SEND and Inclusion Policy
This policy is in line with the final SEN Code of Practice, which has been ratified by Parliament for use from January 2015
Co-Head Teachers – Mrs Ruth Blamires & Mrs Cheryl Cappleman
Assistant Head Teacher/ SENCo Mrs Kate Woodward-Hay
SEND Governor – Mrs Amanda Cooper-Hayward
SEND – Special Educational Needs and/or Disabilities
SEN – Special Educational Needs
SENCo – Special Educational Needs Coordinator
CoP – Code of Practice (referring to SEN)
LA – Local Authority
APDR – Assess, Plan, Do, Review
EHCAR – Education, Health and Care assessment Request
EHCP – Education, Health and Care Plan
Date of Policy Adoption by Governing Body
Review January 2018
Chair of Governors:
Method of Communication
School Office, School Website.
‘Every child matters, Every child achieves’
At Friarage School we are committed to providing an appropriate and high quality education for every children in our school. We are a caring community where education, equality and the well-being of all members of the school are at the centre of everything that we do.
We believe that all children, including those identified as having special educational needs, are entitled to a broad and balanced curriculum which is accessible to them, and to be fully included in all aspects of school life. At Friarage we are committed to the highest quality of education for all children and the efficient use of resources.
This policy describes the way we meet the needs of children who experience barriers to their learning, which may relate to sensory or physical impairment, learning difficulties or emotional or social development, or may relate to factors in their environment, including the learning environment they experience in school.
At Friarage School we aim to identify these needs as they arise and to provide teaching and learning contexts which enable every child to achieve to his or her full potential.
Friarage School is a warm, friendly and exciting place to play and learn.
- To meet pupils’ diverse needs by overcoming barriers to learning, identifying those vulnerable to underachievement and putting in place appropriate measures to enable them to access education and fulfil their potential.
- To provide the experiences and opportunities to enable pupils to become lifelong learners,
- To provide a rich curriculum which is broad and balanced and complies with all the requirements of the National Curriculum and Early Years Foundation Stage,
- To provide activities and experiences which enable children to flourish and achieve their potential academically, spiritually, morally, socially and creatively,
- To enable our pupils to gain an understanding of other peoples’ lives and how their decisions and choices affect others in our community and globally,
- To develop a range of skills, attitudes and values which will prepare pupils to lead healthy, safe and fulfilling lives, to be active citizens and to make a positive contribution to the wider world,
- To work in partnership with parents and carers for the benefit of the pupils,
- To become a centre of excellence and learning for the community.
Objectives of the Policy
The objectives of this policy are to ensure that the governing body makes provision for vulnerable pupils, those with SEN or who are disabled.
“All children and young people are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential. This should enable them to:
Achieve their best
Become confident individuals living fulfilling lives, and
Make a successful transition into adulthood, whether into employment, further or higher education or training. (6.1 SEN CoP)
The school community believes that:
- All pupils are equally valued and the school has high aspirations for all.
- Every Teacher is responsible and accountable for the progress of every child in their class including those with SEN.
- All pupils are entitled to a broad and balanced curriculum which is personalised and focused on outcomes.
- Promoting wellbeing will encourage children to maintain high standards of attendance, behaviour and achievement.
- Early and accurate identification is essential.
- A graduated approach, using Assess-Plan-Do-Review is an effective way to implement and evaluate provision.
- SEND and high needs funding will be used efficiently to ensure good progress of pupils with additional needs.
- Staff will be given appropriate training to allow them to meet a wide range of needs.
- Parents will be fully involved as partners in their child’s education.
- Pupils will be encouraged and supported to give their views on what learning is like for them.
- Governors will have access to information which will allow them to monitor and evaluate the effectiveness of the SEND policy.
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 he or she:
(a) has a significantly greater difficulty in learning than the majority of others of the same age; or
(b) has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
(SEN CoP 2014)
The four broad areas of need are:
Communication and Interaction
Cognition and Learning
Social, Emotional and Mental Health difficulties
Sensory and/or physical needs
Where it is determined that a pupil does have SEN, parents will be formally advised of this by letter through the Class Teacher and the decision will be added to the SEN register. The aim of formally identifying a pupil with SEN is to help school ensure that effective provision is put in place and so remove barriers to learning. The support provided consists of a four-part process: Assess, Plan, Do & Review.
