Special Educational Needs (SEN) - Queen Eleanor`s C of E Junior

Queen Eleanor’s C.E. Junior School
Special Educational Needs Policy
We aim to
 ensure that the individual needs of all children are identified and addressed;
 provide appropriate support;
 liaise with outside agencies as required;
 do all we can to be inclusive within our limits
 make sure all children are able to access the curriculum with confidence
The school will ensure that:
procedures comply with the SEN Code of Practice1
children’s special educational needs will be identified as early as possible
through formal and informal assessments, pupil tracking procedures,
liaison with previous schools, parents, locality team referral, and dialogue
between pupils and teaching staff.
Parents will be informed of any concerns regarding their child in
compliance with Code of Practice guidelines ensuring a school/home
partnership approach.
A co-ordinated multi-agency approach is adopted to ensure consistency
and effective communication in respect of individual need.
Criteria for School Action Plus is employed in order to identify children in
need of support.
SEN funding will be used to support children with SEN, as provided for in
schools level 1 and level 2 funding.
Children with English as a second language will be assessed in order to
determine needs, and receive support from EAL service as required.
Effective communication will take place with the parents of children with
English as a second language, using mother tongue interpreter if
The school will ensure the five outcomes of Every Child Matters2 is
applied to children with SEN as with all children at Queen Eleanor’s.
Identification and Assessment
The school will endeavour to ensure that:
The SENCO is notified of any concerns about individual children raised by
staff or parents.
Children in need can be identified through termly and annual formal
assessments, ongoing teacher assessment and pupil tracking processes.
Assessment of children on School Action (SA) and School Action Plus (SA+)
will be carried out by the SENCO in conjunction with outside agencies, and
reviewed regularly as required.
Consultation will take place with outside agencies through a process of
dialogue followed by standard referral if necessary.
Reviews of provision and intervention will take place regularly for all children
on the Code of Practice.
Parents will be informed of the kind of provision and intervention provided for
their child, and invited to discuss this at parents’ evenings with the Class
Teacher and when necessary, with the SENCO and any multi-agencies
Targets are discussed and communicated to the children.
Teaching assistants will be informed of all SEN children’s targets, which will
be discussed regularly with teachers and the SENCO. TAs will receive
guidance regarding appropriate classroom support and intervention
Children with Statements of Educational Needs will receive support in
accordance with their statement and according to funding.
Children on SA+ will receive support and funding according to their needs, be
it with in the classroom, in small groups or 1 to 1 targeted intervention.
Children with SEN will work as part of the class, in a small group, or 1 to 1,
according to their needs and what is appropriate.
Children with SEN will be integrated into the classroom alongside their peers,
and provided with appropriate support and differentiation.
All staff will be offered training with regard to special educational needs. This will
In-house training as part of the TA training programme.
County and multi-agency training is available as part of the school’s CPD
Support literature is available for parents.
Queen Eleanor’s ensures inclusion by:
Liaison with feeder infant schools, secondary schools and local special
schools to ensure a smooth transition for children in and out of the school.
Representations at Social Services review meetings and liaison locality
Adaptation of the school environment to cater for physical and learning needs
of all children.
This document will be reviewed annually to ensure it complies with current
Date presented to Governors:
March 2009
Approved by Governors
June 2009………
Date to be reviewed
March 2012