Special educational needs and disabilities policy
Stradbroke Primary Academy aims to ensure that every child achieves their potential. We aim to provide a curriculum and an environment in which all children can develop their personalities, skills and abilities, intellectually, socially and academically. We teach in a challenging and enjoyable way in order to achieve this.
- To identify and provide for pupil who have special educational needs and additional needs
- To work within the guidance provided in the SEND Code of Practice 2014
- To provide support and advice for all staff working with special educational needs pupils
- To develop and maintain partnership and high levels of engagement with parents
- To ensure access to the curriculum for all pupils
Our Approach to teaching learners with SEND
Every teacher is a teacher of every child or young person, including those with Special Educational Needs (SEN). Through good planning, preparation, high quality teaching and support we intend to break down all barriers to learning and develop an environment where all children want to and can learn and achieve.
At Stradbroke Primary Academy, the following principles apply for those with Special Educational Needs and Disabilities (SEND). Each child is entitled to:
- a broad and balanced curriculum which is differentiated with progression and continuity
- equality of opportunity and equality of regard
- high quality learning experiences which encourage the development of independence
Stradbroke is wholly committed to working in partnership with a cluster of local schools to carefully assess and audit the needs of the children with Special Educational Needs or Disabilities in our care and to carefully map provision to ensure all children are successfully included and make progress. The cluster will also work together to collectively access and share the best available professionals, training and resources. In so doing, we will endeavour to ensure that our provision is cohesive, robust, with strategies and interventions that are proven to be effective in overcoming barriers to learning. These strategies and interventions will provide value for money which can be identified and measured through pupil progress and the overall well-being of the child.
We work in partnership with parents and seek to fully involve parents/guardians in the provision of a rich educational experience which is inclusive and also addresses their child’s specific Special Educational Needs or Disabilities. We also endeavour to work closely with parents in partnership with other agencies so that Special Educational Needs and Disabilities are supported consistently in both the home and school context.
The Code of Practice and the Equality Act
The SEN Code of Practice (2014) and the Equality Act (2010) guide all our policies and practices in providing for children with Special Educational Needs and / or disabilities.
Stradbroke Primary Academy follows single category for SEND called SEN support according to the Code of Practice 2014.
The Code of Practice defines SEN as: “A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
- Have a significantly greater difficulty in learning than the majority of others of the same age: or
- Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
Under the provision of the Equality Act (2010), a person has a disability they, ‘have a physical or mental impairment which has a substantial long-term adverse effect on his or her ability to normal daily activities."
There are 4 broad areas of SEN as follows:
- Communication and Interaction: Children with speech, language and communication needs (SLCN) who have difficulty communicating with others; Children with ASD, including Asperger’s Syndrome and Autism
- Cognition and Learning: Learning difficulties including moderate learning difficulties (MLD); severe learning difficulties (SLD); and profound and multiple learning difficulties (PMLD); Specific learning difficulties (SpLD), such as dyslexia, dyscalculia and dyspraxia
- Social, emotional and mental health difficulties: Children and young people with a wide range of social and emotional difficulties including: underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained; Disorders such as attention deficit disorder (ADD); attention deficit hyperactivity disorder (ADHD), or attachment disorder
- Sensory and/or physical needs: Children with visual impairment (VI), hearing impairment (HI), or a multi-sensory impairment (MSI); Children with a physical disability (PD) who require additional ongoing support and equipment to access all the opportunities available to their peers.
Whilst the four categories of need broadly identify aspects of primary areas of need for children and young people, at Stradbroke Primary Academy we identify the needs of pupils by considering the needs of the whole child, which will include not just the special educational needs of the child or young person.
Education, Health and Care Needs Assessment
When, despite the school having taken relevant and purposeful action to identify, assess and meet the SEN of the child or young person, the child has not made expected progress, the school or parents should consider requesting an Education, Health and Care needs assessment.
The purpose of an EHC plan is to make special educational provision to meet the SEN of the child to secure the best possible outcomes for them across education, health and social care and to prepare them for adulthood.
The Role of the SEND Coordinator
The SEND Coordinator is responsible for the day to day operation of the Special Educational Needs and Disability Policy in the following ways:
- co-ordinating the provision for and managing the responses to children’s special needs;
- supporting and advising colleagues;
- where necessary/possible, actively teach learning intervention and support groups in order to accelerate their progress;
- maintaining the school’s SEN register;
- contributing to and managing the records of all children with special educational needs;
- completing the documentation required by outside agencies and the LEA;
- working with parents;
- maintaining and promoting resources and a range of teaching materials to enable appropriate provision to be made;
- liaising with pre-school settings and other schools to ensure identification/continuity of support and learning
- liaising with external agencies and other support agencies;
- monitoring and evaluating the special educational needs provision and reporting to the headteacher;
- managing a range of resources, human and material, linked to children with special educational needs;
- identifying and providing CPD
- setting targets for raising achievement of pupils with SEND
- organising and chairing EHCP reviews
- arranging and attending school support team meetings
- reviewing the SEND policy and SEN Information Report
- attending Cluster SEN meetings
- holding regular pupil progress meetings with teachers to discuss plan and review provision for pupils with SEND
- The Role of the Governing Body
The governing body does its best to secure the necessary provision for any pupil identified as having special educational needs. The governors ensure that all teachers are aware of the importance of providing for these children. They consult the LEA and other schools, when appropriate, and report annually to parents on the success of the school’s policy for children with special educational needs.
