Special Educational Needs (SEN) Policy
1. Introduction
The policy is under constant review and part of an on-going development process. The following have been considered and used for guidance. The policy sets out the guiding principles on the provision for children with SEN: pupils with and without a Statement of SEN
i) 'Special Educational Needs Code of Practice for Wales' (2002)
ii) 'The Special Educational Needs and Disability Act' (2001)
iii) 'Code of Practice Training. Scope of SEN Procedures in Schools:
'Concepts and Clarifications' (Wrexham LSS, 2002)
iv) 'Education Act' (1996)
v) 'Disability Discrimination Act' (1995)
vi) 'The School Standards and Framework Act' (1998)
2. Objectives
i) Pupils should achieve their full potential.
ii) Pupils with SEN are the shared responsibility of all staff,
iii) Pupils with SEN are entitled to a broad, balanced and relevant curriculum which is differentiated to ensure maximum progress.
iv) There should be a flexible and staged structure of provision for meeting SEN.
v) All staff should have both awareness of SEN and appropriate professional skills.
vi) Pupils with SEN should be integrated as fully as possible into the educational and social life of the school and have their needs met in the least restrictive environment.
vii) Parents should be involved as partners in the education of their children.
viii) Pupils with SEN should have additional resources to meet their needs.
ix) There should be improved co-operation and co-ordination between the LEA, social services department and the health authority, with the focus on meeting children's special needs more effectively.
3. Special Educational Needs Co-ordinator (SENCO) : Mrs Christine Harrop
4. Arrangements for Co-ordinating Provision for SEN
i) Teachers will make reference to Inclusion and Differentiation within individual subject policies.
ii) Information will be disseminated via Progress :Leaders, Subject Leaders, Concern and Action Groups, Pastoral Support Teams.
iii) A comprehensive list of SEN pupils will be established and maintained. This will identify pupils as having SEN under the categories of:
Graduated Response; School Action; School Action Plus; Statemented Pupil.
iv) Liaison will take place between all teaching staff and the SEN team.
v) Individual Educational Plans (IEP's) will be prepared for each pupil identified as being at School Action level or beyond.
vi) IEP's will be reviewed throughout the year.
vii) Annual Reviews/Transitional Plan Reviews will be arranged for all pupils.
viii) Liaise with LEA's SEN Team.
ix) Liaise with outside professionals, both directly and via the Concern and Action Group meetings.
x) Liaise with primary (and secondary schools where appropriate) prior to transfer.
xi) Liaise closely with pupils and parents/carers.
5. Admission Arrangements
These are in line with the LEA and school's policies, i.e. all pupils who do not carry a Statement of Special Need and live within the catchment area are entitled to admission to the school. Other pupils from outside the catchment area are admitted, if places are available.
Pupils who carry a Statement of Special Need are reviewed prior to transfer. The LEA will consult the primary school and parents and when the Statementing Officer feels that the pupil's needs can be met, admission to this school is arranged.
One 'feeder' primary school is resourced to meet the needs of pupils with physical and sensory learning difficulties.
SEN Specialism and Special Units
The school is resourced for pupils with Moderate Learning Difficulties (MLD); Visual Impairment (VI) and also Physically Disabled (PD) pupils. The buildings are adapted for access and there is a lift to all floors. The SEN area is equipped with facilities for toileting and personal care and is adjacent to the Medical Room. There is also a special room for daily physiotherapy. Ancillary Support Workers comprise of Nursery Nurses (NNEB's) and Teaching Assistants (TA's). They staff the area and liase with outside professionals. The staff is involved in pupil's programmes of physiotherapy and assist with personal care and mobility of pupils.
The Learning Support Centre (LSC) provides learning support for pupils. Individual assistance Is given here in the form of one-to-one teaching or small group work. TA's and NNEB's assist within the LSC and work with the specialist teacher.
7. Identification Assessment and Review
Most pupils with SEN are identified prior to entry. The primary feeder schools provide relevant information (KS2 NC test Levels; All Wales Reading test results. SEN records; Individual Educational Plans) and the SENCO is invited to the year 6 Annual Reviews. The pupils are met during the Summer term prior to transfer, whilst in their Year 6 classes.
NFER tests in English and Maths are carried out across all year groups.
8. Complaints
Parents/carers will be encouraged to raise concerns with the SENCO through informal discussion in the first instance. If the concern is not resolved to a parents' satisfaction it will be referred to the Head teacher. The Head teacher will notify the Governor who has responsibility for SEN of the concern. In the event that the concern remains, the parent will refer her/his concern to the Governing Body.
9. Professional Development
All teaching and non-teaching staff are entitled to participate in opportunities to enhance/update their professional processes. These opportunities will be identified as a consequence of changing requirements, in response to needs identified which arise from school-based review process and via performance management processes. Opportunities will be sought to develop the skills of SEN teaching and non-teaching staff, via the use of school training days and LEA provided professional development.
The SENCO attends all LEA convened SENCO meetings and information received will be cascaded to staff as appropriate.
10. Success Criteria
1. The policy meets legal requirements.
2. The policy has been evaluated by the LEA's SEN Officer, modifications have been made in the light of any recommendations made.
3. The Governing Body has adopted the policy.
4. The policy is available to all parents
5. Staff show understanding of the policy.
6. The procedures, as outlined within the policy, are implemented to the timescales agreed.
7. Pupils' needs are efficiently and effectively identified and appropriate support deployed within the resource constraints.
8. As a consequence of the implementation of the procedures set out within the policy, pupils make progress.
9. The policy is the subject of regular evaluation.
11. Outside Professionals
Support for SEN pupils needs a concerted approach from health professionals. Advice and support is received from :
Educational Psychology Staff
Learning Support Service
Behavioural Support Service
Sensory Service
Careers Wales
NSPCC
Educational Social Worker
School Doctor and Nurse
The school maintains a close partnership with other agencies, e.g. social services, medical services and the police.
These services are accessed via meetings of the Concern and Action group or directly via the school's Child Protection Co-ordinator.
Parents are perceived as a valuable resource to support pupils. Partnership with parents enables pupils to achieve their potential. 'Parental responsibility' as defined in the Children's Act, 1989, is understood.
The LEA has arrangements with Citizens Advice Bureau (CAB) which can assist parents who may have concerns that have not been resolved in school or by the LEA.
12. Policy into Practice
The policy document should provide a means of evaluating the effectiveness of the delivery of SEN provision in the school. Reviews take place whenever needed and areas of concern are assessed, involving information exchanges and discussions with pupils, teachers, parents and support staff.
Parents are welcome to contact the SEN Coordinator if they have any concerns.