SEN POLICY

  1. The aim of our SEN policy is to provide a framework of identification, assessment and provision that will enable pupils with SEN to develop their skills, gain confidence in their abilities and overcome the challenges of their differences so that they can manage their learning independently.

Definition

  1. Christ College recognises that all pupils have learning needs and that for some these become special educational needs (SEN). Whilst it is acknowledged that pupils with SEN are not a readily defined and discrete group, Christ College has regard for the definition of SEN provided by the 1996 Education Act.
  2. A child has special educational needs if he or she has a learning difficulty which calls for special educational provision to be made for him or her.
  1. A child has a learning difficulty if he or she:
  1. has a significantly greater difficulty in learning than the majority of children of the same age.
  2. has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age.

A child must not be regarded as having a learning difficulty solely because the language or form of language of the home is different from the language in which he or she will be taught.

Principles

  1. Christ College recognizes that there is a continuum of special educational needs which should be reflected in a continuum of provision.
  1. Monitoring progress of all pupils is an ongoing process throughout the school, enabling identification of any pupils who may require provision that is additional to or different from that made for other pupils in the College.
  1. Parents are encouraged, in the first instance, to discuss anyconcerns with the subject, Tutor, Housemaster / Housemistress (HoM), SENCO, Director of Studies (DoS) or Head. In St Nicholas House concerns should be discussed with the class teacher or Head of Juniors.
  1. Pupils in ChristCollege with SEN are fully integrated into the life of the College and the curriculum.

Admissions

  1. ChristCollege will always consider applications from pupils with identified SEN.
  1. However, all potential pupils, including those with identified SEN, are expected to cope with the full school curriculum at a relatively independent level. Pupils who require a high level of individual special provision, or those who require a high level of behavioural management, may require a level of support that Christ College does not currently offer.
  1. Parents and the prospective pupil’s previous school are asked to make the Registrar aware of any identified SEN or any learning support provision at the earliest stage in the admissions process.
  1. The Head, the Director of Studies and the Registrar, or the Head of Juniors and Registrar, will attempt to gather information available about a prospective pupil who has or who may have special educational needs. Information is conveyed to the SENCO at the earliest opportunity.
  1. The Head, the Director of Studies, the Head of English, the Head of Mathematics and the Head of Juniors are alert to indicators of learning difficulties in the admissions process, including in entry papers. Information about pupils whose performance is a matter of concern is conveyed to the SENCO at the earliest opportunity.
  1. Any necessary reasonable adjustments will be made in the entry process, and these will take into account a pupil’s known disability.
  1. SENCO and Registrar, and Head of Juniors and Registrar, will liaise to ensure that sufficient information is on hand to make a judgement about the offer of a place at Christ College.This will usually involve requesting information from parents, including copies of any previous assessments, and will sometimes involve detailed assessment by SENCO, or the Head of Juniors in consultation with the SENCO. In some cases a further assessment by an educational psychologist, which will be paid for by parents, will be requested.
  1. Prior to offer of a place, arrangements for special provision are discussed and agreed with parents and pupils.
  1. The final decision about admission rests with the Head.

Referral and Assessment

  1. ChristCollege is committed to the identification of and intervention for children who may have special educational needs.
  1. Whilst at the College, pupils can be referred to the Learning Support Centre by a subjectteacher, tutor, Houseparent or Director of Studies at any time. In St Nicholas House, pupils can be referred for further investigation of their needs by their class teacher to the Head of Juniors.
  1. Immediately after referral, Information will be collected from a variety of sources and, in the first instance, will include information from relevant teaching staff and House staff.
  1. The outcome of a referral, which will be determined by the SENCO in consultation with DoS and usually HoM, or by the Head of Juniors in consultation with SENCO, will depend on the level at which the pupils is presently achieving and the level of response that is required to help the pupil manage their learning effectively.
  1. Depending on the avenue of referral DoS, SENCO or HoM, or the Head of Juniors,will instigate contact with parents.
  1. In cases where the pupil’s profile, based on information gathered, suggests that further assessment is required. An in-school assessment is undertaken by the SENCO, or by the Head of Juniors in consultation with SENCO. Parents are informed of the findings and the course of action discussed with parents and pupil.
  1. In some cases, a formal assessment by an educational psychologist will be recommended. Parents will pay directly for such an assessment and have the option of making their own arrangements or using the College’s visiting educational psychologist.

Response

  1. The needs of most pupils with identified SEN will be met in the classroom by classroom teachers, and their progress will be monitored via the College’s academic monitoring system. These pupils are at Level 1 of the College’s graduated response.
  1. Some pupils with identified SEN will benefit from additional guidance in the classroom and regular but not frequent out of class support in small groups. These pupils are at Level 2 of the College’s graduated response.
  1. Some pupils with identified SEN will also require regular and frequent out of class specialist teaching or specialist guidance and / or special examination arrangements. These pupils are at Level 3 of the College’s graduated response
  1. Pupils at Level 3 of the College’s graduated response will have an individual Education Plan (IEP). The IEP sets out any arrangements that are additional to or different from the usual curriculum, identifies appropriate priorities for learning and targets for progress.

Review

  1. At all response levels, pupils participate in decision-making, including identifying their priorities and setting targets. Reviews with pupils will usually take place after major assessments (such as examinations in Years 7-13) and in conjunction with school reports.
  1. Termly reports and annual parents’ meetings offer a framework for continuing contact with parents of all pupils. In addition, parents of pupils who have regular frequent support are invited to review meetings for a more detailed discussion of their child’s progress.
  1. The level of provision and the learning programme can be reviewed at any stage, either by parental request or at the request of the Director of Studies or SENCO, or by the Head of Juniors.
  1. Parents of all pupils are encouraged to raise immediate concerns with House staff in the first instance, or the SENCO, the Director of Studies or the Head, or the Head of Juniors. Whether these concerns are about progress or about provision arrangements, a response will be made as soon as possible.
  1. Parents who feel that their concerns are not dealt with effectively can raise the matter directly with the Director of Studies or the Head in the first instance, with recourse to the College’s complaints procedure if the matter cannot be resolved.

Policy 48 - Page 1 of 4

Owner: SENCO June 2014