CarntallPrimary School

Special Educational NeedsPolicy

Updated June 2016

CARNTALL PRIMARY SCHOOL SPECIAL EDUCATIONAL NEEDS POLICY

Page

Rationale3

Objectives3

Definitions of SEN and Disability4

Roles, responsibilities and partnerships of SEN within the policy

Board of Governors 4

Principal5

SENCo5

Class Teacher6

Learning Support Assistants6

Pupils7

Parents/ Guardians7

External Support8

Admissions9

Special Facilities for Disabled Access and Physical Need9

SEN Resources9

Concerns procedures relating to SEN procedures10

Identification, provision, monitoring and evaluation of SEN procedures

Identification11

Stages 1 and 2 of the CoP – School Provision12

Stage 3 of the CoP-School provision and external support 13

Provision at Stages 4 and 5 of CoP14

Record Keeping14

Monitoring Progress of Pupils with SEN15

Evaluation of the school procedures for SEN15

Appendices17

Rationale

In keeping with CarntallPrimary School’s aims, we believe in inclusive education and that all children should have the opportunity to experience success in learning and to achieve as high a standard as possible. We acknowledge that some children have a significantly greater difficulty in learning than the majority of their peersand /or have a disability that will affect their learning: therefore pupils with Special Educational Needs and / or disability should be identified early and provision made for them to receive an education, targeting their individual needs, whilst giving them the greatest possible access to the breadth and balance of the Northern Ireland Curriculum. We recognise the importance of the partnership between pupil, parents and teachers and of maintaining careful records as we aim to meet these targets. The school is committed to inclusive education which celebrates all achievement, recognises individuality and permits all pupils to achieve their fullest potential.

Objectives

  • Ensure that all children with SEN/disability have a positive self imageand provide a broad and balanced curriculum to allow them to develop socially, emotionally, physically and intellectually to their full potential.
  • Take reasonable steps to ensure the child’s inclusion is compatible with the efficient education of other children.
  • Allow all children with SEN to be identified as early as possibleand flexible provision made for them to deal with difficulties as they arise.
  • Carry out effective and regular monitoring and evaluation to ensure the support given isboth appropriate and effective.
  • Provide a classroom environment conducive to learning which is both caring and supportive, with a range of SEN provision to match the SEN/disability.
  • Ensure parents are informed and involved in supporting their children’s learning and in the review process at all stages.
  • Collaborate with outside agencies in order to provide optimum support for children with SEN.
  • Enable pupils to be active partners in their learning.

Definitions of SEN and Disability

Definition of SEN

“Special Educational Need” is defined as “a learning difficulty which calls for special educational provision to be made”

A child has a learning difficulty if he has significantly greater difficulty in learning than the majority of children of his age and/or has a disability which either prevents or hinders him from making use of educational facilities generally provided for children of his age in ordinary schools. (CoP Par. 1.4)

Definition of Disability

“Someone who has a physical or mental impairment which has a substantial and long term adverse effect on his/her ability to carry out normal day to day activities.” Part 1 of Disability Discrimination Act 1995

Roles, Responsibilities and Partnerships of SEN

within thePolicy

Board of Governors

In keeping with the Education (NI) Order 1996 and the Code of Practice on the Identification and Assessment of Special Educational Needs 1998 the Board of Governors will:

  • Determine, and review the school’s Special Educational Needs Policy in relation to the provision of education for children with special educational needs/disability.
  • Ensure the policy’s implementation.
  • Ensure resources and facilities are provided to assist pupils with special educational needs/disability with access to the school.

Principal

The Principal Mr Roger Clarke will:

  • Be the named person on the Board of Governors responsible for S.E.N. and will keep the Governors informed of any amendments or future developments with reference to SEN/disability/inclusion.
  • In co-operation with The Board of Governors, Mr Clarke will determine the school’s general policy and approach, establish appropriate staffing and funding arrangements and maintain a general oversight of the school’s work.
  • Take responsibility for the day-to-day management for all of the school’s work, including the co-ordination of SEN/disability provision in collaboration with the SENCo.
  • Establish the SEN in-service requirements of the staff and contribute, as appropriate, to their training.
  • Ensure that teachers and Learning Support Assistants are fully supported in their roles and responsibilities and have opportunities to attend relevant courses and provide feedback to colleagues.
  • Take responsibility for transferring S.E.N information of pupil’s entering Carntall P.S or moving to a new school, as the need arises.

SENCo

The SENCo,Mrs Heather McKeown, will have responsibility for the day-to- day operation of the school’s SEN policy. She will co-ordinate provision for SEN in the following ways:

  • Maintain the SEN/disability register and oversee the records of all pupils with SEN at any stage on the SEN register.
  • Meet with individual teachers in order to respond to initial and on-going concerns and discuss, advise and liaise with pupils’ Education Plans.
  • Be a facilitator for inquiries, referrals and liaise with peripatetic help.
  • In conjunction with the class teacher, liaise with parents of children with special educational needs/disability.
  • Liaise with the Educational Psychologist and other agencies having an input into the education and welfare of the pupils.
  • Ensure the SEN Policy is regularlyupdated.
  • Attend appropriate in-service training or cluster groups and contribute to the in-service training of staff.
  • With the Principal, co-ordinate support provision and supervise the work of any teaching or non-teaching staff appointed to or connected with the learning of pupils with SEN/disability.

