Aspin Park Academy

Aspin Park
Academy

SEND POLICY

 

 

Aspin Park Academy

 

Policy for Special Educational Needs and Disabilities (SEND)

 

Updated December 2017

 

This policy is in line with the Code of Practice was ratified by parliament for use from September 2014

 

Abbreviations used

SSA            Support Service Autism

CoP                Code of Practice

EP                  Educational Psychologist

EMS               Enhanced Mainstream School

SEND             Special Educational Needs and/or Disabilities

SENCo          Special Educational Needs Coordinator                

SLT               Senior Leadership Team

TA                  Teaching Assistant

ATA               Advanced Teaching Assistant

CT                   Class Teacher

                                                                                                                                         

Head Teacher   Mr N Long

SENCo               Mrs Z Gough

Inclusion Manager/ Associate Head Teacher   Mrs L Rainey

SEN Governor     Mrs H Easton

SLT                    Mrs H Windsor (KS1 Co-ordinator)      

                           Mr M Spindlow (KS2 Co-ordinator)          

School’s aims and values statement

 

All children and young people are entitled to an education that enables them to make progress so that they achieve their best, become confident individuals living fulfilling lives, and make a successful transition into adulthood, whether into employment, further or higher education or training (6.1 final draft CoP)

We are committed to ensuring that all the children receive a curriculum relevant to their needs and ability and that wherever possible fulfils the requirements of the Early Years Foundation Stage Curriculum and the National Curriculum. Education must develop every child’s personality, talents and abilities to the full. (Article 29 from the UN convention on the rights of a child)

 

Objectives of the policy

  • To create an ethos where all adults treat all children with respect, warmth and good humour
  • To encourage all children to reach their full potential
  • To promote equal opportunities for all children irrespective of ability
  • To listen to the views of children
  • To work closely with their parents or guardians and the local community
  • To provide an appropriate learning environment
  • To develop the schools aim to sow the seeds of success, effort, courage, responsibility, ambition and enthusiasm.
  • To have regard to the DfES SEN Code of Practice 2014; The Special Educational Needs and Disability Act 2001; Disability Equality Duty (the Duty) 2005.
  • To create effective links with relevant agencies using support agencies wherever appropriate

 

Philosophy

The school community believes that

  • All pupils are equally valued and the school has high aspirations for all
  • All pupils are the shared responsibility of all staff
  • All pupils are entitled to a broad and balanced curriculum which is personalised and focused on outcomes.
  • Teaching and learning will be adapted to suit the needs of learners and recognise different routes to achievement
  • Early and accurate identification is essential
  • There will be a flexible continuum of provision for pupils with SEND
  • SEND and high needs funding will be used efficiently to ensure good progress of pupils with additional needs
  • Staff will be given appropriate training to allow them to meet a wide range of needs
  • Parents will be fully involved as partners in their child’s education
  • Pupils will be encouraged to give their views on what learning is like for them
  • Governors should have access to information which will allow them to monitor and evaluate the effectiveness of the SEND policy

 

 

 

Principles

 

A child is defined as having Special Educational Needs (SEN) if they have a learning difficulty which calls for special educational provision to be made or if he or she finds it much harder to learn than children of the same age.

A learning difficulty means that the child either:

  1. a) has significantly greater difficulty in learning than the majority of children of the same age
  2. b) has a disability, which either prevents or hinders the child from making use of the educational facilities which are provided for children of the same age in a mainstream school

Special educational provision means educational provision, which is additional to, or different from, the provision made generally for children of the same age in a mainstream school. (xiii, xiv CoP 2014)

 

Evidence suggests that approximately 75% of disabled children also have a special

educational need and these pupils are also protected by the Equalities Act 2010.

 

Mainstream educational settings must use their best endeavours to secure the special

 

educational provision called for by the child’s or young person’s needs.

 

 

 

 

Procedures

 

The Headteacher has the overall responsibility for the provision and progress of learners with SEND. Responsibility for coordination of Inclusion and SEN provision is as follows:

 

 

     If a child fails to make progress, following strategies implemented by the class teacher, the class teacher discusses these concerns with the SENCO and parents. At this point in agreement with all parties, the child is placed on the SEN register.

A Provision Map is drawn up with specific learning targets, which are additional to, and different from the differentiated curriculum planning that is in place as part of normal provision.

The Provision map will include information about;

The short term targets set for the child

The teaching strategies to be used

The provision to be put in place

When the plan is to be reviewed

The outcome of the action taken

The Provision Map targets should be SMART.

The Provision Map is monitored by the class teacher and assessed and reviewed at least every term by the class teacher with support and monitoring by the SENCO.

An Educational Passport will also be created and shared with Parents and Pupils. This Passport will identify the barriers to learning, strengths and views of the child. It will also identify strategies that have been successful and less successful to ensure ease of transition between classes and settings.

The class teacher is responsible for the day-to-day implementation of any additional support.

The child may be withdrawn to work with TA/ATA in a small group, individually or may be supported in class at the class teacher’s discretion to support the child’s need.

When a TA/ATA has been allocated to support a child with SEN, the activities will be carried out under the direction of the class teacher.

Outside agencies will be contacted by the SENCO where appropriate with the support of Parents.

