Strabane Academy
2012/2013
Learning Support/Inclusion Policy
Date ratified by Board of Governors
17/10/12
Vision
School Vision
In partnership with the whole school community we aim to provide a child-centred education within a caring environment, meeting the needs and aspirations of all pupils through:
· a broad and balanced curriculum;
· high quality learning and teaching; and
· a culture of high expectations for all pupils
This is embraced within the Learning Support Department. We believe that an effective school is effective for all of its pupils. Good practice for SEN pupils is good for all. An effective school will support the needs of staff and parents, as well as the needs of pupils.
We believe that, as far as possible, pupils should be fully integrated into all aspects of school life and should have access to the full range of the curriculum and also have access to extra curricular activities.
We acknowledge that a number of pupils in this school will require support to access the curriculum. Pupils identified as needing support will, as far as possible, receive that support in the classroom. Those requiring additional support may receive that support outside the classroom for a limited period if profitable. The nature and duration of that support will vary according to individual circumstances.
Mission Statement
This school recognises that the academic and pastoral elements are linked by an ideal that envisages the creation of a supportive atmosphere in the school which will promote the development of a pupil-centred approach to learning and which will reflect the school’s regard for the dignity and worth of the individual and the development of the whole person. This school recognises it has a responsibility for encouraging all pupils to achieve personal and social, as well as academic goals, and it shall aim to provide a caring commitment by all teachers in guiding and advising pupils, formally or informally, on personal, academic and vocational matters.
The caring ethos of this school shall be evident in individual subjects, in interpersonal relations, in extra-curricular activities and in disciplinary procedures. Positive behaviour should be encouraged to enhance autonomy and self-esteem. Reward procedures will acknowledge effort, achievement and contribution to school life.
Rationale
The school recognises that each pupil is an individual and therefore will each have their own set of needs and abilities that need to be developed for them to achieve their potential.
This school supports the view that whenever possible it is socially desirable to integrate students so that they will have contact with as wide a range of people as they will meet in society as adults. Consequently, we believe that students should be an integral part of their peer group. They should receive support in the class setting, and where possible, through group work or individual support.
Aims
· To identify children with special or individual needs throughout the school across the spectrum including pupils who require additional support with their learning and those pupils who are ‘Gifted and Talented’.
· To ensure that these are met through internal and external support.
· To ensure that all pupils with special needs feel valued.
· To ensure that all pupils have access to a broad and balanced curriculum as far as resources permit.
· To initiate programmes of support, that promote more effective learning for pupils in the school.
· To ensure that existing funding and resources are expended effectively and efficiently.
· To seek to update resources, if the need arises, and make the best possible use of these resources.
· To work with agencies with responsibilities or expertise in the field of special educational needs e.g. CASS, ASD Team, Psychology, Physiotherapy and Occupational Therapy.
A Whole School Policy
Strabane Academy’s Learning Support/Inclusion Policy is, by definition, and by design, a whole school policy, wherein all teachers are deemed to be teachers of special needs pupils. Pupils needs will, accordingly, be met mainly in the classroom by the subject teacher within a structured pastoral and curricular framework that will help teachers meet pupil needs individually and collectively in line with the school curriculum and the principles of the Code of Practice.
Fundamental principles of the Code of Practice
· A pupil’s right to education in the mainstream school.
· A pupil’s entitlement to a broad and balanced curriculum.
· The entitlement of all children with special educational needs to have those needs addressed, including recognition of the continuum of needs to be matched with a continuum of provision.
· Active partnership within and between agencies, with the close involvement of parents.
· Accountability, efficiency and effectiveness at all stages.
Taking these principles into consideration this brings with it resourcing implications.
Roles and Responsibilities
If we are to remain flexible in our response to pupil needs, it is important that process, policy and provision be defined and managed, monitored and reviewed by personnel whose roles and responsibilities have been clearly defined. Such definitions must take into account of time, expertise and competence available.
The overall responsibility in relation to pupils with special educational needs lies with the Board of Governors and Principal.
1. The board of Governors will, in co-operation with the principal, determine the school’s general policy and approach to provision for children with special educational needs, establish the appropriate staffing and funding arrangements and maintain a general oversight of the school’s work in this area. They are also responsible for identifying gaps in provision and taking action.
Children with Special Needs: Hierarchies and Responsibilities
1
Structure in Learning Support within Strabane Academy 2012/2013 – Derry Road Campus
Structure in Learning Support within Strabane Academy 2012/2013 – Liskey Road Campus
1
The Principal has responsibility for the day-to-day management of all aspects of the school’s work, including provision for children with special educational needs. He will keep the governing body fully informed of all developments in this area. At the same time the Principal will work closely with the Vice-Principal, SENCO/Assistant SENCo and Learning Support Team.
The Code of Practice uses the term ‘responsible person’. In Strabane Academy this is the Principal. When informed by the Western Education and Library Board that a pupil has special educational needs, he will then inform the SENCo/Assistant, who in turn, will inform the staff concerned of these needs and how they are to be met.
The SENCO/Assistant and the extended Learning Support Team, working closely with other staff, have responsibility for the day-to-day operation of the school’s LS policy, for co-ordination of the school’s LS policy and for co-ordinating provision for pupils in need, especially at stages 1-2 of the Code of practice.
The Code of practice states that the role of the SENCO is:
a) The day-to-day operation of the school’s LS Policy
b) Liaising with and advising fellow teachers
c) Co-ordinating provision for children with Special Educational Needs
d) Maintaining the school’s SEN register and overseeing the records on all pupils with special educational needs.
e) Organising and identifying the need for INSET for staff
f) Liaising with external agencies, including Educational Psychology Service and other support agencies.
