SEND Policy
“Wyke School is where children are inspired to become life-long learners.”
Vision:
Our children are encouraged, stimulated and celebrated to reach their full potential. Everyone
within the school community understands their rights and is welcomed into a safe, healthy,
happy and secure environment. Every child and adult is valued and respected for their
individuality and for the contributions they make.
Definition of Special Educational Needs (SEN):
At our school we use the definition for SEN and disability from the SEND Code of Practice
(2014).
This states:
SEN: a child or young person has special educational needs if he or she has a learning difficulty
or disability which calls for special educational provision to be made for him or her. A learning
difficulty or disability is a significantly greater difficulty in learning than the majority of
others of the same age. Special educational provision means educational or training
provision that is additional to or different from, that made generally for others of the
same age in a mainstream setting in England.
Disability: many children and young people who have SEN may have a disability under the
Equality Act 2010- that is – ‘a physical or mental impairment which has a substantial
and long-term negative effect on your ability to do normal daily activities.
Key Roles and Responsibilities
Inclusions Leader
The Inclusions Leader has day-to-day responsibility for the operation of SEN policy and coordination of specific provisions made to support individual pupils with special educational
needs, including those who have an Education Health Care plans. Part of the role of the
Inclusions Leader is to co-ordinate arrangements with the class teacher regarding those pupils
with SEN and disabilities.
Inclusions Leader: Mrs S Simmons
Contact Details: ssimmons@wyke.surrey.sch.uk
SEN Governor: Mrs S Fanthorpe
Contact Details: sfanthorpe@wyke.surrey.sch.uk
Designated Safeguarding Lead: Mrs M Wilson
Deputy Safeguarding Lead: Mrs S Simmons
Looked After Children: Mrs S Simmons
Pupil Premium: Mrs M Wilson
Medical Need of pupils: Mrs S Simmons
Introduction
Due to the recent changes in Special Educational Needs Code of Practice this policy is a working
document, created in partnership with the Inclusions Leader, Headteacher the SEN Governor
and parents. It will be a work in progress, updated as decisions are made reflecting the
changes to the statutory guidance set out in the Special Educational Needs and Disability Code
of Practice 0-25 years (July 2014).
You can get a copy of our policy at:
 The school website, under SEND
 A hard copy on request at the school office
Please let us know if you need this to be made available to you in a different format e.g.
enlarged print.
Context
This policy complies with the statutory requirement laid out in the SEND Code of Practice 025 years (July 2014) 3.65 and has been written with reference to the following related
guidance and documents and documents:
 Equality Act 2010: advice for schools DfE Feb 2013
 Schools SEN Information Report Regulations (2014) – see under School Offer
http://www.wyke.surrey.sch.uk/send/
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Statutory Guidance on Supporting pupil sat school with medical conditions April 2014
Safeguarding Policy
Accessibility Plan
Teachers Standards 2012
Aims
At Wyke school all pupils, regardless of their particular needs, are provided with inclusive
teaching which will enable them to make the best possible progress and in school feel
they are a valued member of the wider school community.
 We expect that all pupils with SEND will meet or exceed the high expectations set
for them based on their age and starting points
 We will use our best endeavours to give pupils with SEND the support they need
 Ambitious educational and wider outcomes will be set for them together with you
as parents and with your child
 We want all pupils to become confident individuals who will be able to make a
successful transition on to the next phase of their educational journey.
Objectives
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To ensure a clear process for identifying, assessing, planning, providing and
reviewing for pupils who have SEND with their parents/carers at the centre.
To develop effective whole school provision management of universal, targeted
and specialist support for pupils with SEND
To develop a programme of training for all staff working with pupils with SEND,
which develops our practice within the guidance set out in the SEND Code of
Practice, July 2014
Areas of Need
Communication and interaction:
Children and young people with speech, language and communication needs
(SLCN) have difficulty in communicating with others. This may be because they have
difficulty saying what they want to, understanding what is being said to them or they do
not understand or use social rules of communication. They may have difficulty with one,
some or all of the different aspects of speech, language or social communication at
different times in their lives.
