Embed Size (px)
Citation preview
Holy Trinity Primary SchoolSEND Policy and Local Offer 2015-16September 2015
Contents PageGeneral StatementCelebrating SuccessPrincipals and Procedures – Policy AimsPrincipals and Procedures – Definition of SENDWhat Parents Can ExpectPupil VoiceAdmissionsPolicies in support of SENDThe SEND LeaderThe Role of the SEND LeaderRole of the Governing BodyRole of the Headteacher Assessment and Review of SENDHoly Trinity SEND Guidance Criteria
Raising AchievementProvisionProvision OverviewMonitoring and Evaluation SEND Parent PartnershipStatutory AssessmentSEND SpecialismsInset/CPDSEND LinksResourcesILP ReviewsComplaintsTransition ArrangementsExternal AgenciesLincolnshire Local Offer
MISSION STATEMENT Holy Trinity Primary School aims to serve its community by providing an education of the highest quality within the context of Christian belief and ethos. Our school aims to provide an excellent education where children of all backgrounds and abilities can grow.
VISION We believe that the purpose of our school, working in partnership with parents, governors and the community, is to:
•demonstrate high standards in the quality of teaching and learning that we offer our children through a broad curriculum which fulfils their individual needs. •teach our children the skills to make informed judgements and decisions, giving them opportunities to develop a sense of personal responsibility, a caring attitude and respect for themselves, other people and their environment. •respond positively to change with the main purpose being to improve the quality of teaching and learning in the school and raise the standards of achievement of all our pupils and staff. •create an environment that is stimulating, happy, secure and caring in order that children grow in confidence, self esteem and independence.
Celebrating Success… Ofsted Inspection 2014:
“All groups of pupils, including disabled pupils, those who have special educational needs and those who receive the pupil premium funding, make at least good progress because adults understand their individual needs and tailor support for them.”
“SEN pupils receive good quality support at the right level for them in one to one or small group activities. Pupils appreciate this and also the way that the school’s warm friendly ethos gives them confidence and encourages them to do their best.
Principles and ProceduresSEND Policy Aims
To ensure the needs of all pupils with SEN are met through a positive culture, good management and appropriate deployment of resources
To ensure that all pupils with SEN are enabled to reach their full potential, taking into account targets based on prior attainment and teacher assessment
To ensure that all pupils are enabled to enjoy their time in the School
To identify any pupil’s SEN as early as possible in order to put in place appropriate interventions and resources
To enable full participation alongside other pupils where practicable to the taught curriculum and the ‘non-taught’ curriculum
To ensure that pupils with SEN, where there may be a vulnerability, are kept safe at all times within the school environment, and are enabled to integrate as fully as possible with the school population and have equal opportunity in school
Principles and ProceduresSEND Policy Aims (Continued)
To correspond to all SEN requirements and provisions contained in the SEN Code of Practice
To ensure all working practice is kept in line with current local and national policies relating to SEN and Disability
To work in partnership with parents, educational professionals and external agencies to enable ‘best practice’ to meet SEN
To access and utilise all available resources, training opportunities and funding in order to provide up to date and appropriate resources.
A child must not be regarded as having a learning difficulty solely because the language or form of language of the home is different from the language in which he or she is or will be taught.
Principles and Procedures Definition of SEND
“Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.” Code of Practice, 2001
Children have a learning difficulty if they:
Have a significantly greater difficulty in learning than the majority of children of the same age
Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in academies within the area of the local authority
Are under compulsory school age and fall within the definitions above or would do so if special educational provision was not made for them.
What Parents can expect…Schools have funding from the Department for Education to help them to put in programmes and support for children with special educational needs and/or disability.If your child has a special need or disability we will:Talk to you about your child’s difficulties in learning or disability so we can understand their needs.Make an assessment of your child’s learning so we know which skills they need to learn next.Ask the Special Educational Needs and Disabilities Co-ordinator (SENDCO) to support and advise teachers so that your child can learn in the best way for him/her.Have a range of programmes to help children who need extra support to read, write, learn maths or manage their behaviour.Check on progress at least once a term and when necessary invite you to a meeting to discuss that progress.Ask for advice from an educational psychologist, advisory teacher, speech and language therapist or health colleague if we are unsure how to help your child make progress.Tell you how to get in touch with Parent Partnership Services who can offer advice and support Inform you about how to make a complaint if you are not happy with what we are doing to support your childTalk to you if we think we need to consider asking the local authority to make a Statutory Assessment of your child’s needs because more advice/resources are needed to help your child to make progress.
