SEND

Carlinghow Princess Royal School

 

SEND policy

2017

 

 

SENCO Mrs C. Peel [member of the schools SLT and is Assistant Head]

 

 tel. no. 01924 326371

e-mail christine.peel@kirkleeseducation.uk

 

 

Headteacher Mrs L. Gallagher

 

Chair of governors Khatija Sidat

 

Governor with responsibility for SEND Mrs S Furness

 

This policy complies with the guidance given in Special needs [information] Regulations [clause 65]. It has been written as guidance for staff, parents or carers and children with reference to the following guidance and documents. It includes information from the Special Educational Needs and Disability Regulations 2014 regulation 51 schedule 1 and section 69[2 of the Children and families act 2014].

 

  • SEN code of practice [taking in to account of the SEN provisions of the SEN and disability act 2001] September 2014
  • Ofsted section 5 Inspection Framework April 2014
  • Ofsted SEN review 2010’A statement is not enough’
  • Equality Act 2010
  • Children and families act 2014

The aims of the policy and practice are

  • To provide curriculum access for all
  • To secure high levels of achievement for all
  • To meet individual needs through a wide range of provision
  • To attain high levels of satisfaction and participation from pupils, parents and carers
  • To develop a provision map for all vulnerable learners and ensure that staff are deployed to meet the pupils needs.
  • To work in partnership with the LEA and outside agencies to ensure a multi -agency approach is used to meet the needs of all vulnerable children.
  • To promote ‘children’s self -esteem and emotional well-being and help them form and maintain worthwhile relationships based on respect for themselves and others’ [national curriculum 2014]

All staff in school have a responsibility for maximising achievement and opportunity for vulnerable learners specifically, all teachers are teachers of SEND.

 

Carlinghow is an inclusive school, we have had success in providing for a wide range of different needs e.g. physical disabilities such as cerebral palsy, muscular dystrophy and ASD.

All vulnerable learners will be included on the schools provision map which monitors all additional interventions across the school.

Children’s needs should be identified and met as early as possible through:-

  • Data analysis including entry profiles, Foundation profile scores, reading ages and pupil progress data.
  • Classroom based assessment
  • Following up parents’ concerns
  • Tracking individual children’s progress over time
  • Liaison with feeder provision
  • Information from outside agencies

 

The provision map will be updated termly and vulnerable children will be provided with a variety of ways to support them in achieving their targets.

 

  • Teachers will differentiate work as part of quality first teaching.
  • Small group /individual support
  • Differentiation of resources.
  • Homework/learning clubs .
  • Group interventions outside the class.

The effectiveness of the provision for vulnerable learners will be provided through

  • Class observations
  • On-going assessment of progress in intervention groups.
  • Work sampling
  • Scrutiny of planning
  • Informal feedback from all staff
  • Monitoring of ANP’s and evaluation impact.
  • Attendance record
  • Pupil progress meetings
  • Head teachers report to governors and parents.
  • Support from the Pastoral Team
  • My Support Plan

Accessibility Plan (schedule 10 from Equality Act 2010)

An accessibility plan will

  1. Increase the extent to which disabled pupils can participate in the school’s curriculum by:-  working with professionals to assess and provide for their individual needs
  2. Improve the physical environment of the school for the purpose of increasing the extent to which disabled pupils are able to take advantage of education and benefits, facilities or services provided or offered by the school. We will ensure all areas of the school (inside and outside) can be accessed by children who use mobility aids or wheelchairs. Toileting facilities will be adapted and resourced appropriately and staff available to help meet their personal hygiene needs. Access to PE, games and swimming will be provided through liaison with professionals and individual risk assessments carried out. Classrooms will be best planned to support the needs of children with disabilities and staff will receive training to develop skills and support learning
  3. Improving the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled. Staff will be supported and advised by other professionals involved with disabled children and may involve presenting information visually, supported by

 pre teaching vocabulary or use of an alternative communication aid. All work for disabled pupils will be differentiated according to their individual ability.

