Special Educational Needs & Disability Policy · 2020-06-11 · SPECIAL EDUCATIONAL NEEDS & DISABILITY POLICY 4 • Provide a school in which staff, pupils, parents and carers1 and

SpecialEducationalNeeds&

DisabilityPolicySeptember2016

SPECIALEDUCATIONALNEEDS&DISABILITYPOLICY

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TableofContents:DESCRIPTION

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Overview 3TheSENDTeaminthePrimaryAdvantage 3TheAimsoftheSENDPolicy 3ObjectivesoftheSENDPolicy 4NewCodeofPractice2014 4ArrangementsforCo-OrdinatingProvisionforChildrenwithSpecialEducationalNeeds(RolesandResponsibilitiesoftheGoverningBoard,TheHeadTeacher,TheSENDCO,TheTeachingStaff,TheTeachingAssistants,TheRoleoftheParent,PupilParticipation)

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AdmissionArrangements 8Transition 8AllocationofResources 8FacilitiestoIncreaseAccess 9Identification,AssessmentandReview 9-EarlyYears 9-PrimaryPhase 9-Assessments 10BroadAreasofNeed 10SENDSupport 10EducationandHealthCarePlans(EHC) 11IndividualEducationPlans/ProvisionMaps 12MonitoringofIEP/PM 12NatureofSENDProvision 12AccesstotheCurriculum 13Integration 13EvaluationoftheSuccessofthePolicy 13ArrangementsforConsideringComplaintsaboutSENDProvision 14StaffINSET 14ExternalSupportAgencies 14-EducationalPsychologyService 14-InclusionTeam 15-SpeechandLanguageTherapyService 15-ChildandFamilyConsultationServices 15-Physiotherapy/OccupationalTherapyService 15-HackneyTranslationandInterpretationService 16-CENMAC 16LinkswithHealth,SocialServices,EducationalWelfareandVoluntaryOrganisations 16PolicyReview 17


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OverviewThePrimaryAdvantageisafederationofsixinclusiveschoolsworkingtogetherbecausewebelieveour schools can gain many benefits from working collaboratively to improve the provision forchildrenwithSEND.

We take safeguarding very seriously and all our policies are developed with a high priority onchildren’s safety. This policy was redrafted by the Primary Advantage SENDCOs and SENDGovernors, and complies with the statutory requirements laid out in the SEND Code of Practice2015, together with the Children and Families Act 2014 and Equalities Act 2010. All our schoolpoliciesareinterlinked.Therefore,whenotherschoolpoliciesarereferredtointhisstatementtheyaretobereadinconjunctionwiththisdocument.

In compliance with the Code of Practice (2015), each school has produced a SEND InformationReportand this isavailable fromeachschool’swebsite.This isacomprehensivesetofFrequentlyAskedQuestions,whichexplainshoweachschoolsupportschildrenandparents.ThewebsitesalsoincludesalinktotheHackneyLocalOfferwebsiteforparentsandchildrenwithSEND.

TheSENDTeaminthePrimaryAdvantage:Inquiriesaboutanindividualchild’sprogressshouldbeaddressedatfirsttotheclassteachersinceheorsheisthepersonwhoknowsthechildbest.Otherenquiriescanbeaddressedto:

• TheSchool’sSENDCOandmembersoftheInclusionTeamPleasemakeanappointmentwiththeschool’sofficeifyouwishtospeaktotheSENDCO.

TheAimsoftheSENDPolicy:Ourschools inthePrimaryAdvantagedonotdiscriminateagainstchildrenonthegroundsofrace,genderorability.Weseektoenableallchildrentohavereasonableaccesstothecurriculum.WeprovideanopportunitywhereHackney’schildrenarevalued,nurturedandempoweredtobealltheycanbeandreflectingonthisweaimto:

• Enableallourchildrentomakeprogress ineveryareaoftheirdevelopment– intellectual,

physical,spiritual,emotionalandsocial–sothattheycanachievetheirpotential;• Provideaschool,whichisahappyplace,whereeachchildisvaluedforwhotheyare,where

all children are welcomed, listened to, respected and cared for. By example we aim toopposeprejudice,discriminationandbullying;

• Empowerallchildrentogaintheessentialskillsinliteracyandnumeracy;• Provideabroadcurriculum,designedtoequipchildrenfor life,withastrongsetofvalues

andabroadrangeofknowledge,skillsandexperiences;


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• Provideaschoolinwhichstaff,pupils,parentsandcarers1andgovernorsareallpartnersinthelearningcommunity;weareproudofourworkandwanttocontinuetoworktogethertomaintainourschool’ssuccess.

