Lindridge CE Primary School
Special Educational Needs (SEN) Policy
Date of Policy: June 2014
Review Date for Policy: June 2015
N.B. Legislation to address 'Support and Aspiration: A New Approach to Special Educational Needs and
Disability' - Progress and Next Steps, is due September 2014 and will require a reworking of this policy.
SENCo: Mrs Julie Page (BA.Ed; Post Graduate Cert. SEN coordination; RGN)
Ethos
All teachers are teachers of special educational needs. At Lindridge Primary School,
we recognise that it is the teacher’s responsibility to meet the needs of all children in
their class through their classroom organisation, teaching materials, teaching style
and differentiation. However, if the pupil does not make adequate progress even
when teaching approaches are targeted at a pupil’s identified area of weakness, then
the pupil may be identified as having special educational needs. We believe that:
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The aims of education for pupils with difficulties and disabilities are the same
as those for all pupils.
It is the responsibility of all teachers to identify and meet the SEN of pupils. In
this they can draw on the resources of the whole school.
Every child is entitled to have his or her particular needs recognised and
addressed.
All pupils are entitled to experience success.
Good special needs practice is good practice for all pupils.
All special educational provision is more effective if pupils and parents are
fully involved.
Definition of Special Educational Needs
“Children have special educational needs if they have a learning difficulty which calls
for special educational provision to be made for them.
Children have a learning difficulty if they:
a) have a significantly greater difficulty in learning than the majority of children of
the same age; or
b) have a disability which prevents or hinders them from making use of
educational facilities of a kind generally provided for children of the same age
in schools within the area of the local education authority; or
c) are under compulsory school age and fall within the definition at (a) or (b)
above or would so do if special educational provision was not made for them.
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Children must not be regarded as having a learning difficulty solely because the
language or form of language of their home is different from the language in which
they will be taught.
Special educational provision means:
a) for children of two or over, educational provision which is additional to, or
otherwise different from, the educational provision made generally for children
of their age in schools maintained by the LEA, other than special schools, in
the area; or
b) for children under two, educational provision of any kind.”
See Section 312, Education Act 1996
Aims
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To identify pupils with special educational needs and provide appropriate
access to the school curriculum working with parents, carers and outside
agencies.
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To create a safe, supportive and inclusive environment, which promotes
children’s self esteem and celebrates the achievements of every pupil.
Objectives
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To identify and assess the needs of children with special educational needs.
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To respond to pupil needs, using appropriate learning strategies and through
a differentiated curriculum or individual plan where necessary.
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To liaise closely at all times with parents, both to inform them and gain their
active support in provision for their child.
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To involve pupils as fully as possible in providing for their needs and making
decisions which affect them.
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To fully integrate pupils with their peers in the classroom situation.
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To provide informed, adult support, when appropriate.
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To provide appropriate and adequate resources to meet pupils’ needs.
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To ensure that the National Curriculum is available to all children with special
educational needs.
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To work within the framework provided by the Revised Code of Practice
(2001), The Special Educational Needs and Disability Act (2001) and the
County Guidelines.
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To seek the guidance and assistance of other professionals, where
necessary, and to work with them to make suitable provision.
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To provide appropriate information and training to enable staff to cater for
children with special educational needs.
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To monitor and review the child’s progress, keeping appropriate records,
which can be made available to interested parties.
Roles and Responsibilities
The SENCo
The day to day operation of the school’s SEN policy is the responsibility of the
SENCo, who works closely with the Head Teacher and other members of staff to
make appropriate provision. This involves the following:
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Keeping the SEN Register and overseeing the records of children with SEN.
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Advising and supporting staff in matters of SEN.
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Monitoring and assessing children with SEN.
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In consultation with class teachers, devising and co-ordinating the
implementation of Individual Provision Map (IPMs) for children on SEN
register.
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To organise Annual Reviews for children with a Statement of SEN.
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Organising and advising staff on resources available for children with SEN,
suggesting appropriate strategies to meet their needs and co-ordinating
provision in the classroom.
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Liaison with other professionals from outside school, including educational
psychologists, support teachers, speech therapists, and others.
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Liaison with and support for parents.
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Liaison with Special Schools, pre-school organisations and Secondary
Schools, particularly when pupils with SEN are transferring.
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Assisting with staff development.
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Liaison with Head Teacher and Governors to keep them informed about
children with SEN.
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The Head Teacher
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To monitor Special Needs in school and oversee the role of the SENCo.
