SEN & Disability Policy/SEN Information Report

/ Policy Document / SEN & Disability Policy/SEN Information Report

Issued in November 2014
Reviewed November 2016

Contents

  1. Rationale
  2. Background
  3. Links with other School Policies
  4. Details of the Consultation Period
  5. Definition of SEN and SEN support
  6. Definition of Disability
  7. What kinds of SEN are provided for?
  8. How does the school identify and assess pupils with SEND?
  9. Deployment of Teaching Assistants to support all children, including those with SEND
  10. How does the school evaluate the effectiveness of its provision?
  11. How are these needs evaluated?
  12. What are the school’s arrangements for assessing and reviewing the provision of pupils with SEND?
  13. What is the school’s approach to teaching pupils with SEND?
  14. How does the school adapt the curriculum/ learning environment for pupils with SEND?
  15. What additional support is available to pupils with SEND?
  16. How does the school enable children with SEND to engage in activities together with children who do not have SEND?
  17. What support is available for improving the emotional and social development of pupils with SEND?
  18. Who is the SEN Co-ordinator?
  19. What are the expertise and training of staff in relation to children with SEND and how does the school secure this specialist expertise?
  20. How are equipment and facilities used to support children with SEND secured?
  21. What are the arrangements for consulting parents of children with SEND and involving them in their education?
  22. What are the arrangements for consulting with children with SEND and involving them in their education?
  23. What are the arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning provision made by the school?
  24. How does the governing body involve other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils?
  25. What are the contact details of support services for the parents of pupils with SEND, including those for arrangements made in accordance with Clause 32 (Parent Partnership Services)?
  26. What are the school’s arrangements for supporting pupils with SEND in transferring between phases of education or in preparing for adulthood and independent living?
  27. Where is the local authority’s local offer published?

1. Rationale

Hawkhurst CEP School is committed to providing high quality education for all children in the school. We strongly believe that all children, including those identified as having special educational needs have an entitlement to a broad, balanced and creative curriculum which is accessible to them. As part of this curriculum, we also believe that all our children have a right to be fully included in all aspects of school life, both socially and academically.

We value the abilities and achievements of all our pupils. We are committed to providing, for each pupil, the best possible environment for learning that we can provide, striving to eliminate prejudice and discrimination, creating a learning base where all children can flourish and feel safe.

We are committed to inclusion. We endeavour to make every effort to achieve maximum inclusion for all pupils whilst meeting their individual needs. We aim to engender a sense of community and belonging, and to offer new opportunities for learners who may have experienced previous difficulties. This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways which take account of their varied life experiences and needs.

Finally, we continually strive to stay ‘ahead of the game’ and use National and Local evidence based research to inform our practice (e.g. Sutton Trust Toolkit, Lego Therapy). This ensures that assessments, interventions and strategies used are current, efficient and effective. Work with Schools in our Local District enables us to share knowledge and resources and adds to this thinking and enables us to support all children, including those with special educational needs, to the best of our ability.

2. Background

This policy is written in line with the requirements of:-

  • Children and Families Act 2014
  • SEN Code of Practice 2014
  • SI 2014 1530 Special Educational Needs and Disability Regulations 2014
  • Part 3 Duties on Schools – Special Educational Needs Co-ordinators
  • Schedule 1 regulation 51– Information to be included in the SEN information report
  • Schedule 2 regulation 53 – Information to be published by a local authority in its local offer
  • Equality Act 2010
  • Schools Admissions Code, DfE 1 Feb 2012
  • SI 2012 1124 The School Information (England) (Amendment) Regulations 2012
  • SI 2013 758 The School Information (England) (Amendment) Regulations 2013

3. Links with other School Policies

This policy should be read in conjunction with the following school policies:

  • Physical Intervention and Behaviour
  • Teaching and Learning
  • Positive Handling
  • Child Protection
  • Homework
  • Complaints
  • Inclusion
  • Medical Care

4. Details of the Consultation Period

This policy will be developed and reviewed with parents/carers across the school. This process will involve inviting parents/carers and other stakeholders in school, the opportunity to review the draft SEN policy, together with representatives from the governing body. Requests for responses to be returned within two weeks will be made. Following this, any responses will be reviewed comprising of parents who have responded, governors and SENCO, The draft copy will then be revised and presented to the Governing Body for ratification and publishing.