This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions, which are the most effective in supporting the pupil to achieve good progress and outcomes.
A clear understanding of a child’s needs is a critical precondition to planning effective strategies, provision and adjustments to teaching that will lead to good progress and improved outcomes.
Assessment of need starts with a whole school approach that can quickly identify where a child is not making adequate progress, despite high quality teaching targeted at an area of development.
Information that teachers can draw upon to establish a clear analysis of pupil’s need:
Teacher’s assessment and experience of the pupil
Information on pupil progress, attainment, and behaviour
The pupil’s development in comparison to their peers
The views and experience of parents
The child’s own views
Advice from external support services
To ensure that where additional / different targeted provision is planned for, there are clear and expected outcomes linked directly to the provision.
Schools have to have a very clear reason for taking the child out of their class and away from their teacher.
What is the expected (targeted) outcome by the end of, for example, the term / half term, needs to be discussed, agreed and planned for.
Outcome focused target setting – SMART.
It is imperative that teachers work closely with any TAs or specialist staff involved to plan and assess the impact of targeted interventions.
Planning and review time should be explicitly planned for and must regularly take place at least termly.
Quick and concise communication to convey outcomes of targeted provision.
Teachers should not wait for the more formal termly review meetings (with parent and pupil views) to reflect on and make necessary adaptations to teaching and learning approaches and provision.
Progress toward meeting planned outcomes should be tracked and reviewed regularly, at least termly.
Pupil Progress Meeting or department review meeting.
This process will be recorded on an Individual Provision Map or an Inclusion Passport. (Please see the ‘Links’ page).
Identification of Pupil’s Needs: A Graduated Approach
“A child in my class is not making expected progress”
This means their academic/social/physical progress may be:
Significantly slower than that of their peers, starting from the same baseline
Failing to match or better the child’s previous rate of progress
Failing to close the attainment gap between the child and their peers
Widening the attainment gap
Monitor the child
Implement usual differentiation strategies
Refer to Provision Map “Universal Provision” for additional strategies
Discuss at Pupil Progress Meetings
Assess the impact for a suitable period of time (6-10 weeks depending on need)
“The child is still not making expected progress”
Assess, Plan, Do, Review – Individual Provision Map
Complete a cycle of APDR (see proforma) and keep in relevant section of SEND file
Continue to implement differentiation strategies
Refer to Provision Map “Universal Provision” for additional strategies
Discuss with Phase Leader/Subject Leader
Discuss with parent
Discuss with child
Consider a “Booster/Catch Up” intervention
Monitor for a suitable period of time (6-10 weeks depending on need)
“The child is still not making expected progress”
Refer to SENCo
Complete referral form
Attach completed APDR/s
“What happens next?”
When the referral is received, the SENCo will be assigned to the child
They will contact you to arrange a meeting and discuss the issues further
The SENCo will come to observe the child and carry out other assessments as appropriate
A further meeting will take place to discuss next steps which may involve the Class Teacher, Pupil, Parent and SENCo
Referral for an Education, Health and Care Plan
If a child has lifelong or significant difficulties they may undergo a Statutory Assessment Process which is usually requested by the school, but can be requested by a parent. This will occur where the complexity of need or a lack of clarity around the needs of the child are such that a multi-agency approach to assessing that need, to planning provision and identifying resources, is required.
The decision to make a referral for an Education, Health and Care Plan will be taken at a progress review with parents. The application for an Education, Health and Care Plan will combine information from a variety of sources including:
- Social Care
- Health professionals
Information will be gathered relating to the current provision provided, action points that have been taken, and the preliminary outcomes of targets set. A decision will be made by a group of people from education, health and social care about whether or the child is eligible for an EHC Plan. Parents have the right to appeal against a decision not to initiate a statutory assessment leading to an EHC Plan.
