Special Educational Needs Policy
This policy complies with the statutory requirement laid out in the SEND Code of Practice 0 – 25 (April 2015) 3.65 and has been written with reference to the following guidance and documents:
· Equality Act 2010: advice for The Attics DfE Feb 2013
· SEND Code of Practice 0 – 25 (April 2015)
· The Attics SEN Information Report Regulations (2014)
· Statutory Guidance on Supporting students at The Attic with medical conditions
· The National Curriculum in England: framework for Key Stage 1 and 2 (July
· Safeguarding Policy
· Accessibility Plan
· Teachers Standards 2012
Our overarching aim is to create an atmosphere of encouragement, enrichment, acceptance, respect for achievements and sensitivity to individual needs, in which all students can progress by paying attention to these specific areas:
· identifying, individuals who need extra help and attention
· enabling each student to reach his or her full potential, both academic and vocational.
· enabling each student to partake in, and contribute fully, to The Attic life
· endeavouring to meet the individual needs of each young person
· developing a self-esteem within the individual
· fostering an atmosphere in our provison which will promote a happy, sensitive and secure environment to ensure the most effective learning for all young people
· providing for young people’s individual needs by supporting them in various ways:
small groups and individual one and one support.
· monitoring closely those with SEND by review and assessment, to enable us to recognise, celebrate and record achievements and half termly review meetings with parents and young people.
· providing access to and progression within the curriculum
· working with parents and other agencies to provide support and opportunities for those young people with SEND
· using a variety of teaching strategies, which include different learning styles, to facilitate meaningful and effective learning for all young people
· assisting all staff in the delivery of educational entitlement and ensuring all staff are aware of a young person’s individual needs
· ensuring access to a range of resources to support staff in their teaching of young people with SEND
· including the voice of the young person in monitoring and reviewing Student Profiles
· to provide all young people with named key worker to act as link.
· identify and provide for students who have special educational needs and additional needs
· work within the guidance provide in the SEND Code of Practice, 2015
· operate a “whole student, whole Attic” approach to the management and provision of support for special educational needs
· provide a Special Educational Needs Co-ordinator (SENCo) who will work with the SEN Inclusion Policy
· provide support and advice for all staff working with special educational needs students
TYPES OF SEN
SEN is divided into 4 types:
· Communication and Interaction - this includes young people with speech and language delay, impairments or disorders, specific learning difficulties such as dyslexia, dyscalculia, dysgraphia and dyspraxia, hearing impairment, and those who demonstrate features within the autistic spectrum.
· Cognition and Learning - this includes young people who demonstrate features of moderate, severe or profound learning difficulties or specific learning
difficulties or specific learning difficulties such as dyslexia, dyscalculia, dysgraphia or dyspraxia.
- Social, mental and Emotional Health - this includes young people who may be withdrawn or isolated, disruptive or disturbing, hyperactive or lack concentration.
- Sensory and/or Physical Needs - this includes young people with sensory, multi- sensory and physical difficulties.
Behavioural difficulties do not necessarily mean that a young person or young person has a SEN and should not automatically lead to a student being registered as having SEN. Slow progress and low attainment do not necessarily mean that a young person has SEN and should not automatically lead to a student being recorded as having SEN.
Persistent disruptive or withdrawn behaviours do not necessarily mean that a young person has SEN.
Identifying and assessing SEN for young people or young people whose first language is not English requires particular care; difficulties related solely to limitations in English as an additional language are not SEN.
Many young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more young people than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’
is defined as ‘more than minor or trivial’. This definition includes sensory impairments
such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled young people and those with SEN. Where a disabled young person or young person requires special educational provision they will also be covered by the SEN definition.
At The Attic we observe two key duties:
- we must not directly or indirectly discriminate against, harass or victimise disabled young people
- we must make reasonable adjustments, including the provision of auxiliary
aids and services, to ensure that disabled young people are not at a substantial disadvantage compared with their peers. This duty is anticipatory – it requires thought to be given in advance to what disabled young people might require and what adjustments might need to be made to prevent that disadvantage
The Attic’s Equality Policy and objectives and the Accessibility Plan can be found on The Attic website.
IDENTIFICATION, ASSESSMENT AND REVIEW
The Code of Practice outlines a graduated response to students’ needs, recognising that there is a continuum of need matched by a continuum of support. This response is seen as action that is additional to or different from the provision made as part
of The Attic’s usual differentiated curriculum and strategies.
A register is kept of students with SEND.
