SEN Policy

POLICY FOR SPECIAL EDUCATIONAL NEEDS

We at Crowlees C.E.(C) J & I School aim to provide a fully inclusive environment where all children are valued and offered the best education possible, regardless of race, age, gender, disability or ability.

We uphold the view that all children are special and have different needs and should be involved in any decisions that are made in terms of their education. 

“Crowlees is welcoming, inclusive and has the most wonderful support for children with special educational needs.”

We aim to provide for these needs effectively, as a natural part of the planned life in the school, by offering a broad and well balanced curriculum, that meets every child’s needs. Every teacher is a teacher of children with Special Educational Needs. All children are entitled to equal and appropriate access to the new National Curriculum 2014.

We believe that partnership with parents plays a key role in promoting a culture of co-operation between parents, schools, LA’s and other agencies, which is important in enabling children with SEN to achieve their potential by being included in all aspects of school life.

At Crowlees School children are treated as individuals and are allowed to progress at their own level in a stimulating environment to develop to their maximum potential.

We aim for our school to be “a place where all children are allowed to succeed in a safe, caring environment.”

This policy complies with the statutory requirements in the SEND Code of Practice 2014 and

should be read in conjunction with the following guidance, information and policies:

  • The Equality Policy
  • The Accessibility Plan
  • The school’s SEN information on the school website (SEN Report)
  • The LA Guidance – ‘Children & Young People with SEN; Guidance – School Based Support’
  • Statutory Guidance on Supporting Pupils at School with Medical Conditions (April 2014)
  • The Safeguarding Policy

“I think Crowlees is a well-rounded school which helps pupils develop at several levels including additional support. I am very happy with the support given to my children.”

In accordance with the overarching principle of the new Code of Practice, this policy has been co-produced with the SENCO – Miss Everson, Senior Leadership Team; Governing Body (SEN Governor Mrs Corcoran), parents and families.

Click on the headings below to view the full policy information.

Contacts

The Special Needs Coordinator (SENCO) is Miss C Everson (School Contact Telephone Number 01924 494970). She does not hold the National Award for SEN (NASENCo award), but has over 12 years of SENCO experience.

The SENCO is a member of the Middle Leadership Team and regularly reports to the Senior Leadership Team.

Long Term Aim of this Policy

Objectives

1. To work within the guidance laid down in the SEND Code of Practice 2014.

2. To identify and put in place appropriate provision for pupils who have SEND and additional needs.

3. To operate a whole school approach to the management and provision of support for SEND that takes into account all of a pupil’s needs (Assess, plan, do, review model)

4. To ensure that parents/carers have a clear understanding of how the school supports children and young people with SEN, and their own involvement in this

5. To provide an appropriately qualified and experienced SENCO in post who can ensure that the SEN Policy is put into practice.

6. To provide support and advice for all staff working with SEND pupils.

Identification of SEN

Children and young people are identified as having SEN if they do not make adequate progress through quality first teaching.

The School is committed to the early identification of Special Educational Needs and recognises the four broad categories of need in the SEN Code of Practice 2014. The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. A range of evidence is collected through the School’s assessment and monitoring arrangements. If this indicates that the child is not making the expected progress, the Class teacher will consult the

SENCO in order to decide whether additional and/or different provision or further assessment is necessary.

Other factors which may impact on progress and attainment (but are NOT SEN) are:

– disability, attendance and punctuality, health and welfare, EAL, receipt of Pupil Premium grant, or being a Looked After Child.

High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. We are committed to the belief that additional intervention and support cannot compensate for a lack of good quality teaching. We therefore regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing and, where necessary, improving, teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered.

The Code specifies four broad areas of need:

  • Communication and Interaction (including Autism Spectrum Disorder)
  • Cognition and Learning
  • Social, emotional and mental health difficulties (includes ongoing, persistent behaviour issues)
  • Sensory and/or physical needs.

A Graduated, Whole School Approach to SEN Support

Class and subject teachers are accountable for the progress and development of children and young people in their class. They oversee the work of any support staff in their lessons and collaborate with any specialist staff. Their planning takes additional adult support into account and is discussed with those staff. However any intervention and support does not replace high quality teaching.

The school may decide, in collaboration with the parent/carer, to place a pupil on the SEN register to meet their additional needs.

Regular meetings between the SENCo, class teacher and parent (and pupil where appropriate) will then take place to ensure that their needs are met.

Every child/young person on SEN Support has a different profile of needs and we adopt a personalised approach to ensure that we meet those needs. In accordance with LA Guidance (see page 14 Children & Young People with SEN; Guidance – School Based Support), if a child/young person’s needs are more complex, we will use a Support Plan to record outcomes, provision, resource and strategies in place.

