SPECIAL EDUCATIONAL NEEDS AND INCLUSION POLICY
ST.JOHN’S AND ST. PETER’S CE ACADEMY
STATEMENT:
“Every child has an entitlement to personal, social and intellectual
development and must be given an opportunity to achieve his / her
potential in learning.
Every child is unique in terms of characteristics, abilities, motivation and
learning needs.
Educational systems should be designed to take into account these wide
diversities.
Those with exceptional learning needs and / or disabilities should have
access to high quality and appropriate education.”
(NASEN, 2002)
All teachers are teachers of children with SEND.
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AIMS AND OBJECTIVES:
The whole school will work in accordance with SEND provision as outlined in the SEN
and Disability Act 2001 ………GREEN PAPER 2012.
This will ensure that children, who have been identified within St. John’s and St. Peter’s
CE Academy as having SEND, receive the appropriate provision which helps them to
realise their potential.
In order to fulfil this aim, the school will give:
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Access for pupils to a broad and balanced curriculum appropriate to their
individual needs.
Greater emphasis to genuine communication and partnership when working
with parents and / or carers.
Greater importance to listening to the pupil and to involving pupils with SEND in
the planning of their education, through identifying, setting and evaluating
targets.
An emphasis to raising the achievement of ALL pupils.
THE MANAGEMENT OF SEND: Roles and Responsibilities:
A.) INCLUSION MANAGER
Mrs. L Barnsley is the named member of Teaching Staff.
She will:
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Take day to day responsibility for the operation and implementation of
the school’s SEND Policy.
Liaise with Staff, Parents / Carers and other agencies to ensure coordination of the support provided to individual children.
Assist the Head Teacher / Governing Body in planning SEND Policy and
Provision.
Liaise with, advise and support Staff regarding the support of individual
children.
Oversee the records of all pupils with SEND.
Liaise with parents / carers of children with SEND.
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Contribute to the in service training of staff.
Liaise with external agencies including LA support / Educational
Psychology Services, NHS Providers, PSS, LACES, IFSTS, Speech and
Language Services and Voluntary Bodies.
B.) CLASS TEACHER
The class teacher will:
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Be accountable for the progress of all SEND children within their class.
Be accountable for providing additional interventions to those delivered
as part of the school’s usual differentiated curriculum, at School Action
level.
Note any relevant concerns about a child on the appropriate form and
return it to the Inclusion Manager.
Formulate Individual Education Plans and contribute to reviews (at
School Action Plus Level), seeking advice from Inclusion Manager as
appropriate.
Keep an SEN file in class containing all relevant information and
documentation for the identified children.
Manage the deployment of any Teaching Assistants assigned to the class.
C.) LEARNING SUPPORT / TEACHING ASSISTANTS
Teaching Assistants may:
 Include the use of a variety of interventions as appropriate and as managed
by the Class Teacher
D.) HEAD TEACHER
The Head Teacher has the overall responsibility for the Code of Practice. In conjunction
with the Governing Body, they will determine the appropriate allocation of staffing and
funding.
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E.) GOVERNING BODY
A named member of the Governing Body has direct responsibility for liaising with the
Inclusion Manager about the School’s SEN provision.
The named representative is: Helen Hayward
ADMISSIONS AND INCLUSION
As a School, we are committed to Inclusion; therefore our admissions policy reflects
this. Admissions to St. John’s and St. Peter’s are on the same basis for ALL pupils,
following LA arrangements.
At St. John’s and St. Peter’s, provision for pupils with SEN is a matter for the school as a
whole.
