School Operating Policy

Ref: SEN Policy

SCHOOL OPERATING POLICY

SEN POLICY

CONTENTS / Page
2.1 / Purpose / 3
3.0 / Special Educational Needs Provision / 4
4.0 / Information about the school’s policies for identification, assessment and provision for all students with SEN / 5
5.0 / Arrangements for Partnership with parents / 6
6.0 / Links with other mainstream schools and special schools and arrangements when pupils change or leave schools / 6
7.0 / Links with health and social services, education welfare services and any other voluntary organisations / 7
8.0 / The three stage system for the identification, assessment and monitoring of students with special educational needs (SEN) at KelvinHallSchool. / 7
9.0 / Criteria for evaluating the success of the school’s SEN Policy / 9
10.0 / Arrangements for considering complaints about special educational provision within the school. / 9
APPENDIX 1 – In Class Support Guidelines / 9
APPENDIX 2 – The Transitional Classes / 10
APPENDIX 3 – Equal Opportunities Policy
Differentiation, Disability, Gender and Multicultural Education / 11
APPENDIX 4 – Policy and Guidance Notes on the Teaching of pupils with Specific Learning Difficulties (Dyslexia) / 13

2.1 Purpose

2.1.1KelvinHallSchool believes that all students should have access to a broad and balanced curriculum which will include the National Curriculum. We believe that students who need extra support to enable them to access the curriculum effectively and fulfil their potential should be given appropriate help.

2.1.2We also recognise that some students will show exceptional ability in one or more subject areas and are committed to ensuring that these students are provided with the opportunity to excel.

2.1.3We focus on addressing the individual needs of all students in order to enable them to achieve to the best of their ability, so that they can successfully take on the roles and responsibilities of adult life.

2.2 Aims

2.2.1To identify individual needs of students, both short and long term, in order to identify strategies to enable them to fulfil their potential.

2.2.2To promote whole staff responsibility for meeting the individual academic, social and emotional needs of students.

2.2.3To recognise that students learn at different rates and in different ways and should therefore be encouraged to explore a range of learning styles in order to become disciplined, confident and self-motivated learners.

2.2.4To encourage all those (adults and students) who work at KelvinHallSchool to work in a cooperative manner, valuing and respecting the views of others.

2.3 Scope

2.3.1To liaise with teachers, support staff, parents, partner primary schools and external support services.

2.3.2To implement a referral, assessment and monitoring system which identifies pupils’ additional educational/social needs and communicates initial concerns of staff about individual students who may be experiencing learning difficulties to the appropriate person.

2.3.3To use standardised tests on all pupils on entry to provide an indication of need to supplement transfer information.

2.3.4To use diagnostic tests, where relevant, to supplement above.

2.3.5To provide relevant professional development for all staff.

2.3.6To help staff within faculties to develop strategies to address students’ needs.

2.3.7To provide resources, additional staffing and modified timetables where possible and appropriate.

2.3.8To apply reward and sanction system guidelines in order to encourage achievement and motivation.

2.3.9To implement other relevant policies.

3.0Special Educational Needs Provision:

3.1Staffing Arrangements:

SEN provision at KelvinHallSchool is co-ordinated by the Learning Support Faculty – see LS Faculty Handbook in “Student Support” section

3.2 Admission arrangements:

KelvinHallSchool offers places to all students applying, regardless of special educational needs, providing a place is available.

3.3 Special facilities which assist access to the school by pupils with physical disabilities:

  • Physiotherapy room
  • Two toilets which have been adapted for people with disabilities.
  • Ramps at main entrances to allow wheelchair access to all areas of school.
  • Gimson Stairmate to enable wheelchair access to the first and second floor classrooms.
  • All LSA’s have had training in the use of the gimson stairmate and lifting and handling.
  • Yellow guidelines marking hazardous areas (steps etc) for students with visual impairments.
  • INSET for relevant LSAs from physiotherapist and ESPD re. exercise programmes for student with disabilities.
  • INSET for relevant LSAs in Moving and Handling procedures for students with disabilities.

4.0 Information about the school’s policies for identification, assessment and provision for all students with SEN:

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4.1 Identification and assessment arrangements: review procedures

See ‘The 3 stage system for the referral, assessment and monitoring of students with SEN at KelvinHallSchool.’ (paragraph 8 on page 7)

4.2 Arrangement for integration and providing access for students with SEN to a balanced and broadly based curriculum, including the National Curriculum;

4.2.2With the exception of the transition classes, students at KelvinHallSchool are placed in mixed ability tutor groups. In the vast majority of cases the special educational needs of pupils are met within the transition classroom. LSAs are involved almost exclusively with in-class support.

4.2.3Whilst statemented students take priority, LSAs do work with students at all stages of the SEN register. With the exception of students with physical/sensory disabilities, no statemented student has his/her own ‘personal’ LSA as this tends

to encourage the students to become over-dependent on one staff member. At Kelvin Hall School LSAs are very much seen as supporting the class as a whole. Some students will inevitably, however, require and receive more support than others.