The policy will be reviewed annually, and published on the website. Hard copies of this policy are available upon request from the School Office.

5. Definition of SEN

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. In other words, if they require a curriculum/ support that is significantly different or additional to their peers.

A child of compulsory school age or a young person has a learning difficulty if he or she:

  1. Has a significantly greater difficulty in learning than the majority of others of the same age; or
  2. Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions. SEN Code of Practice (2014, p 4)

However, the definition of what constitutes SEN Support is less clear. In order to help schools, colleges and early years settings accurately identify their SEN Support cohort, KCC provides the following clarification of what constitutes SEN Support:

“SEN support is intensive and personalised intervention which is required to enable the child/young person (CYP) to be engaged in learning. It will usually involve significant amounts of resource from the educational setting (approaching or exceeding the nationally prescribed threshold for schools and colleges, and SCARF funding for EYFS). Each CYP identified as SEN Support will have Outcomes which have been agreed through a process of collaboration and discussion. A personalised programme of support will be devised and be reviewed and adjusted frequently (at least three times per year) with close CYP and/or parental involvement.”

6. Definition of disability

Many children and young people who have SEN may also have a disability under the Equality Act 2010 – that is’…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’ SEN Code of Practice (2014, p5)

7. What kinds of Special Educational Needs are provided for?

At Hawkhurst CEP, we can make provision for every kind of frequently occurring special educational need without a statement of special educational needs / Education, Health and Care Plan, for instance Dyslexia, Dyspraxia, Speech and Language needs, Auditory Processing Disorder, ADHD, ADD, Autism, Asperger’s syndrome, Physical Impairment, Visual and Hearing impairment, learning difficulties and behaviour difficulties. There are other kinds of special educational need which do not occur as frequently and with which the school is less familiar, but we can access training and advice so that these kinds of needs can also be met.

The school also currently meets the needs of pupils with a statement of special educational need / Education, Health and Care plan. Decisions on the admission of pupils with a statement of special educational need / Education, Health and Care plan are made by the Local Authority in conjunction with the school.

The admission arrangements for pupils without a statement of special educational needs / Education, Health and Care Plan do not discriminate against or disadvantage disabled children or those with special educational needs.

8. How does the school identify and assess pupils with SEN?

At Hawkhurst CEP we monitor the progress of all pupils through formal assessments and Pupil Progress Meetings up to six times a year. Through this regular review of attainment and progress, teachers are able to swiftly identify any pupil who is not making the progress expected of them and immediate action to address this is agreed with the SLT and the SENCO. In addition to this, we use a range of standardised and other assessments with pupils to support more specific identification of need as required:

Universal Assessments used for all pupils

Cognition and Learning

Communication and Interaction

Social, Emotional and Mental

Physical/ Sensory

Reading Ages

Spelling Ages

Year 1 Phonic Assessment

Read Write Inc Assessment

EYFS Profile

CATs (Cognitive Ability Tests in Years 5,and 6)

Speech Link

Language Link

Language for Learning Assessment

Boxall Profile

BEAM assessment

Where progress is not sufficient, even if a special educational need has not been identified, we put in place extra support to enable the pupil to catch up. In class these may include the following: pencil grips, fiddle toy, work station etc. Examples of interventions in place are listed below:


Interventions in place to support pupils

Cognition and Learning

Communication and Interaction

Social, Emotional and Mental

Physical/ Sensory

First Class at Number

Success at Arithmetic

Maths support group

Fresh Start

BRP

Read Write Inc Phonics 1:1

Memory games

Literacy support group

Spelling support group

Lego Group

Black Sheep Resources

Speech Link Intervention

Language Link

Counselling (FEGANS)

