Baguley Hall Primary School

SEND Policy

Liane Orme

SENDCO September 2017

BAGULEY HALL PRIMARY SCHOOL SEND POLICY.

This policy was approved by Governors October 15 and will be reviewed October 16.

Roles and Responsibilities in relation to this policy are as follows:

SENDCO:Liane Orme

HEAD TEACHER: Kate Bulman

SEND LINK GOVENER:Anthony Mills

CHAIR OF GOVERNORS:Carol Steedman

STATEMENT

At Baguley Hall Primary School we believe that every child should have access to a broad, balanced, relevant and differentiated curriculum. This should take account of individual strengths and needs and allow each child to fulfil their potential. We use our best endeavours to secure special educational provision for pupils for whom this is required, that is‘additional to and different from’ that provided within the differentiated curriculum tobetter respond to the four areas of need identified in the new Code of Practice

(September 2015).

• Communication and interaction

• Cognition and learning

• Social, mental and emotional health

• Sensory/physical

Aims

  • To identify at the earliest opportunity all the children who need special consideration to support their physical, sensory, social, emotional, communication or cognitive development.
  • To ensure that these children are given appropriate support to allow full access to the National Curriculum in a positive framework.
  • To ensure that these children are fully included in all school activities in order to promote the highest levels of achievement.
  • To involve parents, pupils and others in developing a partnership of support, enabling them full confidence in the strategy adopted by the school.

Objectives

  • To provide a broad, balanced and suitably differentiated curriculum relevant to pupil needs, through all staff sharing responsibility for SEND.
  • To demonstrate that meeting the needs of children’s learning and/or behaviour is part of high quality mainstream education.
  • To plan for any pupil who may at some time in their education have special educational needs.
  • To promote self-worth and enthusiasm by encouraging independent learning at all age levels.
  • To give every child the entitlement to a sense of achievement.
  • To identify, monitor and support all pupils who will need extra resources and/ or teaching help as early as possible.
  • To work in partnership with the child’s parents or carers and other external agencies to provide for the child’s Special Educational Needs or Disability.
  • To regularly review the policy and practical arrangements to achieve best value.

What are special educational needs?

A child has Special Educational Needs or Disability (SEND) if they have a learning difficulty or disability. Special Educational Needs and Disabilities as defined in the Code of Practice 2015 states:

A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she: has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools … Health careprovision or social care provision which educates or trains a child or young person is tobe treated as special educational provision. Code of Practice 2015

The school recognises that the needs of high achieving and/or children recognised as gifted and talented, should also be catered for and recognised as a ‘special educational need’.

This SEND policy details how, at Baguley Hall, we will do our best to ensure that the necessary provision is made for any pupil who has special educational needs and that those needs are known to all who are likely to work with them. We will ensure that teachers are able to identify and provide for those pupils with special educational needs, allowing them to join in all school activities together with pupils who do not have special educational needs.

Definition of the four areas of need:

Children’s needs and requirements may fall into at least one of the four areas, though many children will have inter-related needs. All areas of need will have a varying degree of impact upon the child’s ability to function, learn and succeed.

The areas of need are:

Communication and Interaction Difficulties

Children may have speech and language delay, impairments or disorders, specific learning difficulties e.g. dyslexia, dyspraxia, hearing impairments or autistic spectrum disorder (ASD).

Cognition and Learning Difficulties

Children may demonstrate features of Moderate Learning Difficulties (MLD) or Severe (profound) Learning Difficulties (SLD) or they may have a specific learning difficulty e.g. dyslexia or dyspraxia and consequently require specific programs to aid progression in cognition and learning. Such requirements may also apply to an extent to children with physical and sensory impairments or autistic spectrum disorder.

Emotional, Mental and Social Development

Children may be withdrawn or isolated, disruptive and disturbing, hyperactive and lacking concentration, present with immature social skills and/or presenting challenging behaviours. ** Behaviour cannot be the reason for referral for additional need. The underlying cause must be identified.

Sensory and/ or Physical Difficulties.

Children may have profound and permanent deafness or visual impairment or lesser, or temporary levels of loss. They may have physical impairments arising from physical, neurological or metabolic causes, thus requiring access to specific facilities or equipment. These difficulties may cause emotional stress or physical fatigue. Children experiencing difficulties in any one or a combination of these areas may be entered on either the schools Medical register or SEND list or both.

Children whose difficulties are due solely to home language differing from the language in which s/he is taught are not identified as having SEND.

Roles and Responsibilities.

The Governing body:

The named governor responsible for Special Educational Needs or Disability is…

The Governing Body endeavours to secure the necessary provision for any pupil identified as having SEND. The governors ensure, through Head Teacher delegation that all teachers are aware of the importance of providing for children with SEND and that policies’ and guidelines are implemented. Governors receive termly reports, which they use for monitoring purposes.

