Special Educational Need Policy
4. Educational Inclusion
The school’s policies for the identification, assessment and provision for all pupils with SEN
5. Special Educational Needs – identification and assessment procedures used at Beecroft.
6. The role of the SENCo
9. The role of the governing body
11. Access to the curriculum
12. Complaints procedure.
Beecroft’s Educational Provision.
1.1 At Beecroft we believe that all children have a right to a creative, broad and balanced curriculum, relevant and differentiated, which demonstrates progression and coherence. All children have a right to full participation in all school activities.
1.2 This school provides a broad and balanced curriculum for all children. The Curriculum Guidance for the Foundation Stage and National Curriculum are our starting points for planning that meets the specific needs of individuals and groups of children. When planning, teachers set suitable learning challenges and respond to children’s diverse learning needs. Some children have barriers to learning that mean they have special needs and require particular action by the school.
1.3 Barriers to learning are likely to arise as a consequence of a child having special educational needs. Teachers take account of these needs and make provision, where necessary, to support individuals or groups of children and thus enable them to participate effectively in curriculum and assessment activities. Such children may need additional help or different help from that given to other children of the same age. We believe that the early years of a child’s education are of paramount importance: consequently early identification and support of children with special needs is vital.
1.4 Children may have special educational needs either throughout or at any time during their school career. This policy ensures that curriculum planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the child. We will assess each child individually, and endeavour to make the appropriate provision, based on his or her identified needs.
1.5 The staff work closely in partnership with parents and ensure that they are fully informed of their child’s progress. When appropriate the views of the children are considered.
The aims of this policy are:
To ensure that the special educational needs of children are identified, assessed and provided for.
To make clear the expectations of all partners in the process;
To identify the roles and responsibilities of staff in providing for children’s special educational needs.
To create a challenging learning environment that meets the special educational needs of each child.
To enable all children to have full access to all elements of the school curriculum, where possible
To ensure that parents are able to play their part in supporting their child’s education.
To ensure that our children, when appropriate, have a voice in this process
See admissions policy.
4 Educational inclusion
4.1 In Beecroft we aim to offer excellence and choice to all our children, whatever their ability or need. We have high expectations of all our children. We aim to achieve this through the removal of barriers to learning and participation. We want all our children to feel that they are a valued part of our school community. Through appropriate curricular provision, we respect the fact that children:
have different educational and behavioural needs and aspirations;
require different strategies for learning;
acquire, assimilate and communicate information at different rates;
need a range of different teaching approaches and experiences.
4.2 Teachers respond to children’s needs by:
providing support for children who need help with communication, language and literacy;
helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning;
planning to develop children’s understanding through the use of all available senses and of varied experiences;
planning for children’s full participation in learning, and in physical and practical activities, including school trips;
helping children to manage their behaviour and to take part in learning effectively and safely;
4.3 Children with a disability that affects their access to the normal curriculum, resulting in progress significantly poorer than other children of the same age, would be considered to have a special educational need. Not all children with a disability would have a special educational need.
Disabilities that may affect access to the curriculum include; dyslexia, attention deficit disorders, autistic spectrum disorders, moderate and severe learning difficulties, sensory impairment, physical impairment that requires resources to access the curriculum that are not normally available to children of their age, or mental illness that affects behaviour or learning.
4.4 Children with special educational needs, but no statements, will be treated as fairly as all other applicants for admission on the basis of our admissions criteria. No child will be refused admission on the grounds that they do not have a statement of special educational needs or that we feel that we are unable to cater for their special educational needs.
If our school is named on a statement of special educational needs then we have a duty to admit that child.
4.5 The constraints of our building make access for those in wheelchairs, or with impaired mobility, difficult. The school has made many modifications to the building to improve disabled access. Any further modifications will be undertaken within the constraints of the building and the budget.
5 Special educational needs
5.1 Children with special educational needs have learning difficulties that call for special provision to be made. All children may have special needs at some time in their lives. Children have a learning difficulty if:
they have significantly greater difficulty in learning than the majority of children of the same age;
they have a disability, which prevents or hinders them from making use of the educational facilities that are provided for other children of the same age.
are under compulsory school age and fall within the above groups or would do so if special educational provision were not made for them.
5.2 Most of the children who join us have already been in early education. All children are assessed when they enter our school, so that we can build upon their prior learning. We use this information to provide starting points for the development of an appropriate curriculum for all our children.