Reviews of students on the SEND register take place six times a year. For students
with Education, Health & Care plans (formerly Statements), an annual review meeting has to be held in addition to this. Student Profiles are used to record additional provision for students on the SEND register. Also all students have weekly targets.
A Graduated Approach to SEN Support
At The Attic, we adopt a “high quality teaching” approach. The key characteristics of high quality teaching are:
- highly focused lesson design with sharp objectives
- high demands of student involvement and engagement with their learning
- high levels of interaction for all students
- appropriate use of teacher questioning, modelling and explaining
- an emphasis on learning through dialogue, with regular opportunities for students to talk both individually and in groups
- an expectation that students will accept responsibility for their own learning and work independently
- regular use of encouragement and authentic praise to engage and motivate students including the use of rewards as recognition of their achievements.
Teachers are responsible and accountable for the progress and development of the students in their class, including where students access support from teaching assistants or specialist staff. High quality teaching, differentiated for individual students, is the first step in responding to students who have or may have SEND; additional intervention and support cannot compensate for a lack of high quality teaching.
We regularly and carefully review the quality of teaching for all students, including those at risk of underachievement, through lesson observations, work scrutinies, student
progress meetings and recorded online behavior logs. Professional development opportunities are provided for staff to extend their knowledge and understanding of SEND and high quality teaching.
We take into account student’s current skills and levels of attainment on entry, building on information from previous settings and key stages where appropriate. Some students where required will attend our assessment centre where they will undertake a more in depth holistic range of assessment which may include an educational psychology assessment and a clinical psychology assessment.
Class teachers, supported by the Senior Leadership Team, should make regular
assessments of progress for all students. These should seek to identify students making less than expected progress given their age and individual circumstances. This can be characterised by progress which:
• is significantly slower than that of their peers starting from the same baseline
• fails to match or better the young person’s previous rate of progress
• fails to close the attainment gap between the young person and their peers
• widens the attainment gap
The first response to such progress should be high quality teaching targeted at their areas of weakness.
This can also include progress in areas other than attainment – for instance where a student needs to make additional progress with wider development or social needs in order to make a successful transition to adult life.
Where a student is identified as having SEN, we will endeavor to take action to remove barriers to learning and put effective special educational provision in place. This SEN support should take the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the student’s needs and of what supports the student in making good progress and securing good outcomes. This is known as the graduated approach. It draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of young people.
In identifying a young person as needing SEN support the class teacher, working with the SENCO, should carry out a clear analysis of the student’s needs. This should draw on the teacher’s assessment and experience of the student, their previous progress and attainment, the views and experience of parents, the student’s own views and, if relevant, advice from external support services. The Attic should take seriously any concerns raised by a parent. These should be recorded and compared to the setting’s own assessment and information on how the student is developing.
In some cases, outside professionals from health or social services may already be involved with the young person. These professionals should liaise with The Attic to help inform the assessments. Where professionals are not already working with The Attic staff the SENCO should contact them (if the parents agree).
Where it is decided to provide a student with SEN support, the parents must be formally notified. The teacher and the SENCO should agree, in consultation with the parent and the student, the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review. The support and intervention provided should be selected to meet the outcomes identified for the student, based on reliable evidence of effectiveness, and should be provided by staff with sufficient skills and knowledge. Where appropriate, plans should seek parental involvement to reinforce or contribute to progress at home.
All teachers and support staff who work with the student should be made aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required. This should also be recorded on The Attic’s information system.
The class teacher should remain responsible for working with the young person on a daily basis. Where the interventions involve group or one-to-one teaching away from the main class or subject teacher, they should still retain responsibility for the student. They should work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching. The SENCO should support the class or subject teacher in the further assessment of the young person’s particular strengths and weaknesses, in problem solving and advising on the effective implementation of support.
The effectiveness of the support and interventions and their impact on the student’s progress should be reviewed in line with the agreed date. The impact and quality of the support and interventions should be evaluated, along with the views of the student and their parents. This should feed back into the analysis of the student’s needs. The class or subject teacher, working with the SENCO, should revise the support in light of the student’s progress and development, deciding on any changes to the support and outcomes in consultation with the parent and student.
Where a student has an Education and Health Care plan, the local authority, in co- operation with The Attic, must review that plan as a minimum every twelve months.
The success of The Attic’s SEND policy and provision is evaluated through:
· monitoring of classroom practice by the Headteacher, Deputy Head and SENCo
· analysis of student tracking data
· monitoring of procedures and practice by the SEND governor
· The Attic Self-Evaluation document
· Local Authority moderation process and OFSTED inspection arrangements
· meetings of parents and staff, both formal and informal.
