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Lakeside Primary School “Enjoying Learning Together and Aiming High” SPECIAL EDUCATIONAL NEEDS POLICY AIMS 1. To provide equal learning opportunities for all pupils irrespective of gender, ethnic origin, religion, age or physical disability 2. To provide a broad, balanced curriculum where the needs of the individual child are recognised and met using a variety of (teaching) approaches and differentiated learning 3. To work in partnership with parents and with other professionals 4. To develop a culture of inclusion amongst all parties OBJECTIVES We will: 1. identify pupil’s special educational needs as early as possible and work to ensure that all their needs are met; 2. maximise the opportunities for pupils with SEN to join in with all the activities of the school; 3. ensure that all learners have quality access to a broad, balanced curriculum which is differentiated to meet their individual needs and abilities; 4. encourage learners to develop confidence and recognise value in their own contributions to their learning, raising their self-esteem; 5. encourage regular and effective communication between parents and school 6. encourage learners to express their views and be fully involved in their learning 7. ensure parents are informed of their child’s special needs and be able to contribute to supporting to promote effective partnership 8. involve outside agencies when appropriate 9. continue to develop staff expertise and knowledge; DEFINITION OF SPECIAL EDUCATIONAL NEEDS (SEN C.O.P Nov 2001) “Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.

Children have a learning difficulty if they:

1. have a significantly greater difficulty in learning than the majority of children of the same age; or 2. have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the LEA 3. are under compulsory school age and fall within the definition at 1) or 2) above or would so do if special educational provision was not made for them Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught. However such children may require additional support. Special educational provision means: •

For children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LEA other than special school in the area For children under two, educational provision of any kind.”

ROLES AND RESPONSIBILITIES a) The Governing Body will: • • • • •

have a named governor ‘responsible’ for SEN with the Headteacher, decide the school’s general policy and approach to meeting pupils’ special educational needs will set up appropriate staffing and funding arrangements, dependent upon finances available ensure that they are kept fully informed about the school’s SEN provision (including how funding, equipment and personnel are deployed) have final responsibility for overseeing the policy is implemented

The day to day management of SEN provision is delegated to the Headteacher. The Headteacher will: • • • •

report regularly to Governors oversee the work of the SENCO ensure that pupils who have a statement will receive a statutory review at least annually authorise the referral of pupils to the LEA statutory assessment

• •

be responsible for giving special direction, with modifying or disapplying the National Curriculum, for a period of up to six months where necessary be responsible for SEN provision across the school

The SENCO will: • • • • • • • • •

monitor the operation of the schools SEN policy liaise with and advise teachers on pupil progress co-ordinate with the Headteacher the provision for pupils with SEN ensure that pupils’ SEN records are kept updated liaise with assessment co-ordinator for tracking progress liaise with parents as necessary liaise with external agencies, including educational psychology services, Social Services and other support agencies liaise with other schools, mainstream and special attend courses and feedback relevant information to staff as necessary

The Class Teachers will: • • • • • • • • • • • •

identify children with SEN in their own class consult with the SENCO regarding external support when setting up IEPs review and update IEPs at least termly inform parents of concerns and suggest ways in which they can help support their child update records each term be supportive to families during target-setting, assessment and statementing procedures organise their classroom to take account of children with SEN (inclusion) differentiate tasks, to allow maximum access to the curriculum for SEN pupils provide a variety of teaching methods and approaches to meet the needs of SEN pupils and their individual learning styles (VAK/ALPs) provide appropriate provision for more able children in class (G+T) plan and monitor provision offered by TAs and other support staff teaching SEN pupils in their class advise on effective use of TAs

Teaching Assistants:. The TA’s role is seen as crucial to the SEN provision and ethos within the school TAs are allocated to provide additional support for SEN pupils at all levels, those with statements and those children requiring school action/school action plus (SA/SA+). They work within the framework of a job description but their duties are particular

to the child they support depending on the terms of the pupil’s statement and/or needs. It is generally the teachers’ role to plan and oversee the work of a TA. TA’s are made aware of whole school strategies for managing behaviour and have access to all other school policies. TA training and support will be provided to ensure CPD both individually and collectively. External Support Agencies: The school will contact the appropriate external support agency when necessary who may be required to:• • • • •

access individual children’s needs when requested by a teacher or the SENCO; make a written report on an individuals difficulties, needs and targets; suggest strategies that could be used to help overcome school difficulties; be involved in staff training programmes; support children on an individual or small group basis depending on the requirements of the statement or IEP