Pupil VoicePupil’s views are very important and feed directly into all policies, procedures and daily teaching of children with SEN. Pupil’s are given regular opportunities to:Self assessAttend review meetings (where appropriate)Suggest possible targets to achieveSuggest how school can better provide for their needs
Pupils also have the option to attend mentoring sessions in school to discuss how they feel about their learning, and to work alongside staff in order to achieve their potential. There is also an active School Council and Christian Committee.
Admissions
Holy Trinity Primary School complies with the School Admissions Code (2012) and with Lincolnshire LA guidelines.
Policies in Support of SEND
We have additional policies to support SEND.
Accessibility AdmissionsDisability Non- DiscriminationEqual OpportunitiesInclusion PolicySafeguarding BehaviourAnti-bullying
All policies are available on the school website.
The SEND Leader
The SEND Co-ordinator at Holy Trinity Primary
School is
Helen Spencer, who has completed The National
Award for Special Educational Needs and
Disabilities Coordination.
The Role of the SEND Leader Maintaining an overview of all children with SEN within the school and for maintaining a list
of children with SEN as a tool in tracking progress Carrying out detailed assessments and observations of pupils with specific learning
difficulties Oversee provision to ensure that TAs deliver high quality and effective interventions Contributing to staff training relating to SEN issues where needed Offering advice and support to class teachers across the school curriculum through active
communication and lesson observation Communicating with parents of SEN pupils as and when appropriate and attending
consultations with other parties Preparing and holding Annual Reviews for all pupils with a Statement and submitting
reports to the LA following the Code of Practice Communicating with outside agencies where necessary and reporting progress against
agreed targets to the Headteacher Monitoring IEPs Organise termly pupil progress meetings for all pupils with SEN. Providing a full transition programme for new and leaving SEN pupils Other relevant areas as identified by the Headteacher.
Role of the Governing Body
The SEN Governor, Mrs Carr, is the designated link with the SENDCO. Her role on behalf of the Governing Body is to monitor progress of SEN pupils and to monitor the budget on Special Educational Needs.
Role of the Headteacher
The Headteacher is responsible for pupils with SEN, keeping the Governing Body fully informed and working closely with the SENDCO.
Identification, Assessment and Review of SEND
The school will assess pupils as appropriate to determine their needs and the support required in line with current guidelines.
The school will support pupils and their needs when they join with existing special educational needs.
The school will work with parents and outside agencies to support pupils with SEN. The SEN referral process can be initially triggered by Teacher, TA or parental
concern directly to the SENDCO by discussion, email or written communication. Parents and other professionals (external agencies) may also raise concerns via the
SENDCO, which may also lead to identification of pupils with SEN. The SEN list will be updated to reflect these changes.
Records of all SEN pupils will be formally recorded on an SEN database. This will be updated at the start of each new academic year to include the new cohort and to remove outgoing pupils, when new pupils start at the school; mid-year, and regularly updated as new information or data becomes available. It will be stored on INTEGRIS
The SENDCO, and if possible the Learning Mentor will oversee transition involving any pupil with pre-defined SEN. The SENDCO will liaise with the parents and external agencies.
The School will regularly report to parents about the progress of their child, including at least two Parents’ Evenings and one written annual report.
Raising AchievementEach teacher has the responsibility to meet the needs of all the pupils in the school in all curriculum areas. A wide variety of strategies are used to provide SEN support for pupils in various areas of the curriculum. The following interventions and methods currently exist in the School: Differentiation of input, tasks and outcomes In-class support Small group/individual intensive support sessions in English, Mathematics and social skills/behaviour Mentoring - from teaching assistants Use of ICT facilities including software packages (e.g. Wordshark) Extra-curricular paired reading and handwriting sessions Extra-curricular homework sessions Support in examinations for specific pupils Speech and language support for identified pupils Additional support sessions for pupils Target setting (IEPs) and Pastoral Support Plans Medical support
Provision The school has staff trained to work with pupils who are identified as having a special educational need.