Class Teacher

The class teacher will:

  • Initially, identify the children in her class who have special educational needsand draw up a Record of Concern.
  • In conjunction with the SENCo and other relevant staff, devise a suitable programme of work, setting targets as necessary for a specified period of time.
  • The teacher taking account of children’s different learning styles will access or provide appropriate support in the form of E.P’s. and then monitor and evaluate progress on a regular basis.
  • Liaise with the SENCo, Special Needs teacher/peripatetic teacher (as appropriate) and other relevant personnel.
  • Discuss iEP targets with children and where possible decide upon targets together.
  • Meet with parents of children at all stages of the COP on the Special Needs Registereach term.
  • Keep detailed records and ensure the child’s profile is regularly updated.
  • Attend staff development meetings and trainingon SEN.
  • Co-ordinate the support of the Learning Support Assistants within their classroom.
  • Adhere to the SEN policy and the Code of Practice for SEN.

Learning Support Assistants

Learning Support Assistants will work in partnership with the teacher to support the learning and social interaction of the child.The needs of SEN childrenshould be met as fully as possible within the classroom. However the Learning Support Assistant may withdraw children individually or in small groups for specific timed activities, following the programmes of work drawn up by the class teacher, which are linked to current iEP targets.

Learning Support Assistants will:

  • Be aware of children on the COP and their specific SEN, where appropriate.
  • Be fully involved in children’s provision, monitoring and reviews under the direction of the teacher
  • Encourage the use of specialist equipment, as appropriate.
  • Promote pupils’ self-confidence and manage behaviour, if required.
  • Attendrelevant staff development meetings and receive appropriate training.

Pupils

It is important that pupils experience success and are given the opportunity to recognise their true value and contribution in all areas of school life.

Pupils will:

  • Take responsibility for their learning and know their personal targets, helping formulate them when possible.
  • Work in partnership with the Class Teacher and Learning Support Assistant in order to take responsibility/ownership for their learning and social development.

Parents/Guardians

Parents/Guardians are important partners in the effective working relationship with the school and in raising their child’s attainment. Parents’/ Guardians’ contribution to their child’s education is highly valuedby the school and they are encouraged to be fully involved in supporting their child’s learning.New parents are asked to identify any SEN needs their child may have upon entering the school and thereafter inform and update the school as a new need or change in need arises.

Parents are kept informed on their children’s progress by:

  • Having access to information on the school prospectus and the school website.
  • Being kept fully informed on their child’s SEN/disability and on any movement across the stages within the COP.
  • Having their permission sought if their child’s needs are referred for specialist support.
  • Meetings with the class teacher each termto review progress, formulate and set new targets and give practical support/ advice on the achievement of these targets.
  • Receiving support available from within the school and the external agencies, where appropriate.
  • Contributing to annual and transitional reviews of their child, if statemented.

External Support

CarntallPrimary School supports a multi-disciplinary approach to maximise the education provision for SEN pupils. External support will initially berequested by or directed to either the Principal or the SENCo who will co-ordinate any further provision required. The multi-disciplinary services:

  • Give advice
  • Support individuals or groups
  • Provide materials and specialist equipment
  • Train teaching and support staff
  • Carry out assessment.

The Educational Psychologist Ms Karin Stewart visits CarntallPrimary School regularly. She meets with relevant members of staff and the SENCo to identify, discuss, monitor, assess and review individual pupils at all stages of the CoP.

Admissions

CarntallPrimary School is committed to providing inclusive education and will endeavour to include all children who wish to attend in line with the Admissions procedure (see Admissions Policy).

The admission arrangements with respect to the majority of pupils with special educational needs are consistent with the school’s general arrangements for all other pupils.

Children with statements of special educational needs are placed in schools at the request of the Education and Library Board.

When seeking to place a pupil with a statement, the Board will take into account the wishes of the child’s parents and the provision of efficient education for other children in the class or school and the effective management of resources to determine the suitability of the placement, in line with SENDO legislation.

Special Facilities for Disabled Access and Physical Need.

At CarntallPrimary Schoolevery effort and/or reasonable adjustment is made to provide additional support for children with SEN/disability, sometimes in conjunction with the SELB.

CarntallPrimary School has:

  • Wheelchair access to all internal and external areas.
  • A disabled toilet that incorporates a clos-o-mat toilet facility.

SEN Resources

SEN resources, staffing costs and time allocated to staff members to manage the support for special educational needs changes on an annual basis.

Most of the resources used by children having special educational needs/disability are available within the classroom or can be accessed from the Special Needs Resource Area in the Principal’s office. Current SEN provision, training and resources are detailed in the appendix.