Lego Group

FLO

Sensory Circuits

BEAM

Clever Fingers

Write Dance

Fizzy

Activate

Some pupils may continue to make inadequate progress, despite high-quality teaching targeted at their areas of weakness. For these pupils, and in consultation with parents, we will use a range of assessment tools to determine the cause of the learning difficulty. At Hawkhurst CEP we are experienced in using the following assessment tools:Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions. SEN Code of Practice (2014, p 4)

  • Sandwell Numeracy Assessment
  • Speech Link
  • Language Link
  • Boxall Profile
  • YARC
  • Lucid Rapid
  • Lass 8-11
  • BPVS
  • Ravens
  • Nara II

We also have access to external advisors who are able to use their own specialised assessment tools:

  • We can access specialist teacher support though LIFT meetings. They are able to:
    • Offer educational support to ensure full access to the learning environment, curriculum and information, and to promote the independence and resilience for children and young people. Specialist Teachers for Visual Impairment, Hearing Impairment, Cognition and Interaction, and behaviour are deployed on the basis of ongoing proactive needs analysis to provide high quality, highly specialist information, intervention and support for children and young people both in the home and school.
  • We are also able to access physiotherapists and occupational therapists.

The purpose of this more detailed assessment is to understand what additional resources and different approaches are required to enable the pupil to make better progress. These will be shared with parents, put into a Personalised Plan and reviewed regularly, and refined / revised if necessary. At this point we will have identified that the pupil has a special educational need because the school is making special educational provision for the pupil which is significantly additional and different to what is normally available.

If the pupil is able to make good progress using this additional and different resource (but would not be able to maintain this good progress without it) we will continue to identify the pupil as having a special educational need.

If the pupil is able to maintain good progress without the additional and different resources he or she will not be identified with special educational needs. When any change in identification of SEN is changed parents will be notified.

We will ensure that all teachers and support staff who work with the pupil are aware of the support to be provided and the teaching approaches to be used.

9. Deployment of Teaching Assistants to support all children, including those with SEND

We employ 12 teaching assistants (TA’s) across the school. One of these is an HLTA (Higher Level Teaching Assistants.) TA’s are based with a class and run intervention groups at appropriate times throughout the day according to the requirements specified on the Provision Maps.

Using evidence based research including the DISS Report, Sutton Trust Toolkit findings and current thinking from groups including NASEN, derived from information received by SENCO at AEN updates, training has been delivered explaining the effective use of teaching assistants. Teaching assistants play a key part in supporting children’s learning in our school and we are aware that a key question to reflect on regarding this support is: What impact is the support having on children’s learning at every point in the session?

We have discussed effective deployment strategies to use in class and around school and all teachers are aware of how to use Teaching Assistants at different points in the lesson:

Support during whole class teaching

  • Ensuring access (for example by simplifying or translating the teacher’s language, helping a child formulate answers to questions, helping a child to use resources, signing, or scribing);
  • Sitting close to children who need support and giving them focused help (for example, reminding child of previously learned strategies, encouraging use of correct language);
  • Working with children to prepare them to answer a question the teacher has given them time to think about;
  • Providing images, pictures and tactile, practical resources to help children’s understanding;
  • Providing appropriate praise and encouragement;
  • Supporting children with behaviour difficulties, e.g. helping to settle and involve them, and keep attention directed to the task;
  • Observing individual children for assessment purposes;
  • Monitoring progress of class or individuals on behaviour targets.

Support during group work

  • Ensuring access to the task (for example by scribing, signing, helping the child use ICT, providing adapted resources);
  • Going over the teaching in an earlier part of the lesson, giving time for more explanation and examples, and for children to explain their thinking to others;
  • Supporting work on teacher-planned differentiated tasks;
  • Ensuring access to resources children may need in order to understand what is being taught;
  • Guided and supported reading/writing/talk;
  • Pre-tutoring for future whole class work or the plenary;
  • Coaching behaviour/group work skills;
  • Supervising the class while a teacher works with a particular group.