4.2.4 As well as meeting special educational needs within the mainstream classroom there are numerous basic skills workshop sessions and groups operating to develop literacy, numeracy and social skills.

5.0 Arrangements for Partnership with Parents:

5.1 At Kelvin Hall School there is a strong emphasis on the involvement of parents in the education of their children. This is particularly important for students with special educational needs, as much of the input they require to overcome their difficulties needs to be in the form of short daily sessions. Parents are encouraged to help their children develop literacy and numeracy skills at home.

5.2 Learning Support teachers attend all parents evenings and academic reviews and parents are encouraged to make appointments to see them. Staff also meet parents on request to discuss literacy/numeracy programmes and to answer queries. Parents of students on the SEN register are invited to contribute and attend progress reviews. Parental consent is required before pupils are referred to the external support services.

6.0 Links with other mainstream schools and special schools and arrangements when pupils change or leave schools.

6.1 KelvinHallSchool has well-established links with local partner primary schools. The Head of Lower School, the Support Co-ordinator and LSA for the year 7 transition group liaise regularly with primary feeder schools during the summer term.

6.2 Partner Primary schools are consulted closely about which students would benefit from placement within the transitional class.

6.3 All Y6 students attend 2 Induction Days and parents are invited to meet the ASENCO/Transition Group Co-ordinator/SENCO during the summer term.

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6.4 The school also maintains close links with Frederick Holmes special school, Ashwell and Fountain House PRUs. In addition we work closely with other mainstream secondary schools.

6.5 When students leave KelvinHallSchool relevant information is forwarded to their next educational establishment (secondary school/college etc).

7.0 Links with health and social services, education welfare services and any voluntary organizations:

7.1 KelvinHallSchool has weekly visits from the Health Authority Nurse, who conducts health checks and counselling sessions and delivers modules within the PSHE curriculum.

7.2 Close links with social services are maintained and a representative from KelvinHallSchool attends all case conferences and review meetings.

7.3 The Schools Educational Welfare Officer, is based in the school and attends In School Resource Team meetings (ISRT).

7.4 The Educational Psychologist, works closely with the SEN department and attends relevant annual reviews and ISRT meetings.

7.5 We enjoy a good working relationship with the local police.

8.0 The three stage system for the identification , assessment and monitoring of students with special educational needs (SEN) at KevinHallSchool.

8.1 Many students may have additional educational needs at some stage in their secondary school career. In most cases these needs can be met in the mainstream classroom. In a few cases, however, students may require additional input to help them overcome their difficulties. These pupils are referred to the ASENCO and placed on the SEN register as follows:

8.1.2 School Action

  • The student is referred to the ASENCO who works with the SENCO, teachers and, where relevant, the Transition Group Coordinator, the SIU Coordinator and Support Co-ordinators to assess the student’s needs and develop an intervention programme to address the difficulties.
  • An IEP is developed which is available to parents on request. The situation is reviewed after a term and a half. Progress and concerns are discussed with external agencies at the In School Resources Team (ISRT) meetings.
  • Year 7 students who transfer from primary school at School Action are monitored closely until October half term when the situation is reviewed as detailed above.
  • Yr 7 IEPs are produced after October half term to enable staff to fully assess the individual needs of the students.

8.1.3 School Action Plus

  • Despite the arrangements made at School Action, the student continues to experience difficulties. The student is referred to the appropriate external support services who work with the SENCO, teachers and, where relevant, the Transition Group Coordinator, the SIU Coordinator and Support Co-ordinators to develop an intervention programme to address the student’s difficulties.
  • An IEP is developed which is available to parents on request.
  • Students who are at School Action Plus who are at risk of permanent exclusion will have a PSP developed. In these cases the PSP may take the place of an IEP. Parents are invited to attend PSP meetings and copies of PSPs are automatically sent home. A school copy is stored in the PSP file in the staff shared area on the intranet.
  • The situation is reviewed after a term and a half at the ISRT meeting. Parents are contacted and invited to come into school to discuss the situation if the student continues to experience difficulties.
  • Year 7 students who transfer from primary school at School Action Plus are monitored closely until October half term when the situation is reviewed as above.
  • Yr7 IEPs are produced after October half term to enable staff to fully assess the individual needs of the students.

8.1.4 Statement

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  • Despite the arrangements made at School Action Plus, the student continues to experience difficulties. The parents and/or school refer the student to the LEA for a formal assessment of his/her needs.
  • If the LEA decides that the student’s needs can be met within the resources available to the school, the student remains at School Action Plus. The appropriate procedures are followed in line with recommendations recorded in the note in lieu of statement produced by the LEA.
  • If the LEA decides that the student’s needs cannot be met within the resources available to the school at School Action Plus, a statement will be produced which will document the educational provision required and have a cash value attached to it.
  • Once the school receives the statement, the procedures outlined are followed. In addition to resources available at School Action Plus, the student has access to the resources funded by the cash value attached to his/her statement.
  • The situation is monitored regularly by the SENCO and reviewed annually. Parents and students are invited to attend annual review meetings.

