Church of EnglandWetheringsett VCP School

SPECIAL EDUCATIONAL NEEDS(SEN)

Date of Policy: June 2007Latest Date Reviewed: July 2009 (Approved October 2009)Next review: October 2010

Contact Person: Mr Simington Head teacher and SENCOGovernors Committee: Full Governing Body

Notes:This policy needs to be checked regularly against latest legislation.

Wetheringsett VCP School

Special Educational Needs Policy

October 2004

Reviewed June 2006

Reviewed June 2007

Reviewed June 2008

Reviewed July 2009

Contents

The Code of Practice

The Role of Governors

The Role of the Headteacher

The Role of the Special Needs Leader

The Role of Subject Leaders

The Role of Subject Teachers

The Role of Class Teachers

The Role of Teaching Assistants (Learning Support)

The Role of Non-Teaching staff

Provision for the range of special needs

Child Protection Procedures

The SEN Audit

THE CODE OF PRACTICE

The Code of Practice on the identification and assessment of Special EducationalNeeds gives statutory guidance to schools, LEAs, health authorities and socialservices.

It recommends a staged model for meeting children’s special educational needs.Suffolk uses a three stage model: School Action, School Action Plus and Statementof Special Educational Needs.

Wave 3 Intervention strategies are then used to reach the needs of the pupils onthe SEN List of Support. Children can only be placed on this list if they arereceiving additional or different support than other children of a similar age.

School Action

Children are identified by members of staff, teachers, or parents. The child isconsidered for a place on the SEN Register. Every child in the school has a targetcard for English and mathematics. Each SEN child is given three or four targets

suggested by staff, parents or the child themselves and these targets are reviewedhalf-termly. Wherever appropriate or possible a child may be given an IEP(Individual Education Plan which also includes an IBP individual behaviour plan) ofwhich the target card will be an integral part.

School Action Plus

Children move to the School Action Plus stage when outside agencies are involvedin the assessment of their difficulties. They may also be at this stage if theirdifficulties cause concern and advice may be needed in the future. The childrenare discussed at a Planning Meeting held each term at the school between theSENCO and the Advisory Service, when a way forward is agreed and recorded. Thetwice yearly review of an IEP (Individual Education Plan which also includes an IBPindividual behaviour plan) is maintained. A child may move back to the SchoolAction Stage if advice from external agencies is no longer required.

Statement of Special Educational Needs

On advice given at a Planning Meeting, the SENCO may request the LEA to considerthe need for formal statutory assessment of a child’s special educational needs. Ifthe LEA agrees it will make a multidisciplinary assessment. As a result aStatement of SEN, recorded in a legal document, may be completed and wouldinclude a detailed description of the child’s needs and the provision required tomeet the needs. The school and the LEA are bound to maintain and monitor theprovision stated in the statement. In addition to including these children in theIEP process, the progress of children with a statement is reviewed formally withparents and others at an Annual Review. This is recorded and copies distributed toall concerned.

A document lists all targets for children on the SEN List of support for each of thestages; School Action, School Action Plus, Statement of Special Educational Needsand Individual Behaviour Plans.

JOB DESCRIPTIONS

The Role of Governors

Governors are actively involved in developing, supporting and reviewing theschool’s policy on Special Educational Needs, in consultation with the Headteacherand the SENCO.

A named governor has special responsibility for Child Protection.

Governors publish information in their annual report about the success of the SENPolicy in consultation with the SENCO.

The Role of the Headteacher

The Headteacher monitors the role of the SENCO, Subject Leaders, SubjectTeachers, Teaching Assistants and non-teaching staff and evaluates theirperformance in relation to the SEN Policy.

The Headteacher receives up-to-date training in child protection procedures.

The Role of the Special Educational Needs Coordinator

The SENCO has eight key areas of responsibility:

· The day to day operation of the SEN Policy.

· Maintaining the administration requirements of the Code ofPractice.

· Liaison with and advising fellow teachers and support staff.

· Coordinating provision for children with special educationalneeds.

