Special Educational Needs and Disabilities (SEND) Policy

Moorside Primary School Special Educational Needs and Disabilities (SEND) Policy

 

1          Introduction

 

1.1      Moorside Primary School provides a broad and balanced curriculum for all children. The National Curriculum is our starting point 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. A minority of children have particular learning and assessment requirements that could create barriers to learning.

 

1.2      These requirements are likely to arise as a consequence of a child having SEND. Teachers take account of these requirements and make provision, where necessary, to support individuals or groups of children and thus enable them to participate effectively in curriculum and assessment activities.

 

1.3      Children may have SEND either throughout, or at any time during, their school career. This policy ensures that curriculum planning and assessment for children with SEND takes account of the type and extent of the difficulty experienced by the child.

 

2         Aims and objectives

 

2.1      The aims of this policy are:

To create an environment that meets the SEND requirements of each child;

To ensure that the special educational needs of children are identified, assessed and provided for through differentiated planning and teaching;

To make clear the expectations of all partners in the process;

To identify the roles and responsibilities of staff in providing for children’s SEND;

To enable all children to have full access to all elements of the school curriculum.

 

3         Educational inclusion

 

3.1      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.

 

3.2      Teachers respond to children’s needs by:

Providing support for children who need help with communication, language and literacy;

Planning to develop children’s understanding through the use of all available senses and experiences;

Planning for children’s full participation in learning, and in physical and practical activities;

Helping children to manage their behaviour and to take part in learning effectively and safely;

Helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.

 

4         Special educational needs and disabilities

 

4.1      Children with SEND have learning difficulties that call for special provision to be made. All children may have special needs at some time in their lives.

 

4.2      The Children and Families Act 2014 instructs school to distinguish two main stages of SEND –

School Support where pupils mainly remain school based but where the support of outside agencies can be requested as necessary

Where, despite the school having taken relevant and purposeful action to identify, assess and meet the SEN of a child or young person, the child or young person has not made expected progress, the school or parents may request an Education, Health and Care needs assessment, which determines whether an Education, Health and Care Plan is needed for the individual.

 

4.3      At Moorside Primary School the SEND Co-ordinator (SENCO):

Manages the operation of the policy;

Co-ordinates the provision for the children’s special needs;

Supports and advises colleagues;

Maintains the school’s SEND register;

Contributes to and manages the records of all children with SEND;

Manages school-based assessment and completes the documentation required by outside agencies and the LEA;

Acts as the link with parents;

Maintains resources and a range of teaching materials to enable appropriate provision to be made;

Acts as link with external agencies and other support agencies;

Monitors and evaluates provision for children with SEND and reports to the governing body;

Manages a range of resources, human and material, linked to children with SEND.

 

5         The role of the governing body

 

5.1      The governing body at Moorside Primary School does its best to secure the necessary provision for any pupil identified as having SEND. The governors ensure that all teachers are aware of the importance of providing for these children. They consult the LEA and other schools, when appropriate, and report annually to parents on the success of the school’s policy for children with SEND.

 

5.2      The governing body has decided that children with SEND will be admitted to the school in line with the school’s agreed admissions policy.

 

6         Allocation of resources

 

6.1      The SENCo is responsible for the operational management of the specified and agreed resourcing for special needs provision within the school, including the provision for children with Education, Health and Care plans (EHCPs).

 

6.2      The head teacher informs the governing body of how the funding allocated to support pupils with SEND has been employed.

 

 

7         Assessment

 

7.1      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.

 

7.2      The class teacher and the SENCo assess and monitor the children’s progress in line with existing school practices.

 

7.3      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.

 

7.4      The school uses a two stage model to respond to children’s special educational needs:

SEN support: the class or subject teacher identifies and consults with the SENCo.  The class teacher and the SENCo gather information and co-ordinate the provision in school; support from outside agencies may also be requested should the school feel that this may be of benefit to the pupil.

Education, Health and Care Plans (EHCPs): the LEA may issue a formal EHCP where it is deemed necessary to secure the best possible outcomes for a child across education, health and social care and, as they get older, to prepare them for adulthood.

 

7.6      The LEA seeks a range of advice before considering an EHCP. The needs of the child and the opinions of the parents are considered to be paramount in this.

 

8         Access to the curriculum

 

8.1      All children have an entitlement to a broad and balanced curriculum, which is differentiated to enable children to:

Understand the relevance and purpose of learning activities;

Experience levels of understanding and rates of progress that bring feelings of success and achievement.

 

8.2      Teachers use a range of strategies to meet children’s SEND. Lessons have clear learning objectives; we differentiate work appropriately, and we use assessment to inform the next stage of learning.

 

8.3      Individual Education Plans, which employ a small-steps approach, still feature significantly in the provision that we make at Moorside Primary School. By breaking down the attainment of individual children into finely graded steps and targets, we ensure that children experience success. All children on the SEND register have an IEP.  These targets set on these IEPs are done so collaboratively between the parents, pupil and class teacher and are reviewed by all parties involved three times each year.

8.4      We support children in a manner that acknowledges their entitlement to share the same learning experiences that their peers enjoy. Wherever possible, we do support the children in the classroom situation. 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.

 

9         Partnership with parents

 

A 9.1   Moorside Primary School prospectus contains details of our policy for SEND, and the arrangements made for these children in our school. The governors’ annual report to parents contains an evaluation of the policy in action. A named governor takes a special interest in SEND and is always willing to talk to parents.

 

9.2      At all stages of the process, the school recognises the importance of keeping both pupils and their parents fully involved. We take account of the wishes, feelings and knowledge of parents at all stages. We encourage parents to make an active contribution to their child’s education.

 

9.3      We consult with parents before requesting any outside intervention, and we share the process of decision-making by providing clear information relating to the education of children with SEND.

 

10       Monitoring and evaluation

 

10.1    The SENCo monitors the movement of children within the SEND system in school. The SENCo provides staff and governors with regular summaries of the impact of the policy on the practice of the school.

 

10.2    The SENCo is involved in supporting teachers and may be involved in drawing up Individual Education Plans with children and their parents. The SENCo and the head teacher 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.

 

10.3    The Governing Body reviews this policy annually and considers any amendments in light of the annual review findings. The SENCo reports the outcome of the review to the full governing body.

 

 

October 2015