Ysgol Y Faenol

YSGOL Y FAENOL

SEN/ALN Policy

A. Principles and Aims

Principles

This school aims to:

·  provide sen pupils with an equal opportunity both curricularly and socially.

·  effective collaboration with statutory agencies and others who are involved with the child and his difficulties.

·  closely collaborate with parents so as to ensure that the pupil is assisted through an effective partnership.

·  place an emphasis on the pupil’s contribution and consider his opinion.

·  ensure a whole school response to assist the pupil.

Aims

·  Ensure that there is a school system in place so as to identify at an early stage the child who has difficulties that could be hindering his education.

·  Collate information from teachers, parents, the pupil and others so as to ensure that the fullest possible understanding of the nature of the child’s difficulties is obtained.

·  Ensure that any SEN pupil receives the necessary provision.

·  Try and ensure collaboration and support of parents and others as regards service identification and provision.

Name of SEN Co-ordinator

The SEN Co-ordinator is Mrs Iola Jones

and the Designated Governor is Mr John Wyn Williams

B. Information on the SEN provision

Provision co-ordinator arrangements

The Co-ordinator co-ordinates the service at the school.

The Co-ordinator’s responsibilities consist of (see also SEN/ALN Co-ordinator’s job-description):

·  implement the policy from day to day

·  co-ordinate and work with teachers and advice them of the provision.

·  Provide guidance for teachers/support staff or organize guidance as and when required

·  co-ordinate with parents of SEN pupils

·  organize appropriate provisions to meet the school’s requirements, in collaboration with the headteacher/SMT and the Governing Body

·  co-ordinate provision for SEN pupils

·  ensure methods for identifying, assessing and tracking ALN pupils progress

·  keep the school’s SEN records and regularly monitor all SEN pupils records

·  co-ordinate with other support agencies, e.g. education, health, social, voluntary

·  regularly review arrangements, having evaluated its effectiveness when ensuring pupils progress

·  self-evaluate effectiveness of the provision (in collaboration with the headteacher/SMT).

·  input self-evaluation findings and training requirements into the school improvement plan.

Admission Arrangements

The school admits SEN pupils into the school through:

·  collaboration with agencies with regard to new admissions

·  attending official meetings, such as statement reviews e.g. primary-secondary transfer, moving from a special school

·  discussions and receiving information, e.g. moving from one school to another

·  discussion with parents

·  positively handle the application and with regard to the prevailing circumstances at the school

·  provide sensitive and appropriate support so as to ensure that the pupil is included in all the school’s activities in accordance with the Disability Rights Act and the 2004 Disability Act.

Specialization in SEN, Resources, provision/support groups

At this school, the SEN allocation for the year 2012 – 2013 is £24,447

School’s expenditure on SEN staffing is £24,447

School’s expenditure on other resources is £ 23,186 as follows –

·  specialized equipment:

·  specialized programmes:

·  journals/monthly web-site subscription:

·  special furniture:

·  changes to the building, interior and exterior:

·  particular rooms within the school:

·  support from a teacher for 2.5 days a week:

·  support from assistants in the following fields……

The DaD spreadsheet can also be referred to

The aim is to provide SEN support mainly in Literacy e.g. reading, writing and spelling, and other ALN support through the use of one to one learning support assistants for children with statements. Learning support to children who require a boost with their literacy skills by using the ‘Catch Up’reading programme.

There are regular arrangements in place; three times a year to review pupils progress and this is done through termly reviews and detailed discussions between the parents and teachers,emphasising the pupil’s contribution.

It is ensured that staff have opportunities to receive SEN training.

The following arrangements are in place for small group/one to one attention: See SEN Teacher’s weekly time table.

C. Information on identifying, assessing and provision for SEN pupils

At this school, educational requirements are soon identified through:

·  obtaining evidence from teachers observations and assessments, bearing in mind that every teacher teaches SEN pupils

·  scrutinize pupils performance against National Curriculum level descriptors.

·  Through standardized screening and assessment methods of which every teacher is aware.

·  Be open and willing to respond when parents express concern,concern expressed by the pupil himself or concerns expressed by other professionals.

Arrangements for providing SEN pupils with access to a broad and well-balanced curriculum, including the National Curriculum

Every SEN pupil will have access to a broad and balanced curriculum in accordance with his requirements. If difficulties arise, then:

·  one to one attention is provided within the classroom

·  individual work is provided by the class teachers and by the SEN teacher/assistant/Co-ordinator.

