TEIGN SCHOOL
Policy to promote the successful inclusion of students
with special educational needs and disabilities at Teign School
At Teign School we are committed to offering an inclusive curriculum to ensure the best possible
progress for all of our students whatever their needs or abilities. Not all students with
disabilities have special educational needs and not all students with SEN meet the definition of
disability but this policy covers all of these students.
‘Students have Special Educational Needs if they have a learning difficulty which calls for special
educational provision to be made for them.’
‘Students with a disability have special educational needs if they have any difficulty in accessing
education and if they need any special educational provision to be made for them, which is
anything that is additional to or different from what is normally available in schools in the area.’
The specific objectives of our SEN policy are as follows:
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to identify students with special educational needs and disabilities and ensure that their
needs are met
to ensure that students with special educational needs and disabilities join in with all the
activities of the school
to ensure that that all learners make the best possible progress
to ensure parents are informed of their child’s special needs and that there is effective
communication between parents and school
to ensure that learners express their views and are fully involved in decisions which affect
their education
to promote effective partnership and involve outside agencies when appropriate.
The success of the school’s SEN policy will be judged against the aims set out above and the
success criteria outlined in Appendix A. The Governing Body will ensure that appropriate special
educational provision is in place for all students identified as in need. The range of support
provided in the school each year in response to identified need, is detailed in the Provision Map
(Appendix B)
The named person responsible for the coordination of SEN for the school is the SENCo A member
of the Governing Body takes a special interest in SEN, although the Governing Body as a whole is
responsible for making provision for pupils with special educational needs.
The Governing Body has agreed with the LA admissions criteria which do not discriminate
against students with special education needs or disabilities, and its admissions policy has due
regard for the guidance in the Codes of Practice which accompany the SEN and Equality Act 2010
(formerly Disability Act 2001). Parents and carers seeking the admission of a student with
mobility difficulties are advised to approach the school well in advance so that consultations can
take place. The school’s Accessibility Strategy is appended to this policy (Appendix C).
Identification and Assessment of special educational needs
The school is committed to early identification of special educational need and adopts a
graduated response to meeting special educational need in line with the Code of Practice 2002.
Evidence is collected through assessment and monitoring arrangements. All students are
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assessed on entry so a baseline reading and spelling age is established. If this reveals reading and
spelling ages are significantly lower than chronological age then appropriate intervention
strategies are used. There is no need for students to be registered or identified as having special
educational needs unless the school is taking additional or different action.
Students accessing support at School Action Plus level will be set targets where necessary and
their progress monitored by subject staff and/or Learning Mentors. Targets will be SMART and
relate not only to the curriculum area but also to the individual needs.
Where a student takes part in a specific intervention, parents will be sent details of the
programme. Targets set will reflect the expected progress of the individual as a result of the
intervention. The letter will also contain details of the support expected from parents/carers.
In exceptional circumstances, when all the interventions tried have proved unsuccessful,
students will be given an Individual Education Plan (IEP). IEPs will not be written for students
who receive education through good quality, well differentiated lessons.
The IEP will set targets for the student and will detail:
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the short-term targets set for or by the student
the teaching strategies to be used
the provision to be put in place
when the plan is to be reviewed
success and/or exit criteria
The IEP will be reviewed at every six months and the outcomes will be recorded. Students will
participate fully in the review process. Parents/Carers will also be invited to participate in the
target setting and review process.
If, despite significant support and intervention at School Action, the school has evidence that a
student is making insufficient progress the school may seek further advice and support from
outside professionals. (Triggers for School Action Plus are detailed in the SEN Code of Practice
and advice issued from DCC) These professionals will be invited to contribute to the monitoring
and review of progress. Pupils and parents will be fully involved and kept informed about the
involvement of external agencies and proposed interventions.
For students who still do not make progress under School Action Plus, the school may, in
consultation with other professionals, make a Request for a Statutory Assessment of the
student’s special educational needs. The decision to carry out this assessment will be decided
by the County Special Educational Team (CSET).
For students who have statements of SEN, in addition to the review of IEPs, their progress and
the support outlined in their statement will be reviewed annually and a report provided for the
Local Authority. If a student makes sufficient progress a statement may be discontinued by the
Local Authority.
The school will liaise with Careers South West and other agencies to arrange Transition Plans for
students with Statements (and other pupils with SEN who may benefit from Transition planning)
in Year 9, and will ensure that these Transition plans are reviewed annually as part of the Annual
Review process. When students move to another school their records will be transferred to the
next school within 15 days of the student ceasing to be registered, as required under the
Education (Pupil Information) Regulation 2000.
The student’s form tutor/lead mentor will work closely with parents at all stages in his/her
education and should be the first port of call in case of any difficulty.
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The school makes an annual audit of training needs for all staff taking into account school
priorities as well as personal professional development. Particular support will be given to NQTs
and other new members of staff. The SENCO takes responsibility for prioritising the training
needs of Teaching Assistants. (Appendix C Increasing Accessibility Plan Strand A)
The school will provide information about the Parent Partnership Service to students of
students with special educational needs. Parents of any student identified with SEN may contact
the Parent Partnership Service for independent support and advice.
External support services play an important part in helping the school identify, assess and make
provision for students with special education needs. e.g.
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The school receives regular visits from the Education Welfare Officer and Educational
Psychologist for the learning community.
In addition the school may seek advice from specialist advisory teaching services for children
with sensory impairment, communication difficulties and physical difficulties.
Multi-agency liaison meetings, with representation from Social Care, Careers South West,
Health Services, Community and Mental Health Services, the Community Police, and the
Educational Psychology Service are held on a regular basis to ensure effective collaboration
in identifying and making provision for vulnerable students
A Personal Advisor from Careers South West is invited to attend all Annual Reviews in Year 9
in order to contribute to the first Transition Plan, and then to the subsequent reviews of the
Transition Plan.
Appendices to this policy:
Appendix A: Success Criteria for the SEN and Disability Policy for Teign School.
Appendix B: Provision Map – (Wave 1, 2 and 3 provisions).
Appendix C: Increasing Accessibility.
May 2013
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