Children and young people with ASD, including Asperger’s Syndrome and Autism, are
likely to have particular difficulties with social interaction. They may also experience
difficulties with language, communication and imagination, which can impact on how
they relate to others.
Cognition and learning:
Learning difficulties cover a wide range of needs, including moderate learning
difficulties (MLD), severe learning difficulties (SLD), where children are likely to need
support in all areas of the curriculum and associated difficulties with mobility and
communication, through to profound and multiple learning difficulties (PMLD), where
children are likely to have severe and complex learning difficulties as well as a physical
disability or sensory impairment.
Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This
encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
Social, emotional and mental health:
Children and young people may experience a wide range of social and emotional
difficulties which manifest themselves in many ways. These may include becoming
withdrawn or isolated, as well as displaying challenging, disruptive or disturbing
behaviour. These behaviours may reflect underlying mental health difficulties such as
anxiety or depression, self-harming, substance misuse, eating disorders or physical
symptoms that are medically unexplained. Other children and young people may have
disorders such as attention deficit disorder, attention deficit hyperactive disorder or
attachment disorder.
Sensory and or physical:
Some children and young people require special educational provision because they
have a disability which prevents or hinders them from making use of the educational
facilities generally provided. These difficulties can be age related and may fluctuate over
time. Many children and young people with vision impairment (VI), hearing impairment
(HI) or a multi-sensory impairment (MSI) will require specialist support and/or
equipment to access their learning, or environment. Children and young people with an
MSI have a combination of vision and hearing difficulties.
Some children and young people with a physical disability (PD) require additional
ongoing support and equipment to access all the opportunities available to their peers.
At Wyke school we will identify the needs of each pupil by considering the needs of the
whole child which are broader than just the special educational needs. This in turn will
help set the arrangements we put in place to address those needs.
A Graduated Approach to SEND Support.
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Quality First inclusive practice, Wave 1, is clearly defined in our setting and all staff
deliver this.
Differentiation is embedded in our practice. Teachers are provided with information on
the needs of individual pupils so that they can plan the learning, ensuring that all pupils
are able to make progress.
Differentiated planning for all lessons and homework take into account the different
abilities, learning styles and needs of the pupils.
Teachers are responsible and accountable for the progress and development of all the
pupils in their class.
Pupil progress is tracked half termly; the tracking is monitored by the class teacher,
Inclusions Leader, deputy head and head teacher.
Individual key targets are written and shared with parents and pupils. These are
monitored and reviewed regularly ensuring pupils can monitor their own progress.
The Inclusions Leader liaises with staff and parents where there are concerns about
progress. Following the sharing of information decisions are made as to the most
appropriate type of support to put in place for the pupil.
All interventions are monitored and measured for effectiveness, and outcomes are
defined at the start of the intervention.
If appropriate progress is not being made changes to the interventions will be made.
The Inclusions Leader plans and oversees the additional support.
The type and amount of support depends on the needs of the child and agreed with all
parties involved.
When we feel external support is necessary we discuss any referrals with parents in the
first instance and gain their consent before proceeding with the referral
We regularly invest in training our teachers and Learning Support Assistants to ensure
that all staff working with learners who have SEN possess a working knowledge of the
difficulty to help them support the child in school.
Staff meetings are used to update staff on matters pertaining to special educational
needs and disability.
Decision to make special educational provision?
This will involve the teachers and Inclusions Leader considering all the information
gathered form within the school about the pupil’s progress based on their age and
starting points and against national data and expectations of progress.
This will include:
 Accurate formative assessment
 Internal staff moderation of progress
 Provision management outcomes and any specific assessments e.g reading
For pupils with higher levels of need we work in partnership with other education
professionals and agencies (see appendix1) to assess a pupil’s needs and advise on the
type of support required.
How is the decision made to place pupils on the SEN register?
We follow the cycle of:
Assess:
All pupils’ needs are regularly assessed so that each child’s progress and development is
carefully tracked compared to their peers and national expectations. The views and
experience of the parents/carers and the pupil will be listened to.
In some cases assessments and guidance will be sought from other education
professionals and agencies (appendix 3).
