This policy is in line with the SEN Code of Practice 2001 (which takes account of the SEN provisions of the SEN and Disability Act 2001). It is part of a whole school strategy to promote the inclusion and effective learning for all pupils (National Curriculum 2000).
Children have special educational needs if they have a learning difficulty or disability which calls for special educational provision to be made for them. This includes the children who:
– Have a significantly greater difficulty in learning than the majority of the 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 school within the area of the local education authority.
We make every effort to achieve maximum inclusion for all pupils (including those with SEN) whilst meeting pupils’ individual needs. Inclusion is ‘The process of taking necessary steps to ensure that every young person is given an equality of opportunity to develop socially, to learn and to enjoy community life’. (Norfolk Children’s Services definition of Inclusion). Teachers provide learning opportunities for all the pupils within the school environment and provide materials appropriate to pupils’ interests and abilities. This ensures that all pupils have full access to the National Curriculum.
Aims and Objectives
– To meet the needs of all pupils who may have SEN, either throughout or at any point during their time at Wensum Junior School.
– To identify and assess children with SEN as early as possible.
– To liaise with infant schools when identification has already taken place and with High schools to ensure continuity.
– All children are given equal access to the curriculum and that each child’s achievements are valued.
– There is involvement of the parents/carers at every stage.
– We provide differentiation within a balanced and broadly based curriculum, in a way which supports children with SEN.
– Records follow the child through the school which are clear, factual and up to date.
– We raise staff awareness and expertise through INSET.
– There is adequate resourcing for SEN.
– We maintain close links with support services, other schools and agencies.
Management of SEN within the school
Provision for children with SEN is a matter for the school as a whole. The Governing Body, the school’s head teacher, the SENCO and all other members of staff have important day-to-day responsibilities. All teachers are teachers of children with special educational needs. Teaching such children is therefore a whole school responsibility.
The SENCO is responsible for:
– Overseeing the day-to-day operation of this policy..
– Leading the provision for children with SEN.
– Liaising with and advising all staff members, teaching and non-teaching.
– Managing teaching assistants and learning support assistants.
– Overseeing the records on all children with SEN.
– Liaising with parents/carers of children with SEN.
– Contributing to the in-service training of staff.
– Co-ordinating the School Support Team meeting.
– Liaising with external agencies including the Educational Psychology Service, Health and Social Services and Speech and Language Therapy.
– Co-ordinating Annual Reviews for children with statements.
– Keeping the head and the governor with responsibility for SEN fully informed.
Class teachers have a key role in the initial identification of SEN through the gathering of information and assessing the progress of the child. They will provide carefully differentiated teaching within the normal curriculum framework and if appropriate, will write an Individual Education Plan (IEP) in consultation with the SENCO. They will implement the agreed action and review the process regularly. Class teachers should liaise with the SENCO on issues relating to SEN.
Teaching assistants and learning support assistants support children in the classroom under the guidance of class teachers and where necessary on a withdrawal basis either individually or in small groups. They contribute to the organization and production of resources and contribute to the teaching, monitoring and evaluation of progress. Teaching Assistants and Learning Support Assistants should liaise with the SENCO with regard to SEN issues.
No pupil will be refused admission to school on the basis of his or her SEN. In line with the SEN and Disability Act we will not discriminate against disabled children and we will take all reasonable steps to provide effective educational provision. Parents or cares seeking the admission of a pupil with mobility difficulties are advised to approach the school well in advance so that consultations can take place. The school has wheelchair access to all areas.
Identification and Assessment
Identification and assessment procedures will take into consideration one or more of the following:
– The class teacher’s observation, analysis of the child’s work and assessment.
– The child’s self-assessment of progress.
– Following up parental concerns.
– Analysis of data including Key Stage 1 SATs, reading and spelling ages, NFER maths and QCA assessments.
– Pupils who are 18 months behind (on above tests) or identified as ‘Orange’ on Pupil Asset.