ObjectivesoftheSENDPolicy:TheobjectivesoftheSENDpolicyareto:

• Identifychildrenwithspecialeducationalneedsasearlyaspossibleintheirschoolcareers;• WorkwithintheguidanceprovideintheSENDCodeofPractice,2015;• Recognise fully the voice and role of parents, carers and children when considering

individualneeds;• Workinpartnershipwithparents-informparentsofourconcernsandholdregularreview

meetings at which progress is marked, strategies are discussed and decisions for futuresupportaretakenjointly;

• Toworkwith theGoverningBoard toenable themto fulfil their statutorymonitoring rolewithregardtothePolicyStatementforSEND

• Ensurethatinterventionsarereviewedregularlytoassesstheirimpact;• Involve children in the planning and evaluation of their short term targets and in the

provisiontheyreceivewhereverpossible;• Giveallchildrenequalaccesstoabalancedandbroadlybasedcurriculum;• Support teachers in delivering a daily curriculumwhich is sensitive to differing paces and

stylesoflearning,interestsandcapabilities;• Maintainacloseworkingrelationshipwithexternalagenciessothatourpupilscanbenefit

fromtheirexpertiseinthemosteffectiveway;• Ensure all staff have access to training and advice to support Quality First Teaching by

increasing staff awareness and knowledge of SEND issues through carefully plannedINSET/CPDopportunities;and

• UseresourcesforSENDinafocusedandeffectiveway.

DefiningSENDfromthenewCodeofPractice,2014‘ApersonhasSENDiftheyhavealearningdifficultyordisabilitywhichcallsforspecialeducationalprovision to be made for him or her. At compulsory school age this means he or she has asignificantly greater difficulty in learning than the majority of others the same age, or, has adisability which prevents or hinders him or her frommaking use of facilities of a kind generallyprovidedforothersofthesameageinmainstreamschools.’(p15-16)BelowisasummaryofthechangestotheCodeofPractice2014/2015:• Clearerfocusontheparticipationofchildrenandyoungpeople(CYP)andparentsindecision-

makingatindividualandstrategiclevels• AstrongerfocusonhighaspirationsandonimprovingoutcomesforCYP


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• Joint commissioningof services toensure close cooperationbetweeneducation,healthandsocialcare

• LocalOffer–guidanceonsupportingCYPwithSEND• EHCPlansreplaceStatements• SchoolActionandSchoolActionPlustobereplacedwithSENDSupport• OptionalpersonalbudgetscanbemadeavailabletofamilieswithEHCPlans• Accountability:Teachersmustmakesureeverypupilintheirclassmakesprogress.• ThereisagreaterfocusonsupportthatenablesthosewithSENtosucceedintheireducation

andmakeasuccessfultransitiontoadulthood• InformationisprovidedonrelevantdutiesundertheEqualityAct2010• InformationisprovidedonrelevantprovisionsoftheMentalCapacityAct2005• ThereisnewguidanceonsupportingchildrenandyoungpeoplewithSENDwhoareinyouth

custody.TheCodeofPractice2015alsoclearlystates:Highquality teaching that isdifferentiatedandpersonalisedwillmeet the individualneedsof themajorityofchildrenandyoungpeople.Somechildrenandyoungpeopleneededucationalprovisionthatisadditionaltoordifferentfromthis.ThisisspecialeducationalprovisionunderSection21oftheChildrenandFamiliesAct2014.Schoolsandcollegesmustusetheirbestendeavourstoensurethatsuchprovisionismadeforthosewhoneedit.Specialeducationalprovisionisunderpinnedbyhighqualityteachingandiscompromisedbyanythingless.(Section1.24)Earlyyearsproviders,schoolsandcollegesshouldknowpreciselywherechildrenandyoungpeoplewithSENDareintheirlearninganddevelopment.Theyshould:

• Ensure decisions are informed by the insights of parents and those of children and youngpeoplethemselves

• Havehighambitionsandsetstretchingtargetsforthem• Tracktheirprogresstowardsthesegoals• Keepunderreviewtheadditionalordifferentprovisionthatismadeforthem• Promotepositiveoutcomesinthewiderareasofpersonalandsocialdevelopment,and• Ensurethattheapproachesusedarebasedonthebestpossibleevidenceandarehavingthe

requiredimpactonprogress(Section1.25)We, at thePrimaryAdvantage, provide ‘Highqualityprovision tomeet theneedsof childrenandyoungpeoplewithSEND’(CodeofPractice2015)toensureallchildrenmakeprogress.