To this may be added
a) Managing statement support
b) Organising other support staff
c) Organising annual reviews and stages assessment reviews
d) Providing evidence for assessment at stage 4
e) Reporting on SEN policy
Heads of Department and Subject teachers are seen as primarily responsible for the delivery of the Northern Ireland Curriculum to pupils within their department. Subject teachers will be responsible for identifying pupils in class groups in need of support and providing that support, working in close partnership with the Learning Support Department. The subject teacher’s responsibility is to provide a clear picture of how the pupil is progressing within his/her subject area and follow guidance in EPs.
Head of Sections/Form Teachers are seen primarily responsible for meeting the Curricular and Pastoral needs of children within their care. They will assess the Pastoral and academic support needs of those in their form/year groups and, in conjunction with designated members of the Support Staff, support those needs.
Learning Support Assistants work closely with designated pupils and ensure they are supported both within class and around the school. Learning Support Assistants will liaise closely with the SENCo/Assistant SENCo and other members of the Learning Support team, and classroom teachers on progress of pupils.
The Western Education and Library Board are responsible for resourcing pupils with Statements of Special Educational Needs.
Admission Arrangements
The admission arrangements for pupils with Special Educational needs, except those with a statement, are the same as for all pupils. The Special Educational Needs Disability (NI) order 2005
“SENDO strengthens the rights of children with special educational needs to be educated in mainstream schools.” Article 3
Deciding where a child with a statement is educated is the general duty of the ELB. The starting point will always be mainstream education. This means that a child who has special educational needs and a statement must be educated in a mainstream school unless this would be incompatible with
a) the wishes of the parents
or
b) the provision of the efficient education of other children
ELB or school will only be able to rely on this ground if there are no ‘reasonable steps’ that could be taken to prevent the incompatibility. Clear evidence must be provided to justify why no reasonable steps can be taken.
Boards are required to make arrangements for services to provide parents of children with special educational needs with advice and information and to provide a means of resolving disputes with schools and boards.
Access Facilities
The Derry Road Campus has good access for those pupils in need of such facilities. These include ramps, automatic doors, chair lift and a vertical lift. A number of Staff have also been trained in the use of emergency chairs if the need arises. Teaching Staff trained are Mr R Dale, Mrs R Dunn, Mr R Breen, Mr I Boyd and two learning support assistants Miss H Sinclair and Ms A O’Neill .
Some areas of the Liskey Road Campus have been adapted to improve access; however, this has to be looked at further to ensure that pupils have access to all areas of the school. Evac Chair training has been given to Mrs J Caldwell, Mr R Bresland, Mrs S Gallagher and Mrs S Catterson. Access arrangements will be reviewed on an ongoing basis.
Special Educational Needs Provision
The main elements of provision envisaged are:
1. Gathering and collation of transfer information from feeder primary schools and testing
to facilitate early identification of pupils with SpLD such as Dyslexia. There will be close
collaboration with the Key Stage 3 transition team when necessary.
2. Structured small classes identified. To ease the transition of pupils in year 8 a core
number of literacy based subjects will be taught in the Learning Support Centre. These will be taught in a calm, supportive, inclusive learning environment.
3. Learning Support Assistants will accompany individual pupils to class, as directed, and
support them and other pupils in their learning. They are encouraged to look for
opportunities to encourage independence amongst individuals.
4. Learning Support Assistants will work together to ensure efficient cover of unstructured time and may work with other pupils under the direction of the SENCo/Assistant SENCo as and when it is deemed necessary.
5. Differentiation in other areas of study when thought necessary. Teachers will be encouraged to support all pupils especially those with SpLD using strategies, methodologies and resources to address the needs of identified SEN pupils.
6. Teachers will identify pupils, using appropriate referral sheets based on whom they feel would benefit from support (See Appendix 1).
7. One to one and small group work where appropriate, for identified pupils with SpLD to receive support in line with their needs if resources permit.
8. To introduce a programme of literacy support that may include a variety of strategies with the aim to improve literacy among pupils, resources permitting.
9. Education Plans (see appendix 2) will be distributed to relevant staff outlining the targets for identified pupils. The Plans will be targeted at specific pupils. The plans will be drawn up in consultation with relevant adults where appropriate or possible (see appendix 3a & 3b).
10. To support those pupils for who English is not their first language. To look for support strategies to help pupils access curriculum.
11. To identify Gifted and Talented young people within schools and address this issue.
Examination Concessions
Pupils in Key Stage 3 will have access to a reader if they have a reading standardised score of 85 or below. Extra time in class tests, end of year examinations and external examinations will be available to pupils identified. Pupils within year 11 will complete the group reading test with a view to identifying those students who may qualify for examination concessions. These pupils then have to complete an individual word recognition test as outlined by the Joint Council for Qualifications. The SENCo is the ‘Specialist Teacher’ and, if necessary based on the results of the tests carried out, will then submit an application to the Joint Council asking for the relevant exam concessions to be granted for individual pupils. Pupils will sign a document stating that they are happy for their details to be shared with the council. The school will make the necessary provision where applicable.
The Referral Process
The Code of Practice adopts the definition of Special Educational Needs as laid down in the Education Act 1996 e.g.
“Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.”
A child has a learning difficulty if he or she:
a) Has a significantly greater difficulty in learning than the majority of children of the same age;
b) Has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.
Special Education Provision means that which is additional to, or otherwise different from, the educational provision made for children of the child’s age in schools other than Special Schools in the area.
The nature of support offered in Strabane Academy is two-fold:
1. Academic
2. Pastoral
We recognise that problems in these areas can be linked and therefore support staff may adopt a focus highlighting either as a priority and pursue strategies accordingly.
The Referral System: Objectives
· Early screening, identification and reporting of learning difficulties