5.3 If our assessments show that a child may have a learning difficulty, we use a range of strategies that make full use of all available classroom and school resources. This level of support is called School Action (SA). The child’s class teacher will offer interventions that are different from or additional to those provided as part of the school’s usual working practices. The class teacher will keep parents informed and draw upon them for additional information. The SENCO will then take the lead in further assessments of the child’s needs if the class teacher and parents feel that the child would benefit from further support.
5.4 We will record, in an Individual Education Plan (IEP), the strategies planned to support the child. The IEP will show the short-term targets set for the child, and the teaching strategies to be used. It will also indicate how the parents will help the child to achieve the targets and what the child is going to do. Planned outcomes and the date for the plan to be reviewed will also be set. In most cases, this review will take place once a term. These plans are shared with parents.
5.5 If, having employed the strategies identified in the IEPs, the child does not make appropriate progress the IEP review may identify that support is needed from outside services. Parents will be consulted prior to any support being actioned. In most cases, children will be seen in school by external support services. This may lead to additional strategies or strategies that are different from those used in School Action. This enhanced level of support is called School Action Plus (SAP). External support services will provide information for the child’s new IEP. The new strategies in the IEP will, wherever possible, be implemented within the child’s normal classroom setting.
5.6 If the child continues to demonstrate significant cause for concern, a request for statutory assessment will be made to the LA. A range of written evidence about the child will support the request.
5.7 At Beecroft we recognise the importance of early identification of children with special educational needs. Those children who are working at a level just below that of their peers are identified and a Group Support Plan (SA-GSP) is written. The SA-GSP will show the short-term targets set for the child, and the teaching strategies to be used. It will also indicate the planned outcomes and the date for the plan to be reviewed. In most cases, this review will take place twice a year. These plans are shared with parents.
5.8 For children who have difficulty in managing their emotions al behaviour support plan (BSP) will be written. As with IEPs short term target will be written. Strategies to achieve these targets will be identified and reviewed at least termly.
5.9 All IEPs and behaviour plans are passed to new class teachers as the child progresses through the school.
6 The Role of the SENCo
In Beecroft School the SENCO is Miss. S. Kirby. She: –
Manages the day-to-day operation of the SEN Policy;
Co-ordinates the provision for and manages the responses to children’s special needs;
Supports and advises colleagues;
Oversees the records of all children with special educational needs;
Acts as the link with external agencies and other support agencies;
Maintains the school’s SEN records and oversees the SEN records of individual pupils; keeping the head teacher informed.
Ensures that the school secretary has information to keep the central school SEN records up to date.
Monitors the progress of identified pupils through all stages of assessment, including maintenance of IEP’s.
Monitors and evaluates the special educational needs provision, and reports to the governing body;
Manages a range of resources, human and material, to enable appropriate provision to be made for children with special educational needs.
Completes all necessary paperwork required by external agencies
Notifies parents and others involved of annual review meetings.
Gathers information and writes school reports for annual reviews and statementing advice.
Contributes to the professional development of all staff.
7.1 Beecroft makes full use of the money allocated for SEN within the delegated budget. As and when appropriate, this is used for any or all of the following:
The appointment of teaching assistants
The reduction of class sizes
The purchase of support materials
Coordinator release time
7.2 Money allocated to children with Statements of SEN is used to fully support those children
within the school. The resources and provision made for these children varies according needs at any particular time. The head teacher informs the governing body of how the funding to support special needs has been employed.
7.3 At every stage of assessment every effort is made to identify the special needs of individual children. Provision is made, either long term or short term in response to such need, to the extent allowed by the availability of appropriate resources.
7.4 ICT support material and word processing facilities may be used when necessary
Every effort is made to ensure that transition points within the child’s school career are supported to a high standard.
Year 4 staff will liaise closely with Year 5 staff at local Middle Schools to ensure information is passed onto the new schools. Appropriate provision for the existing Year 4 children can then be made at their Middle Schools.
The SENCo and appropriate staff will transfer information and documents to the Middle Schools.
In situations where a child transfers schools part way through their time at Beecroft the SENCo will ensure that information and documents are shared with the new school to ensure continuity of provision and a smooth transition for the child.
9. The role of the governing body
9.1 The governing body has due regard to the Code of Practice when carrying out its duties toward all pupils with special educational needs.
9.2 The governing body does its best to secure the necessary provision for any pupil identified as having special educational needs. The governors ensure that all teachers are aware of the importance of providing for these children. They report annually to parents on the success of the school’s policy for children with special educational needs. The governing body ensures that parents are notified of any decision by the school that SEN provision is to be made for their child.