Management of Pupils with SEN

A Graduated approach – Quality First Teaching

a) Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored.

b) Once a pupil has been identified as possibly having SEN they will be closely monitored by staff in order to gauge their level of learning and possible difficulties.

c) The child’s class teacher will take steps to provide differentiated learning opportunities that will aid the pupil’s academic progression and enable the teacher to better understand the provision and teaching style that needs to be applied.

d) The SENCO will be consulted as needed for support and advice and may wish to observe the pupil in class.

e) Through (b) and (d) it can be determined which level of provision the child will need going forward.

f) If a pupil has recently been removed from the SEN support list they may also fall into this category as continued monitoring may be necessary.

g) Parents will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school.

h) The child is recorded by the school as being under observation (pre SEN Support) due to concern by parent or teacher but this does not automatically place the child on the school’s SEN Support list. Any concerns will be discussed with parents informally or during parents’ evenings.

i) Parents’ evenings are used to monitor and assess the progress being made by children.

SEN Support

Where it is determined that a pupil does have SEN, parents will be formally advised of this and the decision will be made to add the child to the SEN support list. The aim of formally identifying a pupil with SEN is to help school ensure that effective provision is put in place.

The support provided consists of a four – part process:

  • Assess
  • Plan
  • Do
  • Review

This ongoing cycle enables the provision to be refined and revised as the understanding of the needs of the pupil grows. It enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes.

When a child is placed on the school’s SEN Support list, staff, SENCO and parents work together in setting appropriate targets/provision within the school for the child. Provision will include a differentiated curriculum and, where appropriate, a ‘My Support Plan’.

The ‘My Support Plan’ is a planning, reviewing and assessment tool. It should underpin the process of planning intervention for the individual pupil with the SEN. It should have SMART targets for the pupils and should detail:

  • The short term targets set for the child
  • The teaching strategies to be used
  • The provision to be put into place
  • When the plan is to reviewed
  • Success and/or exit criteria

Intervention

The SENCO, in collaboration with the class teacher, will decide the action required to help the pupil progress. Based on the results of previous assessments the actions might be:

  • Deployment of extra staff to work with the pupil
  • Provision of alternative learning materials/special equipment
  • Group support
  • Provision of additional adult time in devising interventions and monitoring their effectiveness
  • Staff development/training to undertake more effective strategies
  • Access to LA support services for advice on strategies, equipment, or staff training

SEN Specialist Support

If the child doesn’t make sufficient progress, the teacher, in consultation with the SENCO, will talk to parents about asking for further advice from outside agencies. Professionals will work together to develop further the ‘My Support Plan’. It will be discussed with the parent and the child (as appropriate) and will be reviewed at least termly.

Statutory Assessment / Referral for an Education, Health and Care Plan

If the school is unable to fully meet the needs of a child or the child is giving significant cause for concern, or has lifelong or more significant difficulties, then a Statutory Assessment can be requested. This will occur where the complexity of need or a lack of clarity around the needs of the child are such that a multi-agency approach to assessing that need, to planning provision and identifying resources, is required.

The decision to make a referral for an Education, Health and Care Plan will be taken at a progress review. The application will combine information from a variety of sources including:

  • Parents
  • Teachers
  • SENCO
  • Social Care
  • Health professionals

Information will be gathered relating to the current provision provided, action points that have been taken, and the preliminary outcomes of targets set. A decision will be made by a group of people from education, health and social care about whether or not the child is eligible for an EHC Plan. Parents have the right to appeal against a decision not to initiate a statutory assessment leading to an EHC Plan.

They will usually only be issued if it is decided that all the special help the child needs cannot be provided within the school’s resources. These resources could include money, staff time, specialist equipment etc.

An EHC Plan will include details of learning objectives for the child. These are used to develop targets that are:

  • Matched to the longer term objectives set
  • Of shorter term
  • Established through parent/pupil consultation
  • Set out in a ‘My Support Plan’
  • Implemented in the classroom
  • Delivered by the class teacher with the appropriate additional support where specified

These will be reviewed annually with:

  • The child’s parents
  • The child (if appropriate)
  • The relevant teacher
  • The SENCO
  • A representative from the LA (if appropriate)
  • Any other external agency person considered appropriate

Storage and communication of information

Information collected about a child’s special educational needs will be kept and is always confidential. It will only be communicated to involved persons with the knowledge and agreement of the child’s parents, Headteacher or the SENCO.