The staff are encouraged to utilise specialist equipment and resources, including additional staffing where appropriate, in order to help each child achieve their goals and reach their full potential.
The staff liaise with specialist teachers and therapists from Lincolnshire Local Authority.
Provision OverviewCode of Practice Area
of Need Wave 1 (In Class Teaching)Wave 2 (Small Group
Intervention)Wave 3 (1:1 Individual Support)
Cognition and Learning
Differentiated curriculum Differentiated delivery Differentiated outcome Visual learning tools Practical learning tools Use of ICT Use of EAL strategies Awareness of additional needs Visual Timetables Weekly Guided Reading Session Weekly Guided Writing session Writing and Maths toolkits Generic TA support Activate and Cybercoach Sumdog Sounds Together Education City
Catch-Up Intervention Mentoring sessions (small group) Letters and Sounds Interventions Tier 1a 1b 2a 5 minute boxes literacy and numeracy PROP reading In class small group Individual reading Project X Code KS2 Maths intervention Phonological Awareness 1st Class @ number 1 and 2
Mentoring sessions (1:1) 1:1 in-class support ILP target delivery 5 Minute Box SALT Project X Code 1st Class @ Number Toe by Toe STAPS
Social, Mental and Emotional Health
Flexible teaching arrangements Differentiated curriculum Differentiated Delivery Differentiated outcome Visual learning tools Practical learning tools Use of ICT Implementation of Behaviour policy/individual Whole school rules and rule of 3 Class reward systems behaviour strategies SEAL R-Time Playground buddies R.E. and Collective Worship Circle Time
SEAL R-Time Nuture Group Mentoring sessions (small group)
Mentor sessions Family support 1:1 in class support 1:1 anger management 1:1 behaviour programme/plan (IBP) Boxall Profile Behaviour Tracker Lincolnshire Pathways support Educational Psychologist Learning Mentor
Language and Communication
Flexible teaching arrangements Structured school-based resources Differentiated curriculum Differentiated Delivery Differentiated outcome Visual learning tools Practical learning tools Use of ICT Sounds Together Simplified language
Letters and sounds intervention tiers 1a 1b 2a Phonological awareness
Five Minute Box 1:1 support (In class) SALT STAPS
Physical and Sensory
Flexible teaching arrangements Teacher awareness of physical/sensory
impairment Technology Resources Quality Wave 1 PE sessions – differentiated
according to need
Handwriting/letter formation skills Fine manipulative activities
Use of specific resources/equipment Paediatrician School Nurse 1;1 swimming coaching
Monitoring and evaluating SEND Provision
Provision for pupils with special educational needs and disabilities is updated and reviewed periodically by the SENDCO
The Provision Map is accessible in the SEND file or in the assessment folder in the Head’s office. It shows where the SEN needs are across the school, tracks progress and monitor provision in place for individual pupils
School Action Records are reviewed half-termly by the class teacher and SENDCO. New SMART Targets are taken from PIVATS and outside agency professionals
School Action Plus and Statemented ILPs are reviewed half-termly by the SENDCO, class teacher, parents and pupils (where appropriate). New SMART Targets are taken from PIVATS and outside agency professionals
We regularly assess all children to determine successes and any barriers to learning
Provide an enhanced level of provision (including referring children who may need intervention to the SENDCO) that supports and enhances learning abilities through a differentiated curriculum.
Review support through half-termly progress meetings and regular updating of provision map.
Parental PartnershipHoly Trinity believes that close working partnerships with parent/carers of pupils with SEN is essential if the learning process is to be maximised. In keeping with the guidance contained in the 2001 Code of Practice, the school aims to ensure that parent/carers are fully involved and consulted over their child’s progress and SEN provision, including the drawing up of individual education plans.
We also encourage parents to contact the free and impartial Parent Partnership service for parents of children with SEN.Lincolnshire Parent PartnershipBoston Children’s CentreNorfolk Lodge27 Norfolk StreetBoston PE21 6PW07920183250
Statutory AssessmentIf all the additional support and strategies employed by the school result in a continued lack of progress or there is significant cause for concern, a request for statutory assessment will be made by the school to the LA (only with parental permission.)
