SPRINGFIELD PRIMARY SCHOOL

SEN POLICY

Springfield Primary School values all of its pupils and aims to ensure that children of all abilities have every opportunity to succeed. The school adheres to the 2014 SEND Code of Practice and works closely with the LA and external agencies to uphold best, current practice in SEND and provide the highest standards of education for all children with SEND. Springfield Primary School will have due regard for the SEND Code of Practice when carrying out our duties towards all pupils with special educational needs, and ensure that parents are notified when SEN provision is being made for their child.

THE SEN AIMS OF THE SCHOOL

  • To ensure that all pupils have access to a broad and balanced curriculum.
  • To provide a differentiated curriculum, appropriate to the individual’s needs and ability.
  • To ensure the identification of all pupils requiring SEN provision as early as possible in their school career.
  • To ensure that SEN pupils take as full a part as possible in all school activities.
  • To ensure that parents of SEN pupils are kept fully informed of their child’s progress and attainment.
  • To ensure that SEN pupils are involved, where practicable, in decisions affecting their future SEN provision.
  • To provide enhanced provision for children with communication difficulties such as ASD, through placements in and work within the Enhanced Resource Facility.

We recognise that many pupils will have special needs at some time during their school life. In implementing this policy, we believe pupils will be helped to achieve their potential and access a wide curriculum.

This policy was developed by the SENCO, Inclusion Managers and in consultation with the staff and senior leaders of the school. The Special Needs policy has been accepted by the full Governing Body.

Special Needs medium and short term objectives are addressed in the School Improvement Plan and the SEN Impact Plan.

Whilst many factors contribute to the range of difficulties experienced by some children, we believe that much can be done by parents, teachers and pupils working together, to help children achieve their potential. We invest heavily in time spent with parents, carers and external agencies, to ensure the best provision for children. The school recognises that parents have a unique overview of the child’s needs and how best to support them, and that this gives them a key role in the partnership. The school considers parents of SEN pupils as valued partners in the process and, depending on age and appropriateness, SEN pupils will also be encouraged to participate fully in the decision-making processes affecting them.

Aims of the Enhanced Resource Facility

Springfield is an inclusive school and aims to provide all children with equal access to the curriculum. This includes the use of specialist techniques in our Enhanced Resource Facility, such as:

- use of visual aids and prompts to support understanding of language and routines (including visual timetables, PECS and basic Makaton)

- a low distraction environment, designed to meet the needs of children with sensory processing difficulties

- a focus on social and life skills built into the wider curriculum

- small group work and a high adult-to-child ratio in English and Maths, to enable children with a diagnosis of ASD to reach their full potential

- a firm, positive and consistent approach to behaviour management, in line with the school’s Behaviour Policy, and with additional personalised behaviour plans where necessary

- sensory breaks and activities when needed

- speech and language activities following programmes set by S+L professionals.

Children with an Enhanced Resource place belong to one of the ERF’s three classes as well as being a member of one of the school’s mainstream classes. Children have the opportunity to access all the facilities and provision available within the mainstream school and the Enhanced Resource Facility. The children’s time is spilt between their ERF class and their mainstream class, with the percentage of time being spent in each and the level of support provided being determined by the needs of the individual child.

Assessment in the ERF follows the assessment schedule of the main school. The children’s skills are observed and progress is recorded using ‘BSquared’ (or the Early Years Profile for children in Year R.) When appropriate, written and spoken tests are used to assess progress and inform future teaching.

DEFINITION OF SPECIAL EDUCATIONAL NEEDS

A child has special educational needs if he or she has learning difficulties that call for special educational provision to be made.

A child has learning difficulties if he or she:

  • Has a significantly greater difficulty in learning than the majority of children of the same age
  • Has a disability which prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in other schools within the LA

Special education provision means:

  • For a child over two, educational provision which is additional to, or different from, the educational provision made generally for children of the same age in maintained schools, (other than special schools) in the area.

Children must not be regarded as having learning difficulties solely because their language, or form of the home language, is different from that in which they are taught.

STAFFING

The SEN team of the school is:

Catherine KnightSEN Co-ordinator (SENCO)

Kirstie LargeLead Teacher, ERF

Amy Merriman Inclusion Manager

Jacqui Webb SEN Governor

ADMISSIONS

The Governing Body believes that the admissions criteria should not discriminate against pupils with SEN and has due regard for the practice advocated in the 2014 SEND Code of Practice. Places within the Enhanced Resource Facility are admitted through the Local Authority. We will consult with the Local Authority, parents and the child’s current setting to ensure that provision is appropriate and can meet the needs of the individual child.

INCLUSION

This policy builds on other school policies, which recognise the entitlement of all pupils to a balanced, broadly based curriculum. Our SEN policy reinforces the need for teaching that is fully inclusive. The Governing Body will ensure that appropriate provision will be made for all pupils with SEN.

