School Offer

 

Special Educational Needs and Disability (SEND) Policy

 

Date Completed: September 2016

Completed by:       (SENDCo and Deputy Headteacher)

SEND Co-ordinator: (SENDCo and Deputy Headteacher)

SEND Link Governor: Mr David Postlethwaite

Review Date: September 2017

 

Compliance

This policy complies with the statutory requirement laid out in the SEND Code of Practice 0-25 (Date) 3.65 and has been written with reference to the following guidance and documents:

  • Equality Act 2010: advice for schools DfE February 2013
  • SEND Code of Practice 0-25 (January, 2015)
  • Schools SEN Information Report Regulations (2014)
  • Statutory Guidance on Supporting pupils at school with medical conditions, April 2014
  • The National Curriculum in England: Key Stage 1 and 2 framework document, September 2013
  • Safeguarding Policy
  • Accessibility Plan
  • Teacher Standards 2012SEND Policy DevelopmentAdvice has been provided by the Tameside SEN Team and Nasen via the SEND Gateway at www.sendgateway.org.uk to ensure that the policy reflects the SEND Code of Practice Guidance, 0-25. How parents and carers may access the policy   Every child deserves a fair start in life, with the very best opportunity to succeed. At The Heys Primary School we aim to be as inclusive as possible and wherever possible, we aim to remove barriers to learning. All children at The Heys are treated as individuals with talents and abilities to be nurtured and developed as fully as possible. At The Heys, we believe that every teacher is a teacher of every child, including those with SEN and/or a disability. We aim to provide a caring environment with high expectations and aspirations for every child.Aims
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  • SEND at The Heys: Our beliefs and values
  • The Tameside SEND Local offer can be found online at http://www.tameside.gov.uk/localoffer/
  • Alternatively, a copy of this document can be requested from the School Office.
  • Copies of the SEND Policy can be found on The Heys school website.
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  • Our SEND Policy has been developed in consultation with children, parents, families, staff and Governors to ensure that all stakeholders have an input into the policy and procedures within the policy.
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The aims of this policy are:

  • to raise the aspirations of and expectations for all children with SEN and disabilities;
  • to provide a focus on outcomes for children;
  • to create an environment that meets the special educational needs of each child;
  • to ensure that the special educational needs of children are identified, assessed and provided for;
  • to make clear the expectations of all stakeholders in the process;
  • to identify the roles and responsibilities of staff in providing for children’s special educational needs;
  • to enable all children to have full access to all elements of the school curriculum;
  • to ensure that parents are actively involved in supporting their child’s education;
  • to ensure that our children have an active voice in this process.Objectives
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  • To identify and provide for children who have SEND needs and additional needs.
  • To work with the guidance provided in the SEND Code of Practice, 2015.
  • To operate a “whole child, whole school” approach to the management and provision of support for SEND.
  • To provide a SEND Co-ordinator (SENDCo) who will work with the SEND Policy.
  • To provide support and advice for all staff working with SEND children.

 

 

What are Special Educational Needs (SEN)?

At The Heys we use the definition for Special Educational Needs and Disabilities as stated in the SEND Code of Practice (Jan 2015).

 

‘A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.’

(p15 COP)

 

  • There are four broad categories of SEN:

o communication and interaction

o cognition and learning

o social, emotional and mental health

o physical and sensory.

 

Individual children often have needs that cut across all of these areas and their needs may change over time.

 

What is a ‘disability’?

A disability is described in law (the Equality Act 2010) as ‘a physical or mental impairment which has a long-term (a year or more) and substantial adverse effect on their ability to carry out normal day-to-day activities.’ This includes, for example, sensory impairments such as those that affect sight and hearing, and long-term health conditions such as asthma, diabetes or epilepsy.

 

How are Special Educational Needs identified?

 

Identifying children at SENS (SEN Support)

‘SEN support’ is used in placed of the terms ‘School Action’ and ‘School Action Plus’ in accordance with the 2014 Code of Practice. It should be noted that having previously been supported at ‘School Action’ and ‘School Action Plus’ will not guarantee that the same child will be identified to receive ‘SEN support’. There will be an audit of the SEN register for the previous year and children may be added to, or taken off the register. Parents and carers will be informed of this decision and the reasons. Some children may move on and off the SEN register during their time in school.

 

Children with SEN are identified by one of three assessment routes all of which are part of the overall approach to monitoring the progress of all pupils:

  • The progress of every child is monitored at termly pupil progress meetings. Where children are identified as not making progress in spite of Quality First Teaching. They are discussed with the SENDCo and/or Headteacher and a plan of action is agreed.
  • Class teachers are continually aware of children’s learning. If they observe that a child, as recommended by the 2015 Code of Practice, is making less than expected progress, given their age and individual circumstances, they will seek to identify a cause.

