Ysgol Maesydre
Special needs policy 2014.
Principles of the Policy
The objectives of the governing body in making provision for pupils with special
needs is to provide a broad, balanced and appropriate curriculum.
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The school staff accepts every child as an individual and that all children are of equal
worth.
The school accepts that all children have the right to a broad, balanced and
differentiated curriculum.
The school accepts that all children are the shared responsibility of all the staff.
The school has an agreed system for helping children with special needs.
Parents are encouraged to become involved with the education of their children.
The school will work with and co-operate fully with outside agencies.
The staff will liaise with special needs staff to provide appropriate provision for
children with special needs.
The policy is based on a whole school approach to special needs. By adopting this approach,
the staff at Ysgol Maesydre have accepted that all children are the responsibility of all the staff.
All staff are involved in various ways with the children at various times.
It is therefore vital that the staff have the understanding of the special educational needs and
the programmes being undertaken by the children they work with.
All staff need to be responsible to the individual needs of all children in order that they will
have full access to the National Curriculum at an appropriate level.
Basic Information about the School’s educational provision.
Staff
Special Needs Co-ordinator – Miss Clare Watkin
Teacher in charge of specialist centre-Mrs Tanith Day(B.ed in SEN)
Special Needs Governor- Mrs S Bills
Special support assistants - Mrs J. Gethin (Specialist centre)
Mrs S Thomas
Mrs S Smith
Admission Arrangements.
Ysgol Maesydre admits children aged 7 years and older (Key stage 2). It is the only school in
Welshpool for children in years 3 – 6.
Specialist Centre
The specialist centre is situated at Maesydre. It forms part of the special needs provision
provided by Powys Education Committee. The provision provided by the specialist centre
fulfils the requirements specified in the Statement of Educational Needs. The centre is for the
equivalent of a maximum of 12 full-time children. Children are included in mainstream classes.
For further details see the Specialist Centre Policy Document- appendix 1
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Specialist facilities.
Ysgol Maesydre is fully ramped. There is a raiseable electric changing bed and modified
disabled toilet area. All children with a disability have access to the main areas of the school.
All the teaching areas are on the ground floor.
There is no medical room provision. First aid kits are situated in each classroom. There is a
quiet area in the specialist centre classroom where children can rest.
Identification , Assessment and Provision.
Resources.
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Each member of staff has access to a well-resourced special needs unit. ( see appendix
2)
Each class is well resourced with graded reading material.
Each class is resourced with basic phonic material, grammar worksheets and computer
programmes.
Teachers provide a differentiated curriculum.
Curriculum documents provide differentiated resources.
All staff have access to expertise of staff with special educational needs qualifications.
Specialist centre resources.
In-class support from support assistants.
Identification , assessment and provision.
Parents are informed when the child’s progress is reviewed and in the event of the provision
for that child being changed. This can either be formal or informal. Parents are always free to
discuss their child’s need with a member of staff. Their views are always carefully considered
when providing for that child’s educational need.
Inclusion.
We are committed to giving all children every opportunity to achieve the highest standards.
This policy helps to ensure that this happens for all children in our school – regardless of their
age, gender, ethnicity, attainment or background.
Our school aims to be an inclusive school. This means that equality of opportunity must be a
reality for our children. We make this a reality through the attention we pay to the different
groups of children within our school:
 Girls and boys;
 Minority ethnic and faith groups;
 Children who need support to learn English as an additional language;
 Children with special educational needs;
 Gifted and able children;
 Any children who are at risk of disaffection or exclusion.
The National Curriculum is our starting point for planning a curriculum that meets the specific
needs of individual and groups of children. We do this through:
 Setting suitable learning challenges;
 Responding to children’s diverse learning needs;
 Overcoming potential barriers to learning and assessment for individuals and groups of
pupils;
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Providing other curricular opportunities outside the National curriculum to meet the
needs of individuals or groups of children. ( This includes speech and Language
therapy, Cruse Cymru, Occupational therapy, mobility training and Resolve Cymru))
We achieve educational inclusion by continually reviewing what we do, through asking
ourselves these key questions:
 Do all our children achieve as much as they can do?
 Are there differences in the achievement of different groups of children?
 What are we doing for those children who we know are not achieving their best?
 Are our actions effective?
