him or her. A child has a learning difficulty if he or she: a) has a significantly greater difficulty in learning than the majority of children of the same age; or b) has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in schools within the area of the LEA. (Section 2.1, page 5, Code of Practice) The Code defines Special Educational provision as: . . . education provision which is additional to, or otherwise different from, the educational provision made generally for children of the child's age in maintained schools, other than special schools, in the area . . . Madeley High School fulfils its statutory obligations in meeting the requirements of the Code of Practice. 2nd Specialism In April 2007, Madeley High School was awarded second specialism for SEN (Teaching and Learning) status. Dyslexia Madeley High School has achieved Level 2 Dyslexia Friendly Status. Definition of Dyslexia "Dyslexia is a specific learning difficulty which is neurobiological in origin and persists across the lifespan. It is characterised by difficulties with phonological processing, rapid naming, working memory, processing speed and automatic development of skills that are unexpected in relation to an individual's other cognitive abilities. These processing difficulties can undermine the acquisition of literacy and Numeracy skills as well as musical notation, and have an effect on verbal communication, organisation and adaptation to change. Their impact can be mitigated by correct teaching, strategy development and the use of information technology. " (Jennifer Owen Adams, Director of Education British Dyslexia Association, 2006/2007 Madeley High School Note Throughout this policy the term SEN is used to describe a range of difficulties including general learning difficulties; Spld (including Dyslexia and Dyspraxia) Physical and Sensory Impairment and it could also apply to Gifted and Talented Pupils. This policy should be read alongside the following school policies: � � Dyslexia Friendly Policy Gifted and Talented Policy Basic Information about the School's SEN Provision: OBJECTIVES Pupils with SEN will follow a broad, balanced and relevant curriculum which is differentiated as appropriate Pupils with SEN will be integrated into the educational and social life of the school. Provision will be designed to raise the achievement of pupils with special educational needs. Parents will be involved as partners in the education of their children. The school's SEN provision will be flexible and follow a staged approach in line with the Code of Practice. Pupils with SEN will be the shared responsibility of all staff. The school's SEN co-ordinator will liaise with and advise fellow teachers in the monitoring of this approach. Staff will have opportunities for in-service training to develop appropriate professional skills. Additional resources and the use of advisory services will be employed to meet the needs of pupils. STAFFING INFORMATION Please see Appendix 1 for current staffing information. Arrangements for co-ordinating educational provision for pupils with SEN The SEN Co-ordinator will be responsible for the day to day operation of the SEN Policy. These arrangements include: Co-ordinating provision for children with special educational needs. 1. Identifying and assessing SEN (including monitoring and evaluation) 2. developing and maintaining resources for SEN. Madeley High School Liaising with and advising fellow teachers. Maintaining the school's SEN register and overseeing and updating the records of all pupils with special educational needs and using the recommended stage approach in line with the Code of Practice. Liaising with parents of children with special educational needs. Contributing to the in-service of staff and associate teachers. Liaising with external agencies including the educational psychology service, SEN support service and other support agencies, medical and social services and voluntary bodies. Admission Arrangements The school has open enrolment, admitting children within its "historical" catchment area including those children deemed to have special educational needs. There are at present physical restrictions to one part of the school, due to the design of the school buildings. The LEA has made adaptations to part of the building i.e. installing a lift and disabled toilet to allow for easy access. There will still be part of the building that will be difficult to access. In Year 7 children are admitted according to the County's admission criteria. Standard admission limit is 120 although it regularly reaches 140. After Year 7 parents approach the school directly. Madeley High School SECTION 2 Information about the school's policies for identification, assessment and provision for all pupils with SEN: The allocation of resources to and amongst pupils with SEN The school receives funding through the LEA's own formula to support the needs of the pupils identified by the school as having special educational needs. Additional resources are attached to pupils who are the subject of a statement of need. Development of Resources In September 2009, room 5 was opened as a resource base for SEN. The room is opened daily from 8:30am until 3:30pm. It is used to support pupils for whom a twenty-five period day is inappropriate and as a teaching base for SEN who need additional support. SEN Co: timetabled for 30 periods a fortnight to support the delivery of the school's special educational needs provision. This includes supporting targeted pupils and sets within the classroom; withdrawing small groups of pupils for up to one hour per week to (a) Target specific needs included in Individual Pupil Plans. (b) Support the curriculum. Support is targeted within the classroom supporting the delivery of the curriculum to pupils with special educational needs. The entitlement is delivered through individual education plans. Ten full and part-time