 

This can be characterised by progress which:

  • is significantly slower than that of their peers starting from the same baseline
  • fails to match or better the child’s previous rate of progress
  • fails to close the attainment gap between the child and their peers

 

Parents sometimes ask us to look more closely at their child’s learning. We take all parental requests seriously and endeavour to investigate them all. Frequently, the concern can be addressed by Quality First Teaching or some parental support. Otherwise, the child is placed at SEN on our SEN register.

 

The SENDCo may be able to undertake a range of standardised tests with children. These assessments can then be used to add to and inform teachers’ own understanding and assessments of a child.

 

Although the school can identify some special educational needs, and make provision to meet those needs, we do not offer diagnoses. Parents are advised to contact their GP if they think their child may have some form of disability (including ASD or ADHD).

 

The school and/or SENDCo may also seek support from a range of local services and educational psychologists.

 

 

 

My child’s progress is giving cause for concern; what happens next?

We aim to have good and informative relationships with all of our parents. If a child is experiencing difficulties, parents will be informed either at parents’ meetings or during informal meetings to discuss the child’s progress.

During these meetings you will be informed that your child’s progress is giving the teacher ‘cause for concern’. Results of assessments and reasons for concerns should be explained and possible strategies to support the child should be identified. The teacher will then apply the assess-plan-do-review cycle and agree this review date with parents/carers.

Following this review, a decision will be made about whether your child will be added to the SEND register and reasons must be explained. It shouldn’t come as a surprise to learn that your child is being identified as having SEN and we aim to engage parents/carers at every stage. Parents/carers will be asked to give parental consent at this stage.

 

My child has been identified at SENS; what next?

Once a child has been identified as having SEN, the class teacher will invite the parents to a meeting to:

  • formally let them know that their child is being placed at SENS
  • discuss assessments that have been completed
  • agree a plan and provision for a set period of time (appropriate to the child’s need). This is part of the graduated approach cycle of ‘Assess, Plan, Do, Review’ required in the Code of Practice.

 

 

My child is on the SEN register; how will their progress be monitored?

The ‘Assess-Plan-Do-Review’ cycle

 

If your child is being added to the SEND register, parents/carers will be invited to a meeting to a 4+1 meeting to monitor their progress.

  • What assessments were carried out and the results of these assessments.
  • An agreed plan of action, involving personalised target setting and success criteria to measure progress.
  • The contribution to be made by the child, the parents/carers and the school. Depending on their age, and their interest, the child may be invited to attend all or part of the meeting.Thereafter, parents – and children- are invited to a meeting on a termly basis, to review progress made, set targets and agree provision for the next term. In the summer term, there is an annual review of the child’s progress.Parents/carers will be invited to termly meetings to discuss progress against targets agreed as set out in the 4+1 meeting. During these meetings:
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  • Records are kept of these meetings and copies will be sent to parents.
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  • The effectiveness of interventions and teaching strategies in enabling the child to make progress against their targets will be reviewed, with both school and parent viewpoints being discussed.
  • Following this review of assessments, the teacher, child and parents/carers will agree a new plan of action, involving personalised actions which all necessary adults in school will be made aware of. This plan must also make clear the contribution to be made by the child, the parents/carers and the school.
  • It is the responsibility of the class teacher to ensure that the child is given the opportunities to access resources and/or ensure the child receives the necessary support in school.This process will be repeated on a termly basis. Where a child continues to make slow progress, despite receiving high quality, targeted support, it may be necessary to conduct further assessments to investigate the root causes of the learning difficulties, so that these barriers to learning may be removed.My child is on the SEND register; does this mean that they will always be on the SEND register?   Once a child has been identified as needing SENS the following paperwork is completed:• At progress meetings, a PCP meeting may happen initially for an in depth overview of what is working, and what is not working in school. In further progress meetings a 4+1 is produced and/or reviewed. This plan records specific and challenging targets for the child to achieve in a term, together with the personalised provision (which may be 1-1 or in a small group) put in place to remove barriers to learning and enable the child to achieve these targets.Parental/Carer consent will be requested to ensure parental engagement with supporting the child’s SENS.I feel that my child’s SEN require specialist support; what will school do to support this? 
  • However, there are occasions where a child’s complex needs and/or higher levels of need make it appropriate to draw on more specialised assessments from external agencies and professionals, including:
  • All decisions about whether to make special educational provision should involve the class teacher and SENDCo considering all of the information about the child’s progress, alongside national data and expectations of progress. This will include high quality and accurate formative accurate assessment, using effective tools and early assessment materials.
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  • • Annually, a one-page-profile is used to record the child’s strengths and interests, what they enjoy about school, what they find hard and what helps them to achieve.
  • Paperwork for children at SENS (SEN support)
  • However, all pupils will continue to be monitored every half-term and during pupil progress meetings. If your child’s progress becomes a cause for concern at a later date, the process for identification of SENS may result in your child being placed back onto the SEND register.
  • Please note that this decision will be made based on evidence from a range of sources and formative and summative assessment. It may be necessary to retain some form of SENS to ensure that the child is able to continue to make good progress. Where the removal of support would be detrimental to the child’s continued progress, they may remain on the SEND register despite improving their rate of progress.
  • No. The register will be audited, reviewed and up-dated on a termly basis by the SENDCo. Where barriers to learning have been identified, and effective strategies have brought about accelerated progress, it may be decided that the child no longer requires SENS and they will be removed from the SEND register.
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  • Local services (EG. CLAS, BLIS, Speech and Language)
  • Medical professionals (EG. Physiotherapist, Consultant Paediatrician)
  • Educational Psychologists.

