Hand in hand we journey together with Jesus by our side
SECTION 1 POLICY STATEMENT
Our Lady and St. Edward’s is a Catholic Primary School which values the individual and has a strong commitment to the support of children with special educational needs. Every child has an entitlement to a broad and balanced curriculum and opportunities to fulfil their potential. It is the policy of the school that all school staff commit themselves to developing strategies which enable individual needs to be met. The school caters for a range of pupil needs and provides an inclusive environment.
At Our Lady and St Edward’s School our belief and policy is to respect the individuality of our pupils. We recognise the diverse nature of pupils’ abilities and the intellectual, social and emotional experiences that they bring to school. We believe that pupils should participate in the decision making process where appropriate. We believe that each child should have a sense of worth and that their achievements should be noted and celebrated. We encourage in our pupils high aspirations and aim for them to achieve desirable outcomes.
We welcome and value the views and experiences of parents/ guardians/carers and encourage them to play an active role in school. The school has an open house policy for parents and strive to include them in all aspects of their children’s education. We welcome advice from outside agencies and endeavor to ensure that the pupils with special needs enjoy academic, personal and social success.
SECTION 2 DEFINITIONS OF SPECIAL NEEDS
‘A child or young person has S.E.N. if they have a learning difficulty or disability which calls for special educational provision to be made for him /her. A child of compulsory school age has a learning difficulty or disability if he/she has a significantly greater difficulty in learning than the majority of others of the same age or has a disability which prevents or hinders him/her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools’ SEN and Disability Code of Practice (2015)
The above definition also applies to children who are below the compulsory school age.
Children will not be regarded as having special educational needs solely because the language of their home is different from the language in which they are taught.
SECTION 3 AIMS
The aims reflect the ethos of the school, legislation and advice. The school aims to be inclusive in its policies, outlook and practices.
The school aims to:
Areas of Special Need
Communication and Interaction
Speech/Language Communication and Autistic Spectrum Disorder
Cognition and Learning
Moderate learning difficulties (MLD) Severe learning difficulties (SLD)
Specific learning difficulties (SpLD) such as dyslexia/ dyscalculia /dyspraxia
Social Emotional and Mental Health Difficulties
Withdrawn/ challenging /disruptive behaviour.
Anxiety and depression
Attention deficit hyperactive disorder(ADHD Attention deficit disorder (ADD)
Sensory and/or Physical Needs
Disability which hinders pupils from making use of the educational facilities generally provided. This includes hearing and vision impairments.
Pupil making less than expected progress.
Significantly slower than peers.
Fails to match or improve on previous rate of progress.
Fails to close the gap between himself/herself and peers.
The attainment gap widens.
Record of Concern
The class teacher/key worker identifies a special need through assessment, observation and / or parental concern. The importance of early identification is crucial. This will lead to carefully differentiating tasks and close monitoring.
The Graduated Approach is a model of action and intervention in education to help pupils who have special educational needs. The approach recognises that there is a continuum of special needs and that where necessary increasing specialist expertise should be brought to bear on the difficulty that a child may be experiencing. The cycle of action should be revisited in increasing detail and frequency if progress is not being made.
The class teacher/ key worker is responsible for the implementation and monitoring of intervention programmes but can request support from the SENCo and help from outside agencies. The class teacher/ key worker must keep the SENCo informed.
Four Part Cycle
To identify a pupil as needing SEN support there needs to be a clear analysis of the pupils needs drawing upon the views of all concerned with the pupil especially the parents /guardians. The first response should be high quality teaching targeted at the area of weakness. Where progress continues to be less than expected the class teacher and SENCo should assess whether the child has S.E.N. gather evidence and put in extra interventions.
Support and interventions should be matched to meet the pupil’s needs. The aim is to remove barriers to learning. Outside services can be called upon and progress should be recorded.
Personal Centred Plan
Formally notify parents even though they have been previously involved. Consultations with all appropriate staff, adjustments and interventions need to take place and be recorded using the schools own system. Consultation with parents and pupils are part of this process. Seek parental involvement to reinforce and contribute to the pupil’s progress by working at home. Involve specialists and outside agencies and decide on a review date.
The intervention groups or one to one support is the responsibility of the class teacher with support from the SENCO. Further assessments may be required and advice re the implementation of support may be required. The Plan re Desirable Outcomes to be given to parents/guardians.
