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SEND policy

Special Educational Needs and Disability Policy December 2014

 

Compliance:

 

This policy complies with the statutory requirement laid out in the SEND Code of Practice 0 – 25 (2014) 3.65 and has been written with reference to the following guidance and
documents:

 

  • Equality Act 2010: advice for schools DfE (2013)
  • SEND Code of Practice 0 – 25 (2014)
  • Schools SEN Information Report Regulations (2014)
  • Statutory Guidance on Supporting pupils at school with medical conditions April 2014
  • The National Curriculum in England Key Stage 1 and 2 framework document Sept 2013
  • Safeguarding Policy
  • Accessibility Plan
  • Teachers Standards 2012

 

This policy was created by the SENDCo, in liaison with the Senior Leadership Team and staff. The policy has taken into account the feedback the school has received from parents and students.

 

Contents:

 

Section One: Person responsible for the coordination of SEND
Section Two: Mission statement of the school and our aims
Section Three: Identifying Special Educational Needs
Section Four: A Graduated Approach to SEND Support, Managing Student’s Needs on the SEND Support Register
Section Five: Supporting Students and Families
Section Six: Supporting Students at School with Medical Conditions
Section Seven: Monitoring and Evaluation of SEND
Section Eight: Training and Resources
Section Nine: Roles and Responsibilities
Section Ten: Storing and Managing Information
Section Eleven: Reviewing the Policy
Section Twelve: Accessibility
Section Thirteen: Arrangements for the treatment of concerns and complaints

 

Section One

 

Person responsible for the coordination of Special Educational Needs:


Miss Sarah Bradley is the Special Educational Needs and Disabilities Coordinator (SENDCo) and  is a member of the school’s Senior Leadership Team.

 

Miss Sarah Bradley can be contacted via:
Cottesmore Millfield Academy
Cottesmore
Rutland
LE15 7BA
Telephone: 01572 812278
Email: sbradley@cottesmore.rutland.sch.uk

In the absence of the SENDCo enquires should be directed to Mrs Rachel Thomas, the Head Teacher.

 

Section Two

 

Mission statement of the school and our aims:


Here at Cottesmore Millfield Academy we understand the unique needs of our community.  We always try to create a happy and secure school environment in which each individual child is welcomed and is encouraged to develop to his or her full potential.

Our aims are:

 

  • to equip our children with the skills and knowledge so that they make a positive contribution in their future lives.
  • to develop high self esteem, confidence and self awareness.
  • to promote effective learning partnerships between home, community and the school.
  • to provide an inviting and stimulating environment based on high expectations.
  • to provide a zero tolerance approach to bullying.
  • to develop respect and responsibility for self, others and the environment.
  • to inspire each child through providing a stimulating range of differentiated learning opportunities.
  • to encourage individuals who are considerate and tolerant of differences.
  • to encourage happy, motivated children who can aspire to learn throughout their lives.

 

Objectives:
To achieve these aims we will:

 

create an environment that meets the special educational needs of each child;
ensure that the special educational needs of children are identified, assessed and provided for;
ensure that children with additional needs who require support plans are provided with appropriate, good quality targets;
make clear the expectations of all partners in the process;
identify the roles and responsibilities of staff in providing for children’s special educational needs;
enable all children to have full access to all elements of the school curriculum;
ensure that parents are able to play their part in supporting their child’s education;
ensure that our children have a voice in this process;
Implement intervention strategies to target the underlying learning needs of individual pupils to enable them to access the curriculum using advice given by specialist agencies where necessary.

 

The head teacher, SENDCo, all staff and the Governing Body will work within the guidance outlined in the SEND Code of Practice 0 – 25 (July 2014)

 

Section Three

 

Identifying Special Educational Needs and Disabilities:


A child has SEND where their learning difficulty or disability calls for special educational provision to be made for them, that is provision different from or additional to that normally available to pupils of the same age.

 

Children are identified as having SEND when:

 

  1. Their progress falls behind that of their peers
  2. A child’s progress is significantly slower than that of their peers starting from the same baseline
  3. A child fails to close the attainment gap between the child and their peers or the attainment gap widens.

