Special Educational Needs and Disabilities Co-ordinator: Miss Faye Lunt
SEND Governor: Mike Bogg
Date: September 2017
All children are valued equally and have the right to learn, achieve and participate fully in education, regardless of abilities and behaviours.
All parents and carers are valued as partners in meeting the needs of their children.
All children are entitled to access a broad, balanced and relevant curriculum that is differentiated to meet individual learning styles, recognising personal strengths and needs.
All children should receive an appropriate education where reasonable adjustments can be made that take into consideration, the needs of all learners.
The diversity of the needs of children is recognised and met through a range of flexible responses and varied provision and through a variety of teaching styles.
Aims and Objectives
To identify and assess the needs of all pupils
To identify a pupil’s SEND needs early
To plan, implement, assess and record education programmes and other appropriate interventions for those children who are identified as having SEND
To provide SEND pupils with access to all areas of the curriculum
To manage resources to ensure all children’s needs are met
For all those responsible or involved with SEND provision to take into account the views and wishes of the child
To ensure that school and parents work in partnership in identifying and meeting individual needs
To monitor provision and progress regularly
To involve outside agencies when appropriate
To provide appropriate CPD for those involved in working with SEND pupils
To review Educational Health Care Plans (EHC) annually in line with regulations
For the SENCo and SEND Governor to monitor and evaluate all procedures and to initiate changes, which will benefit the pupils and are consistent with the School Development Plan.
3. Areas of Need
Pupils on the SEND register will be classified under one of the following categories:
A Cognition and Learning Needs
Specific Learning Difficulty (SpLD)
Moderate Learning Difficulty (MLD)
Severe Learning Difficulty (SLD)
Profound and Multiple Learning Difficulty (PMLD)
B Communication and Interaction Needs
Speech, Language and Communication Needs (SLCN)
Autistic Spectrum Disorder (ASD)
C Social, Emotional and Mental Health Difficulties
Social, Emotional and Mental Health difficulties (SEMHD)
D Sensory and/or Physical Needs
Visual Impairment (VI)
Hearing Impairment (HI)
Multi-Sensory Impairment (MSI)
Physical Disability (PD)
The teaching needs of all pupils, particularly those with SEND require:
Positive attitudes from all staff
Partnerships with teachers which encourage them to become active learners, helping to plan, build and evaluate their own learning programme wherever possible
A differentiation of activities to match the needs of individual pupils to meet their entitlement of quality first teaching.
Visual and kinaesthetic teaching aids such as placemats, number lines, counters, visual timetables etc.
A climate of warmth and support in which self-confidence and self-esteem can grow and in which pupils with SEND can work without fear of criticism or failure
Partnership between home and school
Specific intervention programmes as appropriate to need/diagnosis
Specialist Support Services where required
Role of the SENCo
The SENCo will:
Review the SEND policy in conjunction with the Head Teacher, staff and Governors.
Lead the strategic development of SEND policy and provision with Head Teacher and Governing Body.
Provide professional guidance to teachers and support staff.
Be responsible for the day-to-day operation of the SEND policy.
Co-ordinate provision for children with SEND.
Review all IEPs and PIPs and share these with parents.
Review and develop IEPs for pupils with an EHC Plan in conjunction with class teachers and the pupil’s Learning Support Practitioner, on a half termly basis.
Liaise with staff, LA, SEND support services, external agencies, including Educational Psychology Service, medical and social care to identify, assess and provide appropriate support to those children with SEND.
Liaise in partnership with parents and carers of pupils with SEND.
Maintain the SEN register and oversee records of pupils with SEND.
Offer support and advice to staff regarding appropriate intervention (activities, resources, behaviour programmes, CPD, etc.).
Contribute to INSET & staff training.
Liaise with High Schools, special schools and other Primary Schools for transition.
Oversee resources for pupils with SEND.
Line manage Learning Support Assistants, the Learning Mentor, the Assistant SENCo & Family Link Champions.
Attend appropriate courses and SENCo Network meetings.
Carry out necessary reviews for pupils with SEND.
Meet with SEND Governor once per term.
Provide termly reports for governors.
Co-ordinate the use of assessments.
Monitor data of SEND pupils.
Together with the Deputy Head – Mrs Lesley Brookes take responsibility for provision for Looked After Children and ensure SEND needs are included in PEPs where appropriate.
