DRAFT SPECIAL EDUACTIONAL NEEDS POLICY

 

 

1. Aims

 

·      To ensure that the culture, practice and deployment of resources are designed to meet the needs of all pupils with SEN

·      To enable pupils with SEN to maximise their achievements

·      To ensure that the needs of pupils with SEN are identified, assessed, provided for and regularly reviewed

·      To ensure that all pupils of SEN are offered full access to a broad, balanced and relevant curriculum including the foundation stage and the National Curriculum as appropriate

·      To work in partnership with parents to enable them to make an active contribution to the education of their children

·      To take the views and wishes of the child into account

·      To have SEN pupils fully integrated into the life of the school.

 

2. Preamble

 

St Peter’s RC High School values the contribution that every child and young person can make and welcomes the diversity of culture and intellectual style. The school seeks to raise the achievement, remove barriers to learning and increase physical and curricular access for all. All children and young people with SEN are valued, respected and equal members of the school.

As such, provision for pupils with SEN is a matter for the school as a whole. All teachers are teachers of pupils with SEN. The governing body, head teacher, SENCO and all other members of staff have important responsibilities.

 

 

3. Obligations Required by this Policy

 

i. The school’s Special Educational Needs Coordinator, with the Line Manager for SEN on the Senior Management Team, should:

 

• oversee the day to day operation of the school’s SEN policy
• liaise with and advise fellow teachers with the aim of securing high quality teaching for pupils with SEN
• manage the SEN team of teachers and teaching assistants
• coordinate provision for pupils with SEN, particularly through School Action and School Action Plus
• oversee the records on all pupils with SEN
• liaise with parents of pupils with SEN
• contribute to the in-service training of staff
• liaise with external agencies including the LA’s support and educational psychology services, Connexions, health and social services and voluntary bodies.
• keep the governing body fully informed
• contribute to the SEN teacher education within the context of a training school

ii. The Governors should:

 

• be fully involved in the developing and monitoring the school’s SEN policy
• be up-to-date and knowledgeable about the school’s SEN provision, including how funding, equipment and personnel resources are deployed
• ensure that SEN provision is an integral part of the school development plan
• ensure that the quality of SEN provision is continually monitored
• ensure that teachers in the school are aware of the importance of identifying, and providing for, those pupils who have SEN
• ensure that a pupil with SEN has the opportunity to join in the activities of the school together with pupils who do not have SEN , so far as is reasonably practical and compatible with the child receiving the SEN provision their learning needs call for and the efficient education of the pupils with whom they are educated and the efficient use of resources
• ensure that the school’s campus is as accessible as possible for pupils with SEN and provide specialist resources where appropriate
• ensure that parents are notified of a decision by the school that SEN provision is being made for their child
• have regard to the Code of Practice when carrying out their duties toward all pupils with SEN, including appropriate admissions procedures

 

iii. The Head of Transition should:

 

• liaise closely with KS2 schools to ensure the efficient transfer of information regarding pupils who may be regarded as having special educational needs
• liaise closely with the SENCO concerning those pupils at KS2 who have already been identified as having any special educational need
• in conjunction with the SENCO, organise and run the Year 7 forums for the dissemination of information to all Year 7 teachers.

 

iii. The Heads of Year should:

 

• support form tutors in providing for those pupils with specific learning difficulties, in particular those with emotional, social and behavioural difficulties
• in liaison with the SENCO, develop behavioural Pupil Profiles for those with emotional, social and behavioural difficulties
• coordinate external agencies where appropriate
• liaise with parents, SMT and governors where required
• liaise with the SENCO in setting up Pastoral Support Plans for those with SEN

 

iv. The Heads of Department should:

 

• ensure that teachers identify, through the academic assessment process, those pupils who need explicit targets (T) within the curriculum appropriate to their age
• devise and publish criteria for the identification of pupils who are ‘not coping’ with mainstream classes and ensure that all teachers within the department understand and use these criteria
• devise and publish a set of agreed departmental strategies for responding to the identification of pupils who have been targeted and ensure that teachers implement these in respect of individual identified pupils keeping good records of progress
• ensure that staff work cooperatively with Teaching Assistants
• ensure that the department is appropriately resourced to meet the needs of pupils with special educational needs, specific learning difficulties and of those who are exceptionally able
• ensure that teachers provide learning opportunities which offer appropriate differentiation
• maintain a current and up to date file of Pupil profiles and SEN information, provided by the SENCO, for use by all members of the department
• ensure that all members of the department have access to, and use appropriately, the department Pupil Profile/SEN file
• monitor the progress of pupils with SEN within their department

 

v. Teachers should:

 

• be aware of the special educational needs of pupils in their care

• ensure that their teaching is differentiated to meet the needs of all pupils, including those with any kind of SEN
• use the departmental criteria and strategies to identify, and provide for, those pupils who are not coping with mainstream classes
• keep careful records of pupils at School Action and School Action Plus to report on progress
• liaise with Teaching Assistants as fully as possible using Teaching Support Forms to inform future lesson planning and to improve the quality of learning for those identified as needing explicit targets
• complete the annual request for information on statemented pupils
• liaise with heads of department, PAL team, form tutors and heads of year concerning those pupils with emotional, social and behavioural difficulties