EVALUATING THE SUCCESS OF OUR SEN POLICY

The Governing Body will report annually on the success of the policy and, to facilitate this, we have identified specific objectives which are given under ‘THE SEN AIMS OF THE SCHOOL’ at the beginning of this policy.

Pupil progress will provide evidence for the success of the SEN policy and this will be analysed carefully through:

  • Consideration of each pupil’s success in meeting MEP targets
  • Use of standardised tests
  • Evidence generated from MEP review meetings

ALLOCATION OF RESOURCES

The Governing Body ensures that resources are allocated to support appropriate provision for all pupils requiring it, and in meeting the objectives set out in this policy. This includes any additional funds which are devolved to the school.

IDENTIFICATION, ASSESSMENT, AND PROVISION

At Springfield Primary School we have adopted a whole-school approach to SEN policy and practice. Pupils identified as having SEN are, as far as is practicable, fully integrated into mainstream classes. Every effort is made to ensure that they have full access to the National Curriculum and are integrated into all aspects of the school. The SEND Code of Practice 2014 makes it clear that all teachers are teachers of pupils with special educational needs.

All teachers are responsible for identifying pupils with SEN and, in collaboration with the SENCO, Lead ERF teacher and Inclusion Managers, will ensure that those pupils requiring different or additional support are identified at an early stage. Assessment is the process by which pupils with SEN can be identified. Whether or not a pupil is making progress is seen as a significant factor in considering the need for SEN provision.

Early Identification

Early identification of pupils with SEN is a priority. The school will use appropriate screening and assessment tools, and ascertain pupil progress through:

  • Results from KS1 SATs and Early Years Foundation Stage Profiles
  • Evidence obtained by teacher observation/ assessment.
  • Pupil progress in relation to objectives in the National Curriculum
  • Their attainment in all subjects, judged against level descriptions
  • Standardised screening or assessment tools.

Assessment tools used include:

  • Screening /diagnostic tests
  • Reports or observations
  • Records from other schools, etc.
  • Information from parents
  • National Curriculum results
  • KS1 results and EYFS Foundation Stage Profiles
  • Pupil portfolios

SEN provision

On entry to the school each child’s attainment will be assessed. This will help to inform the school of a child’s aptitudes, abilities, and attainments, and will be used to improve continuity in learning.

The records provided help the school to design appropriate differentiated learning programmes. For pupils with identified SEN staff will use the records to:

  • Provide starting points for an appropriate curriculum
  • Identify the need for support within the class
  • Assess learning difficulties
  • Ensure on-going observations/assessments provide regular feedback on achievements/experiences, for planning next steps in learning
  • Involve parents in a joint home-school learning approach

ENGLISH AS AN ADDITIONAL LANGUAGE

Particular care will be needed with pupils whose first language is not English. Teachers will closely follow their progress across the curriculum to ascertain whether any problems arise over an uncertain command of English or from special educational needs. It will be necessary to assess their proficiency in English before planning any additional support that might be required.

MONITORING PUPIL PROGRESS

Progress is the crucial factor in determining the need for additional support. Adequate progress is that which:

  • Narrows the attainment gap between pupil and peers, including taking account of other vulnerabilities, such as being in receipt of pupil premium.
  • Equals or accelerates the pupil’s previous rate of progress
  • Ensures full curricular access
  • Shows an improvement in self-efficacy and social or personal skills
  • Shows improvements in the pupil’s behaviour.

Where teachers decide that a pupil’s progress is unsatisfactory, the SENCO/Inclusion Managers/Lead ERF teacher and class teacher will review the approaches adopted. Where additional support is required, it will be provided through the category known as SEN Support.Where concerns remain, despite sustained intervention, the school will consider requesting a Statutory Assessment., with a view to securing and Education, Health and Care Plan (EHCP) for the child. Parents will be fully consulted at each stage.

The school also recognises that parents have a right to request a Statutory Assessment.

RECORD-KEEPING

The school will record the steps taken to meet pupils’ individual needs. The Inclusion Managers will oversee the records maintained by class teachers and ensure access to them. In addition to the usual school records, records will include:

  • Information from parents
  • Information on progress and behaviour
  • Pupil’s own perceptions of difficulties
  • Information from health/social services
  • Information from other agencies
  • Multi-Element Plans

SEN SUPPORT

This is characterised by interventions that are different from or additionalto the normal differentiated curriculum. Such intervention can be triggered through concern, supplemented by evidence that, despite receiving differentiated teaching, pupils:

  • Make little or no progress
  • Demonstrate difficulty in developing literacy or numeracy skills
  • Show persistent emotional/behavioural difficulties which are not affected by behaviour management strategies
  • Have sensory/physical problems, and make little progress despite the provision of specialist equipment
  • Experience communication and/or interaction problems and make little or no progress despite experiencing a differentiated curriculum

If the school decides, after consultation with parents, that a pupil requires additional support to make progress, the Inclusion Managers, in collaboration with teachers, will support the assessment of the pupil and have an input in planning future support. The class teacher will remain responsible for planning and delivering individualised programmes. Parents will be closely informed of the action and results.

