CARMOUNTSIDE PRIMARY SCHOOL Special Educational Needs Policy
CARMOUNTSIDE PRIMARY SCHOOL
Special Educational Needs Policy
Introduction
Carmountside Primary Academy has a commitment and responsibility to provide a full range of curriculum opportunities. These opportunities are to be available to all, including extra-curricular as well as the National Curriculum activities. Regardless of ability or emotional status, each child is entitled to provision and opportunities to take part in all aspects of school life.
Our commitment to, and provision of, a suitable curriculum for children with special needs is the shared responsibility of all teachers. A positive attitude to abilities and achievements of these children is shared by all staff. All staff are fully aware of the schools procedures for identifying, assessing and making provision for pupils with special educational needs.
Objectives
The Education Act of 1993 required the Secretary of State to issue a Code of Practice giving practical guidance to Local Authorities and Governing Bodies on their responsibility towards children with special educational needs.
Our main objective at Carmountside Primary Academy is to implement the fundamental principles of the Code of Practice, which are set out below.
• The needs of all pupils who may have special educational needs either
throughout, or at any time during their school careers, must be
addressed; the Code recognises that there is a continuum of needs and a
continuum of provision, which may be made of a wide variety of different
forms.
• Children with special educational needs require the greatest possible
access to a broad and balanced education, including the National
Curriculum.
• The needs of most pupils will be met in the mainstream, and without
statutory assessment or a statement of special educational needs.
Children with special educational needs, including children with
statements of special educational needs, should, where appropriate and
taking into account the wishes of their parents, be educated alongside
their peers in mainstream schools.
• Even before he or she reaches compulsory school age a child may have
special educational needs requiring the intervention of the LA as well as
the health services.
• The knowledge, views and experience of parents are vital. Effective
assessment and provision will be secured where there is the greatest
possible degree of partnership between parents and their children and
schools, LA's and other agencies.
The objectives below have been identified as a priority within Carmountside Primary Academy.
• To support all staff in the day-to-day teaching of special educational
needs. To ensure that there is a clear understanding of the Code of
Practice and how to implement the Code of Practice in school.
• To inform, consult and support parents/carers of children with special
educational needs.
• To develop the role of the SEN governor.
• To use the Common Assessment Framework where appropriate to ensure
all needs are met.
The role of the SENCO
The SEN co-ordinator at Carmountside Primary School is Mrs J Cowden. Mrs. Cowden has been SENCO since 2007. She works with small special educational needs groups on a daily basis.
The SENCO is responsible for:
• The day to day operation of the school's SEN policy
• Liaising with the head teacher
• Liaising with members of staff
• Co-ordinating provision for children with special educational needs
• Maintaining the register of children with Individual Education Plans
• Overseeing records on all children with Individual Education Plans
• Liaising with parents/carers
• Contributing to in-service training of staff
• Liaising with external agencies including the educational psychology
service, SEND (Special Educational Needs Department), medical
services, social care, CAMHS (Child and Adult Mental Health Service) and
voluntary bodies
Management
Funding is allocated accordingly and within the constraints of the annual school budget. SEN provision is monitored and reviewed annually.
Admissions
Admissions to the school are controlled by the school's admission policy and the admission policy of the LA.
Specialisms
The SENCO has had specific training in Dyslexia friendly schools, ASD awareness, and regularly attends workshops and SEN conferences to up-date and support practice.
There is wheelchair access to all classrooms via a portable ramp. In the main building and the early years unit there is access to a toilet suitable for a child in a wheelchair.
Resources
Funding for provision is allocated within the boundaries of the annual budget. Resources to provide staff and material to support SEN children are allocated annually. Funds are directly allocated to support children with a Statement of Need. The provision map gives more details on the level of support each child receives and from whom.
Identification, assessment and review
Identification and assessment involves many factors:
• general observation and professional judgement
• information gathered from previous schools
• information passed onto the school from external agencies
• general standard of work and test results
• use of standardised tests i.e. British Picture Vocabulary Scales
(BPVS), Dyslexia Screening Test (DST), Salford Reading Test
• medical information i.e. sight, hearing, speech therapy, clinic and
hospital reports
• results of assessment in all curriculum areas
Children who have behavioural difficulties are identified in a similar way
• discussion with parents/carers
• general reminder to the child about rules for behaviour in the school and
their reaction observed
• discussion between teachers, the learning mentor and the home-school link
involved with the child
Children's specific needs are classified as follows;
• MLD Moderate learning difficulty
• SLD Severe learning difficulty
• SPLD Specific learning difficulty
• SLCN Speech, language and communication needs
• VI Visual impairment
• HI Hearing impairment
• MSI Multi-sensory impairment
• ASD Autistic spectrum disorder
• PD Physical disability
• PMLD Profound and multiple learning difficulty
• BESD Behaviour, emotional and social difficulties
• OTH Other difficulty/disability
The names of the children who are considered to have learning difficulties and/or behavioural difficulties are passed on to the Special Educational Needs Co-ordinator (SENCO). These names are put onto the register of children who have Individual Education Plans.
Register of children who have Individual Education Plans
The registering of a child will occur when an expression of concern, followed by a collection of evidence (as explained above), demonstrates to the class teacher and others that the child's needs warrant some kind of additional help, from the class teacher (School Action), or from outside agencies (School Action Plus). The request will comprise a summary of the main focus or foci of concern, the evidence supporting the view that concern is significant and requires special arrangements of some kind.
In line with the Code of Practice no child will be placed on the register without the parents/carers being informed. Parental involvement is of particular importance at all stages, i.e. collecting information about a child prior to deciding whether the child's needs are significant and warrant special provision, planning any special help for a child and reviewing the child’s progress and deciding upon future action.
