ACCRINGTON BENJAMIN HARGREAVES CE (VA) PRIMARY SCHOOL
Special Educational Needs and Disabilities Policy
We, at Benjamin Hargreaves, strive for excellence and enjoyment in education by providing a safe, secure, caring family environment, where all are valued and respected as individuals. We will enable our pupils to reach their full potential, whilst growing in their love and understanding of the Christian faith.
OVERVIEW - Identification, Assessment and Provision
This SEND Policy will be used alongside and in conjunction with the Local Offer and the SEN information report. It is embedded in the Teaching and Learning Framework of the School.
Provision for children with special educational needs is a matter for School as a whole. In addition to the Governing Body, the Headteacher and the SENDCO this policy applies to all other members of staff, both teaching and support staff, in their day-to-day responsibilities.
OBJECTIVES - all teaching and non-teaching staff are involved in planning and meeting the needs of children with special educational needs.
- Quality first teaching which is differentiated and personalised will be available for all pupils
- At the heart of the work of every class will be a continuous cycle of planning, teaching and assessing which will take account of the wide range of abilities, aptitudes and interests of children.
- The majority of children will learn and progress within these arrangements.
- Those children whose overall attainments or attainment in specific subjects fall significantly outside the expected range may have special educational needs.
- Many pupils experience delay in their learning and do not make expected progress for a variety of reasons.
- Many will have appropriate work prepared for them by their class teacher in conjunction with the support staff which will be additional to and different from the curriculum available for the majority of children of their age.
- Pupil progress will be tracked half-termly and recorded on the School’s Tracking System and parents will be kept fully informed.
- The School Rewards System will be paramount at this stage to encourage self-esteem.
- Some pupils are eligible to receive additional money known as Pupil Premium which will be used to fund specific interventions in School. Interventions may be required in the following areas:-
- communication, interaction, speech and language;
- cognition and learning in English and Maths;
- social, mental and emotional Health;
- sensory and physical.
- We will aim to build considerable parental involvement in order to maximise learning situations and access additional facilities.
- Each and every Pupil Premium intervention will be benchmarked, undertaken and evaluated alongside the School’s Tracking System.
- A full report on the spend of this funding, together with other Pupil Premium interventions for those children not having special educational needs, will be presented to the Governors on an annual basis and reported to Parents on line on the School website.
- Passports (Individual Support Plans) will be prepared by class teachers and written in conjunction with the School Tracking system.
- Child voice is important so children have a knowledge of their own needs and what works for them. They contribute to the Passport process by identifying their needs and setting targets.
- Children have special educational needs if they have a learning difficulty or medical need that calls for special educational provision to be made for them. This would be provision that was above and beyond normal, quality first teaching. This complies with the duties under the Equality Act 2010.
“Children have a learning difficulty if they:
- have a significantly greater difficulty in learning than the majority of children of the same age;
- have a disability that prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local authority;
- are under compulsory school age and fall within the definitions above or would so do if special educational provision was not made for them.” (Code of Practice September 2014)
- If class teachers have evidence that certain children are still not making good progress they must refer children to the SENDCO/SLT who will arrange intensive additional SEN support in any or all of the four areas
- communication and Interaction
- cognition and learning
- social, mental and emotional health
- sensory and /or physical.
- Once a potential special educational need is identified, four stages will follow
- Assess - An assessment will be undertaken by the class teacher and the individual child to set a benchmark from which targets may be set and progress may be measured. The teacher will make a judgement based on the expected level of progress for a child in their class
- Plan – A termly plan will be put into place with 2 or 3 smart targets for the child to work towards.
- Do – It is the teachers’ responsibility to ensure that this is then put into place ensuring that the individual has the time /support and resources to achieve these targets.The individual’s progress will be monitored throughout.
- Review - At the end of the specified time the pupil’s progress will be recorded and discussed with the SENDCO and the next steps will be identified.
- Specialist Services and teachers with additional specialist qualifications may be called upon to provide intensive specific programmes to be followed by all adults coming into active learning situations with the child.
- Partnership with parents is fundamental in enabling SEND children to achieve their potential therefore School will ensure that appropriate staff meet parents at least termly to set goals, discuss the activities and support that will help achieve them, review progress and identify the responsibilities of the parent, pupil and School.
- The progress of pupils with additional needs will be monitored half-termly by the School’s Tracking System and by the Headteacher/SLT in conjunction with parents and the SENDCO.
- A full report on the progress of children will be presented to the Governing Body once per year and the identified SEND Governor will be encouraged to take a full challenging role regarding the progress of these children with both the SENDCO and Headteacher.
Should children still not be making appropriate progress at an acceptable level the formal assessment procedures for an Education Health and Care Plan will be started by the SENDCO in conjunction with the parents and other Specialist Services following the legal assessment procedures outlined in the Local Offer. Details of these arrangements are available from the SENDCO at School.
Review May 2018