Teaching and Learning Style.
We aim to give all our children the opportunity to succeed and reach the highest level of
personal achievement. When planning their work, teachers take into account the abilities of all
their children. This enables some of our children to make progress in their own lessons,
perhaps after significant amounts of time spent away from school. When the attainment of a
child falls significantly below the expected level, teachers enable the child to succeed by
planning work that is in line with that child’s individual needs.
Where the attainment of a child significantly exceeds the expected level of attainment, teachers
use materials from a later key stage, or extend the breadth of the wok within the areas for
which the child shows particular aptitude.
Teachers are familiar with the relevant equal opportunities legislation covering areas of race,
gender and disability.
Teachers ensure that children:
 Feel secure and know that their contributions are valued.
 Appreciate and value the differences they see in others;
 Take responsibilities for their own actions;
 Participate safely in clothing that is appropriate to their religious beliefs;
 Are taught in grouping that allows all of them to experience success.
 Use material that reflects a range of social and cultural backgrounds, without
stereotyping
 Have a common curriculum experience that allows for a range of different learning
styles;
 Have challenging targets that enable them to succeed;
 Are encouraged to participate fully, regardless of disabilities or medical needs.
Some children in Ysgol Maesydre have disabilities and consequently need additional
resources. We are committed to providing an environment that allows these children full access
to all areas of learning. All our classroom entrances are wide enough for wheelchair access and
the designated points of entry for our school also allow wheelchair access.
Teachers modify teaching and learning appropriate for these children. For example, they give
additional time to children with disability to complete certain activities. In their planning
teachers ensure that they give children with disabilities the opportunity to develop skills in
practical aspects of the curriculum.
Teachers ensure that the work for these children:
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Takes account for their pace of learning and the equipment they use;
Takes account of the effort and concentration needed in oral work, or when using, for
example, vision or computer aids;
Is adapted or offers alternative activities in those subjects where children are unable to
manipulate tools or equipment, or use certain types of materials;
Allow opportunities for them to take part in educational visits and other activities
linked to their studies;
Includes approaches that allow hearing impaired children to learn about sound in
science and music, and visually impaired children to learn about light in science;
Uses assessment techniques that reflect their individual needs and abilities.
Disapplication and modification.
The school can where necessary, modify or disapply the National Curriculum and its’
assessment arrangements. Our school policy is to do this only in exceptional circumstances.
The school makes every effort to meet the learning needs of all its children without recourse to
disapplication or modification. We achieve this through greater differentiation of the child’s
work, or through the provision of additional learning resources. When necessary, we also
support learning through appropriate external specialists. In such cases, teachers work closely
with these agencies to support the child.
In exceptional circumstances we may decide modification or disapplication is the correct
procedure to follow. We would only do this after detailed consultation with parents and the
Local Education Authority. The school’s governor with responsibility for special educational
needs would also be closely involved in this process. We would ensure that every effort had
been made to provide the necessary support from within the school’s resources before
considering such action.
Should we go ahead with modification or disapplication, we would do so through:
 Section 364 of the Education Act 1996. this allows modification or disapplication of the
National Curriculum, or elements of it, through the statement of special educational
needs;
 Section 365 of the Education Act 1996. this allows the temporary modification or
disapplication of the National Curriculum, or elements of it.
Evaluation of the schools S.E.N. policy.
The policy is discussed:
 Informally between class-teachers, Headteacher, Special Educational Needs Coordinator and S.N governor.
 Meetings between parents of S.N children and S.N teacher are held after Provision
Maps and IEP’s are reviewed.
 Staff meetings.
 Annual review policy.
Points to consider when evaluating the S.E.N policy:
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Level of funding
Are standards improving as a result of this policy?
Opinion of the governors, class teachers, Headteacher and parents.
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Staffing policies and partnership with outside agencies.
Inset
The school’s policy on inset training for special educational needs is the same as for other
areas of the curriculum. Staff consider their professional needs at an annual interview with the
Headteacher. Performance management takes place on an annual basis.
The inset co-ordinator selects courses relevant to each individual teacher and curriculum area
after consultation with the head teacher and the member of staff concerned.
The teacher in charge of the specialist centre selects courses which are relevant to the centre.
These are funded directly by the L.E.A.