The Head Teacher.

The Head Teacher is responsible for the day-to-day management of all aspects of the school’s work, including the provisions for Special Educational Needs or Disability.

Special Educational Needs and Disability Coordinator (SENDCO):

The SENDCO at Baguley Hall Primary School is Miss L Orme.

The role of the SENDCO involves:

  • Overseeing the day-to-day operation of the school’s SEND policy.
  • Ensuring an appropriate budget allocation to meet SEND
  • Interpreting legal requirements for staff, parents and governors
  • Co-ordinating and evaluating provision, including interventions, for children with SEND.
  • Monitoring the progress of children with SEND alongside the class teacher.
  • Liaising with and advising teachers whenever necessary.
  • Monitoring and evaluating the quality of provision
  • Overseeing the records of all children with SEND
  • Maintenance of SEND provision registers.
  • Liaising with parents of children with SEND
  • Organising and delivering INSET in order to meet the needs of staff
  • Liaising with external agencies including Local Authority’s support and Educational Psychology services, Health and Social services, and voluntary bodies.
  • Ensuring that relevant background information about individual children with SEND is collected, recorded and updated.
  • Overseeing the pupil profile, IEP and review process for both children with and without a statement/EHC.
  • Monitor interventions in EYFS alongside class teacher
  • Liaise with external agencies for children in EYFS
  • Support staff in using appropriate strategies to support children.
  • Overseeing the pupil profile, IEP and review process for both children with and without a statement/EHC for children in EYFS.

The role of teachers and teaching assistants:

Teachers will:

  • Be aware of the school’s procedures for the identification and assessment of, and subsequent provision for, pupils with SEND.
  • Work with the SENDCO to decide on the action required to assist the pupil to make progress
  • Work with SENDCO to collect available information on the pupil.
  • Develop and review IEP’s for children each half term (or before then if required)
  • Ensure work is done with SEND pupils on a daily basis to deliver individual programmes set out on IEP.
  • Plan to support those pupils x2 focus groups in both Literacy and Mathseach week
  • Develop effective, positive and working relationships with parents and professionals.
  • Encourage pupils to participate in decision-making.
  • Encourage independence through appropriate input and activities.
  • Be involved in the development and review of the school’s SEND policy.
  • Continually assess pupil progress and identify the next steps to learning
  • Keep parents informed of pupil progress
  • Work with SENDCO to identify theirown needs around SEND.

Teaching Assistants will:

  • Provide relevant support to identified pupils under the guidance of the class teacher
  • Develop positive working relationships with parents and professionals
  • Assist with the recording, monitoring and evaluation of pupil’s progress
  • Assist with the identification and effective provision of appropriate resources
  • Attend liaison, team and service meetings and undertake appropriate INSET
  • Work alongside SENDCO and teaching staff in preparation of IEP’s.

Parent/Carer Participation

Partnership plays a key role in enabling children and young people with SEND to

achieve their potential. Baguley Hall Primary School actively encourages and recognises the rights of parents/carers in terms of their involvement in the provision for their child’s special educational needs.

Parents hold key information and have knowledge and experience to contribute to the shared view of a child’s needs. All parents of children with a special educational need will be treated as partners and given support to play an active and valued role in their child’s education.

We will:

  • Invite the parent/carer to attend all review meetings.
  • Discuss the purpose of assessment arrangements and the implications of the Individual Education Plan (IEP) with the parent/carer providing them with a copy of the IEP.
  • Encourage the parent/carer to be actively involved in working with their child to achieve their targets set in their IEP.
  • Encourage the parent/carer to comment in writing on their child’s SEND provision
  • Ensure the parent/carer is aware of their rights to appeal regarding aspects of their child’s SEND provision
  • Aim to further develop parent/carers’ confidence in the provision made for their child’s Special Educational Needs or Disability.

At all stages of the special needs process, the school keeps parents fully informed and involved. We take account of the wishes, feelings and knowledge of parents at all stages.

Admission Arrangements

Baguley Hall Primary School strives to be a fully inclusive school. All pupils are welcome, including those with Special Educational Needs or a Disability, in accordance with the LEA Admissions Policy. According to the Education Act 1996 [section 316], if a parentwishes to have their child with a Statement educated in mainstream, the LEA mustprovide a place unless this is incompatible with the efficient education of the otherchildren, and there are no reasonable steps that can be taken to prevent theincompatibility.

IDENTIFICATION, ASSESSMENT AND PROVISION

The Graduated Approach

The SEND Code of Practice sets a graduated response to meeting children’s

Special Educational Needs.

