SEN Policy

SEN Policy Mission Statement Our mission is to create a caring community in which the young people of Blackpool develop the skills, understanding and values they need to thrive in and make sense of their rapidly changing world A Curriculum for All: Special Needs in the National Curriculum(1989) “All pupils share the right to a broad and balanced curriculum including the National Curriculum. The right extends to every registered pupil of compulsory school age attending a maintained or grant maintained school, whether he or she has a statement of special educational needs. The right is implicit in the 1988 Education Act.�

Aims of Unity Academy Blackpool To provide an ordered, caring, supportive environment which will produce a sense of community and encourage individuals to make a commitment to the life of the school.

To provide a range of educational experiences which will enable all students to develop those skills, attitudes and concepts supported by the knowledge needed to equip them to partake fully in a changing society.

To recognise and develop individual ability, interests, skills talents and aptitudes to the full, offering support to those who are in any way disadvantaged.

To promote the spiritual, moral, cultural, mental, aesthetic and physical development of young people.

To encourage the pursuit of individual excellence To develop an understanding of the world and a respect for the different cultures, traditions, religions and ways of life of people.

To create in pupils an interest in and a respect for the local community through the development of strong links with community life To develop the concept of continuous improvement in all aspects of school work.

Other aims are: To implement the Code of Practice

To provide access to the full National Curriculum for all pupils, irrespective of their ability.

SEN Coordinator is Mrs Karen Whittam Mrs Whittam is responsible for the coordination of day to day provision of support for students with SEN at School Action, School Action+ and Statement, and has overall responsibility for SEN in the school.

Unity Academy Blackpool is an all through school which has no restrictions to entry because of a disability.

Unity Academy Blackpool has a Moderate Learning Difficulties Unit, funded by the local authority, for those children with a Statement of Educational Need for Moderate Learning Difficulties. This unit is the responsibility of Mrs G Walker, who is assisted by Mrs G Ormerod, Key Worker. Access to the unit is firstly for those pupils with a statement and then those pupils identified as having moderate learning difficulties.

Unity Academy Blackpool has a Nurture Group to support those students in Phases 3 and 4 who experience learning or emotional difficulties. The running of this unit, know as Jupiter Room, is the responsibility of Mrs C Roberts, assisted by Mrs J Dowdall, TA. Pupils are identified from primary school reports and initial assessment on entry into Unity Academy Blackpool. Pupils may be integrated into mainstream classes when it ids felt appropriate.

Unity Academy Blackpool also has a nurture group, known as The Rocket Room, for pupils in Phases 1 and 2. Pupils are identified buy class teachers and assessed using the Boxall Profile.

Each student is then discussed at The Rocket Room panel, held every half term. The Rocket Room is run by Ms Samantha Roberts HLTA, with an additional TA. The school building has access for the disabled in the form of a lift to all floors of the building.

The school believes that all students have the right to a broad and balanced curriculum including the National Curriculum. The right extends to every registered student of compulsory school age attending a maintained school.

The development and maintenance of a whole school policy for special educational needs is placed with colleges, which may include any or all of the following, College Leaders, Subject Teachers, Phase Coordinators, Form Tutors and Support Staff.

Special Educational Needs must encompass both the academic and personal development of the student. Special needs monitors the development of the “whole child�, and to focus on one area may be inappropriate as the difficulties identified in children with special needs frequently influence or affect other areas of development.

Admission and Identification

Students with special educational needs in the Phases 1 and 2 will be identified by teacher assessment and monitoring and then by BPVS and Salford Reading Tests. Those pupils identified by class teachers may be required to be referred to outside agencies. Transient pupils may be identified by the admissions officer.

Students with special educational needs in the Phase 3 will be identified from primary school records, primary transfer documentation and Key Stage 2 National Curriculum test results. Following admission to Unity Academy Blackpool in Year 7 each student will be assessed in a number of ways: Suffolk Reading Test, Salford Reading Test and Young Parallel Spelling Test NFER Reading Analysis is used if the student’s profile indicates SEN The resulting data and information (along with NAT Curr KS2 results and CATs) and other information and records, including SEN records), will be used by college leaders, where necessary in liaison with SENCO, to determine sets and will be disseminated to all staff.

Those pupils displaying a specific learning difficulty profile will be tested on the GL Dyslexia Screening test.