The role of the Head Teacher
The SEND policy is reviewed by the SENCo, in consultation with the Head Teacher, SLT, staff and governors annually and the policy document updated. The Head teacher will meet regularly with the SENCo to ensure provision is appropriate. Head teacher will ensure that the progress of SEN pupils is monitored. The Headteacher will also ensure that SEN funding is distributed effectively.
The Role of the class teachers
All class teachers are responsible for the initial identification and assessment of SEND and have responsibility for SEND provision and quality first teaching in the classroom. It is the class teacher’s responsibility to inform the SENCo of any concerns regarding SEND pupils in their class.
Class teachers must provide differentiated planning (PIPs) for all SEND groups within their class including any pupil with an EHC Plan with an LSP attached.
Class teachers must ensure that they work with SEND pupils & review their progress regularly to ensure that they assess SEND pupils and are planning to meet their needs effectively.
Class teachers will review all IEPs & PIPs half termly.
All teachers must send copies of IEPs to parents and discuss targets with pupils.
Each class teacher must maintain a Special Needs file containing individual records of children on the SEND register, including IEPs, PIPs, pupil passports and case studies.
It is the class teacher’s responsibility to ensure that all external educational advice is included in the child’s provision and that IEPs are annotated and PIPs are updated in accordance with this advice.
The SLT liaise regularly with class teachers concerning pupils with SEND through Pupil Progress Meetings.
It is the class teacher’s responsibility to inform parents of progress of SEND pupils on a regular basis.
Class teachers must update pupil passports annually.
Class teachers must contribute to, and update at least two case studies each year.
The role of the governors – new section governors to complete this section
Agree on the SEND policy
Provide appropriate staffing and funding to meet the needs of the SEN policy
Monitor the effectiveness of the SEND policy
Role of the designated SEND governor
Met regularly with SENCo
Attend relevant SEND training
Feedback SEND information to the full governing body
Complete learning walks with the SENCo at least once a year
An equal opportunities and inclusion policy is adopted regarding the admission of children with SEND. Appropriate transition and induction arrangements are high priority for pupils with SEND.
Identification, Assessment and Review
All children with SEND will be identified and assessed as early as possible.
It is the class teacher’s responsibility to liaise with the SENCo regarding any concerns about a pupil.
Class teachers will monitor progress and complete a PIP.
Class teacher and SENCo will review progress.
The SENCo & class teacher will identify all pupils whose level of progress is significantly below that of their peers. This will be discussed at a Pupil Progress meeting with a member of SLT.
The SENCo will consult with parents to put pupils on the school SEN register.
Where a pupil is falling considerably behind or requires a lot of additional support the SENCo will liaise with SEND services, parents and the possibly the Educational Psychologist.
Education Health Care Plans (Code of practice 2014)
The majority of children and young people with SEN or disabilities will have their needs met within local mainstream settings. Some children may require an EHC needs assessment in order for the local authority to decide whether it is necessary for it to make provision in accordance with an EHC plan.
The purpose of an EHC plan is to make specialist educational provision to meet the special educational needs of the child in order to secure the best possible outcomes for them across education, health and social care.
The local authority must;
Establish the views of parents and the child
Provide a full description of the child’s SEND and any health and social care needs
Establish outcomes based on child’s needs
Specify the provision required
If it is felt that a child at our school would benefit from an EHC plan we will firstly seek advice from the Educational Psychologist and any other relevant agencies. The SENCo will then gather evidence to support the request. Where a request is made and declined the child will remain on the SEN register and their progress will continue to be monitored. Where an EHC plan request has been accepted the school will follow all recommendations. The child will have an IEP written by the SENCo and class teacher. This will be reviewed half termly. The EHC plan will be reviewed annually in a meeting involving parents, the child (if applicable), the class teacher, SENCo and any other relevant outside agencies.
Pupils with SEND will have access to a broad and balanced curriculum. The needs of pupils with SEND will be recognised and provided for in curriculum planning. Where appropriate, differentiation/alternative curriculum will be outlined within planning for the class, group and/or the pupil’s Individual Education Plan or PIP.
Pupils with SEND must experience success in tasks and activities presented; and their work must be planned in order to match their level, interest, style and pace of learning. Activities must reflect high expectations, but should be broken down into small, achievable steps.
Pupils generally work within the class setting, but there may be occasions when pupils are withdrawn for extra support or specific interventions. This decision is made by the SENCo in conjunction with the class teacher. Interventions may be small group or 1:1.
Some pupils may have a work station and support from an LSP; this is usually relevant to pupils with an EHC plan.
Pupils will be assessed regularly and their progress recorded, reviewed and evaluated. Intervention should be measurable and targeted specifically.
Pupils identified with Social, Emotional & Mental Health needs are assessed using the Boxall Profile and Emotional Literacy Assessments and offered appropriate interventions which may include referral to INSPIRE if required.
Learning Mentor & Family Links Champions
The school has two Family Links Champions who are deployed to support children and their families.
A Learning Mentor is employed, to support children who have social, emotional and/or behavioural difficulties.
Children can be referred to the Learning Mentor via the SENCo, class teacher or parents. A referral sheet must be completed and parental permission gained.
The Learning Mentor and Family Links Champions in conjunction with the SENCo, are responsible for running interventions for pupils with SEMHD.
The Learning Mentor runs interventions such as; Relationships With-out Fear, Toffee Twins, Transition, Peer Massage and Police Cadets.
External Support and Relations
The school benefits from the support of SEND Services. The SEND advisor visits the school to offer support and advice once a term
The Educational Psychologist visits the school on a regular basis and offers support to staff and works with pupils assessing their individual needs.
The SENCo liaises, when appropriate, with a network of external support, including Health, Social Care, Inclusion Services, Educational Psychology Service, Speech Therapy, Occupational Therapy, Physiotherapy, advisory teachers for visually and hearing impaired, The Access to Learning Team (Behaviour Support), CAMHS, School Counsellor and Special School Outreach Support.
Acorn Wood at Abbey Hulton Primary School is a room designed especially with a nurturing feel. The centre is run by our two Family Link Champions who work with both children, parents and families. Children who are identified as having SEMHD can access a variety of interventions run by the well-being team. These are children who may need more small group support in a nurturing environment. Children have the opportunity to develop relationships with staff and other children in a consistent, predictable environment, where they can build self-esteem, confidence and independence.
All parents of children with SEND should be treated as partners.
All parents should have knowledge of their child’s entitlement within the SEND framework.
All parents should be consulted before a child is placed on the SEND register when signed permission is gained.
All parents should have access to information, advice and support during assessment and any related decision making processes about SEND provision.
All parents should be involved in the review of IEPs and EHC Plans.
The school should acknowledge and draw on parental knowledge and expertise in relation to their child.
The school should ensure that parents understand procedures and are aware of how to access support.
Parents are welcome into school to discuss their child at any time, with a member of the SLT, the class teacher, the SENCo or the Family Link Champions.
Parents will be invited into school to discuss their child’s progress at two parents’ evenings in the Autumn and Spring terms. They will also be invited to meet with the SENCo each term.
The SEN team are available most days for parents to drop in.
The SENCo and the Y6 teacher meet with a representative from all local High Schools to ensure smooth transition from Primary to Secondary education.
Enhanced transition arrangements are put in place for the most vulnerable pupils.
Where a child moves school within the primary age range we forward all necessary paperwork as quickly as possible and endeavour to speak to the SENCo, Head Teacher or class teacher at the new school.
Any child making a transition to a special school will have a period of transition organised prior to their departure and will be fully supported by the school, the SENCo and the learning mentor.
The staff and governors value the contribution of all the children in the school. Their ideas and opinions are respected and where possible acted upon if appropriate. Children contribute to target setting for their IEPs and are consulted during the review process. Where appropriate pupils with an EHC Plan are invited to contribute to their own annual review meeting.
Pupils are involved in self-assessment at the end of intervention programmes.
Monitoring, review and evaluation
The SENCo monitors IEPs termly and PIPs termly.
The SENCo monitors class SEND files once per term.
The progress of SEND pupils is monitored through half termly Pupils Progress Meetings, with the class teacher and the SLT. Pupils who are not making expected progress or who are cause for concern are then discussed with the SENCo.
Intervention programmes are monitored through Baseline assessments, progress through standardised tests, pupil progress levels and observations.
The SEND policy is evaluated and reviewed annually by the SENCo. It is then evaluated and reviewed with the Governing Body and shared with staff.
The SENCo/SLT will complete learning walks and book scans termly.
Head Teacher Mrs L William
Deputy Head Teacher Mrs L Brookes
SENCo Miss F Lunt
Assistant SENCo Mrs J Poole
SEND Assistants Miss A Burton
Family Link Champions Miss S Ballantyne & Mrs E Burton