Please note that this list is not exhaustive and school will endeavour to involve external agencies and professionals to meet the needs of individual children, as appropriate.

 

Where necessary, parental consent will be requested. Reports and/or results of these assessments will be shared with parents/carers and teachers to inform the next assess-plan-do-review cycle.

 

My child is not making progress at SENS; what happens next? Education, Health and Care Plans.

What is an Education, Health and Care Plan?

School will often be able to meet the needs of children through SEN support. But sometimes a child or young person needs a more intensive level of specialist help that cannot be met from the resources available to schools to provide SEN support. In these circumstances, school may consider asking Tameside local authority for an Education, Health and Care (EHC) needs assessment for your child. This assessment could lead to your child getting an EHC plan. Some children and young people will have needs that clearly require an EHC needs assessment and plan; once the local authority is aware of them it should start this process without delay.

An EHC plan brings your child’s education, health and social care needs into a single, legal document.

 

Moving to an EHCP (Education, Health and Care Plan)

If children fail to make progress, in spite of high quality, targeted support at SENS, it may be appropriate to apply for the child to be assessed for an EHC Plan. There are many reasons to apply for an EHC Plan, including:

  • The child is ‘Looked After’ and therefore additionally vulnerable
  • The child has a disability which is lifelong and which means that they will always need support to learn effectively
  • The child’s achievements are so far below their peers that we think it likely that the child may at some point benefit from special school provision.

Children, who we think will manage in mainstream schools, albeit with support, are less often assessed for EHC Plans. Having a diagnosis (e.g. of ASD, ADHD or dyslexia) does not mean that a child needs an EHC Plan. Full details of Tameside Council arrangements for referrals and arrangements for decisions on EHC Plan applications please see http://www.tameside.gov.uk/localoffer/families/ehcp

 

What support is available for children with SEN and their families?