Questions to ask when giving support to Individual Children

  • Is the support clearly focused on moving the child on– is the learning objective and outcome known?
  • Is the child able to have time when they are working unsupported or supported by peers to reduce the risk of over-dependency?
  • Is the support being offered enabling interaction between the child and their peers, or is it inadvertently acting as a barrier to such interactions?
  • Discretion– is the support is given sensitively?

10. How does the school evaluate the effectiveness of its provision?

All reviews will be informed by the views of the pupil, parents and class/subject teachers and the assessment information from teachers which will show whether adequate progress is being made.

The SEN Code of Practice (2014, 6.17) describes inadequate progress thus:

  • 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 rate of progress
  • Widens the attainment gap

11. How are these needs evaluated?

For pupils with a statement of special educational needs / Education, Health and Care Plan / in receipt of HNF there will be an Annual Review of the provision made for the child, which will enable an evaluation of the effectiveness of the special provision.

12. What are the school’s arrangements for assessing and reviewing the progress of pupils with Special Educational Needs?

Every pupil in the school has their progress tracked six
times per year using Target Tracker. In addition to this, pupils with special educational needs may have more frequent assessments of reading age, spelling age etc. The assessments we use at Hawkhurst CEP
can be found in Section 8. Using these it will be possible to see if pupils are increasing their level of skills in key areas.

If these assessments do not show adequate progress is being made the SEN support plan (Provision Map) will be reviewed and adjusted.

13. What is the school’s approach to teaching pupils with Special Educational Needs?

High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching. Schools should 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. SEN Code of Practice (2014, 6.37).

In our school the quality of teaching is judged to be good or better than good by the Local Authority.

We follow the Mainstream Core Standards advice developed by Kent County Council to ensure that our teaching conforms to best practice. Please see web link below:

http://www.kelsi.org.uk/pupil_support_and_wellbeing/targeted_support/inclusion/inclusion_and_achievement/publications_and_documents.aspx

In meeting the Mainstream Core Standards the school employs some additional teaching approaches, as advised by internal and external assessments e.g. one to one tutoring, precision teaching, mentoring, small group teaching, use of ICT software learning packages etc. These are delivered by existing staff and some additional staff employed through the funding provided to the school as ‘notional SEN funding’.

14. How does the school adapt the curriculum and learning environment for pupils with Special Educational Needs?

At Hawkhurst CEP School school we follow the advice in the Mainstream Core Standards on how to adapt the curriculum and the learning environment for pupils with special educational needs. We also incorporate the advice provided as a result of assessments, both internal and external, and the strategies described in statements of special educational needs / Education, Health and Care Plans.

As part of our requirement to keep the appropriateness of our curriculum and learning environment under review the Governors have made the following improvements as part of the school’s accessibility planning:

modification within the school building to incorporate a Care Suite

repainting of disabled parking bays

removal of the edging of paths

Should access for wheelchairs need to be changed, the doorways will be widened.

Teaching Assistants are supported by Class Teachers and the SENCO to ensure that children within the class are supported and appropriate provision is made for them. If modifications are required to the curriculum this will be carried out in conjunction with the Class Teacher and SENCO.

Training courses are provided for all staff in accordance with priorities and needs within the school.

15. What additional support is available to pupils with special educational needs?

As part of our budget we receive ‘notional SEN funding’. This funding is used to ensure that the quality of teaching is good in the school and that there are sufficient resources to deploy additional and different teaching for pupils requiring SEN support.

The amount of support required for each pupil to make good progress will be different in each case. In very few cases a very high level of resource is required. The funding arrangements require schools to provide up to £6000 per year of resource for pupils with high needs, above that amount application will be made for High Needs Funding.

16. How does the school enable pupils with SEND to engage in activities together with children who do not have SEND?

All clubs, trips and activities offered to pupils at our school are available to pupils with special educational needs either with or without a statement of special educational needs / Education, Health and Care Plan. Where it is necessary, the school will use the resources available to it to provide additional adult support to enable the safe participation of the pupil in the activity.