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Arrangements forCo-ordinatingProvision forChildrenwithSpecialEducationalNeeds:RolesandResponsibilities1.TheGoverningBoardThe Governing Board, in co-operation with Executive Principal and Headteachers, determine theschool’sgeneralpolicyandapproachtoprovisionforchildrenwithSEND.TheGoverningBoardmustreporttoparentsannuallyontheschool’spolicyonSEND.TheGoverningBoardwillnominateonegovernorwith responsibility for SEND.Governing Boards ofmaintainedmainstream schoolsmustensurethatthereisaqualifiedteacherdesignatedasSENDCOfortheschool.TheSENGovernorwillliaiseregularlywiththeSENDCOandreportbacktotheSchoolCommittees.2.TheHeadTeacherTheHeadteacher has responsibility for the day-to-daymanagement of all aspects of the school’swork, including provision for children with SEND. The Head Teacher should keep the GoverningBoardfullyinformedandalsoworkcloselywiththeSENDCO.3.TheSENDCOThe SENDCO has an important role to play with the Headteacher and Governing Board, indeterminingthestrategicdevelopmentofSENDpolicyandprovisionintheschoolandisamemberof theManagement Team. The SENDCO has day-to-day responsibility for the operation of SENDpolicyandcoordinationofspecificprovisionmadetosupportindividualpupilswithSEND,includingthosewhohaveEHCplans.TheSENDCOprovidesprofessionalguidancetocolleaguesandworkscloselywithstaff,parentsandotheragencies.TheSENDCOshouldbeawareoftheprovisionintheLocalOfferandbeabletoworkwith professionals providing a support role to families to ensure that pupils with SEND receiveappropriatesupportandhighqualityteaching.Keyresponsibilitiesare:• Overseeingtheday-to-dayoperationoftheschool’sSENDpolicy• Co-ordinatingprovisionforchildrenwithSEND• LiaisingwiththerelevantDesignatedTeacherwherealookedafterpupilhasSEND• AdvisingonthegraduatedapproachtoprovidingSENDsupport• Advising on the deployment of the school’s delegated budget and other resources to meet

pupils’needseffectively• LiaisingwithparentsofpupilswithSEND• Liaisingwith early years providers, other schools, educational psychologists, health and social

careprofessionals,andindependentorvoluntarybodies• Beingakeypointofcontactwithexternalagencies,especiallythelocalauthorityanditssupport

services• Liaising with potential next providers of education to ensure a pupil and their parents are

informedaboutoptionsandasmoothtransitionisplanned• Working with the Headteacher and school governors to ensure that the school meets its

responsibilitiesundertheEqualityAct(2010)withregardtoreasonableadjustmentsandaccessarrangements

• EnsuringthattheschoolkeepstherecordsofallpupilswithSENDuptodate• ManagingTeachingAssistants.• OverseeingtherecordsofallchildrenwithSEND.


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• Contributingtothein-servicetrainingofstaff.4.TheTeachingStaffTeachersareresponsibleandaccountablefor:• Theprogressanddevelopmentofthepupilsintheirclass,includingwherepupilsaccesssupport

fromteachingassistantsorspecialiststaff• HighqualityteachingwhichisdifferentiatedforindividualpupilsAll teachersareawareoftheproceduresfor identifying,assessingandmakingprovisionforpupilswithSEND,andareactivelyinvolvedinthereviewprocess.6.TheTeachingAssistants(TAs)ThedesignatedTAsworkwiththeclassteacherandSENDCOinprovidingsupportforchildrenwithSpecial EducationalNeeds across the school,maintaining records of the children theyworkwith,andattendingreviewsandmeetingsasrequested.7.TheRoleofParentsofPupilswithSENDThenewCodeofPracticeemphasisestheimportanceofexcellentpartnershipsbetweentheschooland the views, wishes and feelings of the child and their parents. This is what underpins theprinciplesofthenewCodeofPractice(2015),whicharedesignedtosupport:• Theparticipationofchildren,theirparentsandyoungpeopleindecisionmaking• Theearlyidentificationofchildrenandyoungpeople’sneedsandearlyinterventiontosupport

