SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND)

POLICY

November 2016

MISSION STATEMENT

As a Catholic Sixth Form College we strive to be a centre of educational excellence for the community built on faith, respect and trust. We celebrate diversity amongst all our students and staff and seek to nurture the gifts of each individual through high quality teaching and learning and dedicated pastoral care.

VALUE STATEMENT

SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEND)

POLICY

Governor responsible for SEND: Bill Noblett

Cardinal Newman College SENCO: Stuart Walpole

‘AllteachersareteachersofSpecialEducationalNeeds’

1. Compliance

This policy complieswiththestatutoryrequirement laid outintheSENDCodeof Practice0-25(July2014) and has beenwrittenwithreferenceto the followingguidance and documents:

  • EqualityAct 2010: Advice forSchools DfEFebruary 2013
  • SENDCodeofPractice 0-25(July2014)
  • SchoolsSEN Information Report Regulations (2014)
  • Statutoryguidance: Supporting Pupils atSchoolwithMedical Conditions (April 2014)
  • TeacherStandards2012

2. Objectives

Our objectivesreflectthe principles ofthe SEND Codeof Practice0-25 (July 2014):

Toprovidethestructureforastudent-centredprocessthatengagesstudent,family,collegeandother professionalsinplanningforandimplementinghighquality,needsledprovisionthatisconsistentacross thecollege.Thisistoensurethatallofourstudentsareabletoaccessthesameopportunitiesforlearning andpersonaldevelopmenttherebyachievingmaximumprogress,fulfillingtheirpotentialandpromoting theirwell-being.

  • EnsuretheEquality Act2010dutiesforstudentswith disabilitiesaremet.
  • To enable students with specialeducationalneeds havetheir needsmet.
  • To take intoaccount the viewsofstudentswithspecial educational need.
  • Toencouragegoodcommunicationandgenuinepartnershipswithparents/carersofchildrenwith specialeducationalneeds.
  • Tofacilitate full access to abroad,balanced andrelevantcurriculum.
  • Tomakearrangementstosupportstudentswithmedicalconditionsandtohaveregardto statutoryguidance supportingstudentsatcollegewithmedicalconditions.
  • Toimplementagraduatedapproachtomeetingtheneedsofstudentsusingthe‘Assess,Plan, Do,Review’process.
  • Developacultureofinclusionvaluinghighqualityteachingforalllearners,withteachersusinga range of effective differentiation methods.
  • EmployacollaborativeapproachwithSENDlearners,theirfamilies,staffwithincollege, other externalagenciesincluding thosefrom Healthand Social Care.
  • Setappropriateindividuallearningoutcomesbasedonpriorachievement,highaspirationsand the viewsofthestudentandfamily through a‘personcentred approach.’
  • Share expertiseand good practice acrossthecollege.
  • Make efficientandeffectiveuse of allavailable resourcesto supportSENDstudents.
  • HaveregardstotheSEND CodeofPractice(2014)fortheidentification,assessment,supportandreview of special educationalneeds.
  • Haveregard tothe guidance provided byLancashire County Counciland/or other authority with regardtoSEND provision.

3. DefinitionofSpecialEducationalNeedsandDisabilities

Achildoryoungpersonhasspecialeducationalneedsiftheyhavealearningdifficultyordisability whichcallsforspecialeducationalprovisiontobemadeforhim/hernamelyprovisionwhichisadditionaltoordifferentfromthatnormallyavailableinadifferentiatedcurriculum.Thismaybeon-goingorfor a limited time.We regard studentsas having a Special Educational Need if they:

  • Have asignificantly greaterdifficultyinlearning than the majority of studentsofthe same age,or;
  • Haveadisabilitywhichpreventsorhindershim/herfrommakinguseoffacilitiesofakind generallyprovidedforothersofthesameageinmainstreamschoolsormainstreampost16 institutions.

AtCardinal NewmanCollegeweidentifytheneedsofstudentsbyconsideringtheneedsofthe‘wholeperson’ which will include notjust the specialeducationalneeds ordisability oftheyoung person.