MANAGING STUDENTS NEEDS ON THE SEND REGISTER
All young people on the SEND Register will have a Student Profile, which details important information about the young person, including their areas of strengths and weakness, their outcomes and steps taken to allow young people to achieve them and any other professionals who have contact with the young person. Class teachers, parents, students and other professional will all contribute to the Student Profile. The Student Profile is designed to be a working document which is updated to reflect the current needs of the young person. Formal review meetings will take place three times a year, where parents and students will be involved in reviewing progress and setting new outcomes. Class teachers are responsible for evidencing progress according to the outcomes described in the plan
Class teachers are responsible for maintaining and updating Student Profiles. These are then shared with everyone involved with the young person. The SENCo reviews all records provided by class teachers to ensure consistency across The Attic and appropriateness and quality of outcomes.
Additional level of support for students with SEND is provided through Student Premium:
The Government has confirmed its intention to raise the premium from £1300 to £1320 for primary FSM 'Ever 6' for 2015-16. Secondary The Attics will continue to receive £935 for secondary FSM 'Ever 6' students for 2015-16.
Young people who are looked after attract a higher rate of funding than young people from low-income families - the ‘student premium plus’, which is currently £1,900 per student and will remain at this rate for 2015-16. This is to reflect the unique challenges they face at The Attic where they often struggle to keep up with their peers at both primary and secondary level.
Young people who have parents in the armed forces are supported through the service young person premium which for 2014-15 is £300 per student.
It is important to note that the level and combinations of provision may change over time.
The Attics may involve specialists at any point to advise them on early identification of SEN and effective support and interventions. Where a student continues to make less than expected progress, despite evidence-based support and interventions that are matched to the student’s area of need, The Attic should consider involving specialists, including those secured by The Attic itself or from outside agencies.
The student’s parents will always be involved in any decision to involve specialists. The involvement of specialists and what was discussed or agreed should be recorded and shared with the parents and teaching staff supporting the young person in the same way as other SEN support.
Education, Health and Care Needs Assessments
Where, despite The Attic having taken relevant and purposeful action to identify, assess and meet the SEN of the young person or young person, the young person or young person has not made expected progress, The Attic or parents should consider requesting an Education, Health and Care needs assessment.
CRITERIA FOR EXITING THE SEN REGISTER/RECORD
If it is felt that young people are making progress which is sustainable then they may be taken off of the SEND register. If this is the case then the views of the teacher, SENCo, student and parents need to be taken into account, as well as that of any other professionals involved with the young person. If it is agreed by all to take the student off of the SEND register then all records will be kept until the student leaves The Attic (and passed on to the next setting). The student will be continued to be monitored through The Attics monitoring procedures, such as student progress meetings. If it is felt that the student requires additional assistance then the procedures set out in this policy will be followed.
SUPPORTING STUDENTS AND FAMILIES
Class teachers, in partnership with the SENCO, are responsible for ensuring that students are able to access assessments carried out within their class. If a young person’s needs mean that they are unable to access standardised tests then the SENCO will liaise with the class teacher to assess students’ eligibility for access arrangements.
SUPPORTING STUDENTS AT THE ATTIC WITH MEDICAL CONDITIONS
The Attic recognises that students at The Attic with medical conditions should be properly supported so that they have full access to education, including The Attic trips and physical education. Some young people with medical conditions may be disabled and where this is the case The Attic will comply with its duties under the Equality Act
2010. Some may also have special educational needs (SEN) and may have a statement, or Education, Health and Care (EHC) plan which brings together health and social care needs, as well as their special educational provision and the SEND Code of Practice (2015) is followed. The Attic has a policy for Supporting Students at The Attic With Medical Conditions, which can be found under the “Polices” tab on The Attic website.
TRAINING AND RESOURCES
In order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all students, all staff are encouraged to undertake training and development. All teachers and support staff undertake induction on taking up a post and this includes a meeting with the SENCO to explain the systems and structures in place around The Attic’s SEND provision and practice, and to discuss the needs of individual students. Staff training needs will be discussed at this stage, and both teaching and support staff will be made aware of training opportunities that relate to working with young person with SEND.
The Attic’s SENCO regularly attend the Suffolk SENCO Conference in order to keep up to date with local and national updates in SEND.
ROLES AND RESPONSIBILITIES
Provision for students with SEND is a matter for The Attic as a whole.
The board of governors, in consultation with the Headteacher, has a legal responsibility for determining the policy and provision for students with special educational needs. It maintains a general overview and has an appointed representative who takes particular interest in this aspect of The Attic.