Parents: As a school, we aim to create a positive and effective partnership with all our parents. For children who have Special Educational Needs, we feel this relationship is crucial as a child’s educational progress will be most effective if there is support at home and parental involvement in the education process. We recognise that:• • • • •

parents are a child’s first educators and we value this contribution; development can be enhances by close co-operation between parents and teachers, home and school; parents have a unique view of their child; parents have statutory rights regarding information about their child’s progress and achievements at school; parents’ different lifestyles and cultures should be respected.

We aim to develop a supportive partnership with parents by:• •

informing them sensitively of any concerns as soon as possible and taking account of their feelings and wishes; including them in any assessments undertaken with the child, so that their knowledge can be part of the assessment;

• • • •

helping them support any work that is taken home; working with them on strategies that may reinforce work being done at school eg behaviour strategies; keeping them informed about their child’s educational progress and any other concerns involving them in target setting and by seeking their views when writing IEPs

Contacting parents: Parents will be informed by the class teacher if there are any concerns. If this cannot be done personally then a letter will be sent to ask parents to come into school to discuss their child’s progress. In some cases it may be necessary to make parental contact through the Education Welfare Officer (EWO). If any parents have a complaint, then the procedure is explained in the school prospectus. Pupils: We feel that any educational process needs a three-way partnership in order to be effective. This involves the school, the parents and the pupils. We aim to positively involve the children in their learning process by:• • •

listening to their views and opinions about their learning; discussing the purpose of assessments and learning programmes; encouraging them to participate in and make decisions about the provision for their learning, taking an active role in target-setting and review

ADMISSION ARRANGEMENTS Our admission arrangements are in line with the Doncaster Directorate of Education and Culture ‘Admission Policy Statement for Community Primary Schools’. We will take all reasonable measures to provide access for all current and potential pupils. POLICY IN PRACTICE Identification/Assessment The progress made by all pupils will be regularly monitored and reviewed. It will be necessary for each teacher to identify and assess children who may have SEN within their own class (unless the child has previously been identified). Apart from the teacher’s own professional judgement he/she will also take into account:• the concerns of the parents; • the concerns of other agencies; • teacher assessments which take place every term in core subjects

• •

any previous records that may be relevant results of National Tests (SATs) and The Foundation Profile.

Monitoring Once a concern about a child has been expressed, then the class teacher will address how their needs can be met in class (Wave 1’ support) or through standard school programmes. (Wave 2’ support eg ALS ‘Catch-up’ ‘Booster’ etc). At this point no IEP is required but the teacher will record personal observations and judgements on a child’s progress. If there is no significant progress made by the pupil the class teacher will discuss the difficulties with the pupil’s parents and introduce an Individual Education Plan (IEP) to provide an individual programme of work additional to, or different from normal classroom differentiation. (‘Wave 3’ support) Triggers for intervention through school action are those described in the SEN Code of Practice 5:44 (p52-53) “The triggers for intervention through School Action could be the teacher’s or others’ concern, underpinned by evidence, about a child who despite receiving differentiated learning opportunities: • makes little or no progress even when teaching approaches are targeted particularly in a child’s identified area of weakness • shows signs of difficulty in developing literacy or mathematics skills which result in poor attainment in some curriculum areas • presents persistent emotional or behavioural difficulties which are not ameliorated by the behaviour management techniques usually employed in the school • has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment • has communication and/or interaction difficulties, and continues to make little or no progress despite the provision of a differentiated curriculum”. Teachers will seek guidance from the SENCO and colleagues as necessary. If additional, individual, and specialised help is needed, then the SENCO will contact the relevant external agency. Triggers for intervention through School Action Plus are those described in the SEN Code of Practice 5:56 (p55) The triggers for School Action Plus could be that, despite receiving an individualised programme and/or concentrated support under School Action, the child: • continues to make little or no progress in specific areas over a long period