Learning Support Assistants are employed to deliver pupils entitlement accessed through statements of special educational need. They are deployed to a) support pupils within the classroom b) support the curriculum and specific skill development in either one-to-one or small group sessions under the guidance of the SEN Co-ordinator. Provision matches the targets identified in the pupil's individual education plan. Parent and staff volunteers are deployed in the delivery of a daily, structured reading programme to raise the achievements of pupils identified through school screening procedures, as having reading difficulties. Pupils with reading ages of below 8 year are targeted in the first instance. Other pupils may be included in the programme if their reading skills are insufficiently developed to give then full access to the national curriculum. Pupils with spelling ages of below 8 years are targeted for extra help with spelling. Other pupils may be included in the programme if the discrepancy between their spelling and reading age is sufficient to indicate a specific learning difficulty. Madeley High School Other Resources The Learning Support Department has a laptop trolley containing 12 laptops which will connect to the network wirelessly. These laptops are for use of pupils receiving support in room 5. There are three standalone RM machines for the delivery of Successmaker intervention programmes and four network computers. There are fifteen mini-Assus notebooks that can be used to support pupils in the classroom. Other items to support pupils ability to access the curriculum include: Electronic Reading Pens Dictophones PDAs with blue tooth keyboards Eleven electronic spell checkers. Educational resources to support the delivery of IEPs and to facilitate differentiation within the school are located in Room 6 Identification and assessment arrangements: and review procedures. Identification of pupils with SEN begins before entry at Year 7. The SEN Co-ordinator will whenever possible attend the Transitional Review Meetings of Statemented Year 6 pupils carried out in the Autumn Term prior to their entry to Madeley High. 1. Primary School Liaision The SEN Co-ordinator will visit all feeder schools during the Summer term to gather information about previous SEN arrangements for incoming pupils including Stage level, outcomes of IEPs, current attainment levels and additional Resourcing implications. 2. Early contact with parents This will be facilitated by contact with primary schools and parental visits before pupil entry to High School. Where statements are in place, parents will be invited to meet the SEN Co-ordinator once enrolment has been confirmed. 3. National Curriculum assessment evidence 4. Standardised tests to screen new intake Screening test will be used to obtain further information about pupils attainment levels and to identify those pupils who may have special educational needs. Where screening test results give cause for concern the SEN Co-ordinator will arrange for additional diagnostic testing. Tests used: MidYIS NFER 9-14 Group Reading Tests Vernon Spelling Test Jackson Phonic Spelling Diagnostic Tests 1-11 Neale Analysis of Reading Ability Staffordshire diagnostic mathematics test Phab Dyslexia Screener Madeley High School A combination of these tests will be used, as appropriate, in identifying and assessing special educational needs. 5. Staff Concerns Staff referrals of pupils who may need additional learning support may be facilitated through: Referral to SEN Co-ordinator detailing a) the type of concern b) strategies already employed to bring about change. Referral through Middle Leader Meetings, Pastoral meetings, Form Tutor meetings. 6. Pupils Any direct request from an individual pupil who is concerned about his/her progress will be investigated by the SEN Co-ordinator using the schools existing identification structures. 7. Assessment by outside agencies Additional assessment will be requested from LEA agencies; SENSS; Schools' Psychological Service for visually impaired pupils; Service for hearing impaired pupils and other professional as deemed appropriate. 8. The Three-stage assessment model In line with the Code of Practice, a three stage assessment model will be used. School Action (SA) School action is when a subject teacher, a member of the pastoral team, the SENCO or the "Feeder" school identifies a child with SEN and provides interventions that are additional tp or different from those provided to the rest of the child's class. As part of School Action the SENCO may carry out further assessment of a pupil to discover their strengths and weaknesses. The pupil's parents should be contacted as soon as concerns are expressed about their child. As part of School Action an individual education plan (IEP) will be drawn up. The IEP may outline different teaching strategies, equipment or group intervention rather than individual support. School Action Plus (SA+) When a pupil makes little or no progress despite intervention at School Action it may be decided at a review meeting to request help from an external specialist. The pupil will then be placed on the SEN register at School Action Plus. School Action Plus will involve more specialist assessments that inform planning and allow progress to be measured. A new IEP will be written that will include strategies suggested by the external specialist. The SENCO will co-ordinate the advice of the external specialist and will liaise with parents and teaching staff. Madeley High School Following the two school based stages, in a minority of cases the LEA requested to carry out a statutory assessment leading to a Statement of Special Educational Need. 9. Individual Education Plans (IEPs): IEPs will be written and reviewed twice a year for all pupils on the SEN register. IEPs will contain measurable objectives and outcomes will be regularly reviewed. All