Special Educational Needs and Disabilities (SEND)
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Click here to view our SEND policy.
Click here to view our SEND Information Report.
High Crags Primary School
Special Educational Needs and Disabilities (SEND) Policy
Reviewed January 2015
Special Educational Needs Coordinator: Sarah Bowe, Inclusion Manager
Designated Governor for SEND: Mrs Angela Jefferies
High Crags has a named SENCO who is also a member of the Senior Leadership Team, and a named Governor responsible for SEND. They ensure the SEND Policy operates within the regulations and guidance of the Code of Practice (2014) and other Statutory Guidance and associated policies.
At High Crags Primary School we believe in the need to promote learning and enhance self- esteem through a caring, happy, supportive and inclusive environment in which all individual needs are met, both educationally and socially, and all achievements are valued.
We believe in ensuring full and equal access to a broad and balanced curriculum in which children are encouraged to work to high educational standards and achieve their full potential in all areas of school life. We adhere to the belief that every teacher is a teacher of every young child or young person, including those with SEND.
We recognise the importance of promoting good home school links and aim to actively encourage the involvement of parents and guardians as partners in the development and progress of all children within our school.
We are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their need or ability.
“A child or young person has special educational needs if he or she has a learning difficulty or disability which calls special educational provision to be made for him or her. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. Special educational provision means educational or training provision that is additional to, or different from, to that made generally for others of the same age in a mainstream setting in England….Health care provision or social care provision which educates or trains a young person is to be treated as special educational provision
Code of Practice 2014
The Aims and objectives of our SEN policy are as follows:
- To ensure that every child has equality of access to the National Curriculum at levels appropriate to their capabilities.
- To identify a pupil’s special need and/or disability at an early stage or as soon as it becomes apparent.
- To implement effective provision and monitor pupil progress accordingly.
- To assist staff in addressing their SEN responsibilities by sharing information and providing guidance and support.
- To provide a network of support for children and parents from within school and through links with appropriate outside agencies.
- To ensure that parents’ views and concerns are taken into account when making provision for a child with special educational needs and to ensure there is effective communication between parents and school.
- To meet the school’s legal obligations, working within the guidance provided in the SEND Code of Practice, 2014.
The school has additional designated special provision (DSP) for children with severe and specific speech and language difficulties which can accommodate up to 6 children. This provision is funded by the LEA and can provide for children outside the local catchment area.
Identification of Special Educational Needs
At High Crags it is the belief that all children have an equal right to a full and rounded education and early identification is crucial in ensuring this, in line with the new Code of Practice 2014. The four areas of need outlined in the Code of Practice are as follows:
- Communication and interaction
- Cognition and learning
- Social, mental and emotional health
- Sensory and/or physical needs
For any area of need identified, a range of evidence is collected through the normal assessment and monitoring arrangements. If this suggests that a child is not making the expected progress, the class teacher will consult with the SENCO in order to decide whether additional and/or different provision is necessary. The purpose of identification is to ensure that individual needs are recognised and that provision is put in place to ensure that the child continues to make progress.
There are other factors which need to be considered when establishing the reasons a child’s attainment or progress is causing concern. These include attendance and punctuality, health and welfare, EAL, being in receipt of Pupil Premium grant, being a Looked After Child or the child of serving Armed Forces personnel. These are addressed within other school policies, but may still require the teacher to put in additional and different provision to ensure the child makes progress.
A Graduated Approach To SEND
The school’s system for observing and assessing the progress of individual children will provide information about areas where a child is not progressing satisfactorily. Under these circumstances, teachers may need to consult the SENCO to consider what else might be done. This review might lead to the conclusion that the pupil requires help over and above that which is normally available within the particular class or subject.
All children receive quality first teaching as all teachers are teachers of all children. As the Code of Practice suggests, pupils are only identified as SEN if they do not make adequate progress once they have had all the interventions / adjustments and good quality personalized teaching. High quality teaching is the first step in responding to pupils who have or may have SEN.
The key test of the need for action is that current rates of progress are inadequate, despite having received targeted intervention.
Adequate progress can be identified as that which:
- Prevents the attainment gap between the child and his peers from widening.
- Closes the attainment gap between the child and his peers.
- Betters the child’s previous rate of progress.
- Ensures full access to the curriculum.
- Demonstrates an improvement in self-help, social or personal skills.
- Demonstrates an improvement in the child’s behaviour.
When any concern is initially noted, it is the responsibility of the class teacher to take steps to address the issue. They are responsible and accountable for the progress and development of pupils in their class, including where pupils access support from teaching assistants or specialist staff. Class teachers will work closely with the speech therapist if they have a child in their class who accesses the Designated Specialist Provision, and access the relevant training and support to ensure they are able to meet the needs of these children.
Children will be identified through the processes outlined in the SEN Flow Chart with targeted intervention outlined and delivered for a period of 6 weeks. An initial concerns sheet in the form of a pen portrait will be completed by the class teacher, outlining the current levels of support and provision.