·  Small group/target group support is provided

Consultations are held with support agencies

Discussions are held with parents

An individual education plan is planned for pupils within School Support, School Support Plus and for statemented pupils.

How SEN pupils are included

The school provides sensitive and appropriate support so as to ensure that the pupil is involved in all school activities, as far as possible. The Disabled Rights Commission’s Code of Practice (Schools), the 2001 SEN and Disability Act, and the 2004 Disability Act, are followed. The school has drawn up an Accessibility Scheme that outlines how pupils, parents and visitors obtain access to the school premises, to the curriculum and to information about the school.

Arrangements for considering complaints about the SEN/ALN provision

A parent who has a complaint can contact the following in the first instance:

·  The SEN Co-ordinator

·  The Headteacher

·  Parents Governors representative

·  The designated SEN governor

If these methods do not solve the complaint, the parent can pursue the following channels:

The document on Local Arrangements for considering complaints lodged under Section 23 of the Education Reform Act is available at every school.

D. Information on staffing policies and partnership with external bodies

The school’s arrangements for continuing professional development and INSET in SEN/ALN

·  the Co-ordinator in consultation with the professional Tutor/ CPD to identify training needs, inputting into the Improvement/Development Plan

·  (through catchment-area INSET Committee)

Arrangements for a partnership with parents and pupils

The school recognizes parents key role in their children’s educational progress. So as to ensure an effective partnership, collaboration with parents is encouraged through:

·  addressing parents concerns in a professional manner, discussing them for a reasonable amount of time and at the first available opportunity

·  contactingt the parents when it is decided to take measures to deal with difficulties through School Action or School Action Plus, seeking their opinion and comments

·  give parent support a prominent role where appropriate

·  give attention at a professional level to parents view when preparing individualized education plans

·  share information on sources of support

·  ensure that the entire policy is available for parents to read

·  include parents in regular reviews on their child

·  provide a section in the School Handbook that discusses SEN.

·  Provide opportunities for parents to contribute to ALN self-evaluations

The voice of the child/young person’s participation in the entire process is ensured through: e.g.

·  a discussion between the teacher/Co-ordinator and pupil

·  Records of the learner’s opinion by an assistant if required

·  Provide opportunities for learners to review their personal progress and voice an opinion on the next steps

·  Provide opportunities for learners to contribute towards the SEN/ALN self-evaluation process

Contacts between other mainstream schools and special schools, including discussing arrangements with all stakeholders when learners transfer to another school or leave a school

The school has close links with schools in the catchment-area, and discuss with them when a pupil:

·  moves from a mainstream school to another mainstream school

·  moves from a primary to a secondary school

·  moves to a special school or returns to the mainstream

We also collaborate with other schools in Professional Learning Communities and inset.

Contacts with support health services and other agencies

There is a support service available through the LEA and the SEN Joint-committee.

A referral can be made to the health service after receiving the parents written permission, requesting information of relevance to the child’s education, or for a medical enquiry.

ii. Social Services

As a rule, the Education Welfare Service is the initial point of contact, so as to refer the school to the correct channel. There is direct contact with Social Services through the designated person at the school at any time as regards matters relating to the pupil’s protection.

iii. Education Welfare Service

The Welfare Officer regularly visits the school. The service provides guidance and support in specific issues related to attendance, and can refer the school to other agencies when appropriate.

iv. Voluntary Bodies

Please specify any charities/voluntary bodies involved with the school

The criteria for evaluating the success of this SEN policy

Through providing an annual report to the parents, the Governors at this school refer to the following matters:

·  What was the school’s financial allocation for SEN and how was the finance used?

·  How many children are there on SEN stage or, with another ALN?

·  How many children receive additional attention?

·  What provision was offered during the year?

·  What are the outcomes for pupils here, have their skills improved?

·  Are there effective working arrangements?

·  Has a self-evaluation of ALN field/aspect been completed during the year. If so, what are the findings? Have these been input into the school improvement plan?

·  What have been the staff’s CPD developments this year? Has an external agency provided CPD input? What is the impact on pupils achievement?

·  What are the findings of questoonnaires/pupils and parents opinion about their child’s provision/progress?

·  What were the conclusions/external consulttaion from the SEN provision?

·  Have there been any policy changes during the year? If so, what changes are required and need to be adopted by the Governing Body?

Date adopted by the Governing Body: ......

Signed by the Chairperson:……………………………………………………………………..

The Governing Body reviewed the policy on:………………………………………………