EDUCATIONAL AND WELFARE PROVISION FOR PUPILS WITH STATEMENTS, SPECIAL EDUCATIONAL NEEDS AND LEARNERS WITH DIFFICULTIES/DISABILITIES AND PUPILS FOR WHOM ENGLISH IS AN ADDITIONAL LANGUAGE
A 2 (Part 6 Para 24(3)(b)
Learners with difficulties and/or disabilities are referred to as LDD throughout this document. Since the Warnock Report of 1978, it is accepted that one fifth of the general population of pupils in mainstream schools might have special educational needs of some kind during their school lives. It may also be necessary for about two per cent of these children to have statutory statements made of their needs, under the regulations of the 1981 Education Act. It should be noted that the aims and
objectives of the Learning Support department relate directly to those of Sunningdale and are also based on the values derived from and are guided by the requirements of the 1981 Education Act and the SEN code of practice 2001.
PUPILS WITH STATEMENTS, SPECIAL EDUCATIONAL NEEDS, DIFFICULTIES and/or DISABILITIES
1. To ensure full entitlement and access for pupils with statements, SEN and LDDs to high quality education within a broad, balanced and relevant curriculum (including access to the National Curriculum) so that they can reach their full potential and enhance their self-esteem.
2. To stimulate and/or maintain pupil curiosity, interest and enjoyment in their own education.
3. To identify and assess all boys with statements, SEN and LDDs on entry to the school as thoroughly as is possible and necessary.
4. To develop a student’s skills and strategies so that she can become self sufficient in coping with her learning difficulties and so she can lead full and productive life.
5. To involve parents and pupils fully in the identification, assessment and delivery of SEN/LDD teaching, at the preliminary visit, Entrance Day and at examination stages and to strive for close co-operation between agencies concerned with meeting the needs of pupils with statements, SEN and LDDs. The support of parents and pupils is crucial if an Individual Education Plan (IEP) is to be effectively implemented.
6. To meet the needs of all pupils who have statements, SEN and LDDs by offering continual and appropriate forms of educational provision.
The process starts with consideration of transfer documents of new boys and, if necessary, further consultation with previous schools. All pupils are given on entry a series of Screening Tests which are used in the process of identification of pupils needing support. The Learning Support referral procedure will then be adopted. Specific requests for support are also considered from parents and teachers. Some pupils may personally request support and the school endeavours to assess, identify and intervene as far as is possible.
Some pupils will be given individual help in the Learning Support area, and will also receive targeted help in the classroom; subject staff will be advised, by the Head of Learning Support, of suitable classroom support strategies. Some students may only need classroom support and their progress will be regularly reviewed to consider whether additional support is required.
The school’s curriculum is inclusive and differentiated and thereby allows most pupils to achieve their potential without additional support, ie the curriculum is based on the principles of
• setting suitable learning challenges
• responding to pupils' diverse learning needs
• overcoming potential barriers to learning.
However, there are sometimes circumstances in which some additional/different action is needed if pupils with special educational needs are to make adequate progress. Decisions are made about what resources, targets and actions are most appropriate to the needs of the child.
1. The Headmaster and Head of Learning Support monitor the admissions process to ensure that, where the school can meet their needs, pupils with statements and Special Educational Needs have not been refused admission or discriminated against because of their special needs.
2. The Learning Support Department offers advice and INSET opportunities to subject teachers on meeting the needs of SEN/LDD pupils in the classroom. Subject teachers, parents and pupils are aware of the Individual Education Plans (IEPs) which are designed to target the needs of each pupil.
3. The Learning Support Department provides expertise in the education of pupils with learning difficulties, including dyslexia and dyspraxia.
4. Liaison between subject teachers and the Learning Support Department ensures that resources are appropriate for the needs of pupils with statements, SEN and LDDs.
5. The Learning Support Department ensures that subject staff are informed as to the special educational needs of any pupils in their charge.
6. The Head of Learning Support ensures that our pupils’ Special Educational Needs and LDD are known to other schools or colleges to which they may transfer.
7. Appropriate teaching methods and resources which are sensitive to the expected pace of learning are implemented so that all pupils have equal access to the curriculum and experience success and enjoyment in their work.
8. Staff are encouraged to reward pupils by direct verbal praise, or Show Ups
9. The effectiveness of any assessment and intervention is influenced and dependent on the involvement and interest of both the pupil and their parent/s. Both the parents and the child have important information to offer. Successful education is a combination of active and positive participation of pupil/staff/parents. Once identification, assessment and intervention has taken place pupils and parents are kept regularly informed by a variety of means, eg personal contact, school reports, and the formation and implementation of IEPs.
10. The Department offers specific help in the areas of reading skills, writing and spelling, study skills, organisational skills, Modern Foreign Languages and Numeracy.
PUPILS FOR WHOM ENGLISH IS AN ADDITIONAL LANGUAGE
1. To ensure support for pupils for whom English is an additional language so that they can reach their full potential.
2. To identify and assess all boys for whom English is an additional language on entry to the school as thoroughly as is possible and necessary.
3. To meet the needs of all pupils for whom English is an additional language by offering continual and appropriate forms of educational support.
The process of identifying EAL needs starts at the interview stage, when those for whom English is an additional language take written English tests. Most boys for whom English is an additional language will need EAL support.
Although the majority of EAL pupils quite quickly attain a level of understanding and a degree of fluency that make normal classroom communication perfectly possible, careful monitoring is necessary to confirm that no learning difficulties are present during the period of language acquisition.
Pupils will be withdrawn for individual help from a qualified and experienced teacher and will also receive targeted help in the classroom; subject staff will be advised, by the Head of Learning Support, of suitable classroom support strategies. Some students may after time only need classroom support and their progress will be regularly reviewed to consider whether additional support is required.
EAL support is offered on an individual basis by a specialised member of staff and is tailored to the needs of each boy. All lessons are chargeable.
Teachers take specific actions to help EAL pupils to develop their spoken and written English, by:
1. ensuring that vocabulary development is supported, eg by the issue of topic glossaries which
include key words and their meanings, metaphors and idioms
2. showing how spoken and written English are structured
3. enlisting the aid of any appropriately bilingual pupils in the group as a translator
4. providing support by the use of ICT, video/audio materials and dictionaries
5. ensuring that there are effective opportunities for conversation and that verbal prompts are used to support writing
6. repeatedly re-wording and re-phrasing any discourse in English with the pupil
7. employing, and encouraging the pupil to employ, non-verbal modes of communication, eg gestures and drawings, to support any attempts at verbal discourse
8. encouraging pupils to transfer experiences, knowledge, skills and understanding of their home/first language to English, focusing on the similarities and differences between them
9. using accessible texts and materials that suit the pupil's age and level of learning.
The policy will be monitored by the Teacher responsible for EAL, taking into consideration feedback from staff, boys and parents.
The policy will be evaluated each year and recommendations discussed by the Senior Leadership Team.
This Policy should be read in conjunction with the Curriculum Policy, Learning Support Policy and Policy on English as an Additional Language as well as the Equal Opportunities Policy.
Policy Written: Jan 2011
Updated SJL 04/01/2015