ThefollowingfactorsinisolationarenotconsideredtobeindicatorsofSENbutmayimpactonprogress and attainment:

  • Disability(theCodeofPracticeoutlinesthe‘reasonableadjustment’dutyforallsettingsand schoolsprovidedunderthe currentDisabilityEqualitylegislationbutthesealonedonotconstitute SEN)
  • Lowattendanceand/poorpunctuality
  • Health and Social Welfare
  • English as anAdditionalLanguage
  • Being in receiptofthePupil PremiumGrant/Bursary
  • Being a Looked AfterChild
  • Persistentdisruptive orchallenging behaviour

4.AreasofSpecialEducationalNeed

UndertheSENDCodeofPractice(2014)studentsidentifiedashavingaspecialeducationalneed(SEN) areconsideredwithinoneormoreof thefollowing categoriesofneed:

CognitionandLearning:

Childrenwithlearningneedsmaylearnataslowerpacethanotherchildrenandmayhavedifficulty developingliteracyornumeracyskillsorunderstandingnewconcepts.Learningneedsmaybeinaddition toorasa result ofotherspecial educational needs.Cognitionand learning needsinclude:

  • Specific Learning Difficulties (SpLD)
  • Moderate Learning Difficulties(MLD)
  • SevereLearning Difficulties(SLD)
  • Profound and Multiple Learning Difficulties(PMLD

Social,EmotionalandMentalHealthDifficulties(SEMH):

Childrenmayexperienceawiderangeofsocialandemotionaldifficultieswhichmanifestthemselvesinmanyways.Thesemayincludebecomingwithdrawnorisolated,aswellasdisplayingchallenging, disruptiveordisturbingbehaviour.Thesebehaviours mayreflectunderlyingmentalhealthdifficultiessuch asanxietyordepression,self-harming,substancemisuse,eatingdisordersorphysicalsymptomsthatare medically unexplained.

Social,emotionalandmental health difficulties caninclude:

  • Attention DeficitDisorder(ADD)
  • Attention,Deficit, Hyperactivity Disorder(ADHD)
  • AttachmentDisorder

CommunicationandInteractionneeds:

Childrenwithspeech,languageandcommunicationneeds(SLCN)havedifficultyincommunicatingwith others.Thismaybebecausetheyhavedifficultysayingwhattheywantto,understandingwhatisbeing said to themorbecausetheydonotunderstandor usesocial rulesof communication.

Communicationand interaction needs include:

  • Speech, Languageand Communication Needs(SLCN)
  • Autistic Spectrum Disorder(ASD),includingAspergerSyndrome.

Sensoryand/orPhysicalNeeds:

Somechildrenrequireaspecialeducationalprovisionbecausetheyhaveasensoryand/orphysical disability orimpairment. Thesedifficultiescan be age related andmay fluctuateovertime.

Sensory and/orphysical needs include:

  • Visual impairment (VI)
  • Hearing impairment (HI)
  • Multi-sensoryimpairment (MSI)
  • PhysicalDisability(PD)

5. AGraduatedResponsetoSEND

EarlyConcerns:

Theprogressmadebyallstudentsisregularlymonitoredandreviewed.Initially,concernsregisteredby teachers,parents/carers,studentsthemselvesorotheragenciesareaddressedbyappropriate differentiationwithin the classroom and arecord iskeptbyteaching staff as tostrategiesemployed aspart of everyday planning forteachingand learning.

HowweidentifyandsupportstudentswithSEND

Theattainmentandachievementofallstudentsismonitoredbytheirteacherswhoarerequiredbythe TeacherStandards(2012)toprovidehighqualityteachingandlearningopportunitiesdifferentiatedfor individualstudent’sneeds.Whereastudentismakinginadequateprogressorfallsbehindtheirpeersas identifiedthroughthecollegeassessmenttrackingsystems,additionalsupportisprovidedunderthe guidanceanddirectionsofteachers,SubjectLeadersand/orSenior TutorsplustheAchievement Tutorsforthe relevant year group.