However, while every effort will be made to include all pupils on educational trips and to provide activities that all are able to access, where it is considered unsafe to include a particular pupil because there are serious doubts concerning their behaviour or it is felt that they represent significant risks to themselves or others within the group (including staff), the Head Teacher will make a final decision on whether the pupil should access the trip and suitable alternatives that will meet the educational needs of the visit will be planned.

17. What support is available for improving the emotional and social development of pupils with SEND?

At our school
we understand that an important feature of the school is to enable all pupils to develop emotional resilience and social skills, both through direct teaching for instance through Circle Time and PSHE, Lego group and SEAL games and resources and indirectly with every conversation adults have with pupils throughout the day.

For some pupils with the most need for help in this area we also can provide the following: access to counsellor, mentor time with a member of staff and time with FLO to address immediate needs.

Pupils in the early stages of emotional and social development because of their special educational needs will be supported to enable them to develop and mature appropriately. This will usually require additional and different resources, beyond that required by pupils who do not need this support. Parents have been asked to respond to Greg Clarke regarding his letter about CAHMS in order to support his campaign.

18. Who is the SEN Co-ordinator?

The SENCO at Hawkhurst CEP Primary School is Mrs Nicola Poland, who is part of the Senior Leadership Team, a qualified teacher and has been accredited with the National Award for SEN Co-ordination and has also completed the following training: Child Protection, Language for Learning, ASD Awareness, Dyslexia Awareness, Developmental Dyscalculia Awareness, Leuven training, Boxall Profile training and Language Workshops and also keeps up to date with AEN updates 3 times a year and other training courses relevant to the position.

Mrs Poland is available on 01580 753254 or e-mail office@hawkhurst.kent.sch.uk.

19. What are the expertise and training of staff in relation to children with SEND and how does the school secure specialist expertise?

Information relating to specific training attended by teachers and teaching assistants can be accessed by request to the SENCO. She is also able to provide, on request, a list of members of staff who have received enhanced and specialist training.

Where a training need is identified beyond this we will find a provider who is able to deliver it. Training providers we can approach are Broomhill Bank Outreach team, Educational Pyschologist, Speech and Language Therapist, Occupational Therapist, Physiotherapist etc. The school also works closely with other local schools to share expertise and training and will access advice from the Specialist Teaching Service. The cost of training is covered by the notional SEN funding.

20. How are equipment and facilities used to support children with SEND secured?

Where external advisors recommend the use of equipment or facilities which the school does not have, we will purchase it using the notional SEN funding. For highly specialist communication equipment the school will seek the advice of the KCC Communication and Assistive Technology team.

21. What are the arrangements for consulting parents of children with SEND and involving them in their education?

All parents of pupils at Hawkhurst CEP are invited to discuss the progress of their children three times a year, and receive a written report once per year. In addition we are happy to arrange meetings outside these times. These meetings will be with the class teacher and/ or the SENCO. As part of our normal teaching arrangements, all pupils will access some additional teaching to help them catch-up if the progress monitoring indicates that this is necessary; this will not imply that the pupil has a special educational need. All such provision will be recorded, tracked and evaluated on a Provision Map which is available at parent’s request.

If following this normal provision improvements in progress are not seen, we may use internal or external assessments which will help us to address these needs better. Parents will be actively supported to contribute to assessment, planning and review. However, only children receiving significant and ongoing support to maintain progress will be listed on our SEN support register.

In addition to this, parents of pupils with a statement of SEN / Education, Health and Care Plan will be invited to contribute to and attend an annual review, which, wherever possible will also include other agencies involved with the pupil. Information will be made accessible for parents prior to the meeting.

22. What are the arrangements for consulting children with SEND and involving them in their education?

When a pupil has been identified to have special educational needs because special educational provision is being made for him or her, the pupil will be consulted about and involved in the arrangements made for them as part of person-centred planning. Parents are likely to play a more significant role in the childhood years with the young person taking more responsibility and acting with greater independence in later years.