Plan:
Where SEN support is required the teacher and SENCo, in agreement with the
parents/carers and pupil, will put together a plan outlining the adjustments, interventions
and support which will be put in place for the pupil as well as the expected impact on
progress and outcomes, including a date for review. Targets will be shared with the pupil
using child friendly language. All staff who work with the pupil will be made aware of the
plan. Parents will be asked to share in the monitoring of progress through any home
learning.
Do:
The class teacher is responsible for working with the pupil on a daily basis. He/she and
the SENCo will also closely liaise with Learning Support Assistants or specialist staff who
provide support set out in the plan and monitor the progress made. The SENCo will also
provide support, guidance and advice for the teacher.
Review:
The plan including the impact of the support and interventions will be reviewed each
term by the teacher, SENCo, parent/carer and pupil. This will inform the planning of the
next steps for a further period or if successful the removal of the pupil from the SEN
register.
For the pupils with an Education Health Care Plan the local authority must review the
plan at least annually.
How are parents/carers and children involved in the process?
Parents/carers will be involved in meeting with the class teacher and or the SENCo on a
regular basis to review progress made by their child and discuss next steps. Pupils will
also be involved by setting their own class targets in agreement with their teacher.
SEND Provision
What does Additional Support mean?
SEN support can take many forms. This could include:
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Extra help from a teacher or learning support assistant
Working with a child in a small group or individually
Supporting a child to take part in class activities
Repeating or breaking down instructions
Making sure a child has understood what he/she has to do
Adapting resources
Discreet support at playtimes
A special learning programme
Supporting a child with physical or personal care difficulties.
Learning support assistants are employed in each class but the emphasis is to
encourage independent learning in pupils rather than reliance on the additional member
of staff.
Managing the needs of pupils on the SEN Register
The Inclusions Leader manages the SEN register and the provision for children on the
register in partnership with class teachers and the head teacher.
Please see School offer and Provision mapping Wave 1, 2 and 3
http://www.wyke.surrey.sch.uk/send/
Supporting pupils at school with medical conditions
Wyke School recognises that pupils with medical conditions should be properly supported
so that they have full access to education, including school trips and physical education.
Any necessary arrangements and training for staff are made on an individual basis.
Currently the diabetic paediatric nurse provides training for specific staff at the beginning
of each new school year.
Monitoring and evaluation of SEND
The quality of provision is regularly monitored and evaluated to ensure the pupils needs
are met and to inform future developments. This is done by:
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Inclusions Leader
SEND governor
Use of the Surrey Provision Mapping Tool
School development plan
Questionnaires to parents/carers
Questionnaires and feedback from pupils
Monitoring visits by School Improvement Partner, Sen consultants from Babcock
4S and Ofsted inspections
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Developing best practice through SENCo network meetings and local partnerships.
Training and Development
All staff keep up to date with developments in teaching and provision to meet
the needs of pupils with SEND through:
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Regular training to meet the needs of the pupils currently in the school by the
Surrey specialist teachers, educational psychologists, health professionals and
Out-reach teachers from Freemantles School.
The Inclusions Leader’s own professional development eg attendance at network
meetings, courses and conferences.
Storing and managing Information
Information is securely stored within the school’s own data management system and
paper files in locked cabinets. The files are passed on to the child’s next school.
Reviewing the SEN policy
The SEND policy will be treated as a working document and kept under regular review.
The next full review will be October 2016
Comments, compliments and complaints
In the first instance, we encourage parents to come and speak to us at the school. We
have an open door policy and welcome feedback and regular communication with
parents.
Should parents/carers feel that their concerns have not been satisfactorily addressed the
school’s complaint procedure can be found on the website or a hard copy requested at
the office.
Staff welcome feedback from parents/carers especially with regard to provision that they
feel has worked well and made a difference to their child’s learning.
Appendix 1
1. Educational Psychologists (EP)
Physical and Sensory Support (PSS)
Speech and Language therapists (SALT)
Race Equality Minority Achievement team (REMA)
Learning and Language Support (LSS)
Outreach teachers from Freemantles School, ASD specialist