Governors will ensure that:
· the necessary provision is made for any student with SEND
· all staff are aware of the need to identify and provide for students with SEND
· students with SEND join in The Attic activities alongside other students, so far as is reasonably practical and compatible with their needs and the efficient education of other students
· The Attic profile informs parents under the heading ‘How we are making sure we are meeting the learning needs of individual students’
· they have regard to the requirements of the Code of Practice for Special
Educational Needs (2001)
· parents are notified if The Attic decides to make SEND provision for their young person
· they are fully informed about SEND issues, so that they can play a major part in The Attic self-review
· they set up appropriate staffing and funding arrangements, and oversee The Attic’s work for SEND
The Head Teacher is responsible for:
· the management of all aspects of The Attic’s work, including provision for students with special educational needs
· keeping the governing body informed about SEND issues
· working closely with the SENCo
· the deployment of all special educational needs personnel within The Attic
· monitoring and reporting to governors about the implementation of The Attics’
SEND policy and the effects of inclusion policies on The Attic as a whole
The special educational needs co-ordinator (SENCo) is responsible for:
· overseeing the day to day operation of The Attic’s SEND policy
· co-ordinating the provision for students with special educational needs
· ensuring that an agreed, consistent approach is adopted
· liaising with and advising other The Attic staff
· helping staff to identify students with special educational needs
· carrying out assessments and observations of students with specific learning problems
· supporting class teachers in devising strategies, drawing up Student Profiles (PPs), setting targets appropriate to the needs of the students , and advising on appropriate resources and materials for use with students with special educational needs and on the effective use of materials and personnel in the classroom
· liaising closely with parents of students with SEND alongside class teachers, so that they are aware of the strategies that are being used and are involved as partners in the process
· liaising with outside agencies, arranging meetings and providing a link between these agencies, class teachers and parents
· maintaining The Attic’s SEND register and records
· assisting in the monitoring and evaluation of progress of students with SEND through the use of existing The Attic assessment information, e.g. class-based assessments/records, end of year QCA tests, SATs, etc
· contributing to the in-service training of staff
· liaising with the SENCos in receiving The Attics and/or other primary The Attics to help provide a smooth transition from one The Attic to the other
· taking part in county SEN moderation
Class teachers are responsible for:
· Providing high quality teaching for all young people
· Assessing student’s needs and planning appropriate adjustments, interventions and support to match the outcomes identified for the student (in liaison with the SENCo, parents and student)
· Regularly reviewing the impact of these adjustments, interventions and support, including students with SEND in the classroom, through providing an appropriately differentiated curriculum.
· Retaining responsibility for the young person, including working with the young person on a daily basis
· Making themselves aware of The Attic’s SEND policy and procedures for identification, monitoring and supporting students with SEND.
· Directly liaising with parents of young people with SEND
· be fully aware of The Attic’s SEND policy and the procedures for identifying, assessing and making provision for students with SEND.
use The Attic’s procedure for giving feedback to teachers about students’
TAs work as part of a team with the SENCo and the teachers supporting students’ individual needs and ensuring inclusion of students with SEND within the class. They play an important role in implementing Student Profiles, assisting with achieving weekly targets and monitoring progress.
STORING AND MANAGING INFORMATION
Documents relating to students on the SEND register will be stored with their Student File in fireproof cabinets in The Attic office; these cabinets are locked overnight. SEND records will be passed on to a young person’s next setting when he or she leaves Long Furlong. The Attic has a Confidentiality policy which applies to all written student records.
The DDA, as amended by the SEN and Disability Act 2001, places a duty on all The Attics to increase - over time - the accessibility of The Attics for disabled students and to implement their plans. The Attics are required to produce written accessibility plans for their individual The Attic and Local Authorities are under a duty to prepare
accessibility strategies covering the maintained The Attics in their area. Long Furlong’s Accessibility Plan forms part of our Equality Plan and Policy, which can be found on The Attic website under the “Policies” tab.
The Attic has a complaints procedure which applies to complaints about SEND
provision. This can be found on The Attic website under the “Policies” tab.
· Accessibility plan
· Anti-bullying policy
· Behaviour and Exclusion policy
· Complaints procedure
· Confidentiality policy
· Data Protection policy
· Equality Plan and Procedure
· Use of Force & Restraint policy
· Managing Medical Conditions in The Attic policy
· Personal Care policy
· SEN Information Report
REVIEWING THE POLICY
This policy will be reviewed by governors on an annual basis.
SUFFOLK INFORMATION LINK
Click here to access information relating to Student Premium.