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To ensure opportunities are given for governors and parents to be informed.
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To ensure SEN budget is created for resources for classroom and individuals
(including Outside Agencies).
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Allow SENCo time to fulfil role.
The Class Teacher
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To respond to concerns (their own or others’) and to collect information and
evidence indicating a possible need for extra support.
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To consult with parents and SENCo about the need for extra support.
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In consultation with SENCo, devise Individual Provision Map (IPMs) for
children on SEN register.
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To share planning with teaching assistants who are supporting children with
SEN and to give opportunities for them monitor groups/individuals and record
their observations.
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To share School Action IPMs at Parents Evenings and invite parents and
SENCo to attend separate meetings to discuss School Action Plus IPMs.
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To discuss targets and progress with the pupil and ascertain their views.
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To monitor progress and keep records of information collected, IPMs and
reviews.
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To liaise with the SENCo and any external specialists involved.
Teaching Assistants
Teaching Assistants provide essential support to class teachers in meeting the
needs of pupils with SEN. Their role includes:
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Preparing SEN resources in line with IPMs under the direction of the class
teacher.
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Delivery of aspects of the IPM to individuals and small groups.
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Monitoring and recording progress of individuals and small groups.
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Provide support and encouragement to SEN pupils in their day-to-day class
work.
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Feedback to teachers and SENCo about response and progress of
individuals.
Governors
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To liaise with the Head Teacher and the SENCo
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To monitor the implementation of the SEN policy.
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To establish appropriate staffing and funding arrangements to support pupils
with SEN.
The National Code of Practice
Procedures
The school accepts the graduated approach to identification, assessment and
provision for children with SEN, as promoted in both the Government’s Code of
Practice and the LEA’s Guidelines for Special Educational Needs.
1. School Action – when a pupil is identified by the class teacher, who devises
interventions which are additional to or different from the school’s normal
differentiated curriculum.
2. School Action Plus – when the class teacher, teaching assistant and
SENCo, in consultation with parents, ask for help and advice from outside
specialists.
3. Statement of SEN – for a small minority of pupils SA and SA+ is not enough
and in agreement with parents and specialists the school can request a
statutory assessment by the LEA.
Identification
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The school recognises the need for early intervention, assessment and
provision for any child with SEN and realises that, in the early years
particularly, teacher observation is the main method of identification.
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The Foundation Stage Profile is an ongoing assessment undertaken by
Reception teachers with all children throughout their first year in
school. It provides a useful guide in identifying children who may need
additional support.
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Information can be provided by parents and outside agencies who
have been involved with children in pre-school settings. Where a child
has already been identified as having a special educational need the
information provided from the previous setting provides a starting point
in identifying needs and providing support in the classroom.
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Medical screening, including sight and hearing tests, also take place
early in the child’s school career and provide valuable information.
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Later in their school career, children complete other assessment tasks.
In Year 2 and Year 6 they complete the Standard Assessment Tasks
(SATs), and in Years 3-5 the QCA tests. Together with APP (Literacy
and Numeracy), teacher assessments and observations these can give
indications of particular needs.
The Revised Code of Practice highlights the following triggers for intervention when
a child, despite a differentiated curriculum:
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makes little or no progress even when teaching approaches are targeted
particularly in a child’s identified area of weakness
shows signs of difficulty in developing literacy or mathematics skills
which result in poor attainment in some curriculum areas
presents persistent emotional or behavioural difficulties which are not
ameliorated by the behaviour management techniques usually employed
in the school
has sensory or physical problems, and continues to make little or no
progress despite the provision of specialist equipment
has communication and/or interaction difficulties, and continues to
make little or no progress despite the provision of a differentiated
curriculum.
SEN Code of Practice (2001) 5:44
School Action
 When concern is expressed by a teacher or any other person involved with
the child, the class teacher collects together relevant information, assessment
results and observations.
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This is discussed with the SENCo and parents should then be informed.
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The SENCo informs the Head Teacher and records the child’s name on the
SEN Register.
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Using the information gathered, the class teacher and SENCo, devise an
Individual Provision Map (IPM), focusing on a maximum of three or four
realistic targets, using resources available within school and involving parents
and pupils where possible. Copies of the IPM should be given to the parents.
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The IPM and the pupil progress is reviewed three times a year with the
parents and SENCo. The result of the review may be that: the child has made
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sufficient progress and can be removed from the SEN register; new targets
are set at School Action; or, if progress is considered to be unsatisfactory help
or advice is sought from the appropriate support service and the child is
moved on to School Action Plus.