Non-Routine admissions Students who enrol as non-routine admissions will be interviewed by the admissions officer and a formal assessment will be made by using: Suffolk Reading Test Young Parallel Spelling Test A Writing test set and marked by Communication College Leader A Numeracy test set and marked by Mathematics Leader If any significant SEN is identified any data will then be passed to the SENCO for advice, prior to admission. Further assessments may be conducted: NFER Reading Analysis Phonological Assessment Catch-up NFER Cognitive Ability Tests are also conducted if there are no scores available from previous school: these will be administered periodically throughout the school year by Mrs Sinar, for any student in the school for whom no results are recorded. Baseline scores are used in evaluating and monitoring intervention programmes.

All teaching staff have a responsibility to identify SEN. If a member of staff has a concern about a student they should complete a Cause of Concern Form, and discuss their concern, and strategies already employed, with the SENCO. Integration Students with Special Educational Needs are fully integrated into all aspects of school life and have full access to the National Curriculum.

There is no restriction in participation in any school activity because of a student’s special education needs. All students are encouraged to participate in extra curricular activities.

Students are selected for school sports teams on the basis of their athletic ability, and students with Statements of SEN have frequently represented the school in sporting teams, and are expected to adopt appropriate behaviour.

All students are required to adhere to the school’s Behaviour Code.

Learning Difficulties Students identified in Phases 1 and 2 will have reading and phonics support. Where appropriate, extra TA support will be provided to allow students to reach their potential in Phase 1. The SENCO will liaise with the Phase 1 lead teacher and class teacher to identify strategies for supporting students with special educational needs. Small groups will provide support for speech and language difficulties and coordination difficulties. Students with serious speech and language difficulties will be referred to Shine Therapy.

SEN provision in the Phases 3-5 will be met through college. Each college must ensure that their courses are accessible to all students. Equally they must consider the methodology employed, organisation, environment and all other factors, including preferred learning styles (VAK), that affect learning. Each college must have a written policy for SEN contained in the college handbook, and liaison takes place between the SENCO and colleges. Colleges should ensure that planning takes place with SEN support staff.

TAs will be appointed to support students with SEN in class across the curriculum, dependent on need. However, the SENCOs may withdraw this in-class support at times to conduct formal assessments, attend review meetings, provide special access arrangements in exams, training, or for other purposes. TAs will work with students recorded at School Action, School Action Plus or Statement on the Inclusion list, or in classes containing students with SEN. There are two HLTAs in the SEN Team who, as well as supporting students, have a range of responsibilities, including: conducting assessments, withdrawing small groups of students for extra literacy lessons, specific SEN interventions eg Talking Partners, ABC, Toe by Toe and ReadWriteInc. Colleges are responsible for assessment and recording. Colleges should be aware of students with SEN through the dissemination of the Inclusion List, Provision Maps, IEPs, etc.

If colleges are concerned about the progress of any student already on the Inclusion List they should liaise with the named Key Worker. If the student has not been identified as having SEN they should notify the SENCO by email or on a Cause of Concern Form.

In core subjects of English, Mathematics and Science there will be provision of small SEN sets (ideally no more than 15) whose population will be determined by ability and/or other specific need, such as Complex Learning Difficulties, where a student may have difficulty in coping in larger classes.

Statemented students may have Individual or pair withdrawal and/or in-class support from TA.

small group withdrawal in specific subjects or topics as arranged by college, or in conjunction with the SENCO. withdrawal and/or in-class support from an TA, dependent on the provision made in their statement, or by identified need.

Students on the Inclusion List at either School Action or School Action Plus in Phases 3 and 4, who experience learning difficulties, may be:  withdrawn from registration or other subject areas (in consultation with Phase Coordinators and/or College Leader) for literacy and/or numeracy programmes, including Toe by Toe.  supported in-class by a TA. Students on the Inclusion List at either School Action or School Action Plus in Phase 5 who experience learning difficulties will be supported to develop literacy, numeracy and/or coursework.

Statemented students in Phase 5 may be:  withdrawn from lessons weekly for individual or pair work on literacy or numeracy programmes, or to develop GCSE coursework  supported in-class by an TA  placed in groups who have access to enrichment or support programmes through alternative courses.

It is the aim of the SENCO that all students with literacy difficulties should be identified and given support in the form of reading and spelling programmes, and if appropriate be placed on the Phonological Awareness Programme,Toe by Toe or ReadWriteInc Fresh Start Social, Emotional and/or Behavioural Difficulties Provision to support students who experience Social, Emotional and/or Behavioural Difficulties will be more flexible as often students can experience fluctuations in difficulties: at times being fairly settled and able to access learning within the school environment while at other times they may need more support.

