BAINES SCHOOL
SPECIAL EDUCATIONAL
NEEDS POLICY
2012
SPECIAL EDUCATION NEEDS POLICY
“Provision for pupils with special educational needs is a matter for the school as a whole.”
(Code of Practice, 2001: 1:31)
We at Baines School are committed to meeting the special educational needs of pupils and ensuring
that they make progress. As an inclusive school we seek to ensure that the School’s aims, designed
to create a positive learning environment, apply equally to pupils with special educational needs and
all other pupils.
1.
Objectives
“Where inclusion is embraced, educational provision carefully structured to meet a diversity of
needs, and flexible, personalized programmes delivered, research into social and academic
outcomes for pupils with SEN has identified net benefits.”
Frederickson, N & Cline, T (2009) Special Educational Needs, Inclusion and Diversity. Berkshire: OUP
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2.
To ensure that pupils participate in their learning and increase their responsibility for their
learning and behaviour as they move through the school.
To ensure good working relationships with pupils, parents, carers and the community.
To ensure that the school offers a broad, balanced and differentiated curriculum that is
accessible to pupils with special educational needs and promotes high standards of
achievement and attainment.
To ensure that the learning needs of pupils with special educational needs are identified and
assessed as early as possible, and their progress is closely monitored.
To ensure that all teaching and non-teaching staff are involved in planning and meeting the
learning needs of special educational needs pupils.
To ensure that the school liaises with outside agencies in order to meet the needs of pupils.
Roles and Responsibilities
Governor:
Mrs.Linda Hastings
SENCO/Assistant Headteacher: Mrs.Caron Walker
Learning Support Coordinator: Mrs.Janet Imisson
In line with the Code of Practice (Section 1:16-22, 1:39) the Governing Body has appointed
Mrs.Hastings to have oversight of special needs provision in the school and to ensure the full
governing body is kept informed of how school is meeting the statutory requirements. Mrs.Hastings
will meet regularly with the Headteacher (Mr.R.McCowan) and SENCO.
The Headteacher is the school’s “responsible person” and manages the school’s special education
needs at work. Mr.McCowan will keep the governing body informed about the special educational
needs provision made by the school. He and Mrs.Walker will work closely to ensure the effective
day to day operation of the school’s special educational needs policy. They will identify areas for
development in special educational needs and contribute to the school’s development plan.
Mrs.Walker will coordinate provision at school action, action plus and for statemented pupils.
All teaching and non-teaching staff will be involved in the formulation and development of the
special educational needs policy. They are responsible for differentiating the curriculum for pupils
with additional needs and will monitor their progress. Subject leaders will review the provision for,
and monitor the progress made by, pupils in their subject area. All staff will work closely with the
staff of the Student Support Department.
Role of the SENCO (Assistant Headteacher)
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Leadership
Strategic development of Student
Support
Commissioning of services,
Management of resources and funding
Staff training
Promotion of the importance of the
Student Support Department with all
staff in the School and ensuring its work
is high profile and valued by students,
parents and staff
Induction of new staff, NQTs and ITTs
Liaise with Educational Psychologists,
IDSS specialist teachers and other
external agencies
Role of the Learning Support Coordinator
Day to day overview of the department
including:
 LSA timetables
 Planning and overseeing delivery of
programmes of intervention
 Arranging and running review meetings
 Liaison with parents
 Access arrangements for examinations
 Welfare of the young people associated
with Student Support
 Coordination of work of Specialist
teachers
 Manage the Student Support Centre
 Provide information on pupils with SEN
to all staff
 Attend Transition Reviews in Year 6
settings
 Arrange for Transition visits
Student Support Staff:
Full-time staff
Part-time staff
Mrs.E.Earley (TA2)
Mrs.B.Burgess (TA2)
Mrs.G.Marsden (TA2)
Mrs.M.Clarke (TA2)
Mrs.K.Morgan (TA2)
Mrs.N.Lee (TA2/Teacher)
Ms. V. Fleming (TA2)
Mrs.B.Spore (TA2)
Miss H.Sutcliffe (TA2)
3.
Admissions
Pupils are admitted to Baines School in line with the school’s admissions policy as administered by
the Local Authority (Lancashire).
