Special Educational Needs and Disabilities Policy

SEND Report

All Bromley Schools are committed to and adopt a similar approach to meeting the needs of all pupils including those with special educational needs or disabilities. There is a shared expectation that all pupils, regardless of their specific needs, should be offered inclusive teaching which will enable them to make the best possible progress in school and feel that they are a valued member of the wider school community.

Pickhurst Junior Academy is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

To view the SEND Report click here to download the PDF

SEND Policy

 Pickhurst Junior Academy provides a broad and balanced curriculum for all children. The school recognises that pupils will attain different levels at different times and that some will require an increased level of support in order to maintain progress. This policy indicates the steps that will be taken to ensure that pupils’ progress is being monitored and what action is to be taken to increase the opportunities for success.

To view the Policy for children with Special Educational Needs and Disabilities click here to download the PDF

SEND Policy

 

Key:

EHC P – Education, Health and Care Plan
SEND – Special Educational Needs/Disabilities
SENCO – Special Educational Needs Co-ordinator

Pickhurst Junior Academy is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

Pickhurst Junior Academy provides a broad and balanced curriculum for all children.  The school recognises that pupils will attain different levels at different times and that some will require an increased level of support in order to maintain progress.  This policy indicates the steps that will be taken to ensure that pupils’ progress is being monitored and what action is to be taken to increase the opportunities for success.

At Pickhurst Junior Academy, we aim to enable all children to achieve their full potential and to develop the skills and processes required for them to become independent learners.  We will support children to help them to develop a positive self-image and we will offer them purposeful learning experiences.We value our collaborative approach, ensuring that the voices of the children and their parents/carers are included.  Aspirations of pupils and their families are recognised, valued and developed; no child will be discriminated against because of disability or learning difficulty.  We aim to create an environment where there is a place for everyone and there is a feeling that they belong.

Compliance

This policy has overarching links with several key school policies in place.  It also complies with Section 19 of the Children and Families Act 2014.  It is written with reference to inclusive education in accordance with:
•    Articles 7 and 24 of the United Nations Convention of the Rights of Persons with Disabilities
•    Equality Act 2010: advice for schools DfE Feb 2013
•    SEND Code of Practice 0 – 25 (June 2014)
•    School Admissions Code of Practice
•    The Special Educational Needs and Disability Regulations 2014 (linked to clause 64)
•    Schools SEND Information Report Regulations (2014)
•    Statutory Guidance on Supporting Pupils at School with Medical Conditions (April 2014)
•    The National Curriculum in England framework document (September 2013)
•    Safeguarding Policy
•    Accessibility Plan
•    Teachers’ Standards 2012

This policy has been created by the school’s SENCO with the support of the SEND Governor, in liaison with the School Leadership Team, staff and parents of pupils with SEND,in accordance with the Department for Education’s new arrangements for supporting children and young people with special educational needs and disabilities.  The result is a better,family-centred approach, focusing on personal goals, increased family involvement and changes to the way SEND children receive support.

AIMS AND OBJECTIVES

1.    To identify pupils who have special educational needs and disabilities
2.    To develop and monitor appropriate provision for pupils who have special educational needs and          disabilities
3.    To follow the guidance provided in the SEND Code of Practice 2014 and the relevant legislation and advice as listed above
4.    To ensure that the provision of support is met through Quality First teaching and appropriate interventionas required
5.    To ensure that the Special Educational Needs Co-ordinator (SENCO) will work alongside parents and relevant staff
6.    To provide support, advice and training for all staff working with pupils who have special educational needs
7.    To value contributions from parents, carers and the child and to ensure that they are fully involved in discussions and decisions about every aspect of their child’s SEND
8.    To seek and act upon advice from outside professional agencies to meet pupils’ needs
9.    To ensure a high level of staff expertise in order to meet the children’s needs through appropriate training and support
10.    To monitor the progress of pupils to ensure they reach their potential
11.    To acknowledge the aspirations of the pupils and their parents/carers

Identifying and Monitoring Special Educational Needs (SEND)

Defining SEND: The 2014 Code of Practice says that:
A person has SEND if they have a learning difficulty or disability that calls for special educational provision to be made for him or her.  At compulsory school age this means he or she has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability that 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.  Taken from 2014 SEND Code of Practice: 0 to 25 Years – Introduction xiii and xiv

We recognise the importance of early identification and aim to identify children’s special needs as early as possible.  The skills and levels of attainment of all pupils are assessed on entry, building on information from their previous setting.  The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category.  As part of this process the needs of the whole child will be considered, not just the special educational needs of the child.

The school also recognises that other factors may influence a child’s progress and attainment, but do not necessarily mean that the child has a special educational need.  This might be:
•    Disability, where reasonable adjustment under the Disability Equality legislation can enable a child to make expected progress
•    Attendance
•    Health and welfare
•    English as an additional language
•    Being in receipt of Pupil Premium grant
•    Being a looked-after child
•    Being a child who experiences frequent locational moves e.g. children of service personnel/travellers

A rigorous, ongoingsystem of progress monitoring across the school takes place on a half-termly basis.  This identifies pupils who are not making expected progress and may include progress in areas other than attainment, such as social, emotional and mental health, speech and language and physical ability.

Levels of SEND Support

Quality First Teaching, differentiated for individual pupils, is the first step in meeting the needs of any pupil who has or may have special educational needs.  Class teachers are responsible and accountable for the progress and development of all the pupils in their class.