them• Greaterchoiceandcontrolforyoungpeopleandparentsoversupport• Collaborationbetweeneducation,healthandsocialcareservicestoprovidesupport• HighqualityprovisiontomeettheneedsofchildrenandyoungpeoplewithSEND• Afocusoninclusivepracticeandremovingbarrierstolearning• Successfulpreparationforadulthood,includingindependentlivingandemploymentThe school has positive attitudes to parents, provides user-friendly information and strives toensure that theyunderstand theproceduresandareawareofhow toaccessadviceandsupport.Frequently asked questions from parents can be found on each school’s website under parentpages/SEND.Parentswillbesupportedandenabledto:• Recogniseandfulfil theirresponsibilitiesasparentsandplayanactiveandvaluedrole intheir

child’seducation.• Haveknowledgeoftheirchild’sentitlementwithintheSENDframework.• Maketheirviewsknownabouthowtheirchildiseducated.• Have access to information, advice and support during assessment and any related decision-

makingprocessesaboutSpecialEducationalprovision.Weencourageactiveparticipationofparentsbyprovidingguidanceonhowtheycansupporttheirchild’slearningathome.Wevaluethecontributionthatparentsmakeandthecriticalroletheyplayintheirchild’seducation.All parentsof childrenwithSENDhaveaccess to theSEND InformationReport (SchoolOffer) andLocalOffer,whichgivesadditionalinformationaboutSpecialEducationalNeedsandDisability.ThisalsoprovidesinformationabouttheParentPartnershipservice.Thisisafreeservice,whichsupports


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parentsofchildrenwithSEND.Additionalinformationand/orleafletsareavailablefromtheSENDCOonrequest.Parentsareencouragedtocontactthechild’sclassteacherand/ortheSENDCOasneededeitherbytelephoneorappointment.8.PupilParticipationPupilswithSENDoftenhaveauniqueknowledgeoftheirownneedsandcircumstances,andtheirown views about what sort of support they would like to help them make the most of theireducation. Theywill be encouraged to participate in the decision-making processes including thesettingoflearningtargetsandcontributingtotheirtargets.Thiswillbeachievedthroughavarietyofdifferentapproachesasappropriatetotheageofthechild.Theseinclude:•Pupilinterviews•Questionnaires•Self-evaluation(pictures,writtenanswers)•Surveys•Pupilsettargets

AdmissionArrangements:Inlinewiththeadmissioncriteriaforallchildrenaspublishedintheschool’sAdmissionPolicyandwithTheLearningTrust’sguidelines,theschoolacknowledgesinfullitsresponsibilitytoadmitpupilswithalreadyidentifiedSpecialEducationalNeeds,aswellasidentifyingandprovidingforthosenotpreviouslyidentifiedashavingSEND.

Transition:SEND Support should include planning and preparation for the transition between phases ofeducationandpreparationforadultlife.Tosupporttransition,theschoolshouldshareinformationwith the school, college or other setting the child or young person ismoving to. The school willagreewithparentsandpupilstheinformationtobesharedaspartofthisplanningprocess.

AllocationofResources:Schools have an amount identifiedwithin their overall budget planning, called the national SENDbudget. TheSENDCO is responsible for theoperationalmanagementof the specifiedandagreedresourcing for special needs provisionwithin the school, including the provision for childrenwithEducationHealthandCareplans.TheHeadteacherinformstheGoverningBoardofhowthefundingallocated to support special educational needs has been used. The Headteacher and GoverningBoardshouldconsider theschools strategicapproach tomeetingSEND in thecontextof the totalresourcesavailable,includinganyresourcestargetedatparticulargroups,suchaspupilpremium.


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FacilitiestoIncreaseAccess:Our school buildings have ground floor access towheelchair userswith an access ramp, disabledtoiletsandwidecorridors.However,atpresent,someschoolsdonothaveaccesstoupperfloors.Theschoolwilltakeallreasonablestepstoputthepolicyofinclusionintopracticaloperationinsofarasthisiscompatiblewiththeefficienteducationofotherchildren.