· Liaison with parents of children on the SEN List of Support.

· Contributing to the in-service training of staff.

· Liaison with external agencies.

· Completing the annual SEN Audit.

· Liaison with Primary schools and High Schools for transitionof SEN pupils.

The Child Protection Coordinator and SAFEGUARDING Senior DesignatedProfessional (SDP) is currently the Head teacher. The alternate SDP is a member ofthe teaching assistant team.

The Role of Subject Leaders

The SEN Policy reflects the aspirations and practice of the whole school. SubjectLeaders play a key role in developing good practice:

· Providing differentiated programmes of study for groups of childrenwho cannot access core and extension work. Children who cannot access

the differentiated programmes independently or with peer support willnormally be supported by a Teaching Assistant.

· Providing resources to enable teachers to teach the differentiatedprogrammes.

· Monitoring and developing the provision made for children with SEN.

The Role of Subject Teachers

Subject Teachers play a key role in developing good practice:

· Being familiar with the special needs of children and their short termtargets as described on the IEPs and target cards.

· Assisting the SENCO in the review and target setting process.

· Focusing on raising self esteem of children with SEN.

· Varying the organisation of the classroom.

· Using a range of differentiation models.

· Fostering peer support without over-reliance.

· Varying the pace of tasks.

· Encouraging children to record work in different ways.

· Providing different levels of teacher intervention.

· Matching homework opportunities to needs.

· Using information communication technology (ICT).

· Setting clear expectations and boundaries for children.

· Involving children in target setting.

· Reinforcing good behaviour.

· Working closely with the TA to foster independence.

The Role of Class teacher

Year Tutor and Learning Mentor play a key role in developing good practice bymonitoring the emotional and behavioural development of children bypromoting an ethos of calm, well-ordered behaviour in the year group. Theyactively address children’s difficulties by assisting the SENCO in the followingareas:

· Raising awareness of staff about a child’s difficulties.

· Liaising with parents.

· Maintaining a Behavioural and Emotional Development IEP/IBPincluding reviews.

· Maintaining a Pastoral Support Programme including reviews.

· Supporting staff – modify – behaviour.

The Role of Teaching Assistants

Teaching Assistants play an important role by assisting in the integration of childrenwith SEN in the following ways:

· Implementing the learning programmes provided by the teacher.

· Encouraging independence and self reliance.

· Being familiar with the special needs of children and their short termtargets as described on the IEPs.

· Regularly monitoring pupils’ achievement towards IEP targets.

· Making written reports on aspects of children’s development for reviewsand assisting in the target setting process.

· Attending Annual Reviews where necessary.

· Assisting the SENCO during the SEN Audit process.

· Taking part in in-service training.

· Providing specialist groups/ clubs for pupils with various needs.

· Provide Wave 3 intervention for pupils as necessary.

Teaching Assistants with additional responsibilities

These teaching assistants need to focus on the aforementioned job description aswell the following:

· Aid the SENCO in all aspects of the SEN policy.

· Assist the SENCO in creating IEPs.

· Attend weekly meetings with the SENCO to discuss currentbehavioural, emotional and learning difficulties of children on the SEN Listof Support.

· Complete classroom observations on request.

· Provision of support for pupils with English as an additional language(EAL)

The Role of Non-teaching staff

Non-teaching staff play an important role in assisting the integration of children inthe following ways:

· Reporting concerns about individual children.

· Being aware of children with targets relating to behaviour, and anyspecial provision made during break and lunchtimes.

· Where appropriate, encouraging children to achieve their targets.

PROVISION

Areas of Special Educational Needs

· Learning difficulties (literacy, numeracy, basic concepts).

· Speech and Language difficulties.

· Learning behaviour difficulties.

· Conduct behaviour difficulties.

· Emotional behaviour difficulties.

· Medical problems.

· Welfare concerns (in conjunction with the Headteacher).