Staff are informed of any new developments in special educational needs by the Special
Educational Co-ordinator.
Outside Agencies.
The school makes good use of all the outside agencies available (see appendix 3 for full
details.)
Referrals from within the school are made by the Special Educational Needs Co-ordinator.
Subsequent programmes are monitored and fully implemented by the special educational
Needs co-ordinator and support staff.
Parents.
The school environment is very welcoming to parents as outlined in the school development
plan.
Parents of all children are encouraged to come into school if they are concerned about their
child.
The parents of special needs children are contacted at every review. They are then invited to
discuss any concerns they have arising from the review.
Parents are informed when the child’s progress is reviewed and in the event of the provision
for that child being changed. This can be either formal or informal. Parents are always
carefully considered when providing for that child’s educational need.
Other schools.
There is a continuous link between the infant schools at Oldford, Gungrog and Ardwyn and
Ysgol Maesydre. Links with Ysgol Cedewain and Brynllawarch are primarily through their
outreach service, although there are periods when the liaison has been directly with relevant
class teachers.
Visits are made to the infant schools during the Summer Term.
There are regular links with Welshpool High School.
In the Summer Term the Heads of year 7 and special needs visit Ysgol Maesydre to discuss the
intake into their school the following term. A second meeting between S.E.N. teachers of
Ysgol Maesydre and Welshpool High School takes place at the beginning of the Autumn term.
The SenCo of the High school attends the annual reviews of the year 5/6 children who have a
statement of Special Educational Need.
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Roles and Responsibilities.
Many people are involved in the education and well-being of children who have a special
educational need. Some of the roles are advisory, some responsibilities are statutory. All
make an important contribution to the education of the child.
Role of the Governing Body/Special Needs Governor.
Each school has a governor who has a specific responsibility for special needs in their school.
The Governing Body must:
 In co-operation with the Headteacher, determining S.E.N. policy.
 Makes needs known to all who teach the child.
 Establish necessary staffing and funding arrangements.
 Report annually to parents on school’s SEN policy.
 Ensure that the child joins in activities of school so far as compatible with:
 Pupil receiving necessary S.N. provision.
 Efficient education of other children.
 Efficient use of resources.
Role of Headteacher.
The Headteacher’s role requires that she:
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Create an environment where the whole school policy for special needs is accepted by
all staff of that school.
Act as “the responsible person” for the purpose of formal assessment.
Be responsible for the management of the provision of resources for S.N children.
Keep the governing body fully informed.
Work closely with the school’s SEN co-ordinator.
Role of the Special Educational Needs Co-ordinator.
The SEN co-ordinator should be responsible for:
 Day to day operation of the school’s SEN policy.
 Liaise with and advise fellow teachers.
 Co-ordinating provision for children with SEN (including preparation of I.E.Ps for
children at school action+).
 Updating and overseeing the records of pupils at school action + and statement level.
 Liaising with parents of children with special needs.
 Liaising with outside agencies.
 Contributing to inset training.
 Manage the learning support assistants working in the school.
Role of the Special Support Assisstant in the Classroom.
The role of support teacher in Ysgol Maesydre can be undertaken by the Specialist Centre
Teacher of the Special Support Assisstant.
The role is:
 Ensure that the child has full access to the curriculum.
 Match resources and materials to the child.
 Anticipate and deal with inappropriate behaviour.
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Maintaining motivation and on-task behaviour by frequent attention, interest,
encouragement and support.
Promptly re-iterating instruction given.
Giving an opportunity for self-evaluation.
Being aware.
Role of the Classroom.
The role of the class teacher is:
 Identify, as early as possible, the child who has special needs.
 To ensure the child has full access to the Curriculum.
 To liaise with the SN teacher, SEN co-ordinator, parents and outside agencies to meet
the child’s needs.
Outside Agencies.
Local Education Authority Agencies.
Educational Psychologist
Dr. Alun Flynn
Old College
New Road
Newtown
Powys
Tel: 01686 626 255
Advisory teacher for the Visually Impaired
Ms Heidi Lorenz
Area Education Office
Watton Mount
Brecon
Tel: 01874 624 411
Advisory teacher for the Hearing Impaired.
Paula Hamer
Area Education Office Old College
New Road
Newtown
Powys
Tel: 01686 626 255
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