Pupil progress meetings will highlight children causing concern and initiate discussion as to the best course of action.
Should the child still fail to make adequate progress, they will be added to the SEN register at this time with the agreement of parents and more targeted intervention planned by the class teacher and SENCO. This may involve advice and support from outside agencies at this point. The Graduated Approach Plan has incorporated IEPs and target setting. It is based on the Assess-Plan-Do-Review system outlined in the Code of Practice.
The Graduated Approach Plan (GAP) will set targets for the pupil and will include:
- The short-term targets set for or with the child
- The provision to be put in place
- Achievement criteria
- When the plan is to be reviewed
- External agencies involved
The GAP will be reviewed as a minimum every six months but usually termly.
Parents will be fully involved and kept informed about the involvement of external agencies and proposed interventions.
For any pupil who has a Statement of SEN or an Education, Health and Care Plan, their progress and the support outlined in their statement/ EHC Plan will be reviewed annually and a report provided for the Local Education Authority. Parents will be invited to contribute at this review and their views recorded. Relevant outside professionals will be invited to attend or provide written advice.
Their short term targets will be outlined suing a GAP (Graduated Approach Plan)
When pupils are due to transfer to another phase, planning for this will be started in the year prior to the year of transfer. Advanced planning for pupils in Year 5 will allow appropriate options to be considered. The SENCO will liaise with the SENCO of the secondary schools serving the area to ensure that effective provision and arrangements are in place to support pupils at the time of transfer.
The class teacher will work closely with parents at all stages of their child’s education and should be the first point of contact in any area of concern.
The role of the SENCO
- Enabling all class teachers to become familiar with the SEND policy and their responsibilities.
- Being the initial contact for staff re issues relating to SEND.
- Acting as consultant , being available to consult with school staff on SEN issues.
- Having regular action review meetings with staff working with children with SEN.
- Arranging meetings with relevant staff and parents at each stage.
- Arranging meetings with parents and outside agencies in collaboration with the class teacher at School where necessary.
- Assisting writing and reviewing plans as part of the graduated response.
- Monitor progress of pupils with SEND
- Convening appropriate Statement / EHC Plan reviews.
- Attending appropriate reviews, case conferences etc as necessary.
- Observing for the purposes of assessment where appropriate and possible.
- Monitoring the effectiveness and implementation of SEN provision.
- Liaising with the Head Teacher on SEN issues.
- Keeping Governors informed of SEN issues through the SEN Governor and Head Teacher.
There is now only a single category for SEN support which has replaced the former School Action/ School Action Plus. The school has adopted the RANGES model put forward by the local authority in order to distinguish between the different levels of need in the areas outlined. Details of this model are on Bradford Schools Online, and some are included in the SEN files in each class. The Local Offer from the local authority lays out the provision that can be accessed in the area. The school has contributed to the local offer as outlined on the website.
- Professional development : as part of ongoing staff development and training – whole school staff inset training and individual courses/training where staff feel that their expertise and knowledge needs to be extended for the provision of SEN for the children in their care.
- Internal provision: all staff will be aware of the identity of the SENCO. Staff in individual subject areas can advise for planning and differentiation. The teacher and SENCO will consider all information gathered from within school about the pupil’s progress, alongside national data and expectations of progress before deciding whether a child requires special educational provision.
- External provision: a range of external agencies are used where possible for consultative purposes to help with the SEN provision.
The SENCO is the contact person to liaise with external agencies.
Pupils with Medical Conditions
The school recognises that pupils at school with medical conditions should be properly supports so that they have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010.
Some children with medical needs may also have special educational needs and may have a statement or Education Health and Care (EHC) plan which brings together health and social care needs, as well as their special educational provision and the SEND Code of Practice (2014) is followed.
The school has a policy for supporting children with medical conditions in accordance with the guidelines from the DfE.
The role of the governing body
The governing body challenges the school and its members to secure necessary provision for any pupil identified as having special educational needs. They ask probing questions to ensure all teachers are aware of the importance of providing for these children and ensure that funds and resources are used effectively.
The SENCO works closely with the SEN governor to ensure that the governing body are always kept up to date with regards to the level of SEN within the school.
The governing body reviews this policy annually and considers any amendments in light of the annual review finding.
Allocation of resources
The SENCO is responsible for the operational management of the specified and agreed resourcing for special needs provision within the mainstream school and the designated specialist provision (DSP). This includes the provision for children with statements and EHC plans.
Monitoring and Evaluation
The SENCO monitors the movement of children within the SEN system in school and provides staff and governors with regular summaries of the impact of the policy on the practice of the school. They are involved in supporting teachers and in drawing up Graduated Approach Plans (GAPs) for children. The SENCO and the head teacher hold regular meetings to review the work of the school in this area. In addition, the SENCO and the SEN governor also hold regular meetings.
Download Notice of our compliance with The Equality Act 2010 and Public Sector Equality Duty
Download The local offer or summary of provision for children and young people with special educational needs or disabilities (SEND)