2.0 Responsible Persons
The ‘responsible person’ for SEN is Hannah Allendar, Head teacher and the SEND Governor
2.1 The person co-ordinating the day to day provision of education for pupils with special educational needs is Rebecca Owens.
3.0 Admission and Inclusion
As a school there is disabled toilet provision and a shower. As a school, we aim to be fully inclusive where possible.
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.
4.5 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.
5.0 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:
Resources will be allocated to pupils who are showing difficulty in the above areas and those children with a non-statutory Education Health Care Plans. (ECHP)
6.0 Identification and Assessment – a graduated response
6.1 If progress is still not achieved despite support from a non-statutory ECHP, 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.
6.3 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 a Statement of Special Educational Needs will be reviewed annually, as required by legislation.
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.
Parents will always be informed when an external agency becomes involved with their child.
7.1 Regular liaison is maintained with the following external agencies or pupils with non- statutory ECHP,and pupils with Statements of Special Educational Needs.
8.0 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 Headteacher and or SEN governor.
9.0 Staff Development
10.1 In-service training needs related to special educational needs will be identified by the Headteacher and SENCo in consultation with the staff and will be incorporated into the staff development plan supported by SEN Standards Fund.
10.0 Working with Parents
10.3 As mentioned in ‘7’ 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
11.0 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.
12.0 Evaluating Success
12.1 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 pupils progress reviews and or Annual Reviews. In addition, evidence will be gathered regarding:
Date written: 20.08.18
Date of review: 01.09.19