LEARNING

Literacy

Children are taught in sets for English and literacy. Children who have difficultyacquiring basic literacy and numeracy skills are placed on the SEN List of Support.Standardised reading, spelling, verbal and non-verbal tests are used to assessdifficulties. Provision to meet the special needs of children with literacydifficulties includes withdrawal from Literacy for either one or two lessons a week(depending on support required for specific child) to work in a very small group ona structured scheme with the SENCO or Teacher Assistant. Close liaison ismaintained with the Literacy teacher to provide a balanced programme. Inaddition Teacher Assistants support children in their Literacy classes. Additionalsupport for Wave 3 interventions also takes place.

Pupils are assessed to establish their individual needs and the SENCO will tailor thecurriculum to meet their needs in consultation with parents.

Numeracy

Children are set in ability groups for Maths and those with numeracy difficultieswork in a small set with the support of a Teacher Assistant. Some children arewithdrawn to work on a specific maths programme tailored to their needs.

Basic concepts in subject areas

Where children have difficulty understanding basic concepts across the curriculum,they are supported in class by Teacher Assistants who are able to help them accessdifferentiated work, and to simplify explanations at a level the children canunderstand.

SPEECH AND LANGUAGE

Where children have been assessed by the Speech and Language Therapy Service,the recommendations provided by the SALT are recorded and included in IEPTargets.

Children experience difficulties with speech, receptive and expressive vocabulary,vocabulary acquisition and retrieval, phonological processing problems, retainingand processing language and processing information. Each of these difficulties isaddressed according to the guidance given by the SALT. Children who are not heldback by their difficulties and have no learning problems are not put on the SEN Listof Support.

BEHAVIOUR

Learning behaviour

Where children are not making progress due to weak study skills their IEPs are set,targeting any of the following areas (as appropriate):

· Paying attention/concentration/motivation· Organisation/equipment/completing tasks/homework· Communication/thinking/responding· Group skills/discussion/collaboration· Independence/solving problems

Conduct behaviour

Where children are not making progress due to poor conduct their IEPs are set,targeting any of the following areas (as appropriate):

· Behaving respectfully towards staff and peers· Ability to work without distracting others· Issues of physical aggression· Respect for property

Emotional behaviour

Where children are not making progress due to emotional difficulties their IEPs areset, targeting any of the following areas (as appropriate):

· Tolerance, consideration and understanding towards others· Ability to socialise· Self esteem/confidence· Emotional stability

The SENCO, Headteacher, Senior Teacher, Class teacher, Learning Mentor are allinvolved in initiating, maintaining and reviewing the IEPs of children withbehavioural difficulties.

The Learning Mentor provides an intervention programme and a range of strategiesare in place to encourage children to meet their targets and to liaise withparents. These are listed on the IEP.

There is a staff meeting each week specifically held to discuss concerns and reporton progress made. The Year Tutors meet the children with an IEP on an aspect ofbehaviour regularly to discuss their progress.

MEDICAL

Medical matters are generally the responsibility of the School Office Manager.Where children’s medical problems affect their learning such as ADHD, hearing orvisual problems and physical disabilities, the SENCO maintains an IEP and liaiseswith external agencies.

Non-ambulant children are able to access all parts of the school.

WELFARE

An IEP to monitor aspects of a child’s welfare may be initiated when externalagencies are involved. All staff are aware of procedures to take where there areconcerns and appropriate action is taken by the Headteacher and Assistant Head,Safe Guarding Officer, in line with Suffolk Area Child Protection guidelines.

Vulnerable children are carefully monitored and supported, including specificprogrammes set in place by the SENCO.

A Personal Education Plan is maintained by the Headteacher for children who are‘looked after’ by the Social Care Services.

Where welfare concerns do not involve the Social Care Services, the child’s needsare addressed by close liaison between parents Senior Staff and class teachers.Where a concern appears to be long term, an IEP may be initiated.

Our weekly staff meeting ensures that all staff have relevant information andguidance on how to support all our children and their specific needs.

The School Nurse counsels individual children about aspects of their welfare andliaises with external agencies as appropriate.