Individual Education Plan (IEP)
The IEP will identify additional help over and above the special help (increased differentiation). The purpose of the IEP should be to meet a child's SEN. Teachers, parents/carers and the child work together on agreed priorities using whatever resources are available to the school.
The IEP will as far as possible, build upon the curriculum the child is following, alongside peers and make use of programmes, activities, materials etc that are readily available to class teachers.
The plan will lay out:
• nature of child's learning difficulties
• pastoral care or medical arrangements
• targets to be achieved in a given time
• special educational provision staff involved and frequency of support
programmes/activities
• help from parents/carers at home
• review arrangements and date
Review of the targets set out in an Individual Education Plan
Reviews at School Action and School Action Plus will be conducted by the class teacher in consultation with the SENCO and where possible the pupil and parents/carers.
The review will consider:
• the progress made by the child
• the effectiveness of the IEP
• the contribution made by the parents
• updated information and advice
• future action
The Outcome of the Review could be:
1. The child continues with the current level of support. The class teacher alongside the parents/carers and child sets targets to be achieved by the next review.
2. The child moves to a different level of support. Targets are set in consultation with external agencies - SEND, EP as well as parents/carers and child.
3. The child reverts to an earlier level of support or no longer needs additional help.
Curriculum
At Carmountside Primary Academy all children have equal access to a balanced curriculum, including those with special educational needs. Planning includes differentiated learning opportunities in all subjects.
To fulfill the learning objectives in an IEP, a child may be taught in a small withdrawal group for part of the day. However, the opportunity to work alongside their peers is also a priority and in-class support is provided where appropriate. The learning objectives set out in an IEP are met through the planning of the curriculum. The SENCO ensures that staff are in possession of a current IEP for all children in their care.
Integration
Children with special educational needs have the opportunity to mix socially with children of different ages and abilities.
Groups within classes may be based on mixed or similar abilities depending on the learning focus in a lesson.
Teachers with a visually or hearing impaired child in their class implement the recommendations from the relevant agencies. Other staff in the school are made aware of any difficulties the child is experiencing.
Teachers of a child with a physical disability implement the recommendations from the relevant agencies. Other staff in the school are made aware of any difficulties the child is experiencing.
There is close contact with mainly Birches Head High School and other chosen secondary settings to ensure that transition is as smooth as possible. When the annual review is held for a child with a Statement of Need in Year 6 the SENCO from the relevant high school is invited. If necessary a visit for parents/carers and child can be arranged. In the summer term staff from both schools visit to discuss the special educational needs of the children moving to the next stage of their education in the September.
Complaints
If a complaint is made about SEN provision a meeting would take place to review the current provision, the nature of the complaint and any action to be taken. The head teacher, SENCO and the class teacher would attend this meeting. After the meeting the parents/carers would be invited into school to discuss the outcome of the meeting. If the parents/carers still have cause for concern the school would seek LA advice and support the parents/carers, child and staff.
A child's name is placed on the register only after parental consent. Initially the parents/carers would be approached by the class teacher and the child's needs discussed. If appropriate the SENCO and/or the head teacher would be involved at this stage. Other agencies may be asked to speak to the parents/carers to help them to understand the needs of the child.
Staff development and INSET
Carmountside Primary Academy is committed to staff development to ensure that the needs of all children are met.
The SENCO will
• attend relevant courses and LA network meetings
• continue to receive training from the SEND team via the Service Level
Agreement
• attend SENCO TILT meetings
• maintain contact with SENCO's at secondary settings
The teaching staff will
• receive training via INSET and staff meetings
• consult with the SENCO when reviewing objectives and setting new
targets
• work with the SEND team and the EP
• receive training when necessary to meet the needs of the child
• consult with the head teacher when necessary
The support staff will
• receive training via INSET and staff meetings
• attend courses which address their training needs
• meet the SENCO on a regular basis
• liaise with the class teacher
Governors
The link Governors at Carmountside Primary Academy are Mrs Ellie Walker, Mrs Beryl Lorento and Mrs Donna Disbrey.
• attend termly meetings with the SENCO to discuss Pupil Premium, Provision maps, evaluations of interventions and evaluating feedback from pupils and parents.
• be invited to attend relevant meetings
External support - the agencies listed below offer support to the school
• The SEND team provide support for the SENCO, class teachers and
support staff
• The SEND team member with responsibility for children with physical
needs will provide support for the child, parents/carers and staff
• The SEND team member with responsibility for children with visual or
hearing needs will provide support for the child, parents/carers and staff
• The Educational Psychology Service provides support for the child,
parents/carers and staff
• The speech therapy service provides support when requested by the
school or the parents/carers
• Social care offers support when requested by the school
• The Education Welfare Officer supports when requested by the school
• The Parent Partnership Group offers support to parents/carers
• The SENCO and Assistant SENCO will liaise between school and home when
there is a concern about the progress or behaviour of a child
• The school counsellor will work with a child and their parents/carers if
appropriate
External Relations
The school works closely with a number of organisations.
• The school nurse alongside the home school link worker run drop-ins for
parents/carers
• Multi-agency meetings are held when appropriate with agencies such as
CAMHS and social care
• The SENCO and Assistant SENCO connects parents/carers to
organisations when appropriate
Transition between schools
When parents/carers consent to a child being placed on the register for children who have an IEP a file is opened. Unless a child leaves the school there is no further transition until the end of Year 6. If a child, leaves before the end of Year 6 all special educational needs information is sent to the new school. Contact is made with the new school whenever possible. This is important to ensure that the needs targeted on the IEP are continuing to be addressed. The SENCO would inform the relevant agencies that the child had moved to a different school.