Ratified by Governors:
The Governing Body is responsible for establishing and maintaining this policy and for ensuring that it is followed. The Governing Body delegates authority to the Learning Provision Committee, advised by the Principal, to administer this Policy on its behalf. The Principal is responsible for implementing the decisions of the Learning Provision Committee and for complying with this policy. The policy applies to the Principal and to all staff employed by the Academy.
Specialist Provision (SEND) Policy
Definition of SEND
Review of the Policy
Leadership of SEND;
English as an Additional Language
Identification and Assessment
Support for Students with SEND
Stages of Support Provision
Review of IEP’s for Statemented Students
Access to the Curriculum
Access to the extended curriculum
Facilities for students with SEND
Monitoring and evaluating the success of the education provided for students with SEND
Dealing with SEND complaints from parents/ carers
Arrangements for staff training
External Support Services
The role parents/carers play of students with SEND
High Performers, Inclusion, Special Educational Needs and Disability
Name of SENDCo: Sam Sansom
The aim of this policy is to promote the successful inclusion and progression of students with special educational needs and disabilities at Route 39 Academy. It reflects the Academy vision that students at Route 39 Academy will be empowered to take control of their own learning and their own lives and be equipped to make positive choices. We aim to to prepare all our students to be life long learners so that they can thrive in a fast moving and ever changing world.
At Route 39 all students have a personalised approach to education .Please be assured your child does not need to be deemed to have a Special Educational Need in order to discuss potential barriers to learning, or to have such information recorded on their learning files. In fact doing so will help Route 39 to personalise all our students’ educational experience.
This policy reflects the most recent Code of Practice which provides statutory guidance on duties, policies and procedures relating to Part 3 of the Children and Families Act 2014 and associated regulations. It relates to children and young people with special educational needs (SEN) and disabled children and young people.
A young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her (CoP xiii).
These definitions provide a relatively low threshold and includes more children than many realise, and so the Code of Practice 2014 goes on to state that ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’ and that young people with such difficulties do not necessarily have SEN (CoP xviii). It also states that slow progress and low attainment do not necessarily mean that a child has SEN and should not automatically lead to a pupil being recorded as having SEN (CoP 6.23). Additionally, it states that persistent disruptive or withdrawn behaviours do not necessarily mean that a child or young person has SEN (CoP 6.21).
This policy will be monitored and reviewed annually. To inform policy making we collect, study and use qualitative and quantitative data relating to the implementation of this policy and make adjustments as appropriate.
The coordinator of day to day provision of education for students with SEND is the SENDCo. The SENDCo is a qualified teacher. The SENDCo, in collaboration with the Principal and governing body, plays a key role in the determination of the strategic development of this policy and the provision to raise the achievement of students with SEND.
The role of the SENDCo includes the following key responsibilities:
The Specialist Provision Co-ordinator will hold the relevant SENDCo qualifications.
Students will not be regarded as having a learning difficulty solely because the language or form of language spoken at home is different from the language in which they will be taught.
The identification and assessment of SEND for young people whose first language is not English requires particular care. Where there is uncertainty about an individual, Route 39 Academy will look carefully at all aspects of a student’s performance in different subjects to establish whether any problems he /she has in the classroom are due to limitations in their command of the English language or arise from SEND.
The governing body has agreed with the Devon County Council admissions criteria which do not discriminate against students with SEND, and the Academy's admissions policy has due regard for the guidance in the Code of Practice (2015), The Children and Families Act 2014 and the Equality Act 2010. Parents/carers seeking the admission of a student with mobility difficulties are advised to approach the Academy well in advance so that consultations can take place.
The Academy is committed to the early identification of SEND in line with the Code of Practice 2015. The Academy carries out the following;
All teaching and non-teaching staff are fully aware of the Academy SEND policy and its procedures for identifying, assessing and making provision for students with SEND.
The 2015 CoP identifies four broad areas that give an overview of needs for which plans should be made. The purpose of identification is to determine the appropriate provision for individual students. In practice, individual children or young people often have needs that cut across all these areas and their needs may change over time.
1. Communication and interaction
Young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty or delay in receptive and /or expressive language or do not understand or use social rules of communication (CoP 6.28)
Young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.(CoP 6.29)
2. Cognition and learning
Support for learning difficulties may be required when young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication (CoP 6.30). Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
3. Social, emotional and mental health difficulties
Young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder (CoP 6.32).
4. Sensory and/or physical needs
Some young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties (CoP 6.34).
All teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff (6.36) and the first response to such progress should be high quality teaching targeted at their areas of weakness (6.19). Making higher quality teaching normally available to the whole class is likely to mean that fewer pupils will require such support. Such improvements in whole-class provision tend to be more cost effective and sustainable (6.15).
Therefore, provision for students with SEND is a matter for the Academy as a whole. In addition to the governing body, the Principal and Director of Specialist Provision and all members of staff have important responsibilities.
The quality of teaching for students and the progress made by pupils, are core to the school’s performance management arrangements and its approach to professional development for all teaching and support staff. School leaders and teaching staff, including the Director of Specialist Provision, will identify any progression patterns, both within the school and in comparison with national data, and use these to reflect on and reinforce the quality of teaching. The majority of students will learn and progress within these arrangements. However, for students with SEND, there may be the need to provide an enhanced level of provision that supports and enhances their learning abilities.
All teaching and non-teaching staff are fully aware of the Academy SEND policy and its procedures for identifying, assessing and making provision for students with SEND.