• • •

• •

continues working at National Curriculum levels substantially below that expected of children of a similar age continues to have difficulty in developing literacy and mathematics skills has emotional or behavioural difficulties which substantially and regularly interfere with the child’s own learning or that of the class group, despite having an individualised behaviour management programme has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning

A ‘School Action Plus’ IEP will be written and monitored termly and reviewed by the said agency, SENCO and class teacher. Specialists may also be called upon for advice at all levels of ‘action’. If individual assessment is to be undertaken by an Educational Psychologist the class teacher must complete an initial referral form, signed by a parent and hand it to the SENCO. The form will be forwarded to/discussed with the Educational Psychologist. It may be necessary that the child should go forward for statutory assessment. The class teacher should then complete Form SEN1, hand it to the SENCO, who will have it checked by the Headteacher and sent to the appropriate office with supporting documentation. If, on the basis of psychological and other professional reports, the recommendation is that the pupil should be statemented, then the LEA will be responsible for the next stages of the process and will make the final decision as to whether or not the child will receive a statement of provision. Parents must be kept fully informed and involved at every stage of the process. Record Keeping In order to keep detailed records of progression and evaluation of needs a ‘special needs’ file will be kept on any child who is receiving or has received SA/SA+. This confidential file will contain any information about the child that is thought to be important for meeting his/her needs such as:• letters concerning reviews • letters to parents • observation sheets • specialist’s reports • any other relevant documentation IEPs • • •

and individual pupil records allow the teacher to:report any significant events in the child’s learning/behaviour note down if any targets have been achieved make entries about parental contact

write about any external agency involvement and any advice that may have been given in developing the child’s learning/behaviour

The IEPs will be kept in the classroom and will be available to and updated by all involved in supporting the pupil including TAs and external agencies. Files will be opened on any child for whom there is a concern, even if the problem appears to be only short-term. These files will remain with the child throughout their schooling, updated as necessary and passed on leaving to the secondary school if required. They will be kept in the SEN filing cabinet in the heads office and be accessible to all staff and supply teachers. Information of a highly sensitive and/or confidential nature will be kept in a locked cabinet in the headteacher’s office, accessible only on a strict ‘need to know’ basis. Review Procedures: IEP’s will be reviewed at least termly by relevant staff and updated. The SENCO and headteacher will organise statutory reviews for pupils who are statemented, drawing on all appropriate agencies for their contributions about the child’s progress and involving the secondary school SENCO before the Y7 transition. Working with External Agencies: Although most of the children’s programmes are implemented by the class teacher, there is also opportunity to have further support from a variety of agencies for both teachers and pupils. These include:• • • • • • • • • • • • •

The School Psychological Services The Educational Welfare Service Behaviour Units The Health Service Social Services Diagnostic and Assessment Units Autistic Units Speech and Language Services (including speech therapists and multicultural education) Service for the Hearing Impaired pupil Service for the Visually Impaired pupil Voluntary Support Services eg The Dyslexia Association Advisory teachers Inclusion Team


Parent partnership

Equal Opportunities: Children progress at different rates. It is important to plan differentiated work to ensure that groups/individuals are supported with tasks matched to their ability level. Care is taken in grouping children for co-operative activities. Teaching should be inclusive and offer equal opportunities to all children. Teachers should be aware of using materials that reflect social and cultural diversity, providing positive images of race, gender and ability. The school ensures that all children are able to access the curriculum and achieve their full potential, whatever their race, gender, religion or ability level. Safety: As in all areas of the curriculum, the safety of the children is paramount at all times. Children will never be sent outside the school grounds unsupervised. Resources: There is a range of resources to support the teaching of SEN children across the school. A full list of resources is available in the PPA Room. A range of software is available to support work with the computers.

POLICY REVIEW/EVALUATION This policy will be reviewed annually by the SENCO in consultation with the Governors and Head teacher.

A Laity– Senco J Witton– Headteacher – SEN Governor

Reviewed ……………………………………….. (Nov 2010)

Refer also to school policies for behaviour, inclusion, ARR, child protection, health and safety, race equality and cultural diversity.





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