Early identification is vital and the school uses a graduated response to children’sSpecial Educational Needs as outlined in the Code of Practice. The class teacher makes an initial identification, then informs the SENDCO and parents at the earliestopportunity to share concerns and enlist their active support and participation. Children within the Early Years Foundation Stage are identified, assessed andprovided for through Early Years catch up provision followed by Early Years SEND Support ifnecessary.

Children in Key Stages 1 and 2 are identified, assessed and provided for through

Catch up provisionor by SEND Support if necessary.

In both instances, SEND Support describes the stage where there is outside agencyinvolvement in the assessment and planning for a child. E.g. Speech and Language Therapist, Carol Kendrick Unit, Educational Psychologist

All teachers are teachers of children with a special educational need or disability.

Catch Up Provision

Schools should arrange the additional and different provision required to enablechildren to make adequate progress. The class teacher makes appropriatearrangements for differentiating the curriculum and, together with their Phase Leader and the SENDCO provides focused interventions for the child. Clear targets are set and thechild’s progress will be carefully monitored and recorded, and will be reviewed termly.

Early Years and SEND Support

For those children whose progress continues to cause concern as there isinadequate progress atSEND Support despite: alternative strategies,modification to the curriculum and/ or extra support for the child, individually or insmall groups, the school may request support and advice from external agencies (e.g. Educational Psychologist, Speech and Language Therapist).Advice on new targets and fresh strategies will be implemented by the class teacherbased on the advice they receive from external agencies.

Education Health and Care Plan (EHC)

Where a request for an Education Health and Care plan is made by the school to the Local Authority (LA), thechild will have demonstrated significant cause for concern. The LA will needinformation about the child’s progress over time and will also need documentation inrelation to the child’s Special Educational Needs and any action taken to deal withthose needs, including any resources or special arrangements put in place. Theschool will provide this evidence through catch up provision and SEND Action.

This information will include:

  • MCAF/Early Help Assessment
  • Reviewed Individual Educational Plans (IEPs) for the pupil
  • Records of regular reviews and their outcomes
  • Current provision map for the child showing additional intervention and provisions in place
  • Details of the pupil’s health including the child’s medical history where relevant
  • National Curriculum stages– assessed at ‘P’ levels if necessary
  • Educational and other assessments: (advice from an educational psychologist must be present)
  • Views of the parents/carers of the child
  • Views of the child
  • One Page Profiles & Behaviour Support Plans (where applicable)
  • Involvement of other professionals such as health, social services of education welfare service.

An Education Health and Care plan involves consideration by the LA, working cooperatively with parents/carers, the school and other agencies, as to whether an EHC is necessary.

AnEducation Health and Care plan will include:

The pupil’s name, address and date of birth

Views interests and aspirations

Details of all of the pupils special needs

Health Needs

Social Care Needs

Outcomes including those for adult life and arrangements for setting shorter term targets

Special educational provision

Health provision reasonably required

Social Care provision (1970 Act)

Other Social Care reasonably required

Name and Type of education & setting.

All children with anEducation Health and Care plan will have short-term targetsset for them, which will be implemented, as far as possible, in the normal classroomsetting. The delivery of the interventions will be the responsibility of the class teacher.

If additional teaching hours are awarded through the EHC then the support teacher / assistant will also be actively involved in devising and implementing an appropriate IEP.

All Statements and EHC’s must be reviewed annually: parents/carers, the pupil, the LA, the schooland other professionals will be invited to consider whether any amendments need to bemade to the description of the pupil’s needs.

Resources

• The Head teacher and SENDCO are 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.

• The Head teacher informs the Governing Body of how the funding allocatedto support a special educational need has been employed. The Head teacherand the SENDCO confer with other staff to determine the level of SENDbudgetary resources, including funding directly related to statements.

The school provides for:

• Additional learning support

• Non-contact time for SENDCO

• SENDCO responsibility points

• Material resources

• Assessments by the specialist teaching service

• Courses for staff

PROVIDING CURRICULUM ACCESS AND INCLUSION

Pupils with Special Educational Needs or Disability will have access to a balanced and broadlybased National Curriculum, with the opportunity to join in all the activities of theschool. Different teaching strategies are used in classrooms and other teaching areasdepending upon the nature of thechild’s needs.

At Baguley Hall we strive to be an inclusive school, engendering a sense of community and belonging through our:

• Inclusive ethos.

• A broad and balance curriculum for all pupils.

• Systems for early identification of barriers to learning and participation.

• Different teaching strategies depending upon the nature of the child’s needs.

• High expectations and suitable targets for all children.

PARTNERSHIPS WITHIN THE SCHOOL AND BEYOND

Staff Development

The auditing of training needs is based on the TTA national Standards for SENDCO’sand specialist teachers of SEND as well as our School Development Plan.

• SENDCO and Teaching Assistants will attend SEND courses which have a particular bearing on children they are supporting.