The staff of Route 39 Academy are committed to ensuring all students should have access to a broad and balanced curriculum. The National Curriculum Inclusion Statement states that teachers should set high expectations for every pupil, whatever their prior attainment. Teachers should use appropriate assessment to set targets which are deliberately ambitious. Potential areas of difficulty should be identified and addressed at the outset. Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement. In many cases, such planning will mean that pupils with SEN and disabilities will be able to study the full national curriculum (6.12)
The Academy will, in other than exceptional cases, make full use of classroom and Academy resources before considering further support, beyond and above universal classroom provision. These will involve
All staff have the responsibility to make themselves aware of each student’s targets and for building planning into their teaching to help students to achieve their targets. Weekly and daily student focus meetings will support this.
In addition to the national curriculum the Academy provides a range of extended curriculum opportunities. These include:
Staff will strive to ensure equal access to these activities for all students.
Route 39 Academy will adopt a graduated response to meeting SEND that requires the initial use of classroom and Academy resources. In the majority of cases, the first step is that a student would join our Targeted Intervention Programme (TIP). TIP students receive specific targeted support in order to ameliorate a particular barrier to learning or participation (usually these have a set duration after which a progress review takes place). TIP students do not alwaysform part of the Academy's SEN cohort as these interventions do not always meet the threshold for the two categories of SEN outlined below.
SEN categories: The Academy has adopted the use of Educational Health Care (EHC) plans as described in the most recent Code of Practice. School Action, School Action Plus and Statements are no longer recognised. There is now just one defined category for statutorily assessed SEN students termed EHC plan. The form of the graduated response and the particular thresholds and definitions schools use are now their own responsibility to define, based upon best practice as outlined in the 2014 Code of Practice.
At Route 39 we have two categories of SEN:
EHC Plan and Support students all have a Daf - my plan that outlines their SEN needs and provision and is the school’s central SEN document. It gives the following information
EHC Plan and Support students typically receive enhanced provision, in addition to their universal teaching provision which may include the following:
The progress and provision for students who have statutory EHC plans will be reviewed annually and a report provided for the LA. If sufficient progress is made a statement may be discontinued by the LA. The school will liaise with Careers South West and other agencies to arrange transition plans for students with statements moving into the Challenge Phase, and will ensure these plans are reviewed annually as part of the review process.
SEN status will be reviewed at least once a year and the outcomes will be recorded (where students are in receipt of an EHC Plan this may take place at their Annual Review). Relevant professionals will be invited to contribute to the monitoring and review of progress. Students and parents/carers will be fully involved and kept informed about the involvement of external agencies and proposed interventions.
When EHC Plan students move to another school their records will be transferred to the next school within 15 days of the students ceasing to be registered, as required under Section 47 of the Children and Families Act 2014 and Regulations 15 and 16 of the SEND Regulations 2015. We will also endeavour to ensure EHC support students records are also transferred in a similar time frame.
The SENDCo is responsible for organising reviews of statements for SEND.
In our temporary accommodation, all but one of the classrooms are physically accessible to all students. Small group rooms support specialist provision and external support is provided weekly.
The Academy, including the governing body, is committed to regular and systematic evaluation of the effectiveness of its work. In this respect, the governing body reports annually to the parents/carers upon the quality of education provided for and the achievement of students with SEND.
The Academy's range of methods to gather data for analysis include:
All complaints will be treated seriously and investigated thoroughly according to the Academy's complaints procedure.
The Academy will provide information about the LA Parent Partnership service to all parents/carers of students with special educational needs on request.
Parents/carers of students identified with SEND may contact the Parent Partnership independent support and advice service. The address can be obtained from the SENDCo.
Devon County Council has made arrangements for the appointment of Independent persons with a view to resolving or avoiding disagreement between authorities and parents/carers of students with SEND.
Details of how to access this disagreement resolution service can be obtained from the LA and support will be given to parents/carers accessing the information.
It is the Academy policy to provide appropriate professional development opportunities for the SENDCo and other staff according to identified needs. Relevant local and national courses / conferences including cluster meetings are attended by the Specialist Provision Coordinator.
All permanent staff are trained to support Literacy and also trained in THRIVE. They have access to ongoing training from the SENDCo to enable them to address the needs of each student in the classroom. New staff, volunteers and any trainees are able to access an induction training programme.
External support services play an important part in helping the Academy identify, access and make provision for students with special educational needs. The Academy purchases additional Educational Psychology Team services from Babcock to meet the needs of our students. The Academy will also seek advice from specialist advisory teaching services for students with sensory impairment, physical difficulties, and communication and interaction difficulties as is appropriate.
Specialist outside agencies contribute to the reviews of students with significant speech and language difficulties, physical, visual and hearing impaired students. Joint meetings will be held, as appropriate, on a regular basis to ensure effective collaboration in identifying and making provision for vulnerable students.
A Careers South West Personal Advisor is invited to attend all Annual Reviews as students progress from Phase to Phase in order to contribute to the Transition Plans, and then to the subsequent reviews of the Transition Plan.
In accordance with the SEND Code of Practice the Academy believes that all parents/carers of students with SEND should be treated as equal partners.
The Academy has positive attitudes to parents/carers, provides user-friendly information and strives to ensure that they understand the procedures and are aware of how to access advice.
Parents/carers will be supported and empowered to:
The Academy is committed to working with parents/carers and keeping them fully informed of the Partnership with Parents Service and of the Academy's own procedures. Parents/carers will be made welcome in the Academy and will be invited to attend such meetings as concern their child.
In order to make communications effective the Academy will:
The above policy does not limit Route 39 Academy’s commitment to ensuring a relevant and personalised approach for all of its students.