Wherestudentscontinuetomakeinadequateprogressdespitesupportandhighqualityteaching, teacherswillworkwiththeSpecialEducationalNeedsCo-ordinator(SENCO)toagreeappropriate supportand to determine whether a pupil does have any potential unmet learning needs. The collegehas arangeoftoolsandmethodsusedtoassesswhetherornotachildmayhaveaspecialeducationalneed andanyassessmentsmadewillbediscussedandagreedwiththepupilandparentpriortothembeing implemented.

Insomecasesitmay benecessarytoseekassessmentbyoradvicefromanexternalprofessionalsuch as aspecialistadvisoryteacheroreducationalpsychologist.Additionallythecollegemaymakeanexternal referralforsupportfromhealthcarewheretheyfeelthisisrelevant.Externalreferralswillalways requirediscussionand agreementwith the student’s parents/carers.

TheseassessmentsmayormaynotleadtoastudentbeingplacedontotheSpecialEducationalNeeds register depending on the findings.

WhenconsideringwhetherastudenthasaSpecialEducationalNeedanyofthefollowingindicatorsmay be evident:

  • Makeslittleornoprogressevenwhenteachingapproachesaretargetedspecificallyat a student’s identified weakness;
  • Showssignsofdifficultyindevelopingliteracyormathematicsskillswhichresultinpoor attainment insomecurriculum areas;
  • Hassensoryorphysicalproblemsandcontinuestomakelittleornoprogressdespitetheprovision of specialist equipment;
  • Hascommunicationand/orinteractiondifficultiesandcontinuestomakelittleorno progressdespite the provisionof anappropriatelydifferentiated curriculum;
  • Hasemotional,socialormentalhealthdifficultieswhichsubstantiallyandregularlyinterferewith thestudent’sownlearningorthatoftheclassdespitehavinganindividualisedsupportorcare plan;
  • HasSENDorphysicalneedsthatrequireadditionalspecialistequipmentorregularadviceorvisits by aspecialistservice or agency
  • Hasacommunicationand/orinteractiondifficultythatimpedesthedevelopmentof social relationships and causesasubstantial barrier to learning.

6. MonitoringandEvaluationofSEND

RegularmonitoringofthequalityofprovisionforallstudentsincludingthosewithSENDfollowsthe College Quality Assurance calendar.InadditiontheSENCO meets weekly with a member of SMT who line manages ALS and SEND. A cycleof‘Assess,Plan,DoandReview’ (as recommended in EHC Plan) ensuresthatstudents withSENDhave theirprovision reviewed regularly.

Assess,Plan,Do,Review

SENDsupporttakestheformofafourpartcyclethroughwhichearlierdecisionsandactionsarerevisited, refinedandrevised witha growingunderstanding ofthestudent’sneedsandofwhatsupportsthestudent inmakinggoodprogressandsecuringgoodoutcomes.Thisisknownasthegraduatedapproach–assess,plan,do,review.Thesestudentswillbeidentifiedasreceiving‘AdditionalSENDSupport’ontheSEND register which is held by the College SENCO. Allsupportprovidedforthesestudentsthatis‘additionaltoordifferentfrom’supportofferedfor allstudentsis formallyrecorded,monitoredand evaluatedthroughuse ofthe College ProvisionMap (available on ALS Moodle page).

ForstudentswithlowlevelspecialeducationalneedsthecycleofAssess,Plan,Do,Reviewfitsintothe Quality Assurance calendarforallstudentsinCollege.Forthosewithmorecomplexneedsadditional monitoring and assessment willberequiredon amoreregular basis.

ExitCriteria

Whenastudenthasmadesufficientprogressintheirareaofneedthattheynolongerrequireany provision that isdifferentfromoradditionaltothatwhich isnormallyavailableaspart of high qualityanddifferentiatedteaching,theyarenolongerseenasrequiringadditionalSENsupport.Atthispoint, through discussion andagreement with parents/carersthestudent isremoved from theSENDregister.

