Ü SEND Code of Practice 0-25 (January 2015)

This policy complies with the statutory requirement laid out in the SEND code of practice 0-25 (June 2014) 3.65 and has been written with reference to the following guidance and documents;

ü SEND Code of Practice 0-25 (January 2015)

ü Equality Act (2010)

ü Children and Families Act (2014)

ü Schools SEN Information Report Regulations (2014)

ü The National Curriculum in England Key Stage 1 and 2 Framework document (July 2014)

ü Equality Act 2010: advice for schools DfE (February 2013)

ü Safeguarding Policy

ü Accessibility Plan

ü Equality Policy

Information

The named people responsible for managing the provision of SEN at Clowne Junior School are Rebecca Bennett (SENCo), Alison Carford (Assistant SENCo) and Martin Edge (Head Teacher). Jenny Sykes is the SEN Governor.

The SEN Co-ordinator/Head teacher plays a key role in determining the strategic development of the SEN Policy and provision in the school in order to raise the achievement of children with SEN. The Head teacher is a champion within the senior leadership team for the SENCO.

Through analysis and assessment of children’s needs, and by monitoring the quality of teaching and standards of pupils’ achievements and setting targets, the SENCO develops effective ways of overcoming barriers to learning and sustaining effective teaching.

Provision for children with special educational needs is a matter for the school as a whole. In addition to the governing body, the school's head teacher, the SENCO and all other members of staff have important day-to-day responsibilities. All teachers are teachers of children with special educational needs. Teachers must provide an education that enables children to achieve the best possible educational and other outcomes. Teaching such children is therefore a whole school responsibility.

An SEN Information Report has been written in conjunction with this SEN Policy informing Parents, Carers and the Governing Body of the provision set out in school. This will be reviewed annually to highlight developments within the provision set out.

Roles and Responsibilities

Role of the Governing Body.

The Governing Body, with the Head teacher and staff at Clowne Junior School has agreed this policy and the procedures for meeting the needs of those pupils with Special Educational Needs.

The Governing Body of Clowne Junior School endeavours to follow the policies and procedures set out in the Special Educational Needs and Disability code of practice: 0 to 25 years which relate to guidelines as laid down in the Children and Families Act 2014, Special Educational Needs and Disability regulations 2014 and Equality Act 2010.

Therefore the Governing Body has a duty to;

· Co-operate effectively with the Local Authority and vice versa to ensure both bodies are carrying out their duties appropriate towards the children and young people with SEN.

· To admit a child or young person to their school where they are named in the Education and Health Care Plan (EHC plan).

· To use their best endeavours to ensure the Special Education Provision (SEP) is made for a pupil, ensuring all teachers are effectively supporting and are aware of the importance of identifying and providing for those pupils with SEN.

· To ensure parents are informed if a child is receiving SEP and is on the SEN register.

The Role of the SENCo.

The SEN Coordinator (SENCO) responsibilities are:

· Over-seeing the day-to-day operation of the school's SEN policy

· Coordinating provision for children with special educational needs

· Liaising with and advising fellow teachers

· The administration of meetings, reviews, IEPs and Provision Map

· Overseeing the records of all children with special educational needs

· Liaising with external agencies where necessary

· Updating Parents/Carers on the provision and impact of the provision set out.

· Providing the necessary training for staff within school

· Liaising with the SEN Governor to challenge the SENCo, ensuring provision, policy and training are up to date and support the SENCo within their role within school.

All Teaching and Support Staff

All staff should be involved in the development of the school’s SEN policy and be fully aware of the procedures for identifying, assessing and making provision for pupils with SEN. All staff are fully involved in providing for the needs of the children in the SEN stages, writing IEPs and providing information for the SENCO and other agencies.

Class teachers are responsible for setting suitable learning challenges, responding to pupils’ diverse needs, for overcoming potential barriers to learning and for monitoring progress.

Parents and Carers

The school will have regard to the Special Educational Needs Code of Practice when carrying out its duties toward all pupils with special educational needs and ensure that parents are notified of a decision by the school that SEN provision is being made for their child.

Partnership with parents plays a key role in enabling children and young people with SEN to achieve their potential. The school recognises that parents hold key information and have knowledge and experience to contribute to the shared view of a child's needs and the best ways of supporting them. All parents of children with special educational needs will be treated as partners and supported to play an active and valued role in their children's education.

At Clowne Junior School, we endeavour to support parents so that they are able to:

· Recognise and fulfil their responsibilities as parents and play an active and valued role in their child’s education

· Raise their concerns about their child’s lack of progress

· Have knowledge of their child’s entitlement within the SEN Framework

· Understand procedures and documentation

· Make their views known about how their child is educated

· Have access to information, advice and support during assessment and any related decision-making process about special educational provision

Children

Children and young people with special educational needs often have a unique knowledge of their own needs and their views about what sort of help they would like to help them make the most of their education will be ascertained. They will be encouraged to participate in all the decision-making processes and contribute to the assessment of their needs, the review and transition processes.

Definition and Identification of Special Educational Needs.

Definition

Children have special educational needs if they have a learning difficulty that calls for;

· A special educational provision to be made for them.

· Any Education or training provision which is additional to or different from that generally made for others of the same age in mainstream schools.