  • Each SEN child has their documentation in a file kept by the class teacher and a copy is kept by the SENCO of outside agency reports. The file will contain previous IEP’s, current ‘My Support Plans’ and advice/reports from any reviews and Outside Agencies.
  • The class SEN file will be kept up to date, then passed on to the next teacher. These files are monitored by the SENCO.

When a child with special educational needs leaves the school to attend another school, relevant records are passed on and staff visits made, if necessary.

With regard to transition liaison, the SENCO of the receiving school may meet with the school SENCO to discuss provision for pupils with special educational needs.

Assessing Pupil Needs – Pre-SEN SUPPORT

  • If a parent, class teacher or other member of staff has any concerns about a child’s learning needs, then they would initially speak to the SENCO about their concerns.
  • The SENCO would then establish the current provision and look at attainment and progress data.
  • The SENCO would then make suggestions to the class teacher with strategies to support the child.
  • The class teacher will then implement the strategies and monitor the progress.
  • If no substantial progress is made then the class teacher will inform the SENCO. Who will then make initial assessments and arrange to speak to parents. At this stage, advice from other agencies may be sought.
  • Single Point referral may be sought at this stage.

Assessing Pupil Needs – SEN SUPPORT

  • If a child requires support from an outside agency (e.g. Speech therapy, Educational Psychologist, CAMHS, Occupational Therapist, Physiotherapist) they will be at the stage that we call ‘SEN Support’
  • Their needs are met via group or individual interventions which are recorded on a provision map. These are reviewed and monitored by the SENCO.
  • If progress is sustained, the intervention may no longer be needed.
  • If no progress is made, the intervention will be changed.
  • Class teachers report children’s progress in the first instance. Parents may request a meeting with the SENCO if required.
  • Single Point referral or Specialist provision referral may be sought at this stage.

Assessing Pupil Needs – EHCP/ Statements

  • Children with EHCP/Statements have specific, diagnosed learning difficulties. They are supported by at least one outside agency.
  • Each child has a ‘My Support Plan’ in place. Which is completed by child/parent/class teacher/ support staff and SENCO.
  • These are reviewed at least termly.
  • Meetings with the SENCO take place regularly.
  • Outside agency support are invited to annual reviews.
  • Parents receive copies of all paperwork.
  • Further support from specialist provision may be sought at this stage.

Criteria For Exiting the SEN Register

Children and young people are monitored regularly both as part of the whole school monitoring process, but also in terms of their additional support. Decisions about whether a child should remain on the SEN Register are made in partnership with the parent/carer at the end of each monitoring cycle.  Pupils who are not supported by ‘My Support plans’ will continue to be supported via provision maps to track the support that they receive.

Supporting Pupils/Students and Families

We aim to work in partnership with our parents and families and to ensure that they are fully informed about all matters relating to their child’s SEN. Our SEN Report is on our website and is updated regularly, and we guide parents towards the LA Local Offer for information about wider services.

Supporting Pupils at School with Medical Conditions

At Crowlees J & I (C) School we recognise that children and young people at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some children and young people with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010.

Access to the curriculum for pupils with medical conditions is assessed on a case by case basis.

Some may also have SEN and may have a statement, or Education Health and Care Plan (EHCP). If so, the SEND Code of Practice (2014) is followed.

The Managing Medical Conditions Policy can be viewed here.

Supporting Children with Medical Conditions Policy can be viewed here.

Monitoring and Evaluation Of SEND

Our monitoring and evaluation cycle is embedded into school practice and is a continual cycle of review aimed at improving the provision and outcomes for all pupils.

Resources

a) Funding for SEN

All schools receive an amount of money to support children and young people with special educational needs. This is provided as part of the schools’ block formula allocation. It is the responsibility of each school to ensure that they have a ‘notional budget’ which caters sufficiently for the special educational needs of the children and young people within their school.

The Education Funding Agency describes the funding available within schools for SEN pupils as being made up from 3 elements:

Element 1Core Educational Funding Mainstream per pupil funding (AWPU)
Element 2School Block Funding Contribution of up to £6000 for additional support required by children and young people with high needs, from the notional SEN budget.
Element 3High Needs Top Up Top up funding from the LEA to meet the needs of individual children and young people with EHC plans

 

The amount of money in the schools’ block funding identified for Element 2 is based on a formula which is agreed between the schools and the Local Authority. Schools receive an annual school block allocation made up of a number of elements in order to enable them to support special educational needs within the school and specifically to fund the first £6,000 of a pupil’s SEN support.

Additional resources for individual statements and EHC plans – Element 3 are allocated by popup funding from the High Needs block budget. The level of top up funding for each pupil is allocated at four levels i.e. A, B, C or D depending on the type and level of need of each pupil.

