Special Educational Needs & Disability

sen information report Hatchell Wood Primary Oct 2015

SEN policy January 2016

Hatchell Wood Primary School SEND Local Offer

What is the SEND Local Offer?

The government has listened to what parents say their experience of services is like and have put in place a number of things to bring about improvements. One of these is the ‘Local Offer’.  In 2012 the former Children’s Minister Sarah Teather explained that:

“The current system is outdated and not fit for purpose. Thousands of families have had to battle for months, even years, with different agencies to get the specialist care their children need. It is unacceptable they are forced to go from pillar to post, facing agonising delays and bureaucracy to get support, therapy and equipment”.

“It is a huge step forward to require health, education and care services work together. The reforms will give parents better information and a comprehensive package of support that meets their needs”.

Local authorities and other services will set out a local offer of all services available to support children who are disabled or who have SEN and their families. The local offer will enable families to understand what services they can access and what support they can expect from a range of local agencies, including from the local authority, health services, schools, leisure services and the voluntary sector. The offer will include provision from birth to 25, across education, health and social care.

The potential outcomes of the Local Offer are:

  • To provide clarity and confidence for parents.
  • To support earlier intervention.
  • To reduce the need for assessment.
  • To identify need and gaps in provision.
  • To provide an evidence base for improving progress and securing better outcomes, at school and local level.

All Doncaster maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and/or Disabilities and are supported by the Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All school are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and/or Disabilities being met in a mainstream setting wherever possible, where families want this to happen.

Doncaster Local Authority Local Offer (SEND) click here

http://www.doncasterchildrenandfamilies.info/disabilitiesprimaryschools.html

 Key people in school (SEND):

Class/subject teacher:

Responsible for:

  • Checking on the progress of your child and identifying planning and delivering any additional help your child may need (this could be things like targeted work, additional support) and letting the Inclusion Manager and SENCO know as necessary.
  • Writing an Individual Education Plan (IEP), and sharing and reviewing these with parents at least once each team and planning for the next term.
  • Ensuring that all staff working with your child in school are able to deliver the planned work/programme for your child, so they can achieve the best possible progress. This may involve the use of additional adults, outside specialist help and specially planned work and resources.
  • Ensuring that the school’s SEND Policy is followed in their classroom and for all the pupils they teach with any SEND

 

The SENCO (Miss Merritt):

Responsible for:

  • Coordinating all the support for children with Special Educational Needs and/or Disabilities (SEND) and developing the school’s SEND Policy to make sure all children get a consistent, high quality response to meeting their needs in school.
  • Updating the school’s SEND register (a system for ensuring all the SEND needs of pupils in this school are known) and making sure that there are excellent records of your child’s progress and needs.
  • Providing specialist support for teachers and support staff in the school so they can help  children with SEND in the school achieve the best progress possible.

Ensuring that you are:

  • Involved in supporting your child’s learning.
  • Kept informed about the support your child is getting.
  • Involved in reviewing how they are doing.

 

Head Teacher (Mr Harris) / Inclusion Manager (Mr Bullock):

Responsible for:

  • The day to day management of all aspects of the school, this includes the support for children with SEND.
  • The Head Teacher will give responsibility to the SENCO and the class teachers but is still responsible for ensuring that your child’s needs are met.
  • The Head Teacher must make sure that the Governing Body is kept up to date about any issues in school relating to SEND.

SEND Governor:

Responsible for:

  • Making sure that the necessary support is made for any child who attends the school who has SEND.

 

 

What are the different types of support available for children with SEN ?

Class teacher input via excellent targeted classroom teaching also known as Quality First Teaching (Wave 1)

For your child this would mean:

  • That the teacher had the highest possible expectations for your child and all pupils in their class.
  • That all teaching is based on building on what your child already knows, can do and can understand.
  • At times the teacher may direct the class based Teaching Assistant to work with your child as part of normal working practice.
  • Different ways of teaching are in place so that your child is fully involved in learning in class. This may involve things like using more practical learning.
  • Specific strategies (which may be suggested by the SENCO or outside staff) are in place to support your child to learn.
  • Your child’s teacher will have carefully checked on your child’s progress and will have decided that your child has gaps in their understanding/learning and needs some extra support to help them make the best possible progress.
  • All children in school should be getting this as part of excellent classroom, practice when needed.
  • Specific group work with in a smaller group of children.

 

Small group intervention work (Wave 2)

This means they have been identified by the class teacher as needing some extra support in school.

