Policy for Special Educational Needs

Introduction

This DRAFT policy conforms to ‘Education Regulations’ (1999) and The Special Educational Needs
Code of Practice (2001).
It is intended for staff, parents and external agencies and organisations.
This document sets out the schools aims, principles and strategies for meeting all children’s
Special Educational Needs (SEN). It is written to:
• Ensure staff understand and agree on the approach to SEN;
• Assist planning and promote development;
• Explain the school’s position to outsiders;
• Assist the governors in the allocation of funds;

The responsible person is the Headteacher Ms. Serena Dixon.

The Special Needs Coordinator is Mrs. Naomi Potter/Ms Sarah Youatt
The Governor with an interest in Special Education Needs is Sally Moore

What are Special Educational Needs?

Every child at Recreation Road Infant School is special and therefore has educational needs. For the
vast majority of these children their needs will be met through the broad and balanced curriculum
delivered in each classroom. However this policy recognises

‘One in five of them will need some kind of extra help at school at some time.” (Educate
the Children )

and therefore aims to outline how the school will provide for the needs of this percentage of children.

From this point in the policy, SEN will refer to the 20 per cent of children who require extra help at
some time, adopting the definition in The Special Educational Needs Code of Practice.

‘Definition of Special Education Needs

Children have special education needs if they have a learning difficulty, which
calls for
special educational provision to be made for them.
Children have a learning difficulty if they:
a) have a significantly greater difficulty in learning than the majority of children of the
same age; or
b) have a disability which prevents or hinders them from making use of educational
facilities of a kind generally provided for children of the same age in schools
within the area of the local education authority

Special educational provision means:

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 …educational provision which is additional to, or otherwise different from , the
educational provision made generally for children of their age in schools maintained
by the LEA…’ (The Revised Code of Practice, 2001)

As soon as a child is identified as having SEN, they are placed on the SEN register, the parent/carer
is informed and a discussion about how to proceed is carried out.

Aims.

In order to support children with SEN the school aims for:

• Early identification of children with SEN;
• Addressing the needs of all children with SEN.;
• Ensuring continuity and progression by monitoring the progress and using assessment to inform
planning;
• including children with SEN within mainstream classes;
• recognising that there is a continuum of need at both ends of the spectrum i.e. high achievers as
well as those experiencing learning difficulties;
In order to achieve these aims it is essential that the responsibility for SEN be shared between
school
and parents.

Identification of children with Special Education Needs.

At Recreation Road Infant School the following methods are used for identifying a child with Special
Educational Needs.
• IEPs from Pre school and liaison, including pre visits;
• Bury Infant Check, score of 47 or below in Year R and
• Concerns about a child’s physical,
emotional,
social or
intellectual
level when they are either below or above the mean score for that age group and cannot have their
needs met through the diversified range of activities delivered within the class.
When a child is identified as having SEN either by the teacher, parent or SENCO a Record of
Concern (Appendix 1) is completed and the child is placed on the SEN register with a file opened
up.
Files are confidential and kept in the Headteacher’s office.

Teaching and learning of children with SEN.

The whole staff is committed to inclusion, where children with SEN participate in the life and work of
their class and the school, to the best of their abilities whatever their needs.
When a child is placed on the SEN register monitoring and collating of evidence at School Action or
School Action Plus is carried out.
School Action is when the class teacher provides

‘…interventions that are additional to or different from those provided as

part of the school’s usual differentiated curriculum offer and strategies.’ (Special

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 Educational Needs Code of Practice 2001:52)

School Action Plus is when the SENCO, Headteacher, Staff, Parents and School Support Team
request help from outside agencies.

‘At School Action Plus external support services…will usually see the child…so that they
can advise teachers on new IEP’s with fresh targets and accompanying strategies,
provide more specialist assessments…strategies or materials…’ (Special
Educational Needs Code of Practice 2001:53)

When a child has been at School Action Plus

‘…for a reasonable period of time without success and that alternatives have been
tried…’ (Special Educational Needs Code of Practice 2001:56)

a request for a statutory assessment can be made, which may result in a statement. The statement
will make recommendations about how the child’s education should proceed. Statements will be
reviewed annually.