Admission arrangements for pupils identified as having SEN:
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o
4.
Learning Support Coordinator or SENCO or member of SLT visits the feeder school.
Learning Support Coordinator interviews every pupil with SEN and arranges as many
pre-transfer visits as necessary to enable a smooth transition.
Transfer of feeder school records.
Attendance at Year 6 reviews.
Learning Support Coordinator and SENCO meet parents at the New Year 7 Induction
evening in July, prior to transfer.
All teaching and support staff issued with outline information regarding pupils prior
to their arrival.
Access for those with a disability
To ensure access for pupils or parents with disabilities the school has completed an Accessibility Plan
(2010-2013) as part of its Disability Equality Scheme in line with the Disability Discrimination Act,
2005.
5.
Resources
The Head and the SENCO will use the pupil’s LA banding document to identify the areas of pupil
need and make appropriate provision. These decisions are supplemented by information from
specialist teachers, teaching staff and Learning Support Assistants.
Time will be set aside for reviewing progress, discussing pupil need and transferring information
between phases and classes.
6.
Identification, Assessment, Reviews
According to the Code of Practice:
“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…”( CoP 1:3)
The trigger for intervention through School Action would be concern, as outlined below, in one of 4
key areas:
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Cognition and learning
Social, emotional, behavioural difficulties
Sensory or physical problems
Communication and interaction difficulties
School Action (SA)
A pupil will be placed on the SEN register (in consultation with pupil and parents/carers) for the
following reasons:
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Information from primary school
Parental/Carer concern (usually triggers testing)
Teacher/LSA concern (usually triggers testing)
KS2 results which may trigger a concern on entry to secondary phase – lower than level 3 or
level 3 and other indicators
NFER (CAT) results <80 on scores/uneven scores + other triggers
Reading Age <9.6
Pupils at SA can expect to receive some of the following interventions:
 A description of each pupil’s barriers to learning will be available to all staff (all
pupils at SA)
 Differentiation by the class teacher across the range of subjects, or when
appropriate (all pupils at SA)
 Access to some in-class support
 Short project interventions such as “Toe x Toe” or “Launch the Lifeboat”,
handwriting programmes, numeracy booster sessions…
 Testing of literacy and numeracy to establish impact of intervention
 Years 9-13 will be tested for exam concessions
School Action Plus (SAP)
A pupil will be moved to SAP (in consultation with pupil & parents/carers) for the following reasons:
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Where the action at SA is not making an impact (data collection and/or parental or teacher
concern)
Where another agency becomes involved with the pupil e.g. CAMHS, Social Services, ADHD
Nurse, other medical practitioner, police or Youth Offending Team, LEIS.
Both of the above
Pupils at SAP may receive the following additional interventions from the SEN Department:
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An individual IEP for each pupil that identifies their barriers to learning
1:1 sessions e.g. “Toe x Toe”, “Launch the Lifeboat”
Link to Learning Mentor if appropriate
More detailed advice to teaching staff regarding materials e.g. font size, paper
colour, coloured acetate, prompt cards…
 Advice to staff regarding environment e.g. seating
 Additional in-class support
Role of Lancashire Inclusion and Disability Support Services (IDSS)):
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Diagnostic
Identification of appropriate specialist programmes
Initial delivery of programmes in order to induct
LSAs
Statement of Educational Need
Trigger for seeking a Statement would be significant concern that previous intervention was not
making any/or little impact. (Some pupils enter Baines with a Statement).
Pupils at this stage may receive the following interventions:
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Any of the interventions listed above
Detailed IEP
Specific and targeted interventions as outlined in the Statement
Annual Review when parents/carers, pupil, SEN staff, LEIS and any other agencies involved
meet to consider whether/or not the IEP meets the requirements of the funding provision
and whether/or not the funding provision is appropriate
Most importantly, we are committed to a flexible approach to meet the needs of our young
people. We acknowledge that their needs will change over time and that the individual pupil must
be involved in devising the support and intervention that is most appropriate.
Review Process
Progress and needs of all pupils on an IEP are reviewed at least twice a year.
Annual Reviews are held for all pupils with funding (Statements). This ensures that at least once a
year parents/carers and all agencies involved with the young person consider the progress the pupil
has made and whether any amendments need to be made to the description of the pupil’s needs or
the provision as stated in the documentation. Targets are then set for the following year.
