Special Educational Needs Policy

Last updated by GAP on 24/08/16

Next review on 24/08/17

To be ratified by Board of Directors at Autumn’s meeting

Vision Statement

1.1 Definitions

1.2 SEN Policy

1.3 The Objectives of the SEN Policy

1.4 Role & Responsibilities

1.5 Admission Arrangements

1.6 Disabilities

Identification, Assessment & Provision for all Students with Special educational Needs

2.1 Allocation of resources to and amongst students with SEN

2.2 Identification & Assessment Arrangements: Review Procedures

2.3 Curriculum Access & Inclusion

2.3.1 Access for Students with SEN to a Balanced & Broadly-Based Curriculum, Including the National Curriculum

2.3.2 Integration of Students with SEN within the School Site

2.3.3 Special Arrangements for Students with SEN in Public Examinations & National Tests

2.4 Evaluation

2.4.1 Criteria for Evaluation of the Success of the School’s SEN Policy

Partnership Within & Beyond the School

3.1 Staff Development & Performance Management

3.2 Links with Support Services & Other Agencies

3.3 Partnership with Parents

3.4 Student Participation

3.5 Links with Other Schools & Transfer Arrangements

Vision Statement

We, the staff and Governors, aspire to ensure all students, irrespective of their ability, achieve their potential in full; and we aspire in this way to make XP the best it can be.

1.1 Definitions         

As detailed in the SEN Code of Practice (2015)

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.

 

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 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 LA, other than special schools in the area.

See Section 312, Education Act 1996

             

A child is disabled if he/she is blind, deaf or dumb or suffers from a mental disorder of any kind or is substantially and permanently handicapped by illness, injury or congenital deformity or such other disability as may be prescribed.

See Section 17(11), Education Act 1996

 

A person has a disability if he/she has a physical or mental impairment which has substantial and long-term adverse effect on his/her ability to carry out normal day-to-day activities.

 

Definitions from the Equality Act 2010:

Long Term - is defined as ‘lasting or likely to last for at least 12 months’.

Physical Impairment - includes sensory impairments such as those affecting sight or hearing.

Mental Impairment - covers a wide range of impairments relating to mental functioning.

HIV, Multiple Sclerosis & Cancer - are automatically treated as disabilities, regardless of their effect.

1.2 SEN Policy

The aim of XP is to provide learning experiences for all students to achieve success, to encourage tolerance and concern for others and to establish attitudes of responsibility, thereby enabling all students within the community to grow into well-adjusted adults and useful members of society. It is also our aim to:

 

Inclusion and SEN embraces the notion that a student has a significantly greater disadvantage to his/her development to that of his/her peers due to educational, physical, social, emotional, behavioural or sensory difficulties. Inclusion is about more than students with SEN. Inclusion is about all students.

 

Students with SEN are just one of the groups considered vulnerable to underachievement. Ofsted refer to different groups - they may also be described as ‘vulnerable groups’ or as having ‘additional educational needs.’

 

The term ‘different groups’ applies to any or all of the following:

 

It is important for us to remember and recognise that a student may belong to several groups. There will be barriers that are common to all vulnerable groups and at XP we need to adapt our policies and practice to ensure we do not discriminate against, or hinder the achievement of, any student. This whole school approach to the development of inclusive education does not mean that individual needs are ignored.

 

Our SEN policy aims are that:

 

Our Inclusion Statement is based on the following national guidance:

 

At XP we:

 

At XP we take action to:

1.3 The Objectives of the SEN Policy

The main objective is to offer a clear, coherent way to provide for the special educational needs of as many students as possible in as flexible way as possible. This principle is enshrined in the school’s Equality of Opportunity Policy which states that we are committed to equality of opportunity for everyone involved at XP.

 

1.4 Role & Responsibilities

The XP Governing Body will:

 

The Governors play an important role in ensuring that:

 

The Special Educational Needs & Disability Act 2001 (SENDA) states that:

 

The Principal and SENDCo:

 

Teaching & Non-Teaching Staff:

 

The SENDCo is responsible for the implementation of the SEN Policy and is responsible in particular for:

 

1.5 Admission Arrangements

Normal admission arrangements apply. We strive to be a fully inclusive school. All students will be treated according to their needs in line with the school’s policy for equality and opportunity.

No student will be denied admission because of his or her creed, race, physical ability or academic attainment. Where a student has a particular need, the Governors will make reasonable adjustments to ensure the students’ needs are fully met. The school implements / operates its Accessibility and Disability Equality Scheme to ensure that all students’ needs are met as fully as possible. If a student is transferring into the school with a EHC Plan, or has been receiving extra support from the Local Authority, the continuation of this support will be negotiated with the appropriate officer of the Local Authority to ensure that their needs can be met.