Identification,AssessmentandReview:EarlyYears:TheEYFSProfilesummarisesanddescribeschildren’sattainmentattheendoftheEYFS.Itisbasedonongoingobservationandassessmentinthethreeprimeandfourspecificareasoflearning,andthethreecharacteristicsofeffectivelearning,setoutbelow:Theprimeareasoflearning:• Communicationandlanguage• Physicaldevelopment• Personal,socialandemotionaldevelopmentThespecificareasoflearning:• Literacy• Mathematics• Understandingtheworld• ExpressiveartsanddesignCharacteristicsofeffectivelearning:• Playingandexploring• Activelearning• CreatingandthinkingcriticallyItisneverassumedthatallchildrenwillprogressatthesamerate,however,thosewhoaremakingslower progress in certain areas will need carefully differentiated learning opportunities oralternativeapproachestosupporttheirprogress.Regularandcarefulmonitoringofindividualchildren’sprogressmayindicatetheneedforalevelofsupportgreaterthanthatnormallyavailableintheearlyeducationsetting.Theschoolwillcontacttheparents and initiate the graduated approachdescribed in theCodeof Practice. It is vital thatcommunicationbetweenallprofessionalsandthechild’sparent isstrongsothataclearpicture isgainedofthechild’slearninganddevelopment.PrimaryPhase:Thefollowingassessmentswillbeusedtoprovideabaselineofallchildren’slearningprogressandtoidentifythosewhoneedsupport‘differentfrom’and‘additionalto’.


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Assessments:• Baseline assessments of all children entering the Reception year are carried out in their first

term in the school, those children who are identified as having difficulties in the areas oflanguage, literacy, numeracy or social skills will be monitored closely and their parentsconsulted.

• ResultsoftheKeyStage1SATsarecloselyscrutinizedandusedtoidentifyanychildrenwhowillcontinuetoneedextrasupportinKS2.

• Ongoing teacher observation and assessments of progress measured against NationalCurriculumobjectives.

• Abaselineassessmentofthosepupilswhosesocialoremotionalskillsareacauseforconcernwill be taken and their behaviour tracked at regular intervals throughout their school career.Incidents are logged on the school’s computer database in order to build up a picture ofsituationswhichtriggertheunacceptablebehaviour.

• ProgresschildrenmakeagainstPrimaryAdvantageFundamentalsarecarefullytrackedandusedto inform targets for children. The progress of all pupilswith SEND is reviewedby the seniorleadershipteamtermlyatPupilProgressMeetingsandnewtargetsset.

• Children are assessed in early reading skills (phonics) every eight weeks and are groupedaccordingly.Childrenwhoarenotmakingprogressreceiveextraintervention.

• MonitoringofthelearningenvironmentiscarriedoutbytheHeadteacher,DeputyandAssistantHeadteachers.

BroadAreasOfNeed:‘ApupilhasSENDwheretheirlearningdifficultyordisabilitycallsforspecialeducationalprovision,namelyprovisiondifferentfromoradditionaltothatnormallyavailabletopupilsofthesameage.Making higher quality teaching normally available to thewhole class is likely tomean that fewerpupilswillrequiresuchsupport.’(CodeofPractice2015:6.15)Therearefourbroadareasofneedthatshouldbeplannedfor:1. CommunicationandInteraction2. CognitionandLearning3. Social,EmotionalandMentalHealthDifficulties4. Sensoryand/orPhysicalNeedsSection6(6.28-6.35)oftheCodeofPractice(2015)goes intomoredetailonthesebroadareasofneed.Achildmayoftenhaveneedsthatspanacrossallareasofneed.SENDSupport(ReferenceCodeofPractice2015:6.44-6.56)SENDSupporthasnowreplacedSchoolActionandSchoolActionPlus.WhereapupilisidentifiedashavingSEND,schoolsshouldtakeactiontoremovebarrierstolearningandputeffectivespecialeducationalprovisioninplace.ThisSENDsupportshouldtaketheformofafour-partcyclethroughwhichearlierdecisionsandactionsarerevisited,refinedandrevisedwitha


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growingunderstandingofthepupil’sneedsandofwhatsupportsthepupilinmakinggoodprogressandsecuringgoodoutcomes.Thisisknownasthegraduatedapproach.Thefour-partcycleisknowsas:

1. Assess-inidentifyingachildasneedingSENsupporttheclassorsubjectteacher,workingwiththeSENDCO,shouldcarryoutaclearanalysisofthepupil’sneeds.