To support staff with monitoring and collating of evidence for a child with SEN, Individual Education
Plans (IEPs) (Appendix 2) are used. IEPs exemplify entry and exit criteria: identifying targets,
implementation, success criteria and outcomes. They can be written for either specific or groups of
children. IEP's are written at the beginning of each term and evaluated continually through the term,
with outcomes completed by the end of term. As defined in the Special Educational Needs Code of
Practice, IEP's record

‘…aspects that are additional to or different from the differentiated approaches and
learning arrangements normally provided for all children.’ (Special Educational Needs
Code of Practice 2001)

Teachers discuss IEP targets and outcomes with the child and parents. With the child it may be done
through their setting and monitoring of individual targets in the classroom and with the parent it may
be done through parent consultation evening or additional appointments.

Assessment, Recording and Reporting children with SEN.

Individual assessment of children with SEN is recorded and reported at School Action and School
Action Plus through: IEPs
Diary of events
Evidence of work
Pen Picture and or
Child Profile update (Appendix 3).
Whole school assessment of children with SEN is recorded and reported through the Governors
Annual Report.

Health and Safety.

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At present the school has no special admission arrangements in respect of pupils with SEN. This is
because Recreation Road Infant School aims to meet all children’s needs to the best of its ability.
When a child with specific needs seeks admission, their case is assessed on its own merits and the
necessary outside agencies contacted.
The Governors review the school’s access annually. It currently has slopes to aid easy entry and a
toilet for the disabled.

Equal Opportunities.

Special Educational Needs provision conforms to the school’s Equal Opportunities Policy. Planning
reflects the right of all children to equality of opportunity regardless of gender, ethnicity (including
travellers, refugees and asylum seekers), diverse linguistic backgrounds or intellectual ability.

Resources.

Support materials are stored in the Resources Area.

Success Criteria.

Success criteria for this SEN policy are:

• The needs of the child are being met;
• Governors, staff and parents are knowledgeable and confident that individual needs are being
recognised and addressed and the necessary procedures are being utilised effectively;
• SEN allocations are fully utilised;
• Staff are confident with School Action and School Action Plus, writing IEPs, developing a greater
range of strategies to help children with SEN, planning the involvement of classroom assistants;
• Monitored progress as IEP targets are reviewed;
• Positive changes in pupil’s behaviour and increased self esteem;

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 Arrangements for Considering Complaints.

An open dialogue between parents and staff is encouraged with the aim that any issues can be
resolved. Ultimately, if necessary, parents can follow the formal complaints procedure set out in the
school brochure.

Inset.

Appropriate training and additional INSET will be determined according to the needs of the school
identified through the School Development and Improvement Plan. This is reviewed annually.

Links with other schools, including transfer.

When a child leaves during their infant school education, the receiving school getsthe child’s SEN
file, all relevant SEN documentation, a personal file and a portfolio of current annotated work.
When the child transfers at the end of Year 2 to Junior School, there is closer involvement. The
children are visited, wherever possible by their new class teachers and both discuss the children’s
individual needs. The SENCO of both schools liaise to further discuss individual’s needs. Statement
Reviews are held in accordance with the LA timeframe when dealing with children in Transition
Years.

The Role of the SENCo.

• Maintain a current SEN policy and advising as necessary on its review.

• Maintain good SEN practice, supporting/inducting staff where appropriate.
• Maintain the SEN register.
• Oversee IEPs at School Action.
• Work with staff to support them at School Action-through arranging INSET and supporting IEP
writing.
• Liaise with teachers, parents, support visitors, classroom assistants, children and Governors.
• Work with staff to collate evidence for School Support Team meetings.
• Liaise with Headteacher and staff, preparing the agenda for the School Support Team meetings.
• Chair the termly School Support Team meeting and following up their recommendations.
• Liaise with External Agencies at School Action plus.
• Meet regularly with the Headteacher to discuss SEN issues.
• Review resources.
• Administer the annual SEN audit.

The Role of the Headteacher.

 Liaise and informing parents and outside agencies and informing the service.
 Filter through information from Local and National Agendas
 Report to the Full Governing Body
 Meet regularly with the SENCo to discuss SEN provision

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 The Role of the Governors.

• Identify a Link Governor.

• Know the Policy and Procedures and monitor its implementation.
• Liaise with the SENCo.
• Monitor resources, including school grounds and access.
• Report to parents in the annual governors report.

The Role of the Class Teacher.

• Identify a cause for concern and discuss with SENCo/Headteacher.

• Inform parents and maintain a regular dialogue about how things are going.
• Seek informal advice through SENCