Special Educational Policy Essay

Hall Orchard CE Primary School Special Educational Needs Policy September 2013 Hall Orchard CE Primary SEEN Ponca 2013 Introduction Hall Orchard CE Primary School provides a broad and balanced curriculum to meet the needs of all our pupils. All children have the right to make good progress. We ensure Quality First Teaching, robust assessment systems and inclusion of appropriate challenge and support in lessons responds to children’s diverse learning needs.

This does not mean that we will treat learners in the same way, but that we will respond to learners In a way that takes into account their varied life experiences and deeds. 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. We believe that all children should be equally valued in school and strive to develop an environment where children can flourish and feel safe.

Children may have special educational needs either throughout, or at any time during, their school career. This policy ensures that curriculum planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the child. We are trying to move from an ‘SEEN approach’ that locates the problem with the child, to looking at what additional provision we need to make for specific children. This policy is in line with the Special Educational Needs Code of Practice.

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Aims and Objectives The aims of this policy are: to create an environment that meets the special educational needs of each child; to ensure that the special educational needs of children are identified, assessed and provided for; o make clear the expectations of all partners In the process; ; to Identify the roles and responsibilities of staff In providing for children’s special educational needs; to enable all children to have full access to all elements of the school curriculum.

PAGE 1 Educational inclusion Through appropriate curricular provision, we respect the fact that children: ; have different educational and behavioral needs and aspirations; ; require different strategies for learning; acquire, assimilate and communicate information at different rates; ; need a range of different teaching approaches and experiences.

Teachers respond to children’s needs by: providing support for children who need help with communication, language, literacy and math; planning for children’s full participation in learning, and in physical and practical activities; helping children to manage their behavior and to take part in learning effectively and safely; helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.

SEEN Co-ordination Roles, Responsibilities and Procedures Children with special educational needs may have a range of difficulties that call for facial provision to be made. All children may have special needs at some time in their lives. The revised Code of Practice, (2002), expects schools to distinguish between the varying degrees of special educational needs. School Action and School Action Plus form mainly school based provision, and multi-professional assessment forms provision at Statutory Assessment, and Statement levels.

In our school the Special Educational Needs Co-ordination (SENSE), Jill Dunn, with the administrative and practical support of Sally Fox (SENSE Support): ; manages the day-to-day operation of the policy; meets with class teachers to discuss additional needs concerns which may lead to the completion of an ‘Initial Concerns Form’ which is shared with parents and careers. co-ordinates the provision for and manages the responses to children’s special needs; ; supports and advises colleagues; ; maintains the school’s SEEN register; ; contributes to and manages the records of all children with special educational needs; ; work alongside the Head Teacher to track and monitor the progress of pupils with Special Educational Needs through regular Pupil Progress Meetings; oversees the deployment of support staff and targeted resources to support the needs identified as a result of monitoring arrangements; by outside agencies and the LEA; ; acts as the link with parents; ; maintains resources and a range of teaching materials to enable appropriate provision to be made; PAGE 2 acts as link with external agencies and other support agencies such the Educational Psychology Service. Monitors and evaluates the special educational needs provision and reports to the governing body annually. Maintains the school provision map maintains all records safely and confidentially The Role of the Headache The Headache is responsible for the overall implementation of the policy and procedures. In special educational needs, as in other areas, she has to keep an overview of planning, resounding, staff training and pupil progress and achievement levels. She is responsible for the implementation of UDF (Department for Education) directives concerning special educational needs within the school. She is responsible for reporting to the Governing Body on all aspects of special needs provision. Many of the responsibilities above will be delegated to the Special Educational Needs Co- radiator.

The Role of the Teacher The teachers role is to play a primary part in the recognition of the special needs of children within their class; to liaise closely with the SENSE; to formulate individual education plans; to implement individual education plans; to communicate with parents; to record the results of assessments; to participate in Pupil Progress Meetings to share the impact of the support and feedback to parents in review meetings. Above all the teacher needs to provide suitably differentiated, high quality teaching and learning. They therefore are given opportunities to increase their knowledge through specific training whenever possible. The Role of Support Staff The use of classroom assistants is a vital part of our special needs strategy. Their progress of those pupils quite markedly.

It is vital that they know the planned content, direction and learning outcomes of each session and of the block of learning. They therefore are given opportunities to increase their knowledge through specific training whenever possible. Learning Support Assistants also carry out specific intervention programmed and groups to support pupils with Literacy faculties, dyslexic pupils, pupils with mathematical difficulties, pupils with speech and language difficulties and dysphasia pupils. PAGE 3 The Role of the Governing Body The Governing Body does its best to secure the necessary provision for any pupil identified as having special educational needs.

The governors monitor the effectiveness of the SEEN policy and provision via the curriculum committee, and the SEEN governors. The Governing Body has decided that children with special educational needs will be admitted to the school in line with the school’s agreed admissions policy. Our nominated Governor for special educational needs is Mr. John Wynn. Allocation of resources The SENSE and Headache are responsible for the operational management of the specified and agreed resounding for special needs provision within the school, including the provision for children with statements of special educational needs. The Headache informs the governing body of how the funding allocated to support special educational needs has been deployed.

The Headache and the SENSE meet annually to agree on how to use funds directly related to statements. The SENSE participates when the school is planning for the next strategic development plan. Assessment Early identification is vital based on LEA guidelines. The class teacher informs the parents at the earliest opportunity to alert them to concerns and enlist their active help and participation. An initial concerns checklist is completed by the class teacher and discussed with the parent/careers. This is reviewed after a specified time and the decision is made whether placement on the SEEN Register is appropriate using a range of information from the following sources as appropriate:

Entry Profile results Progress measured against the age related expectations National Curriculum descriptors for the end of a key stage Progress measured against the P-Level descriptors Standardized screening and assessment tools Observations of behavioral, emotional and social development An existing Statement of SEEN or SEEN assessment Assessments by a specialist service, such as Educational Psychology, identifying additional needs. PAGE 4 Based on the school’s observations and assessment data and following a discussion between the class teacher, Sense, Head Teacher and parent, the child may be corded as needing either: ; Differentiated curriculum support within the class Additional support through School Action provision Additional support through School Action Plus provision Our current criteria for School Action and School Action Plus adhere to the agreed LA Code of Practice.

The class teacher, Head Teacher and the SENSE assess and monitor the children’s progress in line with existing school practices including regular Pupil Progress Meetings. The SENSE works closely with parents and teachers to plan an appropriate programmer of intervention and support. The assessment of children reflects as far as possible their participation in the whole curriculum of the school. The class teacher and the SENSE can break down the assessment into smaller steps in order to aid progress and provide detailed and accurate indicators. Parents are informed at an early stage of concern, and are involved in the planning and implementation of their child’s education provision. A review of their child’s progress and targets takes place tersely.

A child’s special education needs are responded to through the current national Code of Practice, and the following framework. School Action: progress is limited and the SENSE and class teacher analyses information and assess the child’s needs. An Individual Education Plan is put together which will outline the additional support needed to develop: literacy; innumeracy; emotional, behavioral or social skills; sensory or physical impairments or communication and interaction needs as appropriate. School Action Plus: a move to the School Action Plus stage may be needed if a pupil: PAGE 5 An outside agency may be brought in to provide guidance and further assessment advice. Using the criteria outlined in the ‘Revised Code of Practice : Special Educational Needs’.

Continues to make little or no progress in the areas of concern Continues working at National Curriculum levels substantially below that expected of children of the same age Continues to have difficulty in developing literacy and innumeracy skills Has emotional, behavioral or social needs which regularly and significantly interfere with the child’s or others’ learning Has sensory or physical needs which require additional specialist equipment or regular advice or visits from a specialist service Continues to have communication and interaction needs that interfere with the placement of social relationships and act as a barrier to learning Statutory Assessment: Following advice from outside agency consultations, an application to the LEA may be made for a Statutory Assessment. This is to determine whether the child needs a Statement of special education needs. Statement: the LEA advice before making a formal statement. The needs of the child are considered to be paramount in this.

Access to the curriculum All children have an entitlement to a broad and balanced curriculum, which is differentiated to enable children to: understand the relevance and purpose of learning activities; ; experience levels of understanding and rates of progress that ; bring feelings of success and achievement. Teachers use a range of strategies to meet children’s special educational needs. Lessons have clear learning objectives; we differentiate work appropriately, and we use assessment to inform the next stage of learning. Pupils receiving additional support are in targeted groups reflecting their level of need. By breaking down the existing levels of attainment into finely graded steps and targets, we ensure that children experience success.

We involve the children and their parents in the setting and reviewing of targets through PIE letters which outline the provision made. PAGE 6 Partnership with parents The school prospectus contains details of our policy for special educational needs, and the arrangements made for these children in our school. A named governor takes a special interest in special needs and is always willing to talk to parents. At all stages of the special needs process, the school keeps parents fully informed and involved. We take account of the wishes, feelings and knowledge of parents at all stages. We encourage parents to make an active contribution to their child’s education.

We have regular meetings each term to share the progress of special needs children (at School Action and above) with their parents. We inform the parents of any outside intervention, and we share the process of decision-making by providing clear information relating to the education of children with special educational needs. Monitoring and evaluation The SENSE monitors the movement of children within the SEEN system in school. The SENSE provides staff and governors with regular summaries of the impact of the policy on the practice of the school. The SENSE is involved in supporting teachers involved in drawing up Individual Head Teacher hold regular meetings to review the work of the school in this area.

The SENSE and the named governor with responsibility for special needs also hold regular meetings. The Governing Body reviews this policy annually and considers any amendments in light of the annual review findings. The SENSE reports the outcome of the review to the full governing body. Special educational needs issues are regularly discussed at staff meetings and all staff are made aware of their responsibilities towards pupils with special needs. External Support Our school has a medical officer to whom references are made in accordance with staged procedures for assessment. Contact is also made with Social Services and the Educational welfare service as appropriate.

In addition we work with the following LA and Health Authority services: The LA’s Educational Psychology Service The LA’s Specialist Teaching Service The LA’s Student Support Service Special Educational Needs Assessment Service Medical, therapy and nursing services from the Health Authority The LA’s Special Needs Teaching Team – supporting pupils with a range of difficulties including Hearing Impairment, Visual Impairment, Autism, and Specific Learning Difficulties. PAGE 7 Links With Other Schools We liaise closely with nurseries and pre-schools that our children attend prior to starting at Hall Orchard. We maintain very close links with Humphrey Perkins High School, and will develop these links with Rawlins, particularly with reference to transfer at YE. We maintain links with special schools where appropriate. Policy Ratified Date – Curriculum, Strategy and Development committee. Policy Review Date – September 2014 (or when a major policy change occurs) PAGE 8


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