The governing body has decided that children with special educational needs will be admitted to the school in line with the Norfolk LEA admissions policy.
Allocation of resources
The Executive Principal and Head of School are responsible for the operational management of financial resources for special needs provision within the school.
Financial resources are used for:
- Supporting pupils with SEND through employment of teaching assistants
- Non-teaching time for SEND co-ordinator
- Buying in services from outside agencies
- Staff training
Identification, Assessment and Review arrangements
Class teachers are responsible for the learning and development of all the children within their classes, including those with special needs. We use Pupil Asset tracking system to record and track progress to aid in the early identification of special educational needs and to monitor progress in overcoming barriers to learning once SEND have been identified and programmes put in place.
Class teachers are responsible for assessing and identifying children who are not making adequate progression and notify the SEND coordinator who will support the teacher in setting up appropriate strategies and programmes of work.
The school has procedures that will aid in the early identification of children with SEND. At the pre-school stage, transition meetings are held with parents and pre-school agencies, so that for children identified has having long term SEND, interventions and resources are in place before they join our school. All children in the Reception year are assessed during the first half term they attend school which immediately highlights any children who may require additional support. Regular pupil progress meetings identify children in different year groups who need extra intervention. Through this process, the children’s needs are carefully analysed to determine whether they have a learning difficulty that calls for special educational provision or whether they need further support through the normal differentiated curriculum.
SEN support takes the form of a graduated approach: assess, plan, do, review which is carried out by the class teacher, SENCO, pupil and parents. The SEND coordinator and Class Teacher work in partnership with the parents and child to draw up measurable progress targets for SEND Provision Plans. Targets and progress are shared with the parents and children as appropriate to their age and Special Educational Need or Disability. These targets are reviewed regularly with parents and children.
What we do to support learners with SEN
The SENCO and class teacher write a Personal Profile for each child with SEN. This details the barriers to learning and strategies to support the child and is reviewed at least annually. Class teachers adapt the curriculum to ensure access to learning for all children in their class.
Various strategies used for support include:
- Visual timetables
- Writing frames
- Laptops or other alternative writing devices
- Peer buddy systems
- Positive behaviour reward system
- Additional adult support
- Additional/modified resources
Each learner identified as having SEN, is entitled to support that is ‘additional to or different from’ a normal differentiated curriculum. The type of support is dependent on the individual learning needs, and is intended to enable access to learning and overcome the barriers to learning identified. This support is detailed on an Individual Intervention plan which is shared with parents and reviewed at least every term.
A whole school provision map is written, which although does not detail the individual pupil names, describes the interventions and actions that we undertake at Stradbroke Primary Academy to support pupils with SEN across the year groups. We modify the provision map regularly, and it changes every year, as our pupils and their needs change.
At Stradbroke Primary Academy we share the provision map with our colleagues in the C39 Cluster so we can learn from each other, and demonstrate what we offer for pupils with SEN. We are also able to promote consistent practice across all the schools in our cluster ensuring equality of opportunity.
Our provision map is shared with Governors who are able to ensure that we monitor the impact of these interventions on learning across the school.
All SEN records are confidential and only shared with relevant staff
Supporting Emotional and Social Development
We recognize that some children have extra emotional and social needs that need to be developed and nurtured. These needs can manifest themselves in a number of ways, including behavioural difficulties, anxiety and being uncommunicative.
All classes teach PSHE (Personal, Social, Health end Economic education) within the curriculum to support this development. However, for those children who find aspects of this difficult we can offer the following:
- Support for families from our Parent Support Advisor
- Support from Unthank Centre
- Referrals to CAHMS
Partnership with Parents and Organisations
At all stages of the special needs process, the school keeps parents fully informed and involved. We take account of the wishes, feelings and knowledge of parents at all stages. We encourage parents to make an active contribution to their child’s education.
We have regular meetings to share the progress of children with SEND with their parents. We obtain consent from the parents before we seek outside intervention, and we share the process of decision-making by providing clear information relating to the education of children with special educational needs.
The school has built up close links with the local high schools to ensure the smooth transition of pupils with SEN. If appropriate, receiving Inclusion Managers are invited to observe and meet the children during their last term at Stradbroke. Children with SEND who need a graduated introduction to high school are also provided with the opportunity of a series of visits to our main feeder school in the term before they leave Stradbroke.
Stradbroke has built up close links with local schools and organisations that have Specialist Resource Bases, Language Units; Pupil Referral Units and Learning Support Units. The SEND coordinator works closely with a range of professionals to support children with SEND. These include speech and language therapists; SEND Social Workers; Physiotherapists; Occupational Therapists, Mentors for Children with Social, Emotional and Behavioural Difficulties, Advisory Teachers; Advisory teachers for ASD, Access Through Technology Advisors and the local Educational Psychologist.