2. Plan-whereitisdecidedtoprovideapupilwithSENsupport,theparentsmustbeformallynotified.

3. Do4. Review

Theparentsofchildrenwhoselearningorbehaviourisacauseforconcernwillbeinvitedtoaformalmeeting to discuss strategies to best support their child. Theywill then be placed on the SENDregister and parents will be asked to complete a One Page Profile, identifying strengths andweaknesseswhichwillbeusedtoplantheirprovision. Atthisstageoutsideagenciesmayormaynotbe involved, dependingon theneedsof the child.Any support viaQuality First Teaching andAdditionalSupportwillbe supportedby theschool’sSENDbudget.TargetswillbemonitoredandreviewedaccordingtotheGraduatedApproachofAssess,Plan,Do,Review.Wheretheschoolrequiresprofessionaladviceorhelp,theSENDCOinconsultationwithparents,willdecidewhether a childwho is notmaking adequate progress should be a priority for referral toexternalagencies.Thisinvolvesareferralbeingmade.Outsideagenciesmaybecomeinvolvedifthechild:• Continuestomakelittleornoprogressinspecificareasoveralongperiod.• Continuesworkingsignificantlybelowageexpectations.• Continuestohavedifficultyindevelopingliteracyandmathematicalskills.• Has emotional or behavioural difficulties which regularly and substantially interfere with the

child’sownlearningorthatoftheclassgroup.• Hassensoryorphysicalneedsandrequiresadditionalspecialistequipmentorregularadviceor

visitsbyaspecialistservice.• Has ongoing communication or interaction difficulties that impede the development of social

relationshipsandcausesubstantialbarrierstolearning.• Despite having received intervention, the child continues to fall behind the level of his/her

peers.Services the school usually accesses are: Educational Psychology, Speech and Language therapy,CAHMS,TheHackneyArk,orotherexternalagencies.AcompletelistoftheseservicescanbefoundontheSchool’sSENDInformationReport,accessibleonthewebsite.TheSENDCOandclassteacher,togetherwith the specialists, in consultationwith the pupil’s parents, should consider a range ofevidence-based and effective teaching approaches, appropriate equipment, strategies andinterventions in order to support the child’s progress. They should agree the outcomes to beachievedthroughthesupport,includingadateforprogresstobereviewed.Education,HealthandCarePlans(EHC):(ReferencetoCodeofPractice2014:Chapter9)Education, Health and Care (EHC) plans supersede Statements of Special Educational Need fromSeptember2014.


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Prior to considering requesting an EHC plan, SEND support should be adapted or replaceddepending on how effective it has been in achieving the agreed outcomes. Where, despite theschool having taken relevant and purposeful action to identify, assess andmeet the SENDof thechild or youngperson, the child or youngpersonhas notmade expectedprogress, the school orparentsshouldconsiderrequestinganEducation,HealthandCareplan.FurtherinformationonEHCPlanscanbefoundinChapter9oftheCodeofPractice2014.IndividualEducationPlans(IEP)/ProvisionMaps(PM):Short term planning for children with special educational needs will need to be monitored andreviewed.EachschoolinthePrimaryAdvantageFederation(PAF)hasaslightlydifferentmethodofrecordingthesetargetsbutthepurposeisalwaysthesame:toensurethatachild isabletomakeprogress.Theinformationgatheredonachild’sindividualneedsareusedtodeterminetheareasofpriorityneedand fromthis threeor four short-term targetsarechosenasa focus.Everyeffort ismadetoinvolveparentsandpupilsinthisprocess.The targets are written as child friendly, ‘I can’ statements and should also outline details ofappropriate teaching strategies and resources, such as the duration and frequency of teachingsessions, size of group, responsible member of staff, suggested materials and success and exitcriteria.Allstaffwhoworkwiththechildhasacopyoftheplananduseittoadaptandinformtheirteachingto meet the needs of the child. IEP’s/PM’s are reviewed once a term, unless the child’s needsrequireashortertimescale.IEPMonitoring:TheSENDCOisresponsibleformonitoringreviewedIEPs/PMsonceatermtoprovidewholeschoolquantitativeandqualitativedataontheeffectivenessoftargetsettingandtheextentofpupilandparent involvement. Individual classroom teachers are also given feedback and support on theirtargetsetting.