The Review will look at the effectiveness of the support and interventions and the impact on pupil progress.
Transition Early Years and Year Six
To ensure a smooth transition the One Page Profile should be reviewed and information passed to the receiving school with the agreement of the parent.
Health Care Plan
Pupils with medical /physical needs which impact upon learning or safety in school will be provided with a Health Care Plan drawn up with the support of the parent, school nurse, paediatrician, class teacher SENCo, Physical Medical Coordinator (LA) and other appropriate persons. The pupil’s views are sought and older children are invited to contribute to the meeting. A Risk Assessment may be necessary. A review should take place at least annually.
Requesting an Educational Health Care Needs Assessment
A request is made by the school for a Needs Assessment for an EHC Plan when the special education provision provided by the school has not enabled the pupil to make adequate progress. The L.A. will request evidence that the pupil has received additional funding.to support his/ her needs and that specialist advice has been obtained.
Educational Health Care Plan
An E.H.C.Plan details the educational, health and social care support that is to be provided for a child who has SEN or a disability. It is drawn up by the L.A. after an E.H.C.Plan needs assessment of the child has determined that an EHC Plan is necessary and after consultation with relevant partner agencies. A personal budget maybe agreed. This is an amount of money identified to deliver parts of the provision set out in an EHC Plan.
In the case of a Looked After Child the EHC Plan should only contain relevant information and should work in harmony with the Care Plan.
Pupil Funding Agreements
This can be applied for by the school to support a pupil. The school must have evidence of specialist advice sought, specific programmes followed and additional funding of support.
The pupil’s with E.H.C.Plans / Individual Pupil Funding have their needs reviewed annually. This provides an opportunity to check the pupil’s progress and provision being made to meet the pupil’s educational/social communication/ disability needs. Parents and pupils are invited to give their views. The Annual Review allows interested parties to share expertise, concerns and plans for the future. It is considered to be of vital importance that the pupil’s efforts in school are valued and that constructive comments are made by all concerned.
Assessment is not a single event but a continuous process. Our Lady and St. Edward’s use a variety of assessment tools to identify pupils with special needs and to monitor their progress. These form the trigger for interventions.
Foundation Goals are used as an observation and assessment tool in the early years. E.Y Behaviour Assessments are recommended by L.A. and provide further information on F1and F2 pupils. The WELLCOMM assessment for speech and language, B.Squared , P.Scales and the half termly assessment meetings provide invaluable information as to pupil progress.
The class teacher’s White Special Needs File contains checklists to support the identification of a pupil’s difficulty.
See Addendum for further information.
PROVISION FRAMEWORK School’s Graduated Approach
Provision for children with special educational needs is a matter for the whole school. The governing body, the school’s Head Teacher, the SENCo and all other members of staff, particularly class teachers and teaching assistants who have important responsibilities. All teachers are teachers of children with special educational needs.
*Quality First Teaching/Year Group inclusion support – Children are identified at half termly assessment meetings where pupils progress is monitored and concerns are raised. The resources within the year group are used to support appropriate interventions. Information regarding this support is brought to the next assessment meeting and a decision regarding further interventions is made.
* Year Group Inclusion Support Plus – Pupils are referred to the SENCO and Inclusion Team. Assessment and observations are continued by the inclusion team and interventions are implemented. Advice maybe sought e.g. of the Speech and Language Therapist especially with regard to early years.
* Support Plans -For children who raise continued concern, further assessments will be completed and contact with the school Educational Psychologist may be sought. The provision of all children with special educational needs is mapped out using the Provision Map which is completed by the SENCO. Children will have a One Page Profile and support plan and progress through interventions is reviewed regularly.
* Additional Support – an additional support plan will be completed for pupils whose progress continues to be a cause for concern. It will include the desirable outcomes which are the aspirations of pupils /parents /teachers.
*Funded Support/EHCP – For children whose progress continues to be a concern element 3 funding is sought from the LA. Progress is reviewed regularly and an annual review will take place with agencies and professionals involved.
If there is a serious and immediate concern the graduated approach will be curtailed. School will endeavour to match the intervention /support with the needs of the pupil.
SECTION 7 ROLES and RESPONSIBILITIES
Role of the Special Needs Co-ordinator
The SENCO must be a qualified teacher who has or is in the process of obtaining the prescribed SENCO qualification.