 

My Support Plans [MSP]

  • MSP’s are a tool that provides a focus on particular areas of development for pupils, particularly their learning; they are seen as a working document which is constantly refined and amended. The MSP is reviewed regularly to identify progress it is the teachers responsibility to ensure that the MSP is reviewed and adhered to.
  • MSP’s will record additional or different targets from the curriculum plan. Targets will address the underlying reasons why a pupil is having difficulty with learning, they are not ‘more literacy’ or ‘more maths’
  • MSP’s will be accessible to all those involved in its implementation.
  • They will include input by outside agencies where relevant.
  • MSP’s should be manageable and easily monitored and evaluated regularly.
  • Targets will be SMART and show how they will be covered. It will state what the learner is going to learn and who will support them.
  • MSP is a document that is completed for children who are part of SEN provision and may lead to an EHC this is completed with parents and professionals involved with the child it is a working document and is outcome on a regular basic

Statement of Educational Needs or Education and Healthcare Plan.

Pupils with a Statement of educational needs[pre 2014] or education and healthcare plan.[after September 2014] will have access to interventions, outside agency support, programmes to develop communication, mobility and self-care skills. In addition to this they will have an annual review of their statement/plan.

Our school complies with the LEA and procedures when applying for a EHC and will ensure that all pre requisites for application have been met through SEN support.

Our review procedures comply with those recommended in section 6.15 of the special educational needs code of practice.

 

  • The class teacher in liaison with the SENCO will agree which children are vulnerable learners.
  • Which children are underachieving and need additional interventions monitoring as part of the provision map.
  • Which pupils also on the provision map require additional support because of special educational need and need to be on schools SEN provision list. Some of these children may need the involvement of an outside agency..

We secure good provision and outcomes for all groups of vulnerable children by

  • Providing differentiated teaching and learning
  • Ensure that there is adequate opportunities for pupils with special educational needs to work on agreed targets which are additional to or different from those normally provided as part of the differentiated curriculum offer and strategies [SEN code of practice 2013]

We effectively deploy staff and resources to maximise outcomes for all vulnerable learners.

 

Assessing and reviewing pupil’s progress and the effectiveness of our additional provision for pupils with Special Educational needs.

Depending on the level of support the progress of pupils will be reviewed through

  • The schools tracking system
  • Evaluation of the effectiveness of interventions on the provision map, [ in relation to pupil progress]
  • Where it is felt a child may require an EHC information and advice will be obtained from the following [section 6 special educational needs and disability code of practice] :-

Parents

Headteacher

Health care professionals

Educational psychologist

And where applicable social care

This process takes 20 weeks and parents have the right to an appeal if an EHC is turned down

  • Reviews of pupils who receive additional funding through their Statement /EHC and assess if there has been significant impact on their underlying special needs.
  • Annual statement/EHC reviews

Carlinghow Princess Royal School is an inclusive school and we ensure that all pupils of all abilities and needs are fully included in the life of school. Where possible we will endeavour to provide different ways for all learners to access the same learning experience. Lesson plans address the learning needs of all pupils in the class.

Carlinghow School intends to work in partnership with parents and carers in liaison with outside agencies who support their children. This in turn gives them an active and valid role in their education. We encourage parents to inform school of any difficulties they feel their child may be having or other needs that the child may have that needs addressing. We make all parents and carers feel welcome and continually encourage them to work together with school to ensure the best outcomes for their child.

We actively encourage all children to take a role in decision making and state their views about their progress.

Our school will identify sources of support and will seek responses to emerging needs, this may include:-

  • The Educational Psychologist,
  • sensory outreach team,
  • outreach for ASD,
  • SALT,
  • early years SEN support team,
  • school nurse/health visitor,
  • CAMHS,
  • PPRS
  • Targeted youth support
  • Physiotherapist/OT

In accordance with the CODE of practice 2014 all relevant agencies will be invited to annual review meetings involving our SEND children. The point of contact in school for outside agencies is the SENCO, Mrs Peel.

 

If there are any complaints relating to children with SEND these should be dealt with in the first instance by the class teacher and then the SENCO, then if unresolved, the head teacher and the governor with responsibility may be involved if required.

 

  1. Peel March 2017

 

Signed …………………………………………………………………..Head teacher

Signed ………………………………………………………………….Chair of Governors

 

Review date March 2018