The Colleton Primary School

THE COLLETON PRIMARY SCHOOL

SPECIAL EDUCATIONAL NEEDS POLICY

At The Colleton we provide inclusive education offering excellence and choice that incorporates the views of parents, children and staff, meanwhile safeguarding the interests of all pupils. We endeavour to remove barriers to learning and participation. All children have access to an appropriate education that affords them the opportunity to explore their personal potential. We pride ourselves on being able to provide a flexible working arrangement to suit a variety of educational needs.

Objectives

·  To give each child access to a broad, balanced curriculum at a level appropriate to them in line with our Equal Opportunities Policy

·  That every child with SEN reaches their full potential.

·  To meet the requirements of the Code of Practice (effective from 1st January 2002)

·  To meet the requirements of the Disability Discrimination Act (effective from 1st September 2002)

Our Aims

·  Children's needs are identified early.

·  IEP's (Individual Education Plan) are well defined with achievable short term targets allowing appropriate progress to be made. These are regularly monitored involving the child.

·  The special needs register (a confidential record of all children at the school with special educational needs) is updated termly.

·  To have good links with outside agencies and make good use of their expertise where appropriate.

·  To have good communication between parents, pupils, staff and external agencies so that all feel confident that the correct provision is being made, or that work is progressing toward that goal.

·  To have a supportive school atmosphere where all children are valued.

Identification, assessment, provision and review

All children are monitored and their progress reviewed.

The earlier SEN needs are identified the better for the child to have appropriate provision.

·  Discussion with Early Years providers prior to entry into our Foundation Stage. This will involve parents and possibly outside agencies.

·  Staff in the team, through observations and assessments will discuss with the SENCO any children who are showing cause for concern. Depending on the level of concern or the outside agencies requested, the following actions may be taken:

-  Class action. Class action means that the class teacher feels that a child needs a little more support in the classroom environment, often this is short term and does not require an IEP (Individual Education Plan)

-  IEP drawn up (reviewed at least termly)

-  Request for service.

-  SENCO and Headteacher take to MDPM (Multi-Disciplinary Professional Meeting), to discuss external services.

-  CAF (Common Assessment Framework) Head or SENCO may complete a CAF without doing a request for service, this is dependent on need.

-  Statutory Assessment request – this may then lead to a statement of Educational Needs (renewed at least annually).

·  Parents play a vital role in this process and their views and permission will be sought.

·  In line with the Code of Practice, the school holds a confidential SEN List. Children may move up and down the stages of this register depending on their specific needs. Children will be removed from the SEN list if and when appropriate.

School Action

·  Support given in school that DOES NOT come under normal classroom differentiation eg Smart moves, Alpha to Omega, Trackers reading scheme.

·  Additional support, 1 to 1 or regular, in a small group with an adult.

·  Provision is made by the class teacher in association with SENCO and team leader.

·  An IEP (Individual Education Plan) is written by class teacher. This is reviewed as required or at least termly.

·  Parents/carers are fully involved with this process.

School Action Plus

·  Outside support sought eg. Educational Psychologist, Language and Literacy support, Speech and Language Therapy.

·  Provision is made by the class teacher in conjunction with SENCO, team leader and relevant outside agencies. An IEP is written by the class teacher. The child has an input. This is reviewed termly or as required.

·  Parents/carers are fully involved with this process.

Statement

·  The recommendations of a statement are legally binding.

·  Provision is made by the class teacher in association with the SENCO, team leader and relevant outside agencies. The child usually has varying degrees of 1 to 1 support.

·  An IEP is written taking the statement objectives into account.

·  The statement is reviewed annually in line with the Code of Practise. The child has input.

·  Parents/carers are fully involved in this process.

1) Role of SENCO

Manages the day to day operation of the policy:

·  Co-ordinates the provision for and manages the responses to children’s special needs.

·  Supports and advises colleagues; including training and monitoring of all 1 to 1 support staff.

·  Maintains the school’s SEN register and over sees the provision mapping for each year group.

·  Contributes to and manages the records of all children with special educational needs.

·  Manages the school-based assessment and completes the documentation required by outside agencies and the local authority.

·  Acts as the link with parents.

·  Maintains resources and a range of teaching materials to enable appropriate provision to be made.

·  Acts as a link with external agencies and other support agencies.

·  Monitors and evaluates the special educational needs provision and reports to the governing body.

·  Manages a range of resources, human and material, linked to children with special educational needs.

·  Arranges transition meetings with feeder schools.

·  Meets regularly with the Headteacher.

2) Parents

At all stages of the special needs process, the school keeps parents fully informed and involved.

·  We take account of the wishes, feelings and knowledge of parents at all stages.

·  We encourage parents to make an active contribution to their child’s education and work in partnership with the school.

·  We have a meeting each term to share the progress of special needs children with their parents and to review their IEP.

·  We inform the parents of any outside intervention, and we share the process of decision making by providing clear information relating to the education of children with special educational needs.

Arrangements for parental concerns and complaints concerning the provision

See Complaints policy and procedure.

3) Role of Governing Body

The governing body strives to secure the necessary provision for any pupil identified as having special educational needs. The governors ensure that all teachers are aware of the importance of providing for these children. The governing body has a designated SEN governor.

4) Allocation of resources

The headteacher and SENCO, in association with the governors and the SEN governor, will allocate an annual budget for SEN purposes. External funding will be utilised when appropriate.

5) Admissions arrangements

See school admissions policy that is in line with Wokingham Borough Council’s policy.

Responsibility: Curriculum Committee

Written by: WBC

Reviewed: triennially

Last Review: January 12

Next Review: January 15

Ratified: 02/02/12