NATURE OF INTERVENTION

The Inclusion Managers, in collaboration with the class teacher, will decide the action required to help the pupil progress. Based on the results ofprevious assessments, the actions might be:

  • Deployment of extra staff to work with the pupil
  • Provision of alternative learning materials/ special equipment
  • Group support
  • Provision of additional adult time in devising interventions and monitoring their effectiveness
  • Timetabled support from Teaching Assistants
  • Staff development/training to undertake more effective strategies
  • Access to external support services for advice on strategies, equipment, or staff training.

External support services will require access to pupils’ records in order to understand the strategies employed to date, and the targets set and achieved. The specialist may be asked to provide further assessments and advice, and possibly work directly with the pupil. Parental consent will be sought for any additional information required. The resulting MEP will incorporate specialist strategies. These may be implemented by the class teacher but involve other adults. Where appropriate, the school may request direct intervention/support from a specialist/teacher.

MULTI - ELEMENT PLANS

Strategies for accelerating pupils’ progress, will be recorded in an MEP (Multi Element Plan) containing information on

  • Short-term targets
  • Teaching strategies
  • Provision made
  • Date for review
  • Success and/or exit criteria
  • The outcomes recorded at review

The MEP will record only that which is different from or additional to the normal differentiated curriculum, and will concentrate on three individual targets that closely match the pupil’s needs. The MEPs will be discussed with the pupil and the parent.

REVIEWING MEPs

  • MEPs will be reviewed termly, at a time close to, or during, the termly Parents’ Evening. The school will endeavour to hold the reviews in an informal manner, and parents’ views on their child’s progress will actively be sought. Wherever possible or appropriate the school will involve pupils in this process.

REQUEST FOR STATUTORY ASSESSMENT

The school will request a Statutory Assessment from the LA when, despite an individualised programme of sustained intervention within SEN, the child remains a significant cause for concern. A Statutory Assessment might also be requested by a parent or outside agency. The school will have the following information available:

  • The action followed with respect to SEN Support
  • The pupil’s MEPs
  • Records and outcomes of regular reviews undertaken
  • Information on the pupil’s health and relevant medical history
  • National Curriculum Attainment
  • Other relevant assessments from specialists such as support teachers and educational psychologists
  • The views of parents
  • Where possible, the views of the child
  • Social Care/Educational Welfare Service reports
  • Any other involvement by professionals

An EHCP may be provided where, after a Statutory Assessment, the LA considers the child requires provision beyond what the school can offer. However, the school recognises that a request for a Statutory Assessment does not inevitably lead to an EHCP.

An EHCP will include details of learning objectives for the child. These are used to develop targets that are:

  • Matched to the longer-term objectives set in the EHCP
  • Established through parental/pupil consultation
  • Set out in an MEP
  • Implemented in the classroom
  • Delivered by the class or ERF teacher/staff, with appropriate additional support where specified

ANNUAL REVIEWS OF EHCPs

These must be reviewed annually. The SENCO and Lead ERF teacher, with the support of the Inclusion Managers, will organise these reviews and invite:

  • The child’s parent
  • The child if appropriate
  • The relevant teachers or staff
  • Any appropriate representative(s) of the LA
  • Any other person(s) the school considers appropriate, e.g Speech and Language Therapists, OTs, Physiotherapists, School Nursing Service, etc.

The aim of the review will be to:

  • Assess the pupil’s progress in relation to the MEP targets
  • Review the provision made for the pupil in the context of the National Curriculum and levels of attainment and progress.
  • Consider the appropriateness of the existing EHCP, in relation to the pupil’s performance during the year, and whether to cease, continue, or amend it
  • Set new targets for the coming year

Year 5 reviews will indicate the provision required in Secondary school. At Year 6 reviews the SENCO of the receiving Secondary school may be invited to attend, if this information is known at the time of the review. This enables the receiving school to plan appropriately for the new school year. It also gives parents the opportunity to liaise with Secondary colleagues

With due regard for the time limits set out in the Code of Practice, the Inclusion Managers will send the amended EHCP, with any supporting documentation, to the LA. The school recognises the responsibility of the LA in deciding whether to maintain, amend, or cease an EHCP.

THE ROLE OF THE INCLUSION MANAGERS

The Inclusion Managers play a crucial role in the school’s SEN provision. This involves working with the SENCO, Head Teacher, Class Teachers, Lead ERF teacher, staff and Governing Body to determine the strategic development of the policy. Other responsibilities include:

  • Overseeing the day-to-day operation of the policy
  • Co-ordinating the provision for pupils with SEN
  • Liaising with and giving advice to colleagues
  • Overseeing pupils’ records
  • Liaising with parents
  • Making a contribution to INSET
  • Liaising with external agencies, LA support services, Health and Social Care, and voluntary bodies.

For effective co-ordination, all school staff must be aware of: