Policy to Promote the Successful Inclusion of Pupils with Special Educational Need And

UndyPrimary School

Undy Primary School

Additional Learning Needs (ALN) Policy

1 Introduction

At Undy Primary school, we are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs or abilities.

The ‘Code of Practice’ states that children have ALN if they have a learning difficulty which calls for special educational provision to be made for them:

Children have a learning difficulty if they:

(a)have a significantly greater learning difficulty then the majority of children of the same age;

(b)have a disability which prevents or hinders them from making use of the same educational facilities of a kind generally provided for children of the same age in schools within the area of the local educational authority;

(c)are under compulsory school age and fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them.

Note: A child does not have a learning difficulty solely because the language or form of language of the home is different from the language in which he/she is taught.

2 Roles and responsibilities

2.1Governing Body

Under the 1993 Education Act and Code of Practice (1994 and 2002), Governors have statutory responsibilities with regard to ALN, including the requirement of a named Governor (Currently - Mrs. T. Marsh) and ALN policy drawn up in collaboration with the school staff.

2.2Head Teacher

As stated in the Code of Practice:

‘The Headteacher has responsibility for the day-to-day management of all aspects of the school’s work, including provision for children with ALN. The Headteacher should keep the governing body fully informed and also work closely with the school’s ALN Co-ordinator.’

2.3Additional Learning Needs Co-ordinator (ALNCo)

• Taking the lead in managing provision for pupils and advising class teachers.
• Updating and overseeing the records on all pupils with Additional Learning Needs.
• Liaising with external agencies.
• Keeping a register of pupils with ALN.
• Discussing concerns with teachers and implementing further assessment if necessary.
• Attending meetings with the Senior Management Team regarding ALN issues.
• Meeting with the Head Teacher to discuss TA allocation.
• Providing/organising school based INSET.
• Attending/Leading Annual Review Meetings and completing linked reports.
• Attending meetings with parents regarding ALN issues.

2.4Class Teachers

• Identifying pupils of concern and informing the ALNCo. These children will be reviewed or assessed by the ALNCo.
• Creating ILPs for SEN children in their class. These ILPs need to have clear, specific targets and require input from the child. Class Teachers are also responsible for reviewing ILPs with input from the children and their parents.
• Providing a further differentiated curriculum to assist ALN pupils with their learning.
• Discussing ILPs and reviews with parents and recording their views on the child’s ILP.
• Giving support, information and work to TAs working with pupils in their class.

2.5Roles and Responsibilities towards parents of pupils with ALN

In all communication, the school respects the need for confidentiality and professionalism. When communicating with parents, all teachers adopt a realistic, but sensitive approach. All communication needs to be concise and relevant.

2.6Roles and Responsibilities towards pupils with ALN

The Code of Practice states that:

‘Children who are capable of forming views have a right to receive and make known information, to express an opinion, and to have that opinion taken into account in any matters affecting them. The views of the child should be given due weight according to the age, maturity and capability of the child.’

All pupils will be involved with creating their ILP’s via teacher-pupil discussions where pupils can share their views on their development and discuss areas they would like to work on next.

3Identification and assessment of pupils with ALN

3.1Identification

The school feels that the early identification, assessment and provision for any child who may have special educational needs is of great importance. Great reliance is placed on identification of these children by class teacher or parents. The school makes full use of information received on admission of children to school and also the baseline assessment completed on entry to school. In addition there is:

• Ongoing monitoring by class teachers.
• Close liaison between staff and ALNCo discussing pupils who are on the ‘Concern Lists’.
• Parent consultations.
• ALN List which is updated by the Additional Learning Needs Co-ordinators via regular liaison with staff members.

3.2Assessment

The careful identification and assessment of pupils with Additional Learning Needs is vital in order to ensure that:

• Pupils’ strengths as well as weaknesses are identified.
• The work in the classroom matches the pupil’s interest and abilities.
• Tasks matched to the child’s ability are sufficiently challenging and provide opportunities for real learning to take place.
• The pupil’s level of achievement and need has been identified.