NatureofSENDProvision:Literacy Theschool’sapproachtoteachingliteracyensuresthatallpupilsareabletoexperiencesuccess.Ourphonicprogrammeplaceschildreninabilitygroupsandensurestheyareabletoreadtextswhichareappropriatelypitched.Thesegroupsarenotstatic-children’sprogressisreviewedhalftermlyandchildrenareregroupedaccordingtohowmuchprogresstheyhavemade.Childrenwhoarenotmakingprogressarequicklyidentifiedandsupportputinplacetoenablethemtocatchup.NumeracyA rangeofsupport isavailable forchildrenwhoarenotmakingexpectedprogress inmaths. Thisranges from extra support in class from the teacher or teaching assistant to carefully plannedinterventionswhichtakeplaceoutsidetheclassroom.EmotionalandSocialDevelopment


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Theschool’sbehaviourpolicyoutlinesthewholeschoolapproachtobehaviourmanagement.ThisisreinforcedduringclassCircleTimeandPSHElessons.Asmallnumberofchildrenwillhavegreaterdifficultybehavingappropriately,accordingtothecontextandwillneedextrasupport.Inordertohelpchildrenwithchallengingbehaviourtoparticipatefullyintheeducational,socialandspiritual life of the school,we adopt a variety of strategies including Circle of Friends, behaviourmonitoring,mentoring,angermanagementsessionsandcounselling.Inaddition,SENDsupportwillinclude advice or assessment from relevant professionals and the initiation of an IndividualBehaviour Plan, orwhen children need added nurturing a Pastoral Support Programme,which isreviewedregularlywithparents.

Multi-AgencyPlanning(MAP)AMulti-Agency-Planningmeetingisheldonceaterm,toseekadvicefromProfessionalsworkinginschool on strategies to support children withmedical needs, learning difficulties, and behaviour,socialandemotionalneeds.

AccesstotheCurriculum:Access to the curriculum is achieved primarily by matching work to the learning needs of theindividualpupilthroughdifferentiation.Thisismadepossibleinavarietyofways:

• Continuingstaffdevelopmentandin-servicetraining.• Learningmaterialsadaptedtomeettheneedsof individual learners,eg.bytheuseof

visualorgraphicaids.• Specialisedequipment.• Grouporindividualsupport.• Languagegroupsontheadviceoftheallocatedspeechandlanguagetherapist.• Timedevotedtodevisinginterventionswithsupportstaff.• UseofICTandalternativemethodsofinstructionandrecording.• Speedyaccesstotheborough’sresources.

Integration:PrimaryAdvantageFederationschoolsarefullycommittedtoimplementingtheSpecialEducationalNeeds and Disability Act in order to include children with special educational needs in themainstreamclassroom.

EvaluationoftheSuccessofthePolicy:Thispolicywillbeevaluatedusingthefollowingcriteria:

• TheprofileofSENDishighamongststaff;• SENDisincludedintheSchool’sDevelopmentPlan(SDP);• TheschoolINSETprogrammeincludesSENDtraining;• InvolvementofgovernorsinSENDprovisioninschool;• CollationofSENDdata;


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• IntegrationofSENDchildren;• Monitoringofgroupandindividualtargetstoensureprogressismade;• AdherencetoLearningTrustcriteriatomovechildrenbetweenstagesofCOP;and• MonitoringofsystemsbySENDSection.

Feedbackwillbegivenby:

• ReporttogovernorseachtermbySENDCO.

ArrangementsforConsideringComplaintsaboutSENDProvision:Weaimtoformpositiveworkingpartnershipswithparentsbyestablishingandmaintainingcontactwiththembybothinformalandformalmeetings.However,parentsmayonoccasionfeeltheyhavecausetocomplainabouttheirchild’seducation.Informal complaints can be raised with the classroom teacher concerned by appointment only.Formal complaints can be discussed with the SENDCo and/or Headteacher. If a satisfactoryresolutioncannotbereachedtheparentwillbeaskedtoputtheircomplaintintowriting.ThegovernorwithresponsibilityforSpecialEducationalNeedsmaybeconsulted. AcommitteeoftheGoverningBoardmaybeconvenedtohearthecomplaint.Ifaparentisstilldissatisfiedwiththeresponsetheyshouldcontact:

SchoolsComplaintsOfficerTheLearningTrustHackneyTechnologyandLearningCentre1/3ReadingLaneLondonBoroughofHackneyE81GQ

StaffINSET:PleaserefertotheProfessionalDevelopmentPolicy.In addition to INSET opportunities offered to all staff in school, individual staff members areencouraged to extend their professional expertise by attending specialized courses at venuesoutsidetheschool,withtheconsentoftheProfessionalDevelopmentCo-Ordinator.