The school follows a cycle of ‘Assess, Plan, Do and Review’ as set out in the SEND Code of Practice 2014.

Assess
In identifying a child as needing SEND support, the SENCOgathers information to analyse the child’s needs.  Where there is little or no improvement in the child’s progress, more specialist assessment may be required.

Plan
Interventions based on the outcome of assessment are planned and a review period is agreed.

Do
The class teacher remains responsible for working with the child on a daily basis.  With support from the SENCO, they should oversee the intervention.

Review

The effectiveness of the intervention will be monitored regularly by the class teacher.  Individual pupil targets will be reviewed as part of the school’s cycle of progress monitoring.All interventions are planned and monitored by the class teacher and delivered by staff who have had appropriate training.  Records of interventions are kept through whole school, class and individual provision maps.  The effectiveness of interventions is regularly monitored on a 1/2 termly basis, or more frequently for certain interventions.  Individual pupil targets are assessed as part of the school’s cycle of progress monitoring.

Additional Support

If, children are given an SEND diagnosis or they fail to make expected levels of progress, the decision may be made to place children on the SEND register, in formal consultation with parents.  If the needs of the child cannot be met through the notional budget for SEND then they can apply to the Local Authority for additional funding.

The Bromley Banded Funding Guide is used to aid identification of need within the four categories identified by the Code of Practice 2014 (cognition and learning, communication and interaction, social emotional and mental health and sensory difficulties) with additional guidance for autism and specific learning difficulties.  This can also be used to identify appropriate strategies to meet need.  The SENCO may offer advice about effective teaching and learning strategies and interventions that may help to narrow the gap or accelerate progress.  General advice from outside specialists may be sought.

Pupils on the SEND Register
While the needs of the majority of pupils will be met from within the school’s own resources, some children will have a higher level of need.  The additional funding to support children is then requested from the Local Authority High Needs Block.  To receive additional funding, the school needs to provide a costed provision map, demonstrating how advice and recommendations from external agencies have been implemented, the outcomes of support and indicating how additional funding will be used to support the pupil in achieving desired outcomes.  Where additional funding is agreed, a Pupil Resource Agreement will be put in place by the school’s Educational Psychologist or Specialist Teacher, in consultation with parents and pupil.  Thresholds for funding are related to need and can be found in the Banded Funding Guide.

Their place on the SEND Register and their need for additional funding is regularly reviewed against their progress.  In some cases, this level of support can be reduced or ceased.

Where pupils require support from a range of agencies in addition to education, or require education in a specialist setting, an Education, Health and Care Plan will be considered by the Local Authority.

FURTHER SUPPORT FOR PUPILS AND FAMILIES

This information can be found on our school website and includes:

•    Local Authority Local Offer
•    Your SEND Information Report
•    School policy on medicines and medical treatment

Admissions and Transition

In line with the Equality Act (2010) we will not discriminate against children with SEND.  The school follows the Local Authority Admission Policy.  See SEND Information Report for further details on transition.

Accessibility

Access Arrangements are as listed on the SEND Information Report.  Any adjustments regarding access are linked with the desirable improvements as listed in the Disability Equality Scheme.  See Accessibility Plan 2014 for further information.

SUPPORTING PUPILS AT SCHOOL WITH MEDICAL CONDITIONS

The school recognises that pupils at school with medical conditions should be properly supported so that they can 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 pupils may also have special educational needs 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, whileensuring that the SEND Code of Practice 0 – 25 (2014) is followed.

TRAINING AND RESOURCES

SEND is funded from the Notional SEND budget allocated to all schools, based on prior school attainment and Pupil Premium.  This allows for up to £6,000 of resources to be used for the support of any individual pupil.  The additional funding can then be applied for from the Local Authority high needs block where it can be demonstrated that a pupil requires a higher level of support.

The training needs of staff, including support staff, are regularly reviewed, andplanned for,so that all staff are well equipped to meet the needs of the most common barriers to learning.  Where pupils present with rarer difficulties, staff can access training and support from specialist teachers or therapists.  All staff are actively encouraged to take advantage of training and development opportunities.

All teaching and support staff undertake induction training when taking up their post.  This includes meeting with the SENCO to explain the systems and structures in place around to the school’s SEND provision and practice, and to discuss the needs of individual pupils.

The SENCO regularly attends the Local AuthoritySENCO Forums in order to keep up to date with local and national updates in SEND.  The SENCO also attends local cluster group meetings to share good practice.

ROLES AND RESPONSIBILTIES

It is the expectation within our school that teachers provide inclusive Quality First teaching for all children. Consultation with the SENCOand parents ensures that further intervention and support is developed and monitored for SEND pupils.  The key responsibilities of the SENCOare in line with the Code of Practice 2014.  These can be found listed on the school’s SEND Information Report.  It is an expectation that the SENCOworks closely with the Head Teacher, key teaching staff, governing body and outside agencies to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements.

MONITORING AND EVALUATION OF SEND PROVISION

Regular and careful monitoring and evaluation of the quality of provision offered to all pupils is ensured by regular audits and sampling of parents’, pupils’ and staff views.

The school undergoes an active process of continual review and improvement of provision for all pupils.

COMPLAINTS AND FEEDBACK

If you have any concerns about your child’s progress or well-being, please contact your child’s class teacher in the first instance.  If it is a specific SEND concern, please contact the SENCO.  If concerns or complaints are unresolved, please approach the Head Teacher.

Date of Policy: February 2015            Review Date: February 2017

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