  • Class teachers are available to discuss the progress of all children throughout the year.
  • The SENDCo is available to discuss the progress of children with SEND and act as an advocate for children and families.
  • Tameside Council provide a local authority Local Offer. Details can be found at http://www.tameside.gov.uk/localoffer
  • The policy and the The Heys SEND Information Report can be found via the school website. www.heys.tameside.sch.uk
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  • Class teachers and/or the SENDCo are able to make links with other agencies to support the child and their family.
  • Access arrangements for examinations and other assessments (EG. larger text for visually impaired children or additional time for children with learning difficulties).
  • Transition- we ensure that there are transition meetings from year group to year group and place particular emphasis on cross-Key Stage transition. We also support families and children during high school transition by sharing information and arranging additional visit days where necessary.
  • Help children and families to manage medical conditions in line with the school Medicines in School Policy.
  • Further information about SEND for families of children with SEND can also be found at www.sendgateway.org.uk
  • Where necessary, the school can lead a Common Assessment Framework (CAF) referral with the aim of providing support for children and families at The Heys.
  • School can also lead referrals to other services (EG. Speech and Language therapy) and/or provide data for other referrals, provided that parental consent is obtained. The school recognises that pupils 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 with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010.Some may also have special educational needs (SEN) and may have a statement, or Education, Health and Care (EHC) plan which brings together health and social care needs, as well as their special educational provision and the SEND Code of Practice (2015) is followed.Where a child has a medical condition, it may be necessary to share information about their condition with staff and other professionals (EG Supply teachers). Where a child has a medical problem that does not affect their ability to learn, they will have a care plan, detailing their needs and how these are best supported in school.  • must not directly or indirectly discriminate against, harass or victimise disabled children and young peopleThis duty is what is known as ‘anticipatory’. Schools are also required to think in advance about what disabled children and young people might need in the future.How will we monitor and evaluate the effectiveness of SEND provision?   All mainstream schools are provided with resources to support those with additional needs, including pupils with SEN and disabilities. Most of these resources are determined by a local funding formula, discussed with the local schools forum.Schools have an amount identified within their overall budget, called the notional SEN budget. This is not a ring-fenced amount, and it is for the school to provide high quality appropriate support from the whole of its budget.It is for schools, as part of their normal budget planning, to determine their approach to using their resources to support the progress of pupils with SEN. The SENDCO, Headteacher and governing body should establish a clear picture of the resources that are available to the school. They should consider their strategic approach to meeting SEN in the context of the total resources available, including any resources targeted at particular groups, such as the pupil premium.Schools are not expected to meet the full costs of more expensive special educational provision from their core funding. They are expected to provide additional support which costs up to a nationally prescribed threshold per pupil per year. The responsible local authority, usually the authority where the child or young person lives, should provide additional top-up funding where the cost of the special educational provision required to meet the needs of an individual pupil exceeds the nationally prescribed threshold. 
  • Funding and personal budgets
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  • How is SEND funded?
  • Parents views are sought via Parent Surveys, conducted during parents’ evenings and pupils’ views are sought via pupil voice interviews and the Every Child Matters pupil survey, conducted in the Autumn and Summer terms.
  • Evidence of the effectiveness of SEND provision is used to create focused targets for the SEND Improvement Plan that is shared with staff and Governors. This plan is evaluated throughout the year and the information is reported to Governors via the Headteacher’s Report to the full Governing Body and the link Governor for SEND.
  • All pupils’ progress in Reading, Writing and Maths is monitored every half-term (6-8weeks) by the Headteacher and/or Senior Leadership Team. The SENDCo will monitor the progress of individuals and children with SEN to ensure that interventions are effective.
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  • • must make reasonable adjustments, including the provision of auxiliary aid services (for example, tactile signage or induction loops), so that disabled children and young people are not disadvantaged compared with other children and young people.
  • The Equality Act requires that early years providers, schools, colleges, other educational settings and local authorities:
  • Further details about how children with medical conditions are supported at The Heys, please refer to our policy for ‘Supporting Pupils with Medical Conditions’ and the The Heys Accessibility Plan.
  • This document, written using the child’s own words, will give details of their condition and what staff can do to ensure that the child remains happy, safe and comfortable whilst in school.
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  • How will school support pupils with medical conditions?
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  • Parents/carers are entitled to request a Personal Budget if your child has an EHC plan or has been assessed as needing a plan.
  • A Personal Budget is an amount of money your local authority has identified to meet some of the needs in your child’s EHC plan, if you want to be involved in choosing and arranging a part of the provision to meet your child’s needs.
  • Parents/carers (or a representative) will need to agree this with your Tameside local authority.
  • A Personal Budget can only be used for agreed provision in the EHC plan.
  • How are the training needs of staff identified and planned for?
  • In order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all pupils, all staff are encouraged to undertake training and development. This may be provided by staff at The Heys and/or by external agencies, organisations and professionals.
  • All teachers and support staff undertake induction on taking up a post and this includes a meeting with the SENDCo to explain the systems and structures in place around the school’s SEND provision and practice and to discuss the needs of individual pupils.
  • The school’s SENDCo regularly attends the Tameside SENDCo network meetings in order to keep up to date with local and national updates in SEND.Roles and ResponsibilitiesTeachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.
  • At The Heys, every teacher is a teacher of every child, including those with SEND. Teachers respond to children’s needs by:
  • The role of Class teachers
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  • providing quality first teaching that ensures the progress of all children, in line with the Teachers’ Standards.
  • providing starting points for the development of an appropriate curriculum;
  • providing support for children who need help with communication, language and literacy;
  • planning to develop children’s understanding through the use of all their senses and of varied 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;
  • involving parents in implementing a joint learning approach at home.