8.2 Individual Education Plans and the Review Procedure at KelvinHallSchool

  • All students at School Action, School Action Plus and with statements have an IEP unless a PSP is in place. The targets are recorded on the IEP/PSP and

available to all staff via SIMS/the staff shared area. Targets are reviewed termly with the students and their parents (at timetabled consultation evenings).

  • Students in the transition classes in KS3 are also set social skills targets. These are reviewed weekly by the students and their form tutor.
  • Students who are referred to the KS3/4 SIUs for long-term placements (6 weeks plus) are placed at School Action. These students have an IEP developed by the SIU coordinator, which contains social skills targets which are reviewed weekly.

8.2.1 Staff have a responsibility to read and respond to information recorded on IEPs and where relevant, include the pupils IEP targets in their own short term planning. It is recommended that teachers print off hard copies of IEP’s for pupils they teach which should be kept in a secure but easily accessible place in classrooms so that they are available to external support services/staff carrying out lesson observations.

8.3 SEN Register

Progress of students on the SEN register is discussed regularly with the educational psychologist and relevant external support services. The SEN register is updated by the ASENCO termly and available to all staff on the intranet.

9.0 Criteria for evaluating the success of the school’s SEN policy:

9.1 The effectiveness of the policy will be evaluated in terms of:

Analysis of Raise Online and FFT data;

The effectiveness of strategies employed to identify and meet the students’ needs;

The gains made in reading/spelling ages over one year;

The number of students who are placed at lower stages or removed from the SEN register because needs are being/have been successfully addressed.

10.0 Arrangements for considering complaints about special educational provision within the school:

10.1 Parents and students are encouraged to give feedback about the special educational provision available at KelvinHallSchool during parents’ evenings and annual review meetings. Any issues that arise in between may be addressed directly to the Head teacher or the SENCO either by phone or letter. All complaints will be given serious and immediate attention.

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Appendix 1: In-class Support Guidelines

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a) Most LSAs are employed from funds placed in the school’s SEN budget for pupils with statements. Our LSAs therefore work predominantly to support classes which include statemented pupils.

When supporting or working with a LSA in the classroom staff are required to follow the guidelines outlined below: -

b) Prior to commencing teaching, the class teacher should liaise with the support worker to:

  • provide information about the scheme of work.
  • decide which pupils will be the focus of their support.
  • discuss the nature of support to be provided.
  • discuss the collective/ individual targets to be achieved.

c) At the beginning of each lesson the class teacher should discuss briefly what s/he wishes to do.

d) If either the class teacher or LSA is dissatisfied with the support arrangements they should discuss the issue with the SENCO.

Appendix 2: The Transitional Classes

a) Pupils with significant learning, emotional and behavioural difficulties frequently find the transfer from the small primary school to the larger secondary school environment very difficult. In order to ease this transfer and maintain a smooth transition from KS 2 to KS 3, the Y7 transition class has been created and running since 1999. Whilst some students move into mainstream tutor groups during Year 7, the majority remain in the transition group through to Y11.

b) The group consists of approximately 25 pupils who have been identified by primary schools. In order to maintain as much consistency as possible, they have a LSA as their form teacher who also provides in-class support in lessons. The LSA follows her tutor group through until they leave at the end of Y11.

c) In Y7 pupils are taught by the ASENCO/Transition group co-ordinator for approximately 65% of their timetable. Lessons place a heavy emphasis on developing literacy, numeracy and social skills, as well as subject specific skills.

As most statemented pupils are in the transition group most LSA input is directed at these groups.

d) In Y7, transition group pupils are taught as a class for specialist subjects eg. Science, ICT and Music and are integrated into mixed ability classes for P.E. and ADT lessons.

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e) In Y8 / Y9, the pupils are predominantly taught by subject specialists with support from the LSA. Every effort is made, however, to maintain at least 3 contact lessons with the ASENCO/Transition group Co-ordinator in order to continue with the development of Literacy / Numeracy and social skills.

f) In Y10 / Y11 the students follow a mainstream timetable and are set for ability in most subjects. The LSA provides in-class support for the support sets. The ASENCO continues to monitor the progress of all the pupils closely.

g) Aims of Transitional Groups

To set up a well-structured classroom within which pupils with significant learning, emotional and behavioural difficulties can feel secure, supported and motivated to achieve to the best of their ability.

  • To implement intensive learning programmes to develop literacy and numeracy skills.
  • To implement appropriate behaviour management and social skills development programmes to provide pupils with the necessary skills and strategies to enable them to integrate successfully into the mainstream secondary school classroom.
  • To develop close partnerships with parents to encourage them to become actively involved in all aspects of their children’s education.
  • To ensure that the pupils are provided with the skills and opportunities to enable them to take part in and make a valuable contribution to both curricular and extra curricular activities at KelvinHallSchool.

Appendix 3: Equal Opportunities Policy