 

4. Admission Arrangements

 

The Governing Body, acting in accordance with arrangements agreed with the Gloucestershire LA, is responsible for the admission of pupils. Pupils with SEN but without statements will be treated in at least the same way as other applicants seeking admission to the School. However, pupils with a statement will be admitted out with the normal admissions process, and irrespective of whether the School is full, if their statement names St Peter’s. In rare circumstances, the Governors may invite the LA to reconsider the placement of a pupil with a statement naming St Peter’s when they are advised by the Head teacher and SENCO that either:

·     the School cannot meet the specific requirements of the pupil or,

·     admitting the pupil will undermine the efficient and effective education of those pupils already in St Peter’s.

 

A very few pupils with particular or very specific special needs may benefit from visiting the school and the SENCO prior to admission. The SENCO may also visit these pupils in their primary school setting.

 

 

 

 

5. Specialised Provision

 

The school has ramps and lifts installed throughout the school to provide wheelchair access to most areas. Due to the nature of the campus however, there are still some restrictions to access for wheelchair users.

 

6. Allocation of Resources

 

In order to manage and administer the school’s policy for special educational needs, the school has established a team of teachers and specialist support staff – the Partnership and Learning Department (PAL). The SENCO, who has an Assistant, one part time teachers for pupils with Specific Learning Difficulties and a team of 20 Teaching Assistants including two HLTAs, leads the department.

 

Through a fully inclusive approach to special needs, pupils are supported in the classroom with withdrawal, as appropriate, if necessary. Using support, withdrawal and the provision of resources and /or expertise the PAL Team will support departments in effectively differentiating the curriculum to meet the needs of those pupils with special needs.

 

Study Period workshops, and access to the PAL Resource Base at lunchtime, allow all pupils the opportunity to receive additional help and support.

 

All statemented pupils have a Key Worker who works in conjunction with other Teaching Assistants to coordinate the support provided.

 

The PAL Resource Base is equipped with a suite of computers, which are linked to the whole school network. There is an office for the SENCO, two teaching areas, a meeting room and space for all the department’s resources, which are available to all staff.

 

7. Identification, Assessment, Provision and Review

 

The identification of the special needs of our pupils, and the provision for meeting them, are the responsibility of the whole school. Such special needs will involve physical, emotional, behavioural, social, intellectual and learning needs across the age and ability range.

 

To assist in early identification of children with special educational needs liaison with feeder primary schools is essential but this information must be supplemented by a reappraisal of pupils’ strengths and weaknesses within the environment of St Peter’s. The PAL team will organise the screening of all Year 7 pupils to attain reading age, spelling age, non-verbal reasoning quotient, verbal reasoning quotient and quantitative quotient.

Placing pupils on the Code of Practice and movement through the stages on the code must be managed carefully. It is the responsibility of the SENCO and the PAL Team to use the LA criteria to ensure appropriate placement.

 

To help further with the ongoing monitoring and identification of pupils with SEN teachers will use the whole school assessment procedure. Pupils who are ‘not coping’ with mainstream classes as targeted (T) using each department’s criteria. The agreed departmental strategies for responding to the identification of pupils who have been targeted are put into place and at the next profile point, if the pupil has still not met the criteria, the pupil is referred to the SENCO.

 

Progress is also monitored by use of an annual reading and spelling test for all pupils with SEN along with National Curriculum and teacher assessments.

 

Pupils at School Action, School Action Plus or those with a statement are provided with a Pupil Profile. These are compiled and reviewed by staff, pupils and parents and contain areas of strength, areas of need, targets, strategies to meet those targets, parent’s comments and pupil’s comments. The Assistant SENCO manages Pupil Profiles. Pupil Profiles are discussed with parents and pupils and when completed sit on the school intranet for easy access for all staff.

 

All teachers are aware of the need for different approaches to learning for some pupils. Some pupils are grouped according to their learning preference in year 10 and 11 to follow a more specialised curriculum.

 

8. Access to the Curriculum

 

All pupils have the entitlement to a broad, balanced and relevant curriculum. Most pupils with SEN are taught for all of the week with their peers in mainstream classes by subject specialists and study the curriculum appropriate for their age. All teachers and support staff are aware of the National Curriculum Inclusion Statement and in their planning and teaching they strive to:

 

• provide suitable learning challenges
• meet the pupils’ diverse learning needs
• remove the barriers to learning and assessment

 

With advice from, and the support of, the PAL Team teachers match the learning needs and abilities of the pupils. They use a range of strategies to develop the pupils’ knowledge, understanding and skills. Where appropriate materials and the environment are modified or support is provided to enable pupils with SEN to access the learning or the assessment processes.

 

The school acknowledges that its practices make a difference. Because of this the school and teachers regularly review issues related to pupils with SEN and classroom organisation, teaching styles and methods, materials and tasks to determine how these could be improved.

