Barrow U.R.C Primary School - Special Educational Needs & Disabilities (SEND) Policy
1.1 Our school aims to provide a broad and balanced curriculum which meets the
individual learning needs of and has high aspirations for every child. We recognise that in some instances there may be a requirement for specialised provision in order to ensure access to the curriculum for all pupils.
1.2 These requirements are likely to arise as a consequence of a child having special educational needs or disabilities. Teachers take account of these requirements and make provision to enable pupils to participate effectively in curriculum and assessment activities and prepare them for adulthood. The school’s local offer outlines what we can provide for SEND pupils and is accessed via the website.
1.3 Children may have special educational needs and disabilities either throughout, or at any time during, their school career. This policy ensures that curriculum planning and assessment for children with special educational needs or disabilities takes account of the type and extent of the difficulty experienced by the child. It is has been written with reference to the SEND Code of Practice 0-25 (September 2014), the Children and Families Act 2014 and the Equality Act 2010.
2 Aims and objectives
2.1 The aims of this policy are:
- to create an environment that meets the special educational needs and disabilities of each child;
- to ensure that the special educational needs and disabilities of children are identified, assessed and provided for;
- to make clear the expectations of all partners in the process;
- to identify the roles and responsibilities of staff in providing for children’s special educational needs and disabilities;
3 Identification of areas of need
3.1 The following areas give an overview of the range of needs that may be identified:
- Communication and interaction
- Cognition and Learning
- Social, emotional and mental health difficulties
- Sensory and/or physical impairment
3.2 We are committed to early identification. The purpose of this is to work out what action the school needs to take to meet the needs of pupils with SEND by considering the whole needs of the child and to keep parents informed of how they can help their child at home.
3.3 Teachers are accountable for the tracked progress and development of the pupils in their class. Their ongoing assessment will provide information about Barrow Primary School
areas where a child is not progressing satisfactorily. These observations may also be supported by formal assessments. Teachers consult the SENCO to consider additional strategies for support. If subsequent intervention does not lead to adequate progress then Special Educational Provision may be required.
3.4 A register of all pupils identified as having Special Educational Needs or Disabilities is kept and reviewed regularly. Pupils on this register have an Individual Education Plan (IEP), outlining achievable targets, which is reviewed termly in consultation with class teachers, parents, the SENCO and external agencies when appropriate.
3.5 Where outcomes for pupils are not improving, despite SEND support, a Local Authority assessment is requested and may lead to an Education Health Care Plan and entitlement to extra funding.
4 Educational inclusion
4.1 Through high quality 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.
4.2 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.
- setting targets to appropriately challenge pupils
5.1 Class teachers use the ‘Assess, Plan, Do, Review’ approach to update records of provision and its impact and personalised plans.
5.2 Where external agencies are involved the SENCO liases with these in order to gather all of the information about pupil progress.
5.3 Information using a pupil-centred approach to discover how best we can support pupils with SEND is also gathered during annual reviews and ‘All about Me’ profiles.
5.4 Parent views are key in the assessment progress and are used to ascertain aspirations and outcomes for pupils during termly reviews of Individual Education Plans and annual reviews of Education Health Care Plans.
6 The role of the SENCO
6.1 In our school the Special Educational Needs and Disabilities Co-ordinator (SENCO):
- manages the day-to-day operation of the policy;
- co-ordinates the provision for and manages the responses to children’s special needs and disabilities;
- supports and advises colleagues;
- maintains the school’s SEND register;
- contributes to and manages the records of all children with special educational needs and disabilities;
- manages the 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 including health and social care;
- monitors and evaluates the special educational needs and disabilities provision and reports to the governing body;
- manages a range of resources, human and material, linked to children with special educational needs and disabilities.
- supports the transition of pupils with SEND
7 The role of the Governing Body
7.1 The governing body does its best to secure the necessary provision for any pupil identified as having special educational needs and disabilities. 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 special educational needs and disabilities.
7.2 The governing body has decided that children with special educational needs and disabilities will be admitted to the school in line with the school’s agreed admissions policy.
8 Allocation of resources
8.1 The SENCO is responsible for the operational management of the specified and agreed resourcing for special needs and disabilities provision within the school, including the provision for children with Education Health Care Plans.
8.2 The Headteacher informs the governing body of how the funding allocated to support special educational needs and disabilities has been employed.
8.3 The Headteacher and the SENCO meet annually to agree on how to use funds directly related to statements.
9 Access to the curriculum
9.1 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.
9.2 Teachers use a range of strategies to meet children’s special educational needs and disabilities. Lessons have clear learning objectives; we differentiate work appropriately, and we use assessment to inform the next stage of learning.
9.3 Individual Education Plans, which employ a small-steps approach, feature significantly in the provision that we make in the school. By breaking down the existing levels of attainment into finely graded steps and targets, we ensure that children experience success. All children on the special needs and disabilities register have an IEP.
9.4 We support children in a manner that acknowledges their entitlement to share the same learning experiences that their peers enjoy. Wherever possible, we do not withdraw children from 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.
10 Partnership with parents
10.1 The school prospectus contains details of our policy for special educational needs and disabilities, and the arrangements made for these children in our school. A named governor takes a special interest in special needs and disabilities and is always willing to talk to parents.
10.2 At all stages of the special needs and disabilities process, the school keeps parents fully informed and 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.
10.3 We have regular meetings each term to share the progress of special needs and disabilities children with their parents. We inform the parents of any outside intervention, and we share the process of decision-making by providing clear information relating to the education of children with special educational needs and disabilities.
11 Monitoring and evaluation
11.1 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.
11.2 The SENCO is involved in supporting teachers involved in drawing up Individual Education Plans for children. The SENCO and the Headteacher hold regular Barrow Primary School
meetings to review the work of the school in this area. The SENCO and the named governor with responsibility for special needs also hold termly meetings.
11.3 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.