St Winifred’s Catholic Primary School
Special Educational Needs and Disability(SEND) Policy
(for further information see Local Offer)
At St. Winifred’s we believe that all children, whatever their ability, should have the best possible access to a broad and balanced education. Many children during their school life will encounter some difficulty in learning and we hope to address those needs through effective teaching, planning, close monitoring and assessment. Every teacher is a teacher of every child, or young person, including those with SEND. We would define a child with SEND as one who has significantly greater need for help than their peers in a particular aspect of the curriculum, or in their general learning. We believe parents have an important role and they should be involved as much as is possible in their child’s education and inclusion.
St Winifred’s is a Rights Respecting School and we place the United Nations Convention on the Rights of the Child (UNCRC) at the heart of our planning, policies, practice and ethos. As a rights-respecting school we not only teach about children’s rights but also model rights and respect in all relationships between staff –pupils-parents.
This Policy relates most directly to the following articles from the UNCRC
Article 23: Every child has the right to special education and care if they have a disability, so that they can live a full life.
Article 28: Every child has the right to a good quality education.
To identify and monitor a child’s needs at the earliest possible stage.
To inform all teaching personnel of the procedures (see below) for identifying SEND.
Records which are clear, factual, up to date and reliable follow the child throughout the school, including information received from previous schools.
To encourage parents to be involved with their children’s education from the earliest stage and provide them with information about the intervention/s their child is receiving.
To ensure there is equal access to the curriculum and equal opportunities for all children with SEND.
To promote a positive image for children with SEND
To keep parents and governors informed.
Our policy is in line with the Department for Education current Code of Practice.
We ensure access for all children to a broad and balanced curriculum and aim to be fully inclusive.
We identify and assess problems as early as possible in order to remove barriers to learning and raise expectations and achievement of pupils with SEND. Children are entered on a SEND register.
We carry out whole school assessments in order to identify needs and set targets.
Progress is reviewed regularly in consultation with all parties concerned. We keep clear and thorough records. Our Inclusion Managers oversee work with individuals and small groups of identified children, in order to teach, review and assess. The Inclusion Managers work in partnership with parents, outside agencies, the local authority and other schools as appropriate.
The Inclusion Managers attends SENCO forums to receive up to date information regarding all aspects of SEND.
SEND matters are raised at every Governors’ Curriculum Committee meeting.
We set aside money from the budget each year for SEND resources.
The named Inclusion Managers
Miss Fiona Cullen – Early Years and Key Stage 1
Mrs. Maureen Buck – Key Stage 2
Identifying children with SEND
A child has special educational needs if he/she has:-
- Medical difficulties, e.g. physical disabilities/ impaired hearing/vision
- Significantly greater difficulty in learning than other children of his/her age.
- Speech, language and communication difficulties
- A diagnosed disability eg Autistic Spectrum Condition, Dyslexia,
- Attention Deficit /Hyperactivity Disorder,
- Behavioural/ emotional difficulties
Teachers or parents may express concern about the following:-
- language difficulties – speaking/writing/reading)
- lack of concentration
- lack of motivation; underachieving problems
- lack of co-ordination – P.E./handwriting/use of implements
- an able child unable to reach his/her full potential
speed of handwriting and speed of processing
Whole school assessments are carried out each term in Reading, Writing and Numeracy in order to identify learning needs and ensure appropriate support is given. Base Line tests are also taken into account.
The Inclusion Managers are trained to carry out a range of assessments eg The Dyslexia Portfolio and the British Picture Vocabulary Scale for early identification of difficulties and implementation of a support programme if required.
Systematic records are kept at every stage by the teacher and Inclusion Manager.
The triggers for intervention could be records from a previous school, the teacher’s or parent/carers’ concern, underpinned by evidence about a child, who despite receiving differentiated learning opportunities:
- makes little or no progress even when teaching approaches are targeted particularly in a child’s identified area of weakness.
- shows signs of difficulty in developing literacy or mathematics skills which result in poor attainment.
- presents with persistent emotional or behavioural difficulties which are not ameliorated by the behaviour management techniques usually employed in the school.
- has sensory or physical problems, and continues to make little progress depite the provision of specialist equipment.
- achieves a low score in standardized screening/assessment.
Pupil Progress Meetings
- Class Teachers together with the Senior Management Team look at the tracking and decide the appropriate intervention to meet individual children’s needs. Parents are informed and provided with their child’s individual provision map.
- Classroom intervention – child receives support in a small group or 1:1 outside classroom with the Inclusion Manager or a Teaching Assistant.