StatutoryAssessmentofSENDNeeds(EHC)

Where,despitethecollegehavingtakenrelevantandpurposefulactiontoidentify,assessandmeetthe SpecialEducationalNeedsand/orDisabilities ofthestudent,thestudenthasnotmadeexpectedprogress, thecollegeindiscussionandagreementwiththeparents/carerswillconsiderrequestinganEducation, HealthandCare(EHC)needsassessment.TheevidencerecordedandcollatedofallSENDprovisionmade through the cycle of‘Assess,Plan,Do,Review’helps tosupport the LocalAuthorityin determining whether a statutory assessmentofneeds isrequired.

WhereastudenthasanEducation,HealthandCare(EHC)Planputinplacefollowingthestatutory assessmentprocess,theCollegewillhavedueregardtotheirstatutoryresponsibilitiesinregardtothe specialeducationalprovisionlaidoutintheplan.TheCollegewillworkincollaborationwiththeLocal AuthoritytoensurethatallrecommendationsintheplanareimplementedandthattheEHCPlanisformallyreviewedonceperyearincollaborationwiththeLA,studentandparentaspartofaperson centred review.

8. Workingwithstudentsandtheirfamilies

InlinewiththeSEND CodeofPractice(2014)theCollegeadoptsa‘personcentredapproach’totheplanning ofprovisionforstudentswithSEND.Theyoungperson’sviewsandthatofparents/carersisvitalto the planning of SENDprovisionand they will be consultedateverystageofplanning for SENDsupport in additiontothemonitoringand evaluatingthe effectivenessofthat support.

We endeavour tosupportparents/carersso thatthey are able to:

  • Feelfully supportedand taken seriouslyshouldtheyraiseaconcern about theirchild
  • Recogniseandfulfiltheirresponsibilitiesandplayanactivepartandvaluedroleinplanningfor theirchild’s education andsupportfor SEND
  • Understandproceduresand documentation
  • Maketheirviewsandopinions known abouthow theirchild should besupported
  • Haveaccesstoinformation,adviceandsupportduringassessmentandanyrelateddecision makingprocessabout specialeducational provision.

ParentsareencouragedtoseekhelpandadvicefromIndependentInformationAdviceandSupport Services such as Barnado’s.Theseareabletoprovideimpartialand independentadvice, supportand informationon special educationalneeds and disabilities.

Parentsarealsoencouraged to visitthe LCC or LA Authority Websitefor detailson their LocalOffer.The Local Offerprovidesvaluableinformationaboutdifferentagencies,servicesandresourcesforchildrenand young peoplewithSENDand their families in additiontothecollege’sresourcesand information.

9. StudentVoice

Weholdtheviewsofstudentsinhighregardandrecognisetheimportanceofgainingstudents’viewsin howtoplanprovisionandpromotethebestoutcomesforstudents.Studentsareprovidedwithanumber ofopportunitiestosharetheirviewsindividuallyand collectively. Theseviews are welcome atanytime but arespecificallysoughtas partofthereviewprocessandat theend ofatargetedintervention.Student voice is reviewed as part of the College QA process.

10. PartnershipwithExternalAgencies

Thecollegeissupportedbyawiderangeofdifferentagenciesandteams.ThecollegesSENDInformation Reportdetailswhichagenciesthecollegehasworkedwithwithinthelast12months.ThisSEND Information Reportcan beaccessedonthe college websiteandisupdated on anannual basis.

11. Transition

Achangeofschool,classandstaffcanbeanexcitingbutalso a challengingoranxioustimeforallstudents, this is more so for students withspecialeducationalneedsordisabilities.Weendeavourtoensurethese periodsofchangearecarefullyplannedandmanagedtoprovidecontinuityofhighqualityprovision and support,transferof informationand reassurance tostudentsandfamilies.

