Aims and Objectives
1.1 The Local Governing Body and teaching staff will do their best to ensure that the necessary provision is made for any pupil who has special educational needs and ensure that, where the headteacher, SENCo or the appropriate governor has been informed by the local authority that a pupil has special educational needs, those needs will be made known to all who are likely to teach them.
1.2 The staff and governors in the school are aware of the importance of identifying and providing for those pupils who have special educational needs.
1.3 Headteacher, staff and governors will draw up and report annually to parents on the policy and effectiveness of the school’s work for pupils with special educational needs.
1.4 The staff will ensure that pupils with special educational needs join in the activities of the school together with pupils who do not have special educational needs, so far as that is reasonably practical and compatible with the pupil receiving the necessary special educational provision, the efficient education of other children in the school and the efficient use of resources.
2.0 Responsible Persons
The ‘responsible persons’ for SEND are Hannah Allender, Head of School, Andrew Wilson, Executive Head teacher and Keith Clover, Governor.
2.1 The person co-ordinating the day to day provision of education for pupils with special educational needs is Becky Owens.
2.2 The manager of Pastoral care is Sophie Boud
3.0 Admission and Inclusion
3.1 All the teachers in the school are teachers of children with Special Educational Needs. As such The Trinity CE primary academy adopts a 'whole school approach' to special educational needs which involves all the staff adhering to a model of good practice. The staff of the school are committed to identifying and providing for the needs of all children in a wholly inclusive environment. Inclusion is regarded as crucial to the policy, in line with that of the Local Authority.The school operates an equal opportunities policy for children with special educational needs who are afforded the same rights as other children. This includes both those children with statements of special educational needs now called Education Health Care Plans (EHCPs) and those others with less significant problems.
As a school we have a pastoral room called the Sanctuary, many children access this on a regular basis, where they receive individualised intervention.
4.0 Access to the Curriculum
4.1 The National Curriculum will be made available for all pupils. Where pupils have special educational needs, a graduated response will be adopted. The school will, in other than exceptional cases, make full use of classroom and school resources before drawing on external support.
4.2 The school will make provision for pupils with special educational needs to match the nature of their individual needs and the class teacher and SENCo will keep regular records of the pupils’ special educational needs, the action taken and the outcomes.
4.3 There will be flexible grouping of pupils so that learning needs may be met in individual, small group or whole class contexts.
4.4 The curriculum will be differentiated to meet the needs of individual pupils. Teaching styles and flexible groups will reflect this approach.
4.5 Schemes of work for pupils, within classes and year groups, will reflect whole school approaches to teaching and learning and will take account of special educational needs.
4.6 Curriculum tasks and activities may be broken down into a series of small and achievable steps for pupils who have marked learning difficulties.
5 Providing the graduated response at SEN support
The school offers a differentiated curriculum. When a pupil fails to make progress and shows signs of difficulty in some of the following areas:
1. Communication and interaction
2. Cognition and learning
3. Social, mental and emotional health
4. Sensory and/or physical
We will ensure we adapt the teaching, Classroom organisation and management and provision where possible. This will also include:
◦ In-class support by teacher/teacher assistant
◦Withdrawal for individual/small group work
◦ Behaviour modification programmes
◦ Use of specialist equipment
◦ Alternative teaching strategies
◦ Social skills programmes
◦ Speech and language programmes
◦ Fine motor/gross motor development
Resources will be allocated to pupils who are showing difficulty in the above areas and those children with a non-statutory My support plans.
6.0 Identification and Assessment – a graduated response
6.1 If progress is still not achieved despite support from a my support plan, the child may be assessed bearing in mind the County guidance with a view to initiating a statutory assessment of special educational needs under the 1996
Education Act. The appropriate forms will be used for recording and referral as necessary.
6.2 Identification of children with special educational needs will be undertaken by all staff through the SENCo and the appropriate records and required forms will be maintained. Records will be developed through a process of continuous assessment by the class teacher or as a result of standardised tests of educational achievement administered by the class teacher or an advisory teacher, together with end of Key Stage attainment tests. Assessments allow the pupil to show what they know, understand and can do, as well as to identify any learning difficulties. Where necessary, pupils will be referred to the SENCo for diagnostic testing to construct a profile of the child’s strengths and weaknesses.
6.3 The progress of children with special educational needs will be reviewed through formative and summative assessments as outlined in the Code of
Practice. Children with an ECHP will be monitored on a regular basis and reviewed three times a year.
Additionally, the progress of children with an ECHP will be reviewed annually, as required by legislation.
6.4Detailed records will be kept of the pupils receiving extra teaching support. These will include:
The regular administration of informal reading inventories designed to provide a profile of reading achievement, phonic check-lists, detailed records of work and the results of standardised and diagnostic tests. A summary of these will be passed on to any receiving school.
7.1 The school is allocated finding for pupils with SEND
7.2 The Local Authority makes funding available to the school to support the pupils who are the subject of statements/ECHPs under the terms of the 1996 Act.
There are 7 pupils who are the subject of ECHPs in the mainstream.
Parents will always be informed when an external agency becomes involved with their child.
8.1 Regular liaison is maintained with the following external agencies or pupils with non- statutory ECHP,and pupils with Statements of Special Educational Needs.
◦ Educational Psychology Service
◦ Behaviour Support Service (BSS)
◦ Social Care
◦ Hearing Support Service
◦ Vision Support Service
◦ Speech and language therapy
◦ Health Service
◦ Education Welfare Service
◦ Early Years Service
◦ Child Adolescent Mental Health Service
9.0 Arrangements for the Treatment of Complaints:
If you have concerns about your child, or think they may have a SEN your first port of call is the class teacher. The class teacher will then contact the SENCo.
If you feel the problem is not resolved then please contact the SENCo. If the problem is then not resolved the next contact is the Head of school or Executive Headteacher and or the SEN Governor.
10.0 Staff Development
10.1 In-service training needs related to special educational needs will be identified by the Head of School and SENCo in consultation with the staff and will be incorporated into the staff development plan.
11.0 Working with Parents
11.1 school will actively seek the involvement of parents in the education of their children. It is recognised that it is particularly important with pupils who have special educational needs where the support and encouragement of parents is often the crucial factor in achieving success.
11.2 Parents will always be kept informed about the special educational needs experienced by their children in accordance with the recommendations outlined in the Code of Practice. Communications between the parent and the school will be consistently maintained.
11.3 As mentioned in ‘8’ above, parents will be fully consulted before the involvement of outside support agencies with their children, and will be invited to attend any formal review meetings at all stages.
12.0 Pupil Participation
The school will work to ensure that pupils are fully aware of their individual needs where possible and the targets in their ECH plan. Steps will be taken to involve pupils in decisions which are taken regarding their education.
13.0 Evaluating Success
13.1 This school policy will be kept under review. The governors will gauge the success of the policy by the achievements of the previously agreed targets outlined in the pupil progress reviews and or Annual Reviews. In addition, evidence will be gathered regarding:
◦Staff awareness of individual pupil need
◦Success of the identification process at an early stage
◦Academic progress of pupils with special educational needs
◦Improved behaviour of the children, where this is appropriate
◦The increase in the level of inclusion achieved within the school setting as a
percentage of time
◦Number of exclusions
◦Number of children supported by the funding allocation for non-statutory special
◦Consultation with parents
◦Number of pupils moving between stages
◦Pupils’ awareness of their targets and achievements
The school meets the statutory requirements of the SEN Code of Practice 2014.
Date written: 25.08.17
Date of review: 01.09.18