departments will have copies of IEPs monitored through departmental link staff. Reviews: Progress of pupils will be monitored through the whole school internal review arrangements as well as reviews carried out by the SEN Department. SEN Arrangements: a) IEP reviews twice per school year. b) School Action Plus reviews with advisory specialist support teachers, educational psychologist and /or other professionals and parents. c) Review of progress through repeat testing twice per school year, using standardised tests. d) Transitional reviews, liaising with the School Careers Service / Connexions Services. A formal meeting with parents will be held for each annual review. Parents will receive copies of all IEPs and will have an informal invitation to discuss any concerns with the SEN Co-ordinator relating to objectives, resources or outcomes. Whole School Arrangements: a) Annual school reports � attitude, homework, etc. b) Year group reviews Year 7 Autumn Term Year 8 Autumn Term Year 9 Autumn Term Year 10 Autumn Term c) Parents evenings for all year groups during the school year with additional provision for an informal parents evening for Year 7 during the Autumn Term. Arrangements for providing access for pupils with SEN to a balanced and broadly based curriculum, including the National Curriculum. ALL pupils are entitled to a balanced and broadly based curriculum, including the National Curriculum. All pupils are taught in broadly set ability groups through out the school. Pupils with special educational needs are set/banded in accordance with whole school and faculty arrangements. A full range of subjects is available. Madeley High School Providing effective learning opportunities for all pupils In planning and teaching the National Curriculum, the teachers at Madeley High School have due regard to the following principles. a. Setting suitable learning challenges 1. All pupils will be given the opportunity to experience success in learning and to achieve as high as standard as possible. 2. For pupils whose attainments fall below the expected levels a greater degree of differentiation will be used. All pupils will be provided with work that provides a challenge whilst still being achievable. b. Responding to pupils diverse learning needs 1. All teachers at Madeley High are made aware of the diverse needs of the pupils through the information provided to each department via their link teachers. 2. All teachers at Madeley High respond to the diverse needs of pupils by: a) creating effective learning environment b) securing their motivation and concentration c) providing equality of opportunity through the teaching approaches used. d) Using appropriate assessment procedures e) Setting pupils individual targets for learning. c. Overcome potential barriers to learning and assessment for individuals and groups of pupils The curriculum planning and assessment for pupils with special educational needs must take account of the type and extent of the difficulty experienced by the pupil. Additional arrangements to enable pupils with SEN to gain access to the National Curriculum are as follows|: 1. In �class support: In class support is provided depending upon the learning needs within the teaching group but taking into account the demands of a statement. The SEN Co-ordinator will be responsible for allocating resources at the beginning of the school year. The efficiency of in-class support will be monitored by Link staff on a termly basis and information fed back to the SEN Co-ordinator. 2. Withdrawal teaching: The staff at Madeley High School believe in pupils being included in all lessons and therefore pupils will only be withdrawn from lessons under exceptional circumstance. From September 2008, the only pupils who will be withdrawn from lessons are those whose literacy skills make it difficult for them to fully access the curriculum. The withdrawal periods will be selected after consultation with pupils and parents. Madeley High School 3. Reading Partners: An intensive reading programme, 20 minutes 5 times per week, will be targeted at pupils with a reading age of 8 years or below. 4. Spelling Partners: An intensive spelling programme will be targeted at pupils with a reading age of 8 years or below. 5. Home-School Programmes: Pupils at School Action and School Action plus of the SEN register will follow homeschool programmes of work designed to raise achievement in reading and spelling. These programmes are monitored by the SEN Co-ordinator. 6. Annual Examination The SEN Co-ordinator and Learning Support Staff will provide additional invigilation during the schools annual examinations. Targeted pupils will have the opportunities for a reader, extra time or script writer, as appropriate, to enable then to achieve their full potential. 7. Examinations: Key Stage 4 From September 2009 all pupils in Year 10 will be screened for writing speed and spelling. Using assessment data available to the SEN Co-ordinator pupils who require detailed assessment of reading will be highlighted and tested. This information will be used to apply to the JCQ for appropriate examination dispensation. Madeley High School Criteria for evaluating the success of the school's SEN Policy The success of the school's SEN policy will be assessed through the following descriptors: 1. Successful identification of pupils with Special Educational Needs (methods already detailed in the school policy) The number of pupils on the SEN Register will reflect successful identification. 2. Raising Achievement of pupils with SEN Measurable by Testing Achieving objectives of IEP Targets Termly Reviews Examination results: Internal SATs GCSE's Alternative Key Stage 4 accreditation Awarding of school credits. Integration into school life in the wider context. 