 

Once this occurs a Support Plan is written for the child.  Where specialist support is required to help the school to support the children we make a referral request to the relevant agency.  Outside agencies then assess the needs of the child to highlight their specific barriers to learning.  For some children, SEN can be identified at an early age.  However, for other children and young people difficulties become evident only as they develop.

 

All SEND children are listed on the SEND Support Register, indicating the level of support being received.

 

The SEND Code of Practice, 2014 describes the four broad categories of need as:

 

  • Communication and interaction
  • Cognition and learning
  • Social, emotional and mental health difficulties
  • Sensory and/or physical needs

 

Full descriptions (as outlined by the SEND Code of Practice, 2014) of each of the categories are included at the end of this policy.

 

There are other factors that may impact on progress and attainment but does not mean a child has SEN:

 

  • Disability - the SEND Code of Practice, 2014 outlines ‘reasonable adjustment’ duty for all settings and schools provided under current Disability Equality legislation - these alone do not constitute SEN.
  • Being a child of a serviceman/woman
  • Poor attendance and punctuality
  • Health and welfare concerns
  • English as an Additional Language
  • Being a Looked After Child
  • Behaviour - concerns relating to a child or young person’s behaviour should be considered to be an underlying response to a need which requires identification and support.

 

Section Four

 

A Graduated Approach to SEN support:


Teachers are responsible and accountable for the progress and development of children in their class, including where children have one to one support or teaching assistant support. High quality teaching, differentiated for individual children delivered by experienced teachers, is the first step in responding to children who have or may have SEN.  Additional intervention and support are not used to compensate for the lack of good quality teaching, and teachers are supported through continual professional development and direct support from outside agency specialists and the SENDCO to ensure they offer all pupils the highest possible level of teaching.

 

Stage 1 - Assess
The Leadership team and class teacher set targets for all children.  Through a closely monitored schedule children are identified if they are not making adequate progress.  A pupil progress meeting is then held between the class teacher and Senior Leadership Teacher and then the teacher and parents to discuss barriers to learning and to identify any specific needs.  Interventions are put in place to try to help the child make the progress they should.  If a child continues to raise concerns then outside agency advice is asked for.

 

Stage 2 - Plan
When it is decided to provide a pupil with SEN support, the parents will be informed. A support plan will be constructed by the class teacher, SENDCo and the parents. The Support Plan will be shared with the parent and student when amended. Interventions and support provided will be selected to meet the outcomes identified for the student based on reliable evidence of effectiveness and will be provided by staff with skills and knowledge in that area. The school will draw upon parental involvement to reinforce or contribute to progress at home.

 

Stage 3 - Do
The class teacher will remain responsible for working with a child on a daily basis. When the interventions involve group or one-to-one teaching away from the main class or subject teacher, they will still retain responsibility for the child. When outside agencies are involved in working with the child, their work will be linked to classroom teaching and learning. Throughout the intervention or support, progress will be monitored closely to assess the impact of any provision.

 

Stage 4 - Review
The effectiveness of the support and interventions and their impact on children’s progress will be reviewed. Short term interventions will be reviewed throughout, and reassessment will take place. Support Plans are reviewed and published three times a year to effectively measure progress.
Where a student has an EHCP or Statement of SEN, the local authority, working with the school will review the plan at least every twelve months.

 

Managing Student’s Needs on the SEND Support Register:
All SEN children at Cottesmore are recorded on the school’s SEN Support Register. The SEN Support Register identifies individual students, their SEN and levels of provision. The SEN Support Register is the responsibility of the SENDCo. The SENDCo has the responsibility of updating and sharing information from the register with those professionals working within the school.

 

Every SEN child at Cottesmore has a Support Plan, outlining the child’s strengths, interests, barriers to learning, what works well for them, the support they are receiving in school and targets they are working towards. The Support Plan is a working document, contributed to and by those working directly with the child, including parents and the children themselves (where appropriate).

 

The Support Plan for each child is reviewed and published three times a year to the parent: approximately September, February and June of each year, more if the child has achieved their targets or is causing a concern.

 

For children with a Statement of SEN or EHCP, the Support Plan will link directly to the students’ SEN objectives as outlined in the Statement or EHCP.  In addition to Support Plan reviews these children will also have an annual review of their statement or EHCP.
The Support Plan will include targets which are assessed, planned and reviewed by the Teaching Assistant, Class Teacher and SENDCo.