3.3Early Years Action/School Action:

This is where progress is not adequate and it will be necessary to take some additional or different action to enable the child to learn more effectively.

When a pupil has been identified by the class teacher or parent on the ‘Concern List’ and there has been some form of further assessment by the class teacher and ALNCo, then pupils who need additional support will be placed on the ALN list with the consent of the child’s parent. An ILP will then be written for the pupil. Both the pupil and their parents will be involved in this process. An ILP will be written for the pupil every term and will be reviewed as an ongoing process.

3.4Early Year Action Plus/School Action Plus

If progress is not made at Early Years Action/School Action then outside agencies will become involved. The ALNCo and Class Teacher will invite the parent(s) in to discuss this stage, where they will be asked for their consent for this to happen. When this external assessment has taken place, a report is normally sent to the school from which the ALNCo, in conjunction with the class teacher can amend/formulate the ILP. The parents will then be invited in to discuss this ILP and, if appropriate, asked to help at home.

For very few pupils, after assessment by outside agencies, it may be necessary to apply to the LA to carry out a ‘Statutory Assessment’. The normal time in-between School Action and Statementing is 2 ILP’s. Where a request for statutory assessment is made to the LEA, the child will have demonstrated significant cause for concern. Once again parental consent would be necessary for this process to go ahead.

3.5Statementing

If the LA agrees to make a statement for that pupil it will contain specific actions to support that pupil. The pupil’s ILP will be amended to reflect the statement. The parent(s) will be invited in to discuss this ILP.

There will be an Annual Statement Review which parents, outside agencies, Head Teacher, Class Teacher and TA (if applicable) will be invited to attend/submit reports. The Annual Review would consider whether the Statement should continue as it is, be amended or discontinued. If necessary, the Statement would ‘go’ with the pupil to his/her next school. This meeting is usually held at school.

4ILPs

Every Term an Individual Learning Plan will be set up by the class teacher in connection with the pupil and parents. The Class Teacher, Pupil, ALNCo and Parents all sign this document.

The ILP’s will be ‘crisply’ written with very specific targets (3 or 4 max.) and chosen from the key areas of communication/literacy/mathematics and behaviour that match the child’s needs. These targets are reviewed as an ongoing process – with a formal review every term.

5Class ALN Files

All class teachers have a class ALN file which contains ILPs and Reviews and any other information which will be useful to the class teacher. The file also includes information on the ILP process and how ILPs should be written. The information in these files is passed up to the next teacher at the end of every year by the ALNCO. Information regarding parent and teacher concerns are on the shared area which all staff have access to.

6Transition Arrangements

During the Spring TermCaldicot Comprehensive ALNCo meets with Undy ALNCo and Year 6 staff to discuss pupils transferring to Caldicot Comprehensive who may need ALN support.

During the Summer Term staff from Caldicot School visits Undy School to meet the staff and the pupils who will be transferring. Undy Staff usually discuss pupils’ALN needs with Caldicot Staff at that time.

During the Summer Term parents of ALN pupils and their parent(s) are invited to Caldicot Comprehensive. At end of the Summer term all relevant ALN forms and reports are sent to the pupils’ new schools.

If the pupil transfers to a different Comprehensive School then contact is made and the relevant meetings are arranged for a mutually convenient time.

If pupils transfer to other primary schools then their ALN forms and reports are automatically sent to the new school as well as any ILP work which may still be used.

7 Equality statement

We do not discriminate (either directly or indirectly) against anyone on the grounds of their gender, race, colour, religion, ability, disability, sexual orientation or any aspect of their social/cultural background. Furthermore, the school community is committed to countering all forms of racial prejudice and discrimination. All the practices and procedures detailed in all policies are designed to be inclusive and promote equal opportunities and cultural diversity.

Approved by Governors

January 2014

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