9.3 The governing body has identified a governor to have specific oversight of the school’s provision for pupils with special educational needs. The responsible governor is Mrs A. Fowler. The head teacher ensures that all those who teach a pupil with a statement of special educational needs are aware of the nature of the statement.
9.4 The SEN Governor ensures that all governors are aware of the school’s SEN provision, including the deployment of funding, equipment and personnel.
9.5 The SEN Governor will meet regularly with the SENCo.
10.1 Early identification is vital. The class teacher informs the parents at the earliest opportunity to alert them to concerns and enlist their active help and participation. If appropriate a Group Support Plan is written.
10.2 The class teacher and the SENCo assess and monitor the children’s progress in line with existing school practices, and LA guidelines. This is an ongoing process.
10.3 The SENCo works closely with parents and teachers to plan an appropriate programme of support.
10.4 The assessment of children reflects as far as possible their participation in the whole curriculum of the school. The class teacher and the SENCO can break down the assessment into smaller steps in order to aid progress and provide detailed and accurate indicators. For children working at National Curriculum Level W ‘P Scales’ will be used to assess attainment.
10.5 The LA seeks a range of advice before making a formal statement. The needs of the child are considered to be paramount in this.
10.6 If a statement of Special Educational Needs is awarded to a child this statement will be reviewed annually to ensure that it remains appropriate for the individual.
11 Access to the curriculum
11.1 All children have an entitlement to a creative, broad and balanced curriculum, which is differentiated to enable them to:
understand the relevance and purpose of learning activities;
experience levels of understanding and rates of progress that bring feelings of success and achievement
11.2 Teachers use a range of strategies to meet children’s special educational needs. Lessons have clear learning objectives; work is differentiated appropriately, and assessment is used to inform the next stage of learning.
11.3 Individual Education Plans and Behaviour Support Plans, which employ a small-steps approach, feature significantly in the provision that we make in the school. By breaking down the existing levels of attainment into finely graded steps and targets, we ensure that children experience success. All children at both School Action and School Action Plus levels have an IEP, or an BSP.
11.4 We support children in a manner that acknowledges their entitlement to share the same learning experiences that their peers enjoy. Wherever possible, we do not withdraw children from the classroom. There are times, though, when to maximise learning, we ask the children to work in small groups, or in a one-to-one situation outside the classroom.
12 Partnership with parents
12.1 The school works closely with parents in the support of those children with special educational needs. We encourage an active partnership through an ongoing dialogue with parents. Parents have much to contribute to our support for children with special educational needs.
12.2 The school prospectus contains details of our policy for special educational needs, and the arrangements made for these children in our school. The School profile has a section which details how the needs of individual children are met. A named governor, Mrs. A. Fowler, has a particular responsibility for special needs and is always willing to talk to parents.
12.3 We have regular meetings each term to share the progress of special needs children with their parents. We inform the parents of any outside intervention, and we share the process of decision-making by providing clear information relating to the education of children with special educational needs.
13 Pupil participation
13.1 In our school we encourage children to take responsibility and to make decisions in all aspects of school life. This is part of the culture of our school and relates to children of all ages.
13.2 Children are involved, when appropriate, in setting targets in their IEP’s and in the termly IEP review meetings. Children are encouraged to make judgements about their own performance against their IEP targets. We recognise success here as we do in any other aspect of school life.
14 Monitoring and review
14.1 The SENCO monitors the movement of children within the SEN system in school. The SENCO provides staff and governors with regular summaries of the impact of the policy on the practice of the school.
14.2 The SENCO is involved in supporting teachers involved in drawing up Individual Education Plans and Behaviour Support Plans for children. The SENCO and the headteacher hold regular meetings to review the work of the school in this area. The SENCO and the named governor with responsibility for special needs also hold regular meetings.
14.3 The head teacher, using the pupil tracking system, regularly evaluates the effectiveness of the SEN policy and the provision for children with SEN.
14.4 The governing body reviews this policy annually and considers any amendments in the light of the annual review findings. The SENCO reports the outcome of the review to the full governing body.
15 Complaints procedure
Should the need for a complaint arise, parents should – in the first instance – discuss the matter with their child’s class teacher. Should the problem remain unresolved, the complaint should then be discussed with the following:
The head teacher
The SEN Governor
The Governing Body
in that order.
Every effort will be made to ensure that a satisfactory resolution of the problem in as short a time as possible. If needed the Bedfordshire Parent Partnership will be contacted.
Reviewed October 2013