Form Tutors, Casewrokers and Phase Coordinators will be involved in supporting students at School Action, along with the SENCO, and those students at School Action Plus or Statement will be supported by staff within the SEN college, but may also be supported by a Caseworker, SENCO, Phase Coordinator and/or SLT. It is the responsibility of the SENCO to implement an appropriate level and form of TA support, but may take the form of: TA support for an individual student in class (or classes) or during pastoral or nonstructured times for a fixed or short term TA support for a whole class, under the direction of the class teacher TA may withdraw a single or small group of students under the direction of the class teacher to work away from the classroom

TA may work directly with a transient student for whom there is particular concern during an induction period, supporting them directly in class, or at pastoral or non-structured times TA may be involved in making contact with parents and/or attending meetings under the direction of the SENCO. SEN Training The school will provide INSET training as appropriate and as requested by staff. Staff will be informed/trained in current SEN developments and legislation by SENCO or appropriate trainer. INSET co-coordinator to liaise with SENCO. INSET is provided by SENCO for new members of teaching staff and TAs. Learning Support Assistants Five TAs have already achieved HLTA status, and it is hoped that all TAs will show an interest in gaining this standard.

A Training File is kept by Mrs J Crawford, HLTA, who is also involved in induction and support of newly appointed TAs. TAs are expected to attend relevant INSET courses. TAs also attend appropriate CSSA and external courses.

Code of Practice Procedures School Action Once a student has been referred to the SENCO , the procedure regarding identification and assessment will be initiated. The SENCO takes the lead in managing the student’s SEN provision, working with the student’s teachers/Form Tutor/Phase Coordinator to devise more comprehensive strategies than those already employed in the classroom/school. The Headteacher is consulted and informed through the Inclusion List.

School Action Plus Should the student not make adequate progress, the SENCO takes the lead responsibility and consults and informs the Headteacher (through the Inclusion List). Specialist staff external to the school, such as: Educational Psychologist, Outreach Support Teacher or TA, Advisory Teacher, Educational Social Worker, Clinical Medical Officer, Shine Therapy and the Student Support Team help the school support a student with more complex needs.

A Provision Map is written by the SENCO and any other professional/agency working with the student. Subject Teachers/Form Tutor/Phase coordinator should take note of the Provision Map and implement it in the classroom/school, and use it to set targets for and with the student.

Should the student still not make adequate progress, specialists will help the school consider whether the student is likely to meet the criteria for Statutory Assessment by the local authority.

If the local authority decide to write a Statement of SEN appropriate monitoring and support strategies will be decided.

N.B. All of the above procedures are carried out with the informed support and agreement of both the student and parent/carer.

Parents/Carers All parents/carers are encouraged to take an active part in their child’s education and parents of students with SEN are encouraged to liaise with the SENCO and TA who is supporting the student.

Parents/carers of students with SEN will meet regularly with teachers and support staff via Provision Map Reviews, IEP Reviews, Annual Reviews, Transition Reviews and parents’ evenings. Parents’/Carers’ views will be sought as part of the IEP, Annual and Transition Reviews. It is important that they feel their views are valuable. The Code of Practice places great emphasis on a school’s partnership with parents/carers. At Unity Academy Blackpool we have established excellent relationships with many of the parents/carers of students with SEN. This must be built on and developed in the light of the Code of Practice and we must help parents/carers to play an important part in the education of their child.

Any parent can request a meeting with the SENCO and they have the right to contact the SENCO if they consider their child’s needs are not being addressed in a satisfactory manner.

Failure to reach a satisfactory conclusion could result in the school’s formal complaints procedure being implemented.

Students Students will be consulted: In all SEN procedures In the development of intervention strategies In the writing and reviewing of the IEP/Statement. Students’ views will be considered and taken into account in any intervention strategy.

Liaison with other professionals/agencies The school will endeavour to make full use of the facilities and support services provided by the local authority. The school will liaise regularly with Educational Psychological Service, Pupil Welfare Services and the local authority advisers for SEN. Regular meetings will take place between these professionals and the School SENCO. The SENCO will liaise regularly with the school health mentor and school nurse. The District Health Authority, including CAMHS, will be invited to be represented at Annual and Transition Reviews. If appropriate, Social Services will be invited to reviews.

A representative of FE educational establishments will be invited to attend Transition Reviews, usually held in Year 9 and Year 11.

The Connexions Personal Adviser and a representative from the Learning Support Team at Blackpool & Fylde College will be invited to offer advice and attend Annual and/or Transition Reviews, as appropriate.