ANNUAL REVIEW OF A STATEMENT OF SPECIAL NEEDS Formal Annual Reviews for pupils with a Statement of Special Educational Needs are held at least within a twelve month period of any previous Review.
SEND SpecialismsWe have staff members trained to support children with:
Speech and Language Therapy programmesBehaviour, Social and Emotional difficultiesA range of Wave 2 and 3 interventionsFirst AidModerate learning difficulties
INSET/CPDIt is the responsibility of the SENDCO to update all staff with regards to any changes in SEND procedures and assessment tools. The SENDCO will provide whole school INSET or CPD sessions if, or when, any SEND training needs are identified.
The SENDCO attends regular LA Cluster Meetings and CfBT training events in order to keep fully informed about change in legislations, LA procedures and availability of resources, giving regular feedback to the Headteacher.
ResourcesThe Headteacher and the SENDCO organise and delegate additional
human resources for children with SEND through the school budget and Pupil Premium Fund
The SENDCO monitors and supports each additional adult who works alongside children with SEND
The SENDCO purchases and distributes additional resources needed to enhance and support learning for children with SEND
The Headteacher and SENDCO ensure all support, either physical or emotional, is in place to support children with SEND
The Headteacher has close links with the Family Support Advisor to support children with SEND, at home as well as at school.
In addition, reasonable adjustments to access arrangements are made for all children with SEND, including transport (where applicable), access to the building and modified toileting facilities.
IEP ReviewsAll Individual Education Plans (IEPs) for School Action Plus and Statemented children will be reviewed half termly. Parents, children and teachers will be invited to these reviews which will be held in school with the SENDCO. Achievements and next steps will be discussed, and new SMART targets set with an emphasis on achieving the targets at home as well as at school.
School Action Records are reviewed half-termly by the class teacher and SEND Leader. New SMART Targets will be taken from Pivats.
Complaints
In the event of any complaint being made, the SENDCO should be contacted in the first instance; should the matter remain unresolved: The case will be passed to the Headteacher for further investigation and reported to the SEN Governor Formal complaint is made in writing to the local governing body of the school
Transition ArrangementsTransition from the School to another Primary setting Following contact from the new school, the SENDCO will provide information to ensure a smooth transition Keep Lincolnshire LA informed as to any movement of children with SEND into or out of the schoolFor transition to the School, the reverse of the above is applicable.
Transition from the School to Secondary Setting Liaise with secondary school SEND Leaders and Mentors through meetings to discuss provision required Transference of all SEND records promptly Organise regular visits for the child to the new setting to ensure a smooth transition (if needed)
Transition to new classesEvery child will have afternoon sessions with their new class teacher in their new classroom in July of every
academic year to enable children to become familiar with their new teacher, TA’s and physical environment. Some children will require more planning time to ensure transition is smooth. The Class Teacher also holds ‘Information Sharing Session’ with new CTs before the new academic year.
Transport to and from the SchoolFor children with physical needs, children are physically handed over to staff by parents, and back to parents
at the end of the day. Children transported by Taxi are handed over to TA’s in the morning, and handed back to the taxi driver and chaperone for transport home. Approved Moving and Handling techniques should always be used.
External AgenciesWe have access to...Specialist Teacher and Applied Psychology ServicesAutism OutreachPhysiotherapy and Occupational Therapy servicesSpeech and Language Therapy (SALT) serviceSchool NurseCAMHS (Child and Adolescent Mental Health Service)Action For ChildrenFamily Support ServicesSure StartEarly Support Care Co-ordination TeamEarly HelpLooked After Children (LAC) ServiceLincolnshire Transport ServicesChildren’s Centre SupportParent PartnershipDesignated Teacher for Looked After Children
The SENDCO maintains a professional dialogue with all external agencies involved with a child, or will initiate a professional dialogue if external support is required. External agencies regularly attend Holy Trinity Primary School to review children with SEND/AEN in order to ensure the correct and appropriate provision is in place. CRB checks are sought by the school before external agencies have access to any children.
Lincolnshire Local OfferLincolnshire Local Authority has also produced a Local Offer to show parents what is available in Lincolnshire. This can be found at:
(Link)