Teaching and Learning
Wherever possible children with SEN should be taught and supported within the
ordinary classroom situation. Within this situation there are many ways of making
special arrangements to cater for differing needs:
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Using differentiated materials, which may include such things as pictures or
symbols to aid understanding, simplified text levels, cloze activities or tasks
involving sorting or ordering words or sentences.
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Using a variety of teaching styles, with emphasis on visual, auditory or
kinaesthetic stimulus, to cater for differing learning styles.
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Varying pace to cater for different rates of learning.
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Providing extra support with classroom assistants, parent or volunteer
helpers.
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Involving support from home.
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Providing activities or resources to develop particular skills.
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Changing organisation within the classroom.
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Using simple reward systems to motivate.
These kinds of arrangements are often sufficient for many children to overcome their
difficulties at School Action. For other children it may be necessary to provide more
specific arrangements such as:
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Individual or small group work on a regular basis.
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An individual programme of work with an adult or peer.
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Providing specific equipment or resources to cater for the child’s needs.
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A greater degree of support from teaching assistants.
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More parental involvement.
Short term planning should be annotated to show links with children’s IPMs and
provision in the classroom.
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Moving to School Action Plus
The Revised Code of Practice suggests that the triggers for School Action Plus could
be that, despite receiving an individualised programme and/or concentrated support
under School Action, the child:
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continues to make little or no progress in specific areas over a long
period
continues working at National Curriculum levels substantially below that
expected of children of a similar age
continues to have difficulty in developing literacy and mathematics
skills
has emotional or behavioural difficulties which substantially and
regularly interfere with the child’s own learning or that of the class
group, despite having an individualised behaviour management
programme
has sensory or physical needs, and requires additional specialist
equipment or regular advice or visits by a specialist service
has ongoing communication or interaction difficulties that impede the
development of social relationships and cause substantial barriers to
learning.”
SEN Code of Practice (2001) 5:56
Procedures
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After discussion with all those involved with the child, the SENCo records the
child’s name and details on the SEN Register at School Action Plus and
informs the Head Teacher.
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The SENCo then collates all the relevant information and requests the
involvement of the appropriate Support Service.
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The SENCo then works closely with the Support Services, teacher, parents
and pupil to assess the needs of the child and devise an Individual Provision
Map (IPM).
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Regular reviews take place three times a year, giving parents time to meet
with teachers, SENCo and Support Services to discuss progress and any
further action.
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Parents usually have the opportunity to meet with outside specialists and can
also contact the Support Services independently.
Outside Agencies
The work of the SENCo is supported by a variety of outside agencies. Regular
meetings are held. SST meetings take place at the beginning of each term involving
the SENCo and Outside Agencies.
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The school views this support as an invaluable resource and aims to work closely
with, seek the advice of, and co-ordinate the varying contributions of all these other
professionals, to meet the needs of the children with SEN.
Statement Provision
After consultation with everyone concerned, if the child’s needs are thought to be
sufficiently complex then the school may request, with the parents’ permission, a
Statutory Assessment. If this request is granted by the LEA, evidence is collected
and a decision made about the need to draw up a Statement of Special Educational
Need. If the LEA decides to do this then the school works closely with the officers of
the LEA to ensure that the stated needs of the child are met.
When a child has a Statement of Special Educational Need the school holds an
Annual Review each year to assess progress and review provision. Parents and all
external specialists are invited to attend or contribute to this process.
Training
The school and staff recognise that with the continuing developments in the
provision for children with SEN there is a need for ongoing training for all those
involved.
Monitoring and Evaluating
The SENCo monitors SEN practice throughout the school and the progress of
children with SEN using a number of performance indicators:
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Progress in meeting IPM targets.
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Performance in assessments and tests targeted at pupils with SEN carried out
by teachers, SENCo, Head Teacher or external specialists.
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Views expressed by teachers, parents and pupils at reviews.
Complaints Procedure
Complaints about the provision for children with SEN are dealt with by the school
and LEA at various levels. Initially parents are encouraged to speak with the class
teacher who will refer to the SENCo and Head Teacher as appropriate. More formal
complaints may be made directly to the Governing Body or the LEA.
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The Changing National Context
A new Code of Practice for SEN is due to come into law on September 1st 2014.
In this transition phase, this policy should be considered in the context of the draft
document The Entitlement of Pupils in Mainstream Schools Special Educational
Needs Provision 'Ordinarily Available' in Worcestershire Schools’.
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