High Needs pupils with statements or EHC plans are therefore supported by a combination of school block funding (Element 2) and high needs top-up funding (Element 3).

b) Funding of Specialist Provisions in Maintained Schools

Specialist Provisions are funded on an agreed number of places as agreed with the DFE on an annual basis. There is also an additional element of top up-funding allocated to school to meet the needs of the actual pupils in the Specialist Provision. All funding for the SP pupils comes from the High Needs Budget.

c) Workforce Development

An induction process is in place for all teachers and support staff and this includes a meeting with the SENCO to explain the systems and structures in place to support the needs of individual children and young people.

The training needs of all staff are identified through a staff audit, conducted by the SENCO. From this, a programme of professional development is in place, and all staff are encouraged to access this e.g. Team Teach training, Autism awareness, Asthma training etc.

The school’s SENCO regularly attends the LA’s SENCO network meetings in order to keep up to date with local and national issues in SEND. The SENCO meets termly with other SENCOs within the Mirfield cluster of schools.

Roles and Responsibilities

  • The SEN Governor is Mrs Corcoran. She meets with the SENCO termly and monitors the progress of pupils with SEN.
  • The school employs 19 support staff. They carry out a range of roles across the school (classroom support, 1:1 SEN support, ICT technician, admin support) and are line managed by the Deputy & the SENCO. They work closely with the class teachers who oversee their work and plan with them.
  • The Designated Teacher for Safeguarding is the Headteacher – Mrs K Woods
  • The Deputy Designated Teacher for Safeguarding is the Deputy Headteacher – Mrs R Corcoran
  • The member of staff responsible for Looked After Children is the Headteacher – Mrs K Woods
  • The staff responsible for managing the school’s responsibility for meeting the medical needs of pupils/students is Mrs M Shilton.

Storing and Managing Information

All documents relating to children and young people on the SEN Register are stored in a locked cupboard. The school policy for Confidentiality can be viewed here.

Reviewing the Policy

We will review this Policy annually, or in the light of any new changes in legislation.

Accessibility - Statutory Responsibilities

We have an Accessibility Plan that addresses the improvement of access to:

  • The curriculum
  • The physical environment
  • The provision of information.

This plan is reviewed annually, barriers are identified, and plans put in place to remove them.

The Accessibility Plan can be viewed here.

Parents/carers can contact key staff by telephone 01924 326595

Dealing With Complaints

All complaints need to be addressed to the Headteacher. The Complaints policy and procedures can be viewed here.

Bullying

At Crowlees J & I (C) School we have a whole school approach to mitigating the risk of bullying, and developing independence and building resilience in our pupils/students with SEN.

We do this by:

  • Educating children about:
    • What constitutes “bullying”
    • How to maintain and develop positive relationships.
    • Strategies for getting on and falling out with their friends.
    • Who to talk to when they are worried.
  • Children are educated through assemblies, circle time, visitors into school (e.g Childline, Police) PSHCE curriculum and maintaining good relationships with their class teachers and other adults in school.

Appendices

This Policy was updated – January 2017 and will be reviewed annually.

Kirklees Local Offer

www.kirkleeslocaloffer.org.uk/#/

The above link relates to the Kirklees Local Offer which gives children and young people aged 0 – 25 years with special educational needs or disabilities, and their families, information about what is available in Kirklees across education, health and social care.

It covers:

  • SEN support in nurseries and schools
  • Health and Social Care
  • Choices for school leavers
  • Support for parents and carers
  • Income and benefits
  • Things to do where you live

It is more than a directory of services. It brings everything together in one place.

 

line3x1400POLICIES & GUIDANCE

Accessibility Policy

Anti-Bullying Policy

Attendance Policy

Behaviour Policy

Charging & Remissions Policy

Code of Conduct

Collective Worship Policy

Complaints Procedure

Computing Policy

e-Safety

Equality Policy

Foundation Stage

Home School Partnership

Homework & Marking

Managing Medical Conditions 

Online Safety Policy

PSHCE Policy

Recommended Reading

Safeguarding

Safe Sun Policy

SEN Policy

SEN Information Report

Spelling Support for Parents

Supporting Children with Medical Needs

DOWNLOADS

Click on the links below to download and print the full policy documents.

Accessibility PolicyAnti-bullying PolicyAttendance Policy

Behavior Policy DownloadCharging & Remissions Policy DownloadComplaints Procedure

Equality PolicyFoundation Stage DocumentHoliday Request Form

Home School PartnershipHomeworkHomework-timetablemarking

MedicalConditionsPolicypshce

SafeguardingSEN Policy DownloadSEN Information Report

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supporting medical needs