 

In a very small number of cases, pupils may be withdrawn from lessons or a subject. The potentially negative impact is offset by the progress made in the withdrawal sessions, which has an impact for most of these pupils across the whole of the curriculum. Some pupils with very specific SEN are given the opportunity to use one of their Key Stage 4 options to attend the PAL Base for individual teaching/support.

 

9. Access to the Wider Curriculum

 

In addition to the statutory curriculum the school provides a wide range of additional activities. Pupils with SEN are actively encouraged and, if necessary supported, to join in and benefit from these activities. The participation of pupils with SEN in these activities is monitored carefully. Specifically the PAL Department offer help and support with homework at lunchtime to supplement the school’s after school homework club, an area of quiet which is staffed for those who find the hustle and bustle of a large school a little overwhelming and support and encouragement for pupils who would otherwise struggle to attend the many school lunchtime activities that are on offer. In this way pupils with specific difficulties who have interests and talents are able to take advantage of all that the school’s wider curriculum has to offer. There are also activities organised and run by the PAL team specifically to support those with social difficulties.

 

10. Monitoring and Evaluating the Success of the Education Provided for Pupils

with SEN

 

The school, including the governing body, is committed to regular and systematic evaluation of the effectiveness of its work. The school employs a series of methods to gather data for analysis including:

 

• regular meetings with the SENCO and the Head
• regular observation of teaching and teaching assistants
• analysis of the attainment and achievement of different groups of pupils with SEN
• analysis of data eg Fischer Family Trust
• success rates in respect of Pupil Profile targets through Teaching Assistant records
• scrutiny of teachers’ planning and pupils’ work
• the views of parents and the pupils
• regular monitoring by the SEN governor
• maintenance of assessment records eg reading, spelling and National Curriculum levels that illustrate progress over time
• regular meetings between the SENCO and subject teachers, HODs, Heads of Key Stage, Heads of Year, teaching assistants and Head teacher.

 

As a result of the above the school reports annually upon its successes and identifies aspects for future development.

 

11. Arrangements for Dealing with Complaints from Parents

 

The school is committed to develop, implement and monitor procedures and guidelines aimed at securing equality of treatment for all. The Head teacher and SENCO are available to discuss any matters arising in relation to SEN in accordance with the procedures agreed by the governing body.

 

12. Arrangements for In-Service Training

 

The school is a member of the Gloucestershire Dyslexic Association, Stroud Autistic Society and NASEN. A range of courses offered by these, and other organisations, are attended regularly by members of staff.

 

In- service training in SEN is ongoing. The SENCO:

 

• attends local and national conferences/courses.
• organises, plans and delivers training for newly appointed teaching assistants and midday supervisors
• in conjunction with Head of Personnel plans and delivers training and information about SEN in the school to newly appointed teachers
• in conjunction with the Coordinators for PGCEs/GTPs/NQTs plans and delivers appropriate SEN training for those new to the profession
• ensures a full and appropriate training, internal and external, for teaching assistants
• inputs into whole school in service days

 

13. Links with Other Schools, Teachers and Facilities

 

To ensure good transition for pupils with SEN, the SENCO visits feeder schools and, if appropriate invites staff, parents and pupils to spend time at St Peter’s. For pupils with Communication and Interaction or emotional and behavioural difficulties transferring from primary to secondary the SENCO and a teaching assistant attend the LA transition days.

 

There are opportunities for teaching assistants to visit other secondary schools and special schools in the area for the sharing of good practice. The school also welcome visits from SEN staff of other schools and accepts its responsibility as a training school to spread good practice.

 

The SENCO also visits special school schools and uses their outreach service as appropriate

 

The school benefits from a range of support from the following services:

·      education eg the Advisory Teaching Service, the Educational Psychology Service, the Behaviour Support Team and the Educational Welfare Service .

·      child health eg speech and language therapy, physiotherapy, mental health service

·      social services

·      counselling

 

14. The Role Played by Parents of Pupils with SEN

 

In accordance with the SEN Code of Practice, the school believes that all parents of children with SEN should be treated as equal partners. The school has positive attitudes to parents, provides user-friendly information and strives to ensure that they understand the procedures and are aware of how to access advice. Parents will be supported and empowered to:

 

• recognise and fulfil their responsibilities as parents and play an active and valued role in their child’s education
• have knowledge of their child’s entitlement within the SEN framework
• make their views known about how their child is educated
• have access to information, advice and support during assessment and any related decision making processes about special educational provision including information about the Parent Partnership Service.

 

15. The Role Played by Pupils with SEN

 

In accordance with the SEN Code of Practice, the school believes that the pupil’s perceptions of his/her own learning must be taken into account. They are supported and empowered to:

 

• write their own comments for all statement reviews
• attend all statement reviews
• make informed choices about taking part in support programmes
• feel confident to request any changes in the way support is provided
• negotiate their own learning targets
• attend all Pupil Profile meetings and any other meetings which are called by the SENCO or their parents to discuss progress
• have an input into their Pupil profile

 

This policy should be monitored by the SENCO, SMT and the governors.