BEHAVIOUR
At St. John’s and St. Peter’s, concerns about behaviour, emotional and social
development are dealt with under the school’s Behaviour Policy rather than as part of
SEN provision. (See Behaviour Policy)
SEND PROVISION
SCHOOL ACTION
Triggers initiating entry at School Action are:
When a child:
 Makes little or no progress even when weaknesses are targeted
Information will be collected from:
 The Class Teacher
 The Inclusion Manager
 Parents / Carers
 Any appropriate outside / support agency – with parental agreement
Appropriate School Action might include:
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 Different learning materials
 Special equipment
 Individual / group support
 Advice from Pupil and School Support (PSS)
 An IEP
An Individual Education Plan (IEP) will be kept to detail:
 Three / four SMART (Specific, Measurable, Achievable, Realistic /time bound)
targets (as detailed to be significantly different to the generally differentiated
work already in place in class)
 Strategies
 Provision
 Review date (generally termly)
 Success criteria
 Outcome of reviews
 Parent’s views
 Pupil’s views
SCHOOL ACTION PLUS (SAP)
Triggers initiating entry to SAP are where the child:
 Continues to make little / no progress in specific areas over a period of time
 Continues working at NC levels substantially below that of their peers
In addition to the existing IEP (now in a period called High Focus Intervention) the
following may be added:
 A Criteria for SEN Provision (CRISP) assessment
 Additional assessments from the relevant Support Agency
 PPP (Proposed Provision Plan) to be written
At SA and SAP it is the responsibility of the Class Teacher to write and deliver the IEP for
each SEND child in their class with the ongoing support of the Inclusion Manager.
At High Focus, PPP or Statemented level, the additional elements to the basic IEP are
written by the Inclusion Manager in consultation with Staff and appropriate outside
agencies.
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STATEMENTED PROVISION
Where difficulties persist, it may be necessary to request Statutory Assessment from the
Local Authority which may result in the development of a Statement of Educational
Needs.
A Statement of Educational Needs is a legal document issued by the LA with regard to
the specific needs of an individual. It gives detailed recommendations of the provision
required for that individual to be able to access the curriculum effectively and at their
own level in a given setting.
From 2012, the SEND Green Paper has recommended that these Statements of
Educational Need be replaced by a broader more universal provision to encompass all
areas of Health, Social and Educational provision for an individual from birth to the age
of 25. It is expected to be called A Care Plan.
SCHOOL TRANSFER
In the event of a child with SEN moving to another school, all relevant documentation
will be forwarded to the receiving school.
In the case of Secondary transfers, the school will follow LA procedure, including
completing an Annual Review / CRISP assessment for ALL Statemented pupils.
PUPIL PARTICIPATION
At St. John’s and St. Peter’s we have a whole school ethos that encourages and supports
pupil participation.
This includes an opportunity to:
 Contribute to the target setting for their IEP
 Contribute to the review process of their IEP
 Have pupil conferencing with the IM and / or HT
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WORKING IN PARTNERSHIP WITH PARENTS / CARERS
Partnership with Parents / Carers plays a key role in enabling children with SEND to
achieve their true potential.
We are committed to supporting parents through their child’s educational journey.
Where parents / carers have concerns regarding the provision for their child, the
Inclusion Manager, Class Teacher and / or Head Teacher are always willing to discuss the
issues at a time convenient to all concerned.
WORKING WITH OTHER AGENCIES
In order to ensure high quality support, focussed on the needs of the child, at all stages
specialist advice / training for staff will be sought from a range of external agencies.
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GLOSSARY OF TERMS
AUDIT
BSS
CAMHS
CAT
CRISP
CT
EP
HFIEP
HITS
HT
IEP
IFSTS
IM
LA
LACES
LM
NHS
OT
PPP
PSS
SA
SALT
SAP
SEND
SMART
TA
VITS
Assessment tool for levelling needs annually
Behaviour Support Service
Child and Adolescent Mental Health Services
Communication and Autism Team
Criteria for Special Provision
Class Teacher
Educational Psychologist
High Focus Individual Education Plan
Hearing Impaired Teacher Service
Head Teacher
Individual Education Plan
Integrated Family Support Teams
Inclusion Manager
Local Authority
Looked after……
Learning Mentor
National Health Services
Occupational Therapist
Proposed Provision Plan
Pupil and School Support
School Action
Speech and Language Therapist
School Action Plus
Special Educational Needs and Disability
Specific, Measurable, Achievable, Realistic Targets
Teaching Assistant
Visually Impaired Teacher Service
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