 

The school recognises the importance of working closely with therapists and specialists.  The school will request the support from a specialist where a child continues to make less than expected progress, despite specifically targeted support and interventions that are matched to the pupil’s area of need.  Parents will need to give permission for the involvement from an outside agency.

 

Some of the agencies used by the school are:

 

Health Team - Speech and Language, Occupational Health, Paediatrician, CAHMS, School Nurse, Play Therapy
SEN Team – Educational Psychologist, Autism Outreach, Early Years Support
Social Care Team – Respite care

 

The Educational and Health Care Plan Process:
Where the Special Educational provision required to meet the child’s needs cannot be reasonably provided from within the resources normally available to the school, the school, in consultation with parents, will consider whether requesting and Education and Health Care Plan Assessment from the Local Authority is appropriate.
The application for an EHC Plan is a coordinated process that will take all the reports and information from everyone that has worked with a child to make a full assessment.  Parents are an integral part of this process.

 

Section Five

 

Removing pupils from the SEN register:
A child may be considered for removal from the SEND register when progress made is accelerated and has sufficiently closed the attainment gap between the child and their peers of the same age, where a child’s wider development and / or their social needs have improved and the SEN Support is no longer required for the child to make progress.

 

Section Six

 

Supporting SEND Children and Families:


Parents are encouraged to take an active part in the school life of their children.  Every parent signs a home school agreement when their child starts at Cottesmore.  Any decisions made about a child will always be discussed with the parents. 

 

The school will do this by:

 

  • Having an open door policy whereby parents can come in to talk with class teachers about their concerns or issues.
  • Providing all information in an accessible way.
  • Developing an effective form of home / school communication either via a book, phone calls or email.
  • Ensuring a record of the outcomes, actions and support agreed through the discussions are kept and shared with all the appropriate school staff and a record will be given to the pupil’s parents.
  • Sharing information about wider services that are available for them to access.

 
Supporting the Pupil Voice:
All SEND children at Cottesmore have the same access to all areas of the curriculum as their peers.  They are actively encouraged to participate in clubs and extracurricular groups.  SEND children are actively involved in creating and amending their Support Plans and Annual Statement Reviews.   They can discuss issues they are having with friendships or worries they are having with nominated members of staff.  All staff listen to and address any concerns raised by the children themselves.  The SLT seek pupils views through pupil interviews.

 

Section Seven

 

Supporting Students at School with Medical Conditions:
We recognise that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education.  Some children with medical conditions may be disabled and when this is the case the school will comply with its duties under the Equality Act 2010.

 

Some may also have special educational needs and disabilities (SEND) and may have a statement, or Education, Health and Care Plan (EHCP) which brings together health and social care needs, as well as their special educational provision where the SEN Code of Practice (2014) is followed.  Arrangements in place to support pupils at school with medical conditions are detailed within the schools policy for Supporting pupils with Medical Conditions.

 

Section Eight

Monitoring and Evaluation of SEND:


The school regularly and carefully monitors and evaluates the quality and effectiveness of provision.  We conduct an annual review of the SEND Policy and SEND Information Report to evaluate the effectiveness of:

 

  • systems for identifying and assessing students with SEND, including those who are more able
  • the provision made to meet students’ SEND, including new resources, staff development and training
  • the allocation of resources to meet the SEND of students

 

The views of parents through, for example,

 

  • Annual Reviews
  • Parent Meetings
  • Parental questionnaires
  • Invitations to school and social events and meetings

 

The views of children are sought through a variety of media, including:

 

  • Annual Reviews
  • Regular mentoring
  • Academic mentoring
  • Evaluation of Support Plans and Curriculum targets
  • Student questionnaires
  • Pupil interviews

 

Section Nine

 

Training and Resources

 

Training:
In order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all pupils, all staff are encouraged to undertake training and development.
Training needs of staff are identified through the school’s self-evaluation process.
All teachers and support staff undertake an induction process on taking up a post and this includes a meeting with the SENDCo to explain the systems and structures in place around the school’s SEND provision and practice and to discuss the needs of individual pupils.
The school’s SENDCo regularly attends SENDCo Network meetings in order to keep up to date with local and national updates in SEND.