12.TrainingandResources

AllocationofResources:

  • We map allofourprovision using Provision Map. Thisshowshow we allocatehumanand otherresourcestoeachstudent.Thisisreviewedregularlyandcanchangeduringtheacademic yearin responsetothechanging needsofourstudents.
  • Supportthatisadditionaltoordifferentfromthatwhichisavailableforallstudentsmaytake theformofsupportfromaSupport Tutorinclass,infocussedinterventiongroups withdrawnfromthemainstreamclassroomoronetoonewithdrawnfrommainstream provision.
  • Specialistequipment,booksorotherresourcesthatmayhelpthestudentarepurchasedas required.

ContinuingProfessionalDevelopment(CPD)forSpecialEducationalNeeds

  • All staff haveregularCPDto ensure high quality teaching nd learning.
  • TheSENCOandothermembersoftheALSTeamprovideregularCPDtostaffonspecific aspectsofmeetingtheneedsofstudentswithSEND.Thisinformationisprovidedintheannual SEND Report.
  • TheSENCOprovides training forallteaching andsupportstaff with regard to students whorequire ‘reasonable adjustments’ tobemade in line with legislation containedwithintheEqualityAct 2010.
  • Support Tutorsareengagedinon-goingtrainingtodeveloptheirindividualroleandto ensurecapacityandprofessionalexpertiseintheknowledgeandunderstandingofthedifferent areasofSENDneed.
  • Externaltrainingprovidersarebroughtintocollegeperiodicallytoaddressmorespecialist trainingneedssuchasdealingwithspecificmedicalconditionsortotrainstaffinthe implementation of specificintervention programs.
  • Peersupportandguidanceisavailabledailyforallstaffincollegeandsomeofthebest professionaldevelopmentoccursthroughprofessionaldialoguewithcolleagueswithregardto strategies formeeting theneedsof aparticularstudent.

13. Funding

FundingforSENDprovisioninmainstreamschoolsismainlydelegatedtotheschool’sbudget.Itisthe expectation thatschoolsprovidesupporttotheirSENDstudentsfromtheschool budget.Whereastudent requiresanexceptionallyhighlevelofsupportthatincursagreaterexpensetheywillbeinreceiptof‘top up’ fundingwhich ispaidfrom the LocalAuthority’sHighNeeds blockintotheschool’s budget. Students that are in receipt of high cost funding should be considered to transfer to an EHCP if this support is to continue in post-16 education.

PersonalBudgets

PersonalBudgetsareonlyavailabletostudentswithanEducation,HealthandCarePlan(EHCPlan). Fundingcanbemadeavailabletoparents/carersasapersonalbudgetforthemtocommissiontheirown SENDprovisionfortheirchildundercertainconditions.Parents/carerswhowouldliketoenquireabout using thepersonal budgetfacility shouldspeak in thefirstinstancetotheCollegeSENCO.

14. RolesandResponsibilities

Provisionforstudentswithspecialeducationalneedsisamatterforthecollegeasawhole.Inadditionto the Governors, Principal and SENCOall membersof staffhaveimportantresponsibilities with regard to the provision and support of SEND students.

Governors:

TheGoverning Bodyfollows theguidelinesas laid down in theSENDCode ofPractice (2014)to:

  • UsetheirbestendeavourstomakesurethatachildwithSENDgetsthesupporttheyneed– thismeansdoingeverythingtheycantomeetchildrenandyoungpeople’sSpecialEducational Needs
  • EnsurethatstudentswithSENDengageintheactivitiesofthewidercollegealongside those studentswhohavenospecialeducational needor disability
  • Designateaqualifiedteachertoberesponsibleforco-ordinatingSENDprovision–(SENCO)
  • Preparea SEND Information Report – as recommended in SEND Code of Practice.

Principal:

Theprincipalworksclosely withthecollegeSENCO, who is managed by the Vice Principal

andGovernorwithresponsibilityforSEND provision.