Children have a learning difficulty if they:

· Have a significantly greater difficulty in learning than the majority of children of the same age.

· Have a disability that prevents or hinders them 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.

It is also recognised that Gifted and Talented children have a special educational need. A separate policy to identify, support and address the needs of these children sits alongside this one

Children must not be regarded as having a learning difficulty solely based on:

· EAL (English as an Additional Language)

· Attendance and Punctuality

· Being in receipt of Pupil Premium

· Being a Looked After Child

Identification

The school has a continuous cycle of planning, teaching and assessing which takes account of the wide range of abilities, aptitudes and interests of children. The majority of children will learn and progress within these arrangements.

A graduated approach

1. Those children whose overall attainments or attainment in specific subjects fall significantly outside the expected range may have special educational needs and will be monitored

2. Once a child has been identified as possibly having SEN they will be closely monitored by the staff and SENCo. This will determine the level of difficulty experienced.

3. The child’s class teacher will differentiate the Teaching and Learning necessary to accommodate the child’s needs where possible. This will enable a better understanding of the needs of the child.

4. The Staff involved with continue to monitor the progress the child is making, communicating as necessary this child’s needs to the SENCo.

5. The SENCo will provide short term support during point (3) for the necessary staff involved. This will be continually reviewed to assess the impact it has. The child will be added to the SEN Provision Map and where necessary to the SEN register to record the need, provision and impact the support is providing.

6. Where short term provision is having a positive impact, continual assessment will take place of the provision until the SENCo or staff think it necessary for the provision to be removed.

7. Parents will be informed of every stage of this process and are encouraged to share information on their child to support the provision set out in school.

8. Where Short term provision is not supporting the child’s needs, external agencies will be contacted for further guidance and advice.

Clear identification of barriers of learning along with targeted interventions developed specifically for that need, will be reviewed half termly to assess the impact of the provision put in place. Tailored Individual Education Plans and Education and Health Care Plans will be developed and reviewed regularly with the child and parent to ensure maximum impact.

The school will assess each child's current levels of attainment on entry and throughout the academic year in order to ensure that they build upon the pattern of learning and experience already established during the child's infant school years. If the child already has an identified special educational need, this information will pass to school through KS 1 transfer arrangements and the SENCO and the child's class teacher will use this information to

· Provide starting points for the development of an appropriate curriculum.

· Identify and focus attention on action to support the child within the class

Similarly when a child with Special Educational Needs transfers to their chosen secondary school at the end of Year 6, our well established key stage 2 and 3 transfer arrangements will ensure detailed information is accurately communicated to relevant staff.

SEN Support (Once SEN has been identified)

If a child is identified as needing additional provision which is different from that generally made for others, then they will receive ‘SEN Support’. This is identified for those children whose need can be provided for in school and is not such that they need a statutory assessment or EHC plan.

The cycle of action taken within school to implement the most effective provision for that child’s needs, consists of a four part process:

ü Assess

ü Plan

ü Do

ü Review

Assess

Analyse the pupil’s needs using the class teacher’s assessment, experiences and observations when working with the pupil. Details of previous progress and attainment will be noted and the views of the child, parents and outside agencies will be incorporated. Note any parental concerns.

Share the necessary information with external agencies. Where they are not involved they may be contacted for advice. Where assessments need to be carried out, agreement from parents is necessary.

Plan

Planning will involve the necessary consultation with class teachers, SENCo and parents to agree the interventions and support required for that child. Objectives will be drawn up as to measure the effectiveness of the provision in place. This intervention will be evaluated against the progress the child is making and the overall impact the provision is having on the child’s need. This will be reviewed regularly to assess the effectiveness of the provision set out.

Targets will be sent home accordingly to ensure consistency where possible.

All of the necessary staff working with that child will be involved in the process so that they are aware of the needs of the child and the interventions set out.

The class teacher remains responsible for planning, implementing interventions, monitoring their effectiveness and liaising with support staff to ensure that the child’s need are fully met.

The class teacher will advise the support staff on implementing the necessary interventions with guidance from the SENCo.

The SENCo will support and advise throughout the process, seeking external advice where necessary.

Review

A child’s progress will be reviewed regularly by all staff concerned and shared with the parent or carer of the child. The objectives initially set out will be reviewed and adapted accordingly. New provision may be put in place as the child’s needs change.

The child’s and parent’s views will be taken into account and any adjustments made to the provision will be shared through a consultation with parents and pupils.

Education, Health and Care Plan

If a child or young person is not achieving better outcomes even with additional SEN support, then an Education, Health Care plan provided by the Derbyshire County Council, may be what is needed. This is usually requested by the school but can also be requested by a parent. The school, the parents and more importantly the child along with other professionals will be involved in deciding, developing and producing the plan.

The application for an Education, Health and CARE Plan will combine information from a variety of sources including:

· Parents

· Young person involved

· Teachers/SENCo

· Educational Psychologist

· Health professionals – School health, Paediatrician, CAMHS etc.

· Social Care

· Anyone else a parent or young person request

Parents have the right to appeal against the content of the EHC plan. They may also appeal against the school named in the plan if it differs from their preferred choice.

Once the EHC plan has been completed and agreed, it will be kept as part of the pupil’s formal record and reviewed at least annually by staff, parents, the child and the necessary agencies involved.