7.
Curriculum
“pedagogy is at the heart of successful inclusive education and it is also the greatest challenge to
teachers as it requires a high level of responsiveness and a capacity to keep open to learning new
skills.”
‘Chapter 2 : Inclusive Education’ in Corbett, J. (2001) Supporting Inclusive Education: A Connective
Pedagogy. London:Routledge
Every pupil at Baines follows a balanced and broadly based curriculum. Pupils identified with literacy
and, or, numeracy needs are supported by the Student Support department. In-class support, where
appropriate, is in place across the curriculum to enable access to the full curriculum. Where it is
deemed appropriate there may be some adjustments to a pupil’s timetable to allow for more 1:1
work in the Student Support centre.
Transition to KS4 is supported by close liaison with Young People’s Services who are represented at
Reviews and offer ongoing guidance and advice to our pupils. It may be appropriate for some pupils
to follow a different curriculum path post-14; this would be considered on an individual basis as we
would seek to be flexible and tailor the curriculum to a pupil’s needs. This is also the case as postKS4 education and training is considered.
More details on learning and teaching can be found in our “Learning and Teaching Policy”
8.
Access to the full life of the School
All pupils are encouraged to take part in every aspect of school life. The Student Support staff work
closely with the pupils on the SEN register to enable them to access activities, clubs, field trips,
assemblies, clubs, school teams etc.
Details relating to Baines’ Disability Equality Scheme can be found in that document.
Care Plans are in place for all pupils with serious medical conditions and pupils with Statements of
Educational Need related to physical or sensory disability.
9.
Complaints
Should a parent or carer have a concern about the special provision made for their child they should
in the first instance discuss this with the Learning Support Coordinator or the SENCO. They could also
seek support from the Local Authority’s Parent Partnership Team. If their concern continues they
should contact the Headteacher. If Mr.McCowan is unable to resolve this difficulty, the parents or
carers should put their concerns in writing to Mrs.Hastings (SEN Governor). The Chair of Governors
(Mr.D.Jesson) will be involved after other avenues to resolve the situation have been exhausted.
10.
Training
A continuous process of reviewing professional development takes place through weekly Team
meetings and planning meetings between the Learning Support Coordinator and the SENCo.
Professional development is delivered through various means such as Educational Psychologist or
Specialist Teacher Traded Services; cascaded training from individuals who have attended external
meetings/conferences/training days; whole-school staff INSET.
The SEN department has a key role to play in offering advice, guidance and information to subject
teachers. This is dispersed through a variety of methods such as the SEN register and IEPs, wholestaff INSET, regular updates at Staff briefings, information and strategy sheets.
11.
Outside Agencies including Health Services
Education:
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Educational Psychologists (Statutory & the Traded Services Team)
IDSS Specialist Teacher
Hearing Impairment Specialist
SENDO
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CAMHS
ADHD Nurse
School Nurse
Clinical Psychologist
Speech and Language Therapist
Diabetes Nurse
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Family Support Worker
Counsellor
Child Bereavement Agency
Social Services
Police and Youth Offending Team
Health:
Other:
And other agencies as the need arises.
12.
Parents
The Student Support Department values the contribution that parents can make to the education of
their children. We can work most successfully with our young people when we have the support
and views of their parents and carers.
Parents/Carers are invited to attend Annual Reviews; furthermore, the Learning Support Coordinator
is available at all Parent Consultation Evenings. Parents are encouraged to contact the Learning
Support Coordinator at any time if they have concerns about their child’s progress or support
package.
13.
Evaluation of the Policy
The policy should be regularly reviewed in order to ensure its continued effectiveness and to make
any changes that become necessary.
Areas for review should include:
 Are students being identified early enough?
 Are the needs of students being appropriately identified – do we need to
change/adapt/renew methods of assessment and testing?
 Are students able to access the curriculum and the relevant level of support?
 Are subject teachers developing sufficient knowledge and expertise in order to maintain an
inclusive classroom?
 Are students with SEN making appropriate levels of progress?
 Are records complete and up-to-date?
 Changes to statutory guidance and Acts of Parliament that direct and affect our work with
pupils with special educational needs.