23. What are the arrangements made by the governing body relating to the treatment of complaints from parents of pupils with SEND concerning the provision made by the school?

The normal arrangements for the treatment of complaints at Hawkhurst CEP School are used for complaints about provision made for special educational needs. We encourage parents to discuss their concerns firstly with the class teacher who is responsible for the provision made for the children in their class. After that the SENCO, Deputy Headteacher or Head teacher can be consulted to resolve the issue before making the complaint formal. A copy of the Complaints Procedure can be obtained by request at the school office.

If the complaint is not resolved after it has been considered by the governing body, then a disagreement resolution service or mediation service can be contracted. If it remains unresolved after this, the complainant can appeal to the First–tier Tribunal (Special Educational Needs and Disability), if the case refers to disability discrimination, or to the Secretary of State for all other cases.

There are some circumstances, usually for children who have a Statement of SEN where there is a statutory right for parents to appeal against a decision of the Local Authority. Complaints which fall within this category cannot be investigated by the school.

24. How does the governing body involve other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with SEND and in supporting the families of such pupils?

The governing body have engaged with the following bodies:

  • Free membership of LIFT for access to specialist teaching and learning service
  • A Service Level Agreement with Educational Psychology Service
  • Link to Disabled Children’s Service for support to families for some pupils with high needs
  • Access to local authority’s service level agreement with Occupational Therapy Services / Physiotherapy Services for pupil with requirement for direct therapy or advice following the required number of support sessions in school
  • Ability to make ad hoc requests for advice from Communication and Assistive Technology Team, etc
  • Membership of professional networks for SENCO eg NAS, SENCO forum, NASEN etc (through AEN update)
  • Utilisation of the Early Help and Preventative Services from Kent Integrated Family Support Service (KIFSS) and Kent Integrated Adolescent Support Service (KIASS)

25. What are the contact details of support services for the parents of pupils with SEND, including those for arrangements made in accordance with Clause 32 (Parent Partnership Services)?

Kent Parent Partnership Service (KPPS) provides free, impartial, confidential, advice, support and options around educational issues for parents who have children with special educational needs or disabilities (0-19). They empower parents to play an active and informed role in their child’s education. They can be contacted on
HELPLINE: 03000 41 3000

Office: 0300 333 6474 and

Minicom: 0300 333 6484

E-mail: kentparentpartnershipservice@kent.gov.uk

http://www.kent.gov.uk/kpps

26. What are the school’s arrangements for supporting pupils with SEND in transferring between phases of education or in preparing for adulthood and independent living?

At Hawkhurst CEP School we work closely with the educational settings used by the pupils before they transfer to us in order to seek the information that will make the transfer is a seamless as possible.

  • From Early Years Settings (Nurseries/ Preschools) into Reception– visits are made to all the local settings prior to starting in September. Meetings with parents follow this visit either at school or home, and where necessary a transition booklet is produced for the child.
  • From Year group to Year group– children participate in a change over afternoon where they meet their new teachers in the Summer term. For children with SEND and medical needs, a transition meeting is held where the current staff involved, SENCO and future staff involved are present. Current support is described and future support is discussed. Again, a transition booklet is produced where necessary. Selected pupils in KS2 are offered an additional six mornings at Forest School in the Summer term.
  • From Year 6 into secondary school– transition forms are completed by Year 6 staff. In addition, the secondary school staff will visit the children here in school to prepare for transition to Key Stage 3. In some cases, additional visits are organised to support more vulnerable children and the SENCOs from both settings will meet to assist families with this process. One Page Profiles will be handed on to KS3 settings to support vulnerable students and their new teachers. Hawkhurst CEP School is leading CAST (Cranbrook Area Supporting Transition)

27. Where is the local authority’s local offer published?

The local authority’s local offer is published on the following web address:

http://www.kent.gov.uk/education-and-children/special-educational-needs

Parents without internet access should make an appointment with the SENCO for support to gain the information they require.