For your child this would mean:

  • He/she will engage in group sessions with specific targets to help him/her to make progress.
  • A learning Support Assistant/teacher or outside professional (like a Speech and Language Therapist) will run these small group sessions using the teacher’s plan.
  • This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.

 

Individualized support (Wave 3)

Specialist support run by outside agencies e.g. Speech and Language therapy or Occupational therapy groups.

This means they have been identified by the SENCO as needing some extra specialist support in school or from a professional outside the school. This may be from:

  • Local Authority central services
  • Outside agencies

For your child this would mean:

  • Your child will have been identified by the class teacher or SENCO (or you will have raised your own concerns) as needing more specialist input instead of or in addition to quality first teaching and intervention groups.
  • You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
  • You may be asked to give your permission for the school to refer your child to a specialist professional e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs betters and be able to support them better in school.

The specialist professional will work with your child to understand their needs and make recommendations, which may include:

  • Making changes to the way your child is supported in class e.g. some individual support or changing some aspects of teaching to support them better.
  • Support to set better targets which will include their specific expertise.
  • A group run by school staff under the guidance of the outside professional e.g. a social skills group.
  • A group or individual work with outside professional.

The school may suggest that your child needs some individual support in school.  They will tell you how the support will be used and what strategies will be put in place.  This type of support is available for children with specific barriers to learning that cannot be overcome through quality Teaching and intervention groups.

 

Specified Individual support

This is usually provided via a Statement of Special Educational Needs or an Education, Health and Care Plan (EHCP). This means your child will have been identified by the class teacher or SENCO as needing a particularly high level of support or small group teaching (the amount of hours will be specified by a Statement of Special Educational Needs), which cannot be provided from the budget available to the school.

Usually your child will also need support from professional outside the school. This may be from:

  • Local Authority central services
  • Outside agencies

The school (or you) can request that the Local Authority carry out a statutory assessment of your child’s needs:

This is a legal process which sets out the amount of support that will be provided for your child.

After the school have sent in the request to the Local Authority (with a lot of information about your child, including some from you), they will decide whether they think your child’s needs (as described in the paperwork provided), seem complex enough to need a statutory assessment. If this is the case they will ask you and all the professionals involved with your child to write a report outlining your child’s needs. If they do not think your child needs this , they will ask the school to continue with Wave 3 support.

After the reports have all been sent to the Local Authority (L.A). The L.A will then decide if your child’s needs are severe, complex and lifelong and that they need more specified extra support in school to make good progress. If this is the case they will write a Statement of Special Educational Needs or Education health Care Plan (EHCP).

The Statement or EHCP will outline the number of hours of individual/small group support your child will receive from the LA and how the support should be used and what strategies must be put in place. It will also have long and short term goals for your child.  The additional adult may be used to support your child with whole class learning, run individual programmers or run small groups including your child.

This type of support is available for children whose learning needs are:

  • Severe, complex and lifelong
  • Need more than a specified number of hours support in school

How can I let the school know I am concerned about my child’s progress in school?

  • If you have concerns about your child’s progress you should speak to your child’s class teacher initially.
  • If you are not happy that the concerns are being managed and that your child is still not making progress you should speak to the SENCO or Head Teacher.
  • If you are still not happy you can speak to the school SEND Governor.

How will the school let me know if they have concerns about my child’s learning in school?

If your child is then identified as not making progress the school will set up a meeting to discuss this with you in more detail and to:

  • Listen to any concerns you may have.
  • Plan any additional support your child may receive.

 

 

SEN Policy Jan 2016

Here at Hatchell Wood Primary School we are committed to meeting the special educational needs of our pupils. Our overall aim is to be a totally inclusive school which supports all children and where staff appropriately differentiate.

 

This policy has been written with reference to the following guidance and documentation:

  • Equality Act 2010
  • SEND Code of Practice 2014
  • Statutory guidance on supporting pupils at school with medical conditions 2014

 

 

SENCO- K. Merritt

Inclusion Lead – J. Bullock

Learning mentors – L.Winter/E Sidebottom

 

Definition and identification

Children have a special educational need if they have a learning difficulty that calls for special provision to be made for them. The SEN Code of Practice (2014) describes four categories of need. These are

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

 

What is not SEN but may impact on a child’s learning and progress:

  • Disability (the SEN Code of Practice outlines that ‘reasonable adjustment’ is a duty for all schools provided under the current Disability Equality legislation) This alone may not necessarily constitute SEN
  • Attendance and punctuality
  • EAL
  • Being a looked after child
  • Health and Welfare issues
  • Behaviour. Identifying behaviour as a need is no longer an acceptable way of describing SEN. Any concerns relating to a child’s behaviour will be investigated and recognised and identify if there is a learning need.

