Special Educational Needs (SEN) Policy
Introduction
This school provides a broad and balanced curriculum for all children. The Foundation Stage
and National Curriculum are our starting point for planning that meets the specific needs of individuals and groups of children.
When planning, teachers set suitable learning challenges and respond to children’s diverse learning needs. Some children
have particular learning and assessment requirements that could create barriers to learning.
These requirements are likely to arise as a consequence of a child having special educational
needs. Teachers take account of these requirements and make provision, where necessary, to support individuals or groups of
children and thus enable them to participate effectively in curriculum and assessment activities.
Children may have special educational needs either throughout, or at any time during, their
school career. This policy ensures that curriculum planning and assessment for children with special educational needs takes
account of the type and extent of the difficulty experienced by the child.
Aims and Objectives
· to be aware of the educational needs of each child in
the school
· to identify children with special educational needs as
early as possible in their school career
· to clarify each child’s problem(s) by collecting
relevant information
· to consult parents/guardians and involve them in their
child’s education
· to involve outside agencies as appropriate
· to involve the child, where appropriate, in decisions
about their learning
· to take appropriate action to meet the needs of each
child
· to keep detailed and useful records of a child’s
progress
· to monitor action and review at least twice yearly
· to have regard to the Special Educational Needs Code
of Practice as produced by the DfES in 2001
· to abide by the Disability Rights Code of Practice
Educational
Inclusion
Through appropriate
curricular provision, we respect the fact that children:
· have different educational and behavioural needs and
aspirations;
· require different strategies for learning;
· acquire, assimilate and communicate information at different
rates;
· need a range of different teaching approaches and experiences.
Teachers respond to
children’s needs by:
· providing support for children who need help with communication,
language and literacy;
· planning to develop children’s understanding through
the use of all available senses and experiences;
· planning for children’s full participation in learning,
and in physical and practical activities;
· helping children to manage their behaviour and to take
part in learning effectively and safely;
· helping individuals to manage their emotions, particularly
trauma or stress, and to take part in learning.
The Role of
the Governing Body
The governing body does its best to secure the necessary provision for any pupil identified
as having special educational needs. The governors ensure that all teachers are aware of the importance of providing for these
children. They consult the LEA when appropriate, and report annually to parents on the success of the school’s policy
for children with special educational needs.
The governing body has decided that children with special educational needs will be admitted
to the school in line with the school’s agreed admissions policy.
A named governor takes a special interest in special needs and is always willing to talk to
parents.
Allocation
of Resources
Any monies specifically delegated by the LEA for Special Educational Needs provision will be
used solely for that purpose. The SENCO is responsible for the operational management of the specified and agreed resourcing
for special needs provision within the school, including the provision for children with statements of special educational
needs.
The headteacher informs the governing body of how the funding allocated to support special educational
needs has been employed.
The Implementation
of Special Educational Needs Provision
The 2001 Special Educational Needs Code of Practice
instructed schools to distinguish between the different stages of assessment – mainly school-based for Early Years Action
and School Action and multi-professional assessment for Early Years Action Plus and School Action Plus.
The role of the Special Educational Needs Co-ordinator (SENCO) is as defined in the job description.
On entry
· the class teacher will discuss each child with their
parent(s) and note any concerns they or the class teacher has
· the class teacher will have regard to records and information
received from previous settings
· the class teacher will carry out baseline assessment
to identify children whose attainment is less than average, consult with the SENCO and discusses this with the child’s
parents;
During
Reception, Years 1 and 2:
· the class teacher takes the lead in reviewing each child’s
progress and providing appropriate interventions. Any child, whether or not they have been identified as having special educational
needs may work as an individual or part of a group on targeted interventions designed to raise attainment. Such interventions
are part of our usual practice.
· If a child makes little or no progress despite targeted
interventions / a suitably differentiated curriculum / appropriate behaviour management techniques / the provision of specialist
equipment to address sensory or physical problems, the class teacher will consult with the SENCO with regard to providing
interventions that are additional to or different from the norm.
· This will equate to Early Years Action (for children
in the Foundation Stage) or
School Action (for children in Key Stage 1). At this stage external support services may be requested
to provide advice.
· The class teacher will arrange a meeting to inform the
parents and involve them in the drawing up and implementation if an Individual Education Plan. The SENCO will provide
support and advice as required and will oversee the implementation of the IEP.
· If, when the IEP is reviewed, little or no progress has
been made, external support services may be requested to carry out specialist assessments and provide more regular support
and advice on appropriate targets, suitable strategies etc. This formalised and greater involvement will equate to Early
Years Action Plus or School Action Plus.
· If, at a review subsequent to the implementation of Early
Years Action Plus or School Action Plus, the child’s lack of progress or overall attainment is giving significant
cause for concern to the professionals involved, the headteacher will request that
the LEA carry out a statutory assessment.
· If a statement of special educational needs is made,
the headteacher will be responsible for implementing it in line with the SEN code
of Practice
Partnership with Parents
At all stages of the special needs process, the school keeps parents fully informed and involved.
We take account of the wishes, feelings and knowledge of parents at all stages. We encourage parents to make an active contribution
to their child’s education.
We inform the parents of any outside intervention, and we share the process of decision-making
by providing clear information relating to the education of children with special educational needs.
Monitoring and Evaluation
The SENCO monitors the movement of children within the SEN system in school. The SENCO provides
staff and governors with regular summaries of the impact of the policy on the practice of the school.
The SENCO is involved in supporting teachers involved in drawing up Individual Education Plans
for children. The SENCO, the headteacher and Teaching Assistants hold termly meetings
to review the work of the school in this area. The SENCO and the named governor with responsibility for special needs also
hold termly meetings.
The Governing Body reviews this policy annually and considers any amendments in light of the
annual review findings.
Disagreement Arrangements
The school subscribes to the arrangement
made by the LEA.
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