ExternalSupportAgencies:EducationalPsychologyService:


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Our Educational Psychologists are based in Hackney and we buy in their services when theirexpertise is needed. At the start of each term the SENDCO and Educational Psychologist hold aplanningmeetingtodiscussSENDissuesandprioritisetheterm’swork.Thiscanincludeconcernsatindividual,classorwholeschoollevel,requestsforassessmentsforindividualchildrenandrequestsforstafftraining. TheEducationalPsychologistbecomesformally involvedwith individualchildrenattheSENDSupportstagethoughtheSENDCOmayhavesoughtinformaladviceontargetsettingatanearlierdate.InclusionTeam:ManychildrenreceivesupportfromtheInclusionTeamaspartofthechild’sSENDSupportstatusortheirEHCPlan.Aspecialistteacher/teachingassistantisallocatedtothechildtogiveexpertadvice,supportandassessment.SpeechandLanguageTherapyService:The SENDCO and speech therapist hold a planning meeting at the start of each term to discussconcerns,makereferralsandprioritiseneed.Parentsarethenaskedtocompleteaquestionnaireoftheir child’s language at home, while classroom teachers are asked to provide backgroundinformationonthechild’sspeechandlanguageintheclassroomsetting.Supportisgiveneitheronan individual basis, by advice on target setting to existing language groups or by advice on thelanguageenvironment intheclassroom. Reportsofprogressarerequestedforsubmissionand/orattendancebythetherapistsoughtforAnnualReviewmeetings.Advicecanbealsosought fromtheschool’s speechand language therapistand incorporated intoIEPs/PMforchildrenwithdifficultiesinthisarea.Languagegroupsupportinasmallgroupisofferedtoidentifiedchildrenonaregularbasisandinsomecasesindividualspeechtherapyontheadviceofthetherapist.Thespeechtherapistalsogivesadvicetoclassroomteachersoncreatinganinclusivecommunicativeenvironment.ChildandFamilyConsultationServices:e.gFirstSteps/CAMHSTheschoolshavedevelopedclose linkswiththisserviceandmakedirectreferralsafterconsultingparents and gaining their consent. Multi-disciplinary assessments are carried out by the servicegenerallyforchildrenwhosespecialneedsareofanemotional/social/behaviouralnatureandwheretheproblemsaremanifestedmainlyinthehomesituation.The interventions offered usually take the form of family therapy and individual counselling.Throughouttheprocessofassessmentandtherapy,liaisonwithschoolismaintainedandcopiesofreportsarereceived,againwithparentalconsent.Physiotherapy/OccupationalTherapyService:TheSENDCOcanmakeareferral tothePhysiotherapyService forassessment,adviceandsupportconcerning children with gross motor difficulties and to the Occupational Therapy Service forchildrenwithfinemotordifficulties.BothoftheseservicesprovideINSETonrequest.


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Children whose EHC Plan include a specific allocation of input from the Physiotherapist orOccupational Therapist are usually visited in school and the advice used to help class teachers intheirplanning.Reports of progress are requested for submission and/or attendance by the therapist sought forannualreviewmeetings.

HackneyTranslationandInterpretationService:This service provides interpreters for meetings in school with non-English speaking parents andthose with hearing impairments. This service can also be used to translate important writteninformation.Thereisachargetotheschoolfortheuseofthisservice.CENMAC:The SENDCO can make a referral to CENMAC, which is a unique, London-based service offeringassessments, reviewsand loanofequipment tohelppupilswithadisabilityaccess thecurriculumusingassistivetechnology.

LinkswithHealth, Social Services, EducationalWelfare andVoluntaryOrganisations:Theschoolsareinregularcontactwiththefollowingservices:

• SchoolHealthServiceo SchoolNurse o SchoolMedicalOfficer

• HackneySocialServices• YoungHackney• SchoolAttendanceService


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PolicyReview:

Policywritten October2014

AdoptedbyGoverningBoard December2016

Reviewdate December2019

TheFederatedGoverningBoardhasreviewedthispolicywithcarefulconsiderationofourapproachtoequalitiesasoutlinedintheEqualitiesPolicy,July2012.**Theterm‘parent’isusedinthisdocumentasdefinedinsection576oftheEducationAct1996as:

• Parentsofachild;• Anypersonwhoisnotaparentofachildbutwhohasparentalresponsibilityforthechild;• Anypersonwhohascareofthechild.

Wewould liketoacknowledgetheworkofothercolleagues indraftingthispolicy. Wehave drawn on a range of sources including policies from other schools, good practiceguides,publishedschemesandLAandStatutoryguidelineswhereappropriate.

Documents

Special Educational Needs & Disability Policy · 2020-06-11 · SPECIAL EDUCATIONAL NEEDS & DISABILITY POLICY 4 • Provide a school in which staff, pupils, parents and carers1 and