Monitoring and Evaluating Performance
Monitoring and evaluating the progress of pupils with SEN is an integral part of our whole school system to monitor and evaluate achievement, teaching, behaviour and leadership and management. However, to ensure good life outcomes for this vulnerable group, additional, focused monitoring takes place. This includes:
Monitoring and evaluating of interventions.
Learning walks and pupil interviews to evaluate the effectiveness of the strategies listed on provision maps.
Pupil Progress Meetings.
Completion of statutory functions by the SENCo related to referral for statement/education health care plans, termly meetings and annual reviews.
Focused monitoring by the SENCo, LA adviser, SEN governor.
Detailed discussions with families and pupils.
Attendance and exclusions analysis.
Feedback from support agencies and Ofsted.
Analysis of progress data of selected groups.
Local authority analysis of information and data about the school.
Please see the SEND section on the Friarage County Primary School website for more information, examples and proformas.
Whole School Approaches
North Yorkshire Local Offer – services available from the Local Authority.
SEND Information Report – school services.
Whole School Provision Map – graduated provision available to all pupils.
Assess-Plan-Do-Review Document – please see Page 4.
Individual Education Plans (IEPs – a personalised document that tracks provision and progress for High Need children on SEND Support).
For further information on related policies please see the policy section on our website.
Responsibility for coordination of Inclusion and SEN provision is as follows:
Co-Head Teachers – overall responsibility for the provision and progress of learners with SEND.
SEN Governor – meets regularly with the SENCo and has access to information which allows them to monitor and evaluate the effectiveness of the SEND policy.
SENCo – supports, leads and provides professional guidance to class teachers, maintains up to date records of SEND children, monitors and evaluates interventions, liaises with parents and outside agencies.
Class Teachers – provide quality first teaching within the classroom, implement SEND policy, identify, plan for and provide intervention for children in their class, liaise regularly with parents and SENCo and are responsible and accountable for the progress of every child in their class who has SEND.
SENCo – Kate Woodward-Hay
SEND Governor – Amanda Cooper-Haywood
Formulated: January 2016
Review Date: January 2018 or sooner if legislation changes
Approved by Governors at a meeting on January 14th
Signed: Chair of Governors – Janet Jefferson
This policy should be read in conjunction with the Safeguarding and Child Protection policies.
We are aware that for children with Special Educational Needs and increased vulnerability this is particularly relevant.
Links with other schools/Transfer arrangements
Class teachers of children joining from other schools will receive information from the previous school; if there is an SEN issue the SENCO will telephone to further discuss the child’s needs. Children transferring from Friarage School to new schools will have a form that gives details of particular needs and additional provision made by the school. The SENCO will discuss these children with other schools on request.
Local Authority’s current admissions policy
Children with additional educational needs are considered for admission to the school on exactly the same basis as for children without additional educational needs.
If a parent wishes to complain about the provision or the policy, they should, in the first instance, raise it with the SENCO, who will try to resolve the situation. If the issue can not be resolved within 10 working days; the parent can submit a formal complaint to the Co-Head teachers in writing or any other accessible format. The Head teacher will reply within 10 working days.
Any issues that remain unresolved at this stage will be managed according to the schools Complaints Policy. This is available, on request, from the school office.
- Small group intervention (social skills, language development, reading, phonics, writing, spelling, numeracy – outside/additional to classroom provision).
- One-to one support TA
- One-to-one tuition (eg Reading Recovery, specialist dyslexia teaching, precision teaching).
- One-to-one support for learning and/or SEAL (TA, reading buddy, mentor, counsellor).
- Speech and language therapy.
- Nurture group.
- Circle of friends/ ‘buddy groups’.
- Lunchtime/ club.
- Anger management.
- Peer tutoring/mentoring.
- In-class support (general/specific).
- HI/VI support service input.
- Special resources, hardware, software, large format books.
- Comp changes to policies and procedures
- Adaptations to the physical environment (eg doorways, lighting, sound proofing)
- Levels of support for individual children
- Type and use of resources, including ICT
- Consultation with parents and outside agencies, statutory, voluntary and charitable
- Staff training
- Changes to children’s routines
- Pencil grips
- Letters & sounds
- 1st class @ number
- Number Counts
- Speech and Language
- Read, write, ink