– Tracking individual pupil progress over time.
– Internal assessment by SEN staff.
– Assessment by external agencies.
– IEP reviews.
– Information from previous schools.
All staff are aware of their responsibilities towards pupils with SEN. In order to meet the learning needs of all pupils, teachers differentiate work and a positive and sensitive attitude is shown. Where pupils are identified as having SEN, the school provides support related specifically to their needs. Provision and support will be organized on the graduated response outlined in the Code of Practice. This will take the form of the following:
School Action (SA)
Support will be provided which is ‘additional to’ and ‘different from’ that provided as part of the school’s usual differentiated curriculum. This may involve the use of different learning materials or special equipment or extra support from teaching assistants. It may also require, on occasion, staff training to introduce more effective teaching strategies. An IEP will be written and targets set. These may be related to literacy, maths, behaviour, social skills or communication and will be discussed with the pupil and parents. Their views will also be sought when the IEP is reviewed (at least twice a year).
School Action Plus (SA+)
If a pupil continues to make little or no progress in specific areas, it may be necessary to involve external support agencies provided by the LA or outside agencies. Additional advice or more specialized assessments may be requested. Occasionally 1:1 teaching will be provided e.g. for children with dyslexia.
Statement of Special Educational Needs
If a pupil continues to cause concern over a period of time, it may be necessary to make a request to the LA for a Statutory Assessment. If it is considered appropriate, a Statement of SEN will be issued. This will outline the provision required to enable the pupil’s needs to be met. An Annual Review will take place at least once a year for all pupils with Statements.
Pupils will be encouraged to take an active part in the assessment of their progress, including the reviewing of IEPs and the setting of new targets. Their views will also be sought at other times e.g. at the Annual Statement Review so that they are fully involved in the decision-making process.
Parents and carers will be encouraged to approach us as early as possible if they are concerned about their child’s progress. They should speak to the class teacher in the first instance. Conversely, we will inform parents if an area of concern has been identified at school and if appropriate steps are to be taken in line with the Code of Practice. No referral to the School Support Team will take place without their knowledge and consent. Parents will be encouraged to work in partnership with the school through informal contact with the class teacher and/or SENCO, through parent/teacher consultations and participation in reviews of IEPs and Statements. Information about the policy and practice of the school on SEN will be made available to parents through the annual report of the Governing Body and the school brochure. The policy for SEN is available to parents on request. The school will provide information about the Parent partnership Service to parents of children with SEN.
Monitoring of Provision
A continuous process of monitoring, evaluation and review will be carried out to ensure that SEN provision is both appropriate and effective. Class teachers will monitor the progress of SEN children through informal observations, scrutiny of work, assessment and discussions with the children themselves. Evaluation of both pupils’ progress and the provision put in place to meet their needs will be based on the gathering of information from monitoring and target-setting which will highlight both successes and areas for improvement. Review, following evaluation, will lead to modifications in provision being made and objectives being set through the School Development Plan. The effectiveness of our provision for pupils identified as having SEN is carried out in the following ways:
– Classroom observation and teaching methods
– Work sampling
– Scrutiny of planning
– Deployment of support staff
– Use and allocation of resources
– Feedback from all staff
– Pupil interview
– Standardized testing e.g. SATs, QCA, NFER, reading and spelling tests
– Pupil progress and pupil tracking
– Pupil Asset data
– Setting and review of IEPs, staff/parent consultations
– Monitoring IEPs and IEP targets
– Movement on the register
– SEN policy
– Weekly meetings with TAs
If parents are concerned about any issue relating to the SEN of their child they should initially contact the class teacher who will inform the SENCO and, if appropriate, the Headteacher. If their concern cannot be resolved by the usual school procedures, they can follow the complaints procedure for Norfolk Children’s Services.
LINK TO NORFOLK COUNTY COUNCIL CORE OFFER (ACTIVE SEPTEMBER 2014)