 

Roles and Responsibilities

The Head Teacher has overall responsibility for Inclusion and SEN provision within school.  This is delegated to the Inclusion Team (Miss K Merritt, Mr J Bullock and Mrs L Winter), who give regular updates to the Head Teacher and Governor with responsibility for Inclusion.

The Inclusion team will:

  • Ensure the day to day operation of the Inclusion Policy.
  • Liaise with and advise colleagues.
  • Coordinate provision for children with SEND or other additional needs.
  • Liaise as appropriate with parents.
  • Liaise with outside agencies.
  • Organise reviews for children with statements of Special Educational Needs.

 

Class teachers have responsibility for adapting their teaching approaches, through appropriate differentiation or support, to ensure that all children have access to the curriculum.  No child will be excluded from any learning activity, or extra-curricular activity, due to impairment or learning disabilities.  Class teachers also have responsibility for the day-to-day organisation of provision for children within their class.  They will monitor the progress of all children and seek advice from the Inclusion Team for any child that causes concern.

 

LSA’s and the Learning Mentor will support the child in appropriate ways following instructions and discussion with the class teacher. They will give feedback to the teacher orally following each activity with the child. They will provide the specific support indicated for children with a statement and ensure that appropriate resources are available.

 

As subject leaders, all teachers have responsibility for various areas of the curriculum and will review and monitor the progress made by pupils in their subject area and the effectiveness of resources and other curriculum material. All staff will work closely with the Inclusion Team.

Aims and Objectives

In order to achieve our aims and to ensure that children with SEN achieve their full potential and make progress we will work with the guidance provided with the SEN Code or Practice 2014. We will operate a whole school approach towards the management of provision and support by:

  • Discuss with parents at every stage and keep them informed to encourage full partnerships
  • Involve children as much as possible in discussions relating to their learning and needs
  • Give all children access to a broad and balanced curriculum
  • To ensure that the best provision is provided for the children to access and meet their needs
  • We will provide differentiated teaching strategies and resources to meet the needs of all children
  • To endeavour to make the school building physically accessible to all
  • To provide staff CPD
  • Ensure that the learning, including social, emotional and behavioural development needs are identified and assessed as early as possible and be closely monitored.
  • Ensure that the school liaises with outside agencies effectively to meet the needs of staff and pupils. To develop a whole school approach towards children with SEND or other additional needs.
  • To value and include children with SEND or other additional needs in all aspects of school life.
  • To develop promote self esteem, confidence and independence.
  • To identify and assess children with SEND or other additional needs as early as possible and to monitor their progress.

Managing pupils needs who are on the SEN register

Every teacher provides excellent targeted classroom teaching also known as Quality First Teaching (Wave 1)

The class teacher:

  • Provides differentiated work and additional resources or adult support to enable children to access the curriculum.
  • Develops the child’s self-esteem.
  • Monitors the child’s progress.
  • Consults the child’s parents.

 

If your child still needs extra support then we will provide small group intervention work (Wave 2)

This means they have been identified by the class teacher as needing some extra support in school.

For your child this would mean:

  • He/she will engage in group sessions with specific targets to help him/her to make progress.
  • A learning Support Assistant/teacher or outside professional (like a Speech and Language Therapist) will run these small group sessions using the teacher’s plan.
  • This type of support is available for any child who has specific gaps in their understanding of a subject/area of learning.If wave 3 has been in place and your child is still finding it hard that your child will have individualized support (Wave 3)
  • Specialist support run by outside agencies e.g. Speech and Language therapy or Occupational therapy groups. This means they have been identified by the SENCO as needing some extra specialist support in school or from a professional outside the school. This may be from:

 

Local Authority central services

Outside agencies

For your child this would mean:

  • Your child will have been identified by the class teacher or SENCO (or you will have raised your own concerns) as needing more specialist input instead of or in addition to quality first teaching and intervention groups.
  • You will be asked to come to a meeting to discuss your child’s progress and help plan possible ways forward.
  • You may be asked to give your permission for the school to refer your child to a specialist professional e.g. a Speech and Language Therapist or Educational Psychologist. This will help the school and yourself understand your child’s particular needs betters and be able to support them better in school.

 

Children will have an SEN Support Plan written with the SENCO, teacher and child. SMART targets are set and then reviewed on a termly basis.