The Co-ordinator is responsible to the Head Teacher and School Governors for
SECTION 8 COMPLAINTS PROCEDURE
The school Complaints Procedure is set out in the Prospectus
There is a clear mechanism in school which allows concerns to be expressed. Any parent with a concern should first raise the concern with the class teacher, SENCo, Head Teacher and if not resolved, the named Governor. Under the Special Educational Needs and Disability Code of Practice (2015) parents are able to request independent disagreement resolution.
The school encourages an early dialogue with parents and carers. Parent views are actively sought and only when the schools own systems have been exhausted and matters have not been resolved will Resolution of Disagreement Process be enacted.
SECTION 9 POLICY MONITORING
The success of the school’s S.E.N. Policy will be judged against the Aims. The Policy will be reviewed annually by staff and the Governing Body. The Policy Review will be extended to include the views of pupils, parents and outside agencies.
SECTION 10 FURTHER INFORMATION ON S.E.N
Further information can be found in the following policies
Equal Opportunities, Curriculum Policies, Behaviour Policy, Anti Bullying Policy, Accessibility Plan, School Prospectus, Attendance Policy
L.A.Local Offer and School Offer websites
All staff have White S.E.N. Information Files which includes differentiation Strategies, Information on Working in Partnership with Parents and Pupil Participation.
LITERACY INCLUDING PHONIC RESOURCES
Wellington Square Reading Scheme 1-5
First Word Reading Scheme 2a and 2b Series
Beat Dyslexia Bks 1 and 2
Alpha Omega Bks 1 and 2
Phonic Probes for Precision Teaching
Active Literacy Kit for SpL.D. pupils
Excel Writing Frames
P.A.T – Phonological Awareness Training Bks 1,2,3
Direct Phonics Bk 2 and 3
Lifeboat Phonic Scheme Bks 1- 10
Toe by Toe – Individual Programme SpLD
ALK –Additional Literacy Kit
Listening and Comprehension Skills – tape work Kit 1 2 . Interest level 7 – 13
Looking and Thinking Big Books 1-4
Receptive and Expressive Language
Renfrew Language Scale
Sentence Comprehension Test
Spelling and Handwriting
A Hand to Spelling Bks 2a 3
Write from the Start –Teodoresuce
Support for Handwriting Bks 3 and 4
ACE Spelling Activities
TRST – Spelling Notebook for Teachers and L.S.A
Word Wasp and Hornet
AUTISTIC SPECTRUM DISORDER
Time to Talk
Social Communication Activities ( Games)
Social Skills Training for Children and Adolescents with Asperger Syndrome and Social Communications Problems
TESTS AND ASSESSMENTS
WELLCOMM Language Assessment F2 Term 1
N.F.E.R. – Group Reading, Maths, English –Years 3-5 incl. Administered in the summer term
N.F.E.R. Non Verbal –Administered at the beginning of Y 3
APP Assessments –Half Termly Yrs 1-6
S.A.T.S.-Yr 2 and Yr 6 + Optional Q.C.A.-Summer Term
Single Word Spelling Test Yr2-Yr6 incl. Administered September.
Salford Sentence Reading Test Yr1-Yr6 incl. Administered termly
N.L.S. Key Words –reading and spelling F1-Yr6 incl.-Ongoing
Phonic Checklist-Yr1-Yr5 On going.
WRIT-Wide Range Intelligence Test
WRAT-Wide Range Achievement Test
YARC-York Assessment of Reading for Comprehension
B.Squared for F2
Portage for F2 only where appropriate.
P.Scales –Yr1-Yr6 incl. where appropriate.
LARR – emergent Literacy for ages 4-5
Foundation for Learning – I.Q. for ages 4-5
BPVS British Picture Vocabulary Scale Receptive Language
MIRA –Reading and Comprehension.
New Analysis of Reading – Reading and Comprehension
The Renfrew-Language Scales
Vernon Graded Word Spelling Test
DST – Dyslexia Screening Test
ALK – Additional Literacy Kit Assessment Section
Early Mathematics Diagnostic Kit-Lumb (NFER)
Madelein Portwood Gross Motor Assessment-where appropriate
IRLENS-Assessment for coloured overlays
For further information regarding interventions please see school offer or attached Inclusion Intervention leaflet.
October 2017 to be reviewed in October 2018