 

The role of the SEND Co-ordinator

In our school, the SENDCo:

  • acts as an advocate for children with SEND and their families.
  • manages the day-to-day operation of the school’s special educational needs policy;
  • co-ordinates the provision for and manages the responses to children’s special needs;
  • supports and advises colleagues;
  • contributes to the professional development of all staff;
  • oversees the records of all children with special educational needs;
  • acts as the link with parents of children with special educational needs;
  • acts as the link with external agencies and other support agencies;
  • monitors and evaluates the special educational needs provision, and reports to the governing body;
  • manages a range of resources, both human and material, to enable appropriate provision to be made for children with special educational needs.The role of the Governing Body
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The governing body has due regard to the Code of Practice when carrying out its duties toward all pupils with special educational needs and disabilities.

 

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 Tameside local authority and other schools, 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 identified Mr Postlethwaite to have specific oversight of the school’s provision for pupils with special educational needs. The 'responsible person' in this school is the deputy head teacher. The deputy head teacher ensures that all those who teach a pupil with an Educational Health and Care plan’s are aware of the nature of this.

 

The named governor ensures that all governors are aware of the school’s SEN provision, including the deployment of funding, equipment and personnel.

 

 

 

The role of parents/carers

The school works closely with parents in the support of those children with special educational needs. We encourage an active partnership through an ongoing dialogue with parents. The home-school agreement is central to this.

 

Parents have much to contribute to our support for children with special educational needs. Parents/carers are required to engage in the review-plan-do cycle and provide evidence of their child’s progress towards the targets set in the Individual Support Profile.

 

A named governor takes a particular interest in special needs and is always willing to talk to parents/carers.

 

We have regular meetings each term to share the progress of special needs children with their parents. 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.

 

The role of children with SEND

In our school we encourage children to take responsibility and to make decisions. This is part of the culture of our school and relates to children of all ages. The work in the Foundation Stage recognises the importance of children developing social as well as educational skills.

 

Children have much to contribute to guiding the provision that they receive for their special educational needs. Children are required to engage in the review-plan-do cycle (at an appropriate level for their age and development) and provide evidence of their progress towards the targets set in 4+1 document.

 

Children are involved at an appropriate level in setting own targets. Children are encouraged to make judgements about their own performance against their personal targets. We recognise success here as we do in any other aspect of school life.

 

Additional roles and responsibilities

Designated Staff with specific Safeguarding responsibility: Mrs Gorton, Mrs Maginn (Deputy Headteacher), Mr Andrew Card (Headteacher),

Member of staff responsible for managing Pupil Premium Grant and Looked After Children funding: Mrs Maginn

Member of staff responsible for managing the schools responsibility for meeting the medical needs of pupils: Mrs Lisa Gorton.

 

Storing and managing information

All SEND documents are stored in lockable storage.

The sharing of information regarding SEND is subject to the procedures as set out in the Confidentiality Policy.

Parental consent will be sought, where necessary, to share information with external agencies and/or professionals.

 

Accessibility

Statutory Responsibilities

The DDA, as amended by the SEN and Disability Act 2001, placed a duty on all schools and Local Authorities to plan to increase over time the accessibility of schools for disabled pupils and to implement their plans.

 

Schools are required to produce accessibility plans for their building and Local Authorities are under a duty to prepare accessibility strategies covering the maintained schools in their area.

 

Accessibility plans can be provided, upon request, from the School Office.

 

Reviewing the policy

Given the climate of reform as we move into the new requirements for SEND for school, it has been recommended that this SEND policy is reviewed annually.

 

 

Safeguarding Statement

 

At The Heys Primary School we respect and value all children and are committed to providing a caring, friendly and safe environment for all our pupils so they can learn, in a relaxed and secure atmosphere. We believe every pupil should be able to participate in all school activities in an enjoyable and safe environment and be protected from harm. This is the responsibility of every adult employed by, or invited to deliver services at The Heys Primary School. We recognise our responsibility to safeguard all who access school and promote the welfare of all our pupils by protecting them from physical, sexual and emotional abuse, neglect and bullying.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Heys Medical Care Plan

 

 

Name:

 

Year:

 

Teacher:

 

Date updated:

 

 

Details of the child’s medical condition

I would like you to know that… (the young person’s ‘first hand’ description)

 

 

 

 

 

This means that… (again ‘first hand’ information for teachers from the child)

 

 

 

I find it difficult to… (key areas that are difficult, agreed after discussion)

 

 

 

It would help me if you could… (practical strategies and tips to support the identified areas of need)

 

 

 

I will help myself by… (agreed strategies and practical solutions for the child)

 

 

 

 

Additional information

Please give details of any additional support that the child recieves… (noted additional support; SaLT, therapy sessions, TA support etc…)

 

 

 

Access arrangements… (clearly noted assessment needs – extra time, reader/scribe etc…)

 

 

 

Any other data/information…  (key data/information, as required – summarised for ease of reference)