1.6 Disabilities

The school will work closely with advisory teachers from the Local Authority for students with physical and sensory impairment and students on the Autistic Spectrum. It is happy to make arrangements to enable these students to participate as fully as possible in the education and activities offered at XP.

XP is a new school which opened on 1st September 2014. It meets all building regulations. The building is easily accessible by wheelchair and there are appropriate disabled facilities. Access is aiding by use of railings inside and a lift.

Identification, Assessment & Provision for all Students with Special educational Needs

2.1 Allocation of resources to and amongst students with SEN

Staff resources in the school are allocated to and amongst students with SEN according to the following principles:

The Principal and SENDCo will advise Governors on the adequacy of the resources allocated to these purposes and reports to the Governors Welfare Committee each term.

2.2 Identification & Assessment Arrangements: Review Procedures

The Principal and SENDCo is formally responsible for identifying children with SEN, assessing their needs and progress and bringing information to the attention of other staff, as appropriate. All teachers have a responsibility to bring to the attention of the SENDCo any student whose needs they believe are not being met. The SENDCO team will brief all staff on the first day of the new academic year. The SENDCo will also coordinate the use of Pen Portraits for all students with SEN. This information is updated bi-annually and if appropriate, at other times during the year. All teaching and support staff are regularly updated in staff briefing each morning.

 

The principal sources of information for identifying students with SEN are:

Students receiving additional support will have their needs assessed and provision recorded by the SENDCo. The effectiveness of special help provided will be evaluated and further programmes identified, if appropriate at a meeting with the SENDCo.

Parents of students who receive support from the SEN teacher are invited each term to meet and discuss progress and future targets.

Where appropriate, procedures will be used to formalise identification, assessment and review procedures. These will operate as far as possible in accordance with the SEN Code of Practice. Support Plans and EHC Plans are reviewed at least twice a year with the involvement of parents and students.

Students Identified Needing Extra Support

For children and young people with more complex needs a co-ordinated assessment process Health and Care plan (EHC plan) gradually will replace statements and Learning Difficulty Assessments (LDAs)

Based on XP's observations and assessment data and following a discussion between the subject teacher, SENCo, Learning Support Managers, parents/carers and the student may be recorded as needing, either:

  1. Differentiated curriculum support within the class (wave 1)

  1. SEN-support: those needing additional support (wave 2)

  1. SEN- support: those needing specialist support (wave 3)

  1. SEN- support: those who need additional support which can be met through an Education, Health and Care Plan (EHC plan) will be (wave 4)

If it is felt a further assessment is needed it should be done in agreement between; the parents / carer, the child, the school SENCO. It should be a general agreement about the level of SEN support that is required to support the student.

Statement of Special Educational Needs:

When a student has followed an individual and structured programme of interventions and support and remains a cause for concern, XP will request a Statutory Assessment from the Local Authority. This request might also come from parents/carers of a student. XP would provide the following information to support the application:

Students with a Statement of Special Educational Needs must be reviewed at least annually. At XP we usually review students bi-annually to monitor academic progress and progress towards individual targets more closely. XP provides an up-to-date report for the student in all subject areas. The following people are invited to reviews:

2.3 Curriculum Access & Inclusion

‘Inclusive schools enable all their students to gain maximum advantage from all opportunities which education has to offer’

This will certainly be the case at XP where students are taught in mixed ability groups and engage in the same projects.

2.3.1 Access for Students with SEN to a Balanced & Broadly-Based Curriculum, Including the National Curriculum

2.3.2 Integration of Students with SEN within the School Site

2.3.3 Special Arrangements for Students with SEN in Public Examinations & National Tests

2.4 Evaluation

 2.4.1 Criteria for Evaluation of the Success of the School’s SEN Policy

Partnership Within & Beyond the School

 3.1 Staff Development & Performance Management

 In-Service Training (INSET) is channelled through the Principal

3.2 Links with Support Services & Other Agencies

The Principal liaises with support services, in consultation with teaching staff

 

It is necessary at times to work closely with Health & Social Services, Education Welfare and voluntary organisations.

3.3 Partnership with Parents

The school will work with parents, taking account of their concerns and wishes in respect of their son/daughter.

3.4 Student Participation

A high value is placed upon student participation in many aspects of school life; Student Voice, supporting charity days etc. Students help organise social events, take part actively in projects, competitions, workshops, trips and residential visits. They celebrate significant dates in the life of the school. Extra-curricular activities offer many chances for students to participate positively in school life. In keeping with this, students with SEN are involved in the assessment of their needs and reviewing their progress at Statement Reviews or other meetings in school.

3.5 Links with Other Schools & Transfer Arrangements