An SEN Support Plan is a written document required for each child who is eligible to receive special education services. It is provided to a student who has been determined first to have a disability and, second, to need special education services because of that disability. They are receiving additional and different support to his/her peers. This will be put in place if the IEP targets aren’t being met and if we feel there are deeper leaning needs. This means your child may get extra support from the teacher or TA and be observed and monitored by the inclusion team.

 

If your child has a Statement or an Education, Health and Care Plan then they will have an annual review. Parents, the pupil, the LA, the school and any other professionals involved will be invited to discuss and consider whether any amendments need to be made to the description of the pupil’s needs or the provision specified. The annual review will focus on what the child has achieved as well as difficulties being faced.

Admissions

Pupils with SEND will be admitted to Hatchell Wood Primary School in line with the school’s admissions policy. The school will use their induction meetings to work closely with parents to ascertain whether a child has already been identified as having SEND.

 

If the school is alerted to the fact that a child may have a difficulty in learning, they will endeavour to collect all relevant information and plan the next steps.

 

The school will make contact with previous schools or nursery settings in order to ensure that transition for children with SEND  is as smooth as possible.

 

 

 

School Facilities & Resources

The school is single site and entirely on one level, with access is via the main entrance which is suitable for wheelchair users.  There is a disabled parking bay at the front of the school building.  Classrooms are also suitable for wheelchair access.  In the Foundation Stage, there is a ramp to allow disabled children and adults to access the outdoor play area.  There is currently one disabled accessible toilet for children or adults, and two toilet cubicles with wide access for wheelchairs (one in KS1 and 1 in KS2).  There is a changing facility in one of the toilets near the PE changing rooms.  The majority of our classrooms are carpeted, providing good acoustic conditions so that the effects of hearing difficulties are minimised.

 

Support is tailored to the individual child, through discussion with the class teacher, learning support assistants and parents.  It may include:

 

  • Use of specialised equipment, such as dyslexia friendly reading rulers and books.
  • Use of computer programmes such as Number Shark, Word Shark and Lexia.
  • Use of structured intervention programmes such as Direct Phonics and First Class @ Number.
  • Use of educational games.
  • Small group work to develop children’s self-confidence, memory, speaking and listening or social skills.

 

If, upon the advice of the Educational Psychologist or medical specialist, the school or parent/guardian consider it necessary, we will ask the authority to undertake a statutory assessment of the child’s needs which may lead to the issue of an Educational, Health and Care Plan.

 

 

 

Monitoring and Evaluating

The inclusion team monitor the movement of children within the SEN system in school. We have inclusion folders which are collected in and reviewed by the team to ensure that SEN Support Plans are kept up to date. We will ensure inclusive education for our pupils by constant review and evaluating of support being offered. Children will be closely tracked and their progress monitored to ensure that they are achieving alongside their peers.

Quantitative – SEN records

The SEN records will include the school’s responses at all stages and information from review meetings will be included. We will regularly scrutinise the SEN register, SEN support plans and reports from outside agencies.

Qualitative – pupils are involved with aspects of their SEN procedures. Conversations take place and we discuss how they feel their schooling is going and how we can meet their needs. All children with annual review meetings complete a review form with the aid of an adult if needed to gain their insights and feelings. This will be looked and discussed at the meeting.

 

Review of policy

As with all school policies, a whole school approach is required for the implementation of the policy, which should offer guidance and protection to those at Hatchell Wood Primary.

This policy will be reviewed annually. These questions will be addressed

  • Does the policy provide useful guidance and protection?
  • Is the policy up to date?
  • Do amendments need to be made, what are they?Amendments will be made by the identified person(s) and passed to relevant parties for approval. Should any parent/guardian disagree with the decisions made about their child, and do not feel satisfied after discussion with the child’s class teacher and/or the Inclusion Manager, they should contact the Head Teacher. Should this meeting not satisfy the parent/guardian then the complaints procedure may be obtained from the Chair of Governors. Date:   January 2016

 

Author : Miss K Merritt & Mr J Bullock

 

Complaints Procedure

  • Should any parent/guardian disagree with the decisions made about their child, and do not feel satisfied after discussion with the child’s class teacher and/or the Inclusion Manager, they should contact the Head Teacher.  Should this meeting not satisfy the parent/guardian then the complaints procedure may be obtained from the Chair of Governors.Author :  Miss K Merritt & Mr J BullockDate:    January  2016Review Date:   October 2016

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