The SEN governor will meet once a term to discuss and monitor the provision and priorities of SEN within the school.

 

 

 

 

Whole school approaches:

All staff contribute to the completion of whole school provision maps and ensure that strategies are implemented to ensure quality first teaching for all

  • Regular communication takes place between class/ subject teachers, TAs,

SENCo, parents and pupils to ensure good progress

  • All staff have appropriate access to up to date information about pupils with additional needs
  • The SENCo. offer advice on differentiation to all staff
  • Pupils are supported alongside their peers whenever possible
  • All pupils are encouraged to join in extra-curricular activities
  • All students have individualised targets
  • Provision maps are produced for each pupil with SEND so that staff, pupils and parents know what reasonable adjustments are available and made
  • Provision for pupils with SEND is reflected throughout school self-evaluation
  • The complaints procedure is transparent and easily available to parents
  • Good access arrangements are made so that all pupils can demonstrate their full potential in tests and exams
  • School uses the local authority’s local offer to inform the school offer. This is published on the school website.

 

Individualised approaches:

  • Additional interventions will be implemented as necessary and these interventions will be monitored and evaluated. A liaison book will normally be used to inform parents of the objectives and achievements in these sessions. The opportunity for parental feedback will also be provided.
  • Additional help will be sought appropriately from EPs, EMS, Prevention service, SSA etc.
  • Some pupils will have individualised provision maps, behaviour plans, risk assessments educational passports or health care plans where appropriate.
  • Person-centred reviews will be held regularly with families, considering acceptable meeting times. The parents and pupil will be respectfully listened to and their views will inform future planning for the child.
  • TAs will be trained so that they can encourage and support pupils, regardless of communication needs, to make their views known.
  • Transition arrangements will be personalised to support additional need
  • The SENCo will be appropriately qualified and have the skills required to meet statutory duties.
  • Designated finances will be used appropriately to meet needs without reducing independence.
  • Staff training will reflect the needs of the current school community
  • Parents will be given clear routes to access support.
  • The school will follow the latest statutory guidance, currently the CoP 2014

 

Monitoring and evaluating performance

Monitoring and evaluating the progress of pupils with SEN is an integral part

of our whole school system to monitor and evaluate achievement, teaching,

behaviour and leadership and management. However, to ensure good life

outcomes for this vulnerable group, additional, focused monitoring takes place. This

includes:

 

  • Monitoring and evaluating of interventions,
  • Analysis of data examining the progress of different vulnerable groups. This is shared with HT, SLT, SENCo, Teaching staff, Support staff, Parents and Children where appropriate.
  • Learning walks and pupil interviews to evaluate the effectiveness of the strategies used throughout the school.
  • Annual financial returns
  • Completion of statutory functions by the SENCo related to referral for statement/ education health care plans, meetings and annual reviews.
  • Work scrutiny with selected pupil groups
  • Focused monitoring by the HT, SLT, SENCo
  • Detailed discussions with families and pupils
  • Progress through a variety of transitions
  • Attendance and exclusions analysis
  • Feedback from support agencies and Ofsted
  • Local authority analysis of information and data about the school

 

The governing body evaluate the work of the school by:

  • Appointing an SEN governor who is a champion for pupils with SEND
  • Monitoring data with respect to vulnerable groups
  • Challenging the leadership through informed questioning
  • Undertaking learning walks in school with a focus on SEND
  • Meeting with parents and pupils where appropriate
  • Ensuring there is appropriate continuing professional development taking place for all staff with regard to SEND
  • Holding the school to account for its use of SEN funding

 

 

Written by SENCo, Z Gough.

Approved by governors

Review date: Dec 2018

*The SEN information report

 

6.79 The governing bodies of maintained schools and maintained nursery schools and the proprietors of academy schools must publish information on their websites about the implementation of the governing body’s or the proprietor’s policy for pupils with SEN. The information published should be updated annually and any changes to the information occurring during the year should be updated as soon as possible. The information required is set out in the Special Educational Needs and Disability Regulations 2014 and must include information about: the kinds of SEN that are provided for, policies for identifying children and young people with SEN and assessing their needs, including the name and contact details of the SENCO (mainstream schools), arrangements for consulting parents of children with SEN and involving them in their child’s education, arrangements for consulting young people with SEN and involving them in their education, arrangements for assessing and reviewing children and young people’s progress towards outcomes. This should include the opportunities available to work with parents and young people as part of this assessment and review, arrangements for supporting children and young people in moving between phases of education and in preparing for adulthood. As young people prepare for adulthood outcomes should reflect their ambitions, which could include higher education, employment, independent living and participation in society, the approach to teaching children and young people with SEN, how adaptations are made to the curriculum and the learning environment of children and young people with SEN, the expertise and training of staff to support children and young people with SEN, including how specialist expertise will be secured, evaluating the effectiveness of the provision made for children and young people with SEN, how children and young people with SEN are enabled to engage in activities available with children and young people in the school who do not have SEN, support for improving emotional and social development. This should include extra pastoral support arrangements for listening to the views of children and young people with SEN and measures to prevent bullying, how the school involves other bodies, including health and social care bodies, local authority support services and voluntary sector organisations, in meeting children and young people’s SEN and supporting their families, arrangements for handling complaints from parents of children with SEN about the provision made at the school.