SENCO:

In collaborationwiththeSENDGovernor,Principaland Vice Principal, the SENCO determines thestrategicdevelopmentoftheSENDpolicyandprovisionwiththeultimateaimofraisingthe achievementof students with SEND.

TheSENCOtakesdaytodayresponsibilityfortheimplementationoftheSENDpolicyandwithsupport fromtheHigherLevelLearning Support Tutorsco-ordinatestheprovisionforindividualstudents,working closelywithstaff,parents/carers,studentsandexternalagencies.TheSENCOprovidesrelevant professional guidance to colleagueswiththeaim ofsecuring highqualityteachingfor students with SEND.

Theprincipleresponsibilities oftheSENCO within mainstream provision

Overseeing theday today implementation ofthe SEND policy

  • Co-ordinating provision forSENDstudentsand reporting on theirprogress
  • Advising onthe graduatedapproach to providing SENDsupport – Assess, Plan,Do,Review
  • Planning,monitoring and evaluating SEND training forstaff
  • OverseeingtherecordsofallSENDstudentsandensuringtheyaremaintainedaccuratelyand arekeptup todate
  • Liaising withparents/carers of SENDstudents
  • Being themain pointofcontact forexternalsupport servicesand agencies.
  • Being themain pointofcontact for theLocalAuthority with regard toSENDprovision and studentswithEHCPlans
  • Liaisingwithotherschools,FE providersand training providerstoensuretransitions forSEND students are plannedwelland implemented effectively.
  • Monitoring and evaluatingtheimpactof interventionsprovided forstudentswithSEND
  • ProvidingrelevantinformationontheindividualneedsofSENDstudentstoensurethatteachers can plan appropriateinclass support formainstreamprovision.
  • EnsuringthatthecollegemeetsitsstatutoryobligationsundertheEqualityAct2010withregard to reasonableadjustmentsand access arrangements.

AllTeachingandNonTeachingStaff:

•Allstaffneedtobeawareofthecollege’sSENDpolicyandtheproceduresforidentifying, assessing andmakingprovisionforstudents withSEND

•Teaching staff mustadhere to therelevantTeacherStandards with provisionmadeforSEND students as follows:

  • Knowwhenandhowtodifferentiateappropriately,usingapproacheswhichenable studentsto betaught effectively.
  • Haveasecureunderstandingofhowarangeoffactorscaninhibitpupils’abilitytolearn, and howbesttoovercome these.
  • Demonstrateanawarenessofthephysical,socialandintellectualdevelopmentofchildren, andknowhowtoadaptteachingtosupportpupils’educationatdifferentstagesof development.
  • Havea clearunderstanding oftheneeds ofallpupils,includingthosewithspecialeducational needs….andbeabletouseandevaluatedistinctiveteachingapproachestoengageand supportthem.
  • Developeffectiveprofessionalrelationshipswithcolleagues,knowinghowandwhento draw on specialise adviceand support.
  • Deploy supportstaffeffectively.
  • Teachers and In class Support Tutors liaiseregularlyonplanning,assessmentandprogressin order tocontribute effectively to thegraduatedresponse(assess, plan, do, review)

MeetingMedicalNeeds

TheChildrenandFamiliesAct2014placesadutyonschoolstomakearrangementstosupportstudents withmedicalconditions.TheCollegerecognisesthatstudentsatCollegewithmedicalconditionsshouldbe properlysupportedsothattheyhavefullaccesstoeducation,includingexternaltripsandvisitsand physicaleducationprovision.Someyoungpeoplewithmedicalconditions mayhaveadisabilityandwhere thisisthecasetheCollegecomplieswithitsdutiesundertheEqualityAct2010.

SENDInformationReport

ThecollegeensuresthattheSENDInformationReportisaccessibleonthecollegewebsite.Governors havealegaldutytopublishinformationontheirwebsitesabouttheimplementationoftheSEND policyandprovisionmadeforstudentswithSEND. Thisreportisamendedannuallyandanychanges toinformationrelevant toSEND provisionoccurring duringtheyearisupdatedas soonaspossible.

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