3. Appropriate and effective use of resources Measurable by Effective response to requests for in-class support Monitoring of support, through departmental link Staff Monitoring of additional LEA resources provided to meet statements of Special Educational Needs. Effective record keeping Appropriate use of capitation in meeting the needs of pupils. 4. Good communication between parents and school Parents will be active partners in the educational process. Parents will have full information on IEPs, IEP reviews, school reports. Parents will have access to the SEN staff on a flexible basis as well as on formal occasions. 5. Effective Liaison within school Measured by: Successful dissemination of information Successful links with all faculties; monitored through link staff who will attend three learning support meetings per term. SEN involvement in HoD meetings, Pastoral Meetings, Staff Meetings. Effective record keeping Liaison with Outside Agencies Effective use of SENSS advisory teacher time. Effective use of time allocated by the School's Psychological Service. Meeting targets set by professionals liaising with the school. Madeley High School Arrangements for considering complaints about special educational provision within the school. It is the school's aim to resolve difficulties regarding SEN provision amicably and informally through a good, working relationship between home and school. Complaints that cannot be resolved informally through the SEN Co-ordinator and Learning Support Staff, will be managed as follows: Referral through: SEN Line Manager ( a Deputy Headteacher) Headteacher School Governors Complaints not effectively resolved through the school's own management structures will be referred to the LEA, and follow the LEA's formal complaints procedure. Parental information on these procedures will be made available by the school. Madeley High School SECTION THREE Information about the school's staffing policies and partnership with bodies beyond the schools: a) The school's arrangements for SEN in-service training SEN Co-ordinator each year will attend courses updating his/her skill in managing the requirements of the Code of Practice. Learning Support Staff in-house training on SEN issues and practice will be offered during each school year. LEA courses will be made available to Learning Support Staff with a view to developing expertise and where appropriate, leading to a formal qualification. Use made of teachers and facilities from outside the school, including the Support Services. The school is supported in meeting the needs of individual pupils with special educational needs by the Educational Psychology Services and the Special Educational Needs Support Services. This involvement is, initially triggered when pupils reach School Action plus of the assessment process. A specialist teacher from the Schools Service for the Hearing Impaired visit termly to monitor pupils a) On the SEN register with hearing difficulties b) to follow up general queries from staff or parents. A specialist teacher form the Autism Outreach Service Unit visits the school at least once a half term to monitor pupils progress. The EWO visits school each week to liaise with senior staff, pastoral staff and/or the SEN Co-ordinator . Meetings with representatives of the Careers Service are arranged for all Year 9 pupils on the SEN Register. Careers / SEN liaison is integrated into school arrangements. The SEN Co-ordinator will liaise with Social Services and other professionals as appropriate. Madeley High School Arrangements for Partnerships with Parents All year groups have a formal evening for parental / teacher consultation once each school year. In addition Year 7 have an informal evening with form teachers and senior staff, including the SEN Co-ordinator during the Autumn Term. All year groups have annual school reports and interim school reports focussed on attitude and personal organisation. Additional SEN arrangements: Parents Evening in the Autumn and Summer Term. Involvement of parents during all of assessment process. Formal annual review meetings for pupils with statements Meetings with parents to agree initial IEPs for statemented pupils. Informal parent/ SEN Co-ordinator meetings as requested. Information available: Parents receive copies of IEPs each term Parents receive LEA parent information packs at School Action Plus of the formal assessment process. LEA tutors and learning support assistants provide reports to be included in the annual school report for pupils with statements. LEA information on Special Educational Needs provision, as well as information about the schools own arrangements will be distributed upon enrolment if pupils are likely to be placed on the school's SEN register. Information will also be made available during prospective parents evenings. Parents will be invited to participate in home-school spelling and reading programmes for pupils identified as having literacy difficulties. Madeley High School SEN department operate an open door policy and staff will be available to talk to parents on request either over the phone or face to face. Madeley High School Links with other mainstream schools and special schools, including arrangements when pupils change schools or leave school. All feeder schools will be visited during the Summer term for the gathering of special needs information and to assist in identification of pupils who will require additional provision. Links with Newcastle-under-Lyme College learning support staff will be maintained each year and early information exchanged to facilitate post 16 provision for pupils with special educational needs. SEN information will be forwarded, along with other school records, to other mainstream schools upon pupil transfer. Reviewed April 2003, February 2006, May 2009, June 2011 Madeley High School Appendix 1 STAFFING INFORMATION The SEN Line Manager: Mrs B Pearce ( Assistant Head Teacher) SEN Co-ordinator (SENCO) Mrs J Jenkins Responsible for the day to day running of the SEN Policy.