ConcernProcedures relating to SEN procedures

If Parents/ Guardians have a concern regarding their child’s SEN provision they should discuss with the class teacher. If this proves unsuccessful the matter is referred to the SENCo or the Principal. Should the matter still be unresolved the Parents/ Guardians should contact the Chairperson of the Board of Governors.

At any stage the school may refer a Parent/ Guardian to the SELB advice and information service for SEN. The official Advice and Information Service leaflet will be given to parents, as appropriate.

In extreme cases the SENCo will provide the Parents/Guardians with the Dispute Avoidance and Resolution Service Leaflet to allow them to gain further advice and support.

Identification, provision, monitoring and evaluation of SEN procedures

Identification

Children who are deemed to have SEN/disability are identified and assessed as early as possible. Identification will take place using:

  • Professional judgement
  • Evidence from checklists and weekly, monthly and half yearly tests
  • Class observation records at Foundation and Key Stage 1. Observations will be recorded at Key Stage 2,if necessary
  • Parental concern and/or information gleaned from parents
  • Information from pre-school, other primary schools attended and previous teachers
  • Input from external agencies
  • Results of screening tests, collated onto class screens on Assessment Manager are analysed twice yearly. Children with inconsistent or low results are identified.
  • The SENCo will identify and refer children who match the criteria for Literacy screening, year 3 onwards.
  • Other results gained from summative and diagnostic tests (see list in appendix)

After thorough analysis and using agreed criteria the SENCo, liaising with the class teacher,Principal, Parents/Guardians and/or other relevant external agenciesas necessary, will decide who needs a Record of Concern or further support.The SEN stage and need type will be established within the CoP and the child will be placed on the SEN’s register if reasonable progress is not being achieved.

CarntallPrimary School adheres to the five stage approach outlined in the Code of Practice.

Stages 1 and 2 of the CoP –School Provision

The class teacher identifies a child’s special educational needs/disability and consults with the SENCo to place the child on the SEN register. Parents/Guardiansand Principal are informed. The class teacher will be guided to the SEN Resource Fileand other relevant documents and resources. She will take initial action by putting strategies in place to help the child. An iEP will be drawn up identifying thechild’s individual strengths and barriers to learning.The pupil’s age, maturity, learning need/disability will be identifiedand complemented by appropriate teaching strategies and resources. The iEp will be implemented with progress monitored and reviewed termly, or as necessary.

Teachers will meet with parents of children each term to review progress, formulate and set new targets, give practical support and advice on the achievement of these targets and inform of any movement across the Stages within the CoP.

The child will move onto Stage 2 if reasonable progress has not been made after the adjustments are put in place for an agreed period of time.

At Stage 2 the SENCo and Principal take lead responsibility for co-ordinating the child’s special educational/disability provision. Working alongside the class teacher they will ensure:

  • TheGood Practice Guidelinesare used to identify reasonable steps/adjustments that could be made and help put in place measures which are both relevant and purposeful.
  • iEP’s continue to be drawn up termly to monitor and evaluate existing need and facilitate the inclusion of anynew need.
  • Available staff skills and expertise are directed to supportingspecific SEN /disabilities.
  • Specialist SEN resources, equipment and ICT programs are incorporated within the classroom setting.
  • Appropriate withdrawal help is given by the SEN teacher and/or Learning Support Assistant to support SEN children.
  • An inclusive curriculum wherechildren with SEN/ disability are encouraged to take part in extra-curricular activities to ensure integration.
  • Implementation of any provision/strategies as a result of external advice, support and training

If targets have been met then new targets will be set. If targets have not been met then other strategies will need to be put in place to ensure the targets are met at the next review. General advice and support may be requested from Children and Young People's Services (SEN) at any stage of the Code of Practice by any member of staff.

If it is felt that the child no longer requires additional support then they can be move down the stages or withdrawn from the register and monitored in class.

Stage 3 of the CoP-School provision and external support

At Stage 3the class teacher and the SENCo are supported by specialists from outside the school.

At this stage CarntallPrimary School may refer a child to the Psychology Service for further assistance in addressing the child’s SEN. Psychology will give recommendations to the school and/ormay refer to another external support service for further support in addition to Literacy Screening with the Assistant Psychologist for SpLD.School based provision continues as appropriate with

  • Additional expertise sought to improve progress
  • External specialist intervention with the pupil as appropriate
  • The external support service may draw up the iEP in partnership with school

The child is at Stage 3 when external support is given. The child will move back to Stage 2 if provision is no longer deemed necessary.

Provision at Stages 4 and 5 of CoP

In a very small number of cases, where support has not been effective, the SENCo will move the child to stage 4 of the CoP.

Following an application (SAR1) to the Board from school or parent, the Board will consider the need for a statutory assessment and, if appropriate, make a multi-disciplinary assessment.

The class teacher, in consultation with the SENCo, continues to drawup an Education Plan while awaiting the outcome of the SAR1 application.