- After review a decision is made as to whether the child:-
- Needs to continue with the current intervention
- No longer requires a special intervention programme.
- Has complex difficulties and specialist outside agency involvement is sought
When a child is identified as needing support the class teacher provides interventions which are additional to and different from those provided as part of the usual differentiated curriculum.
If further support is needed:-
- Inclusion manager may seek advice from outside agencies, e.g. Education Psychologist, Speech Therapist, Occupational Therapist, Advisory teachers for children with Autistic Spectrum Condition ( as part of SLA with Drumbeat ASD School ) or Specific Learning Difficulties team, School nurse, Doctor, Social Services, Targeted Family Support, Pre-School Learning Alliance etc.
Records are kept of any information and advice received from these sources.
Links with outside agencies can involve sharing of expertise through courses, inset and the setting up of specific SEN groups with support from professionals from these services.
When advice from an outside agency is required:
- The Inclusion Manager and parent complete the CAF (Common Assessment Framework) form.
A visit and/or further assessments may follow.
- Provision is adapted to meet the child’s needs.
- Progress is monitored.
- A review date is set for information to be updated and shared.
- A decision is made as to whether the child:-
- continues at School Support
- progresses to more intensive support
- would benefit from a Team Around the Child/ Family meeting
- No longer requires intensive support
If more intensive support is needed:
- Parents are then asked to agree to the initiation of a full assessment.
- The school must decide whether to ask the LEA to proceed with statutory assessment for an Educational Health Care Plan (EHCP).
- The school completes an assessment form which details history of advice and support.
- This information is sent to the Lewisham Panel who decide whether the child should go forward for a full assessment.
- LEA decides whether to proceed with Statutory Assessment and the completion of an Education Health Care Plan.
Ongoing class records include:-
- the class teacher’s records, which can form the basis for further work
- a SEND folder maintained by the class teacher.
- case studies
- reading records
- work samples
- records kept by Teaching Assistants working 1:1 with children.
- a termly sample taken of a Maths, English and Science tasks
Each teacher to keep a SEND file in class, containing:-
- E.Ps where appropriate
- Class provision maps
- instructions/plans for classroom assistants ‘ work with SEN children
- minutes of meetings
- Reports from outside agencies
- any relevant medical information
Records kept by the INCLUSION MANAGER include:-
- Special Needs and Disability Register
- copies of completed CAF’s
- minutes from TAC/TAF meetings
- reports from outside agencies
- Individual Educational Plans
- Individual Provision Map
- Case Studies
We develop a working partnership between parents and the school, in which parents are encouraged to be open and confident, as they have a unique knowledge and information to impart. Therefore the school aims to :-
- inform parents of any concerns as soon as possible
- encourage parents with concerns to approach the Headteacher, Class Teacher or Inclusion Manager as soon as possible
- consider the wishes, feelings and knowledge of parents at all stages
- contribute to the parents own understanding of how best to help their child
- support parents who may feel inadequate in dealing with a difficulty concerning their child
- encourage reinforcement of any structured approach at home
- encourage the use of local community services where necessary, e.g. Family therapy, Speech Therapy, Targeted Family Support including the Pre-School Learning Alliance etc
- provide information on the support available for children with SEND within the context of the school and the LEA, and wider where appropriate
The school receives funds from the local authority which are delegated specifically for pupils with special educational needs and disabilities. The governors are responsible for ensuring that these funds are used for pupils with special educational need and disabilities, whether or not they are the subject of an EHC Plan .Where a pupil has an EHC Plan, money specifically for the use of that pupil may be allocated by the authority in which the pupil lives.
Pupils with SEND may require additional resourcing from the main school budget to meet their needs. Money allocated to SEND may be used to:-
- Provide additional Teaching Assistant support
- Purchase of special equipment including IT resources
- Provide extra numeracy and literacy support (classroom assistants and teachers) for targeted groups
S.E.N. IN SERVICE TRAINING
The school’s Management Plan contains provision for the professional development of all staff in the area of S.E.N.D. The regular review of this policy will inform the school Management plan and the plan for S.E.N.D. Focused INSET will sustain this professional development.
Children are admitted according to the school’s criteria. The school operates its equal opportunities policy with regard to pupils with special needs. These pupils are positively welcomed.
The school monitors its effectiveness and successes in the following ways:
- the regular review of pupils with Special Needs and disabilities
- the monitoring of progress within the school for all pupils.
- the success of pupils at the end of each Key Stage
- the level of participation of pupils with S.E.N.D in school activities
- feedback from parents and pupils themselves
This policy will be reviewed annually in the light of changing circumstances within and beyond the school.