 

Funding for SEN and Allocation of Resources:
The school’s core budget is used to make general provision for all children in the school including children with SEN.  In addition, every school receives an additional funding to support special educational provision and to meet children’s SEN.  This is called the ‘notional SEN budget’.
The amount in this budget is based on a formula which is agreed between schools and the local authority.  The government has recommended that schools should use this notional SEN budget to pay for up to £6000 worth of special educational provision to meet a child’s SEN needs.

 

The school may also use Pupil Premium Fund where a pupil is registered as SEN and is also in receipt of Pupil Premium grant to address the needs of these children to enhance learning and achievement.  Children who are from services families or in receipt of free school meals are eligible for Pupil Premium. 

 

Section Ten

 

Roles and Responsibilities:
The key responsibilities of the SENDCo are taken from the SEND 0- 25 Code of Practice (2014) and include:

 

  • overseeing the day-to-day operation of the school’s SEND policy
  • coordinating provision for children with SEND
  • liaising with the relevant Designated Teacher where a looked after pupil has SEND
  • advising a on the graduated approach to providing SEND support
  • advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
  • liaising with parents of pupils with SEND
  • liaising with early years providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies
  • being a key point of contact with external agencies, especially the local authority and its support services
  • liaising with potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned
  • working with the head teacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements
  • ensuring that the school keeps the records of all pupils with SEND up to date.

 

The Governing Body will, in line with SEND Information Regulations, publish information on the school’s website about the implementation of the school’s policy for pupils with SEND. The information published will be updated annually and any changes to the information occurring during the year will be updated as soon as possible.  A member of the Governing Body is appointed to have specific oversight of the school’s arrangements for SEN and disability and to ensure that the full governing body is kept informed of how the school is meeting the statutory requirements. The head teacher, SENDCo and governing body will establish a clear picture of the resources that are available to the school and will consider the strategic approach to meeting SEND in the context of the total resources available, including any resources targeted at particular groups, such as the pupil premium.

 

The Head teacher will ensure that the SENDCo has sufficient time and resources to carry out her functions. This will include providing the SENDCo with sufficient administrative support and time away from teaching to enable them to fulfil their responsibilities.

 

Section Eleven

 

Storing and Managing Information:
All records containing sensitive records relating to the Special Educational Needs or Disabilities of pupils with in school will be treated as highly confidential and be securely placed in a locked cabinet.

 

Section Twelve

 

Reviewing the Policy:
This policy will be reviewed annually.

 

Section Thirteen

 

Accessibility:
The school details its plan for increasing accessibility as part of its Accessibility Plan and School Transformation Plan. These documents are available upon request.

 

Section Fourteen

 

Arrangements for the treatment of concerns and complaints:
As part of Cottesmore’s ‘open door’ policy, parents are requested to initially direct their concerns to teachers who will liaise with other staff including the Head Teacher or Deputy Headteacher when required. If parents are not satisfied by the outcome, they are advised to speak to the SENDCo and / or Head Teacher.  The school’s Complaints Policy is available upon request from the school office.

 

Section Fifteen

 

Bullying:
At Cottesmore Millfield Academy we do everything we can to mitigate the risk of bullying of vulnerable learners in our school.  The school follow the consequence system as set our in it's behaviour policy where children receive sanctions for poor choices such as not being respectful towards others.  The school follows Social, Emotional, Aspects of Learning to educate children about anti-bullying.  For more information please refer to the schools Behaviour Policy and Anti-Bullying Policy.

 

Section Sixteen

 

Appendices:

Special educational needs and disability code of practice: 0 to 25 years

 

Glossary of Terms

 

Broad areas of need:
Communication and interaction

6.28 Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.
6.29 Children and 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.

 

Cognition and learning
6.30 Support for learning difficulties may be required when children and 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, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
6.31 Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

 

Social, emotional and mental health difficulties
6.32 Children and 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.
6.33 Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils. The Department for Education publishes guidance on managing pupils’ mental health and behaviour difficulties in schools – see the References section under Chapter 6 for a link.

 

Sensory and/or physical needs
6.34 Some children and 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. Information on how to provide services for deafblind children and young people is available through the Social Care for Deafblind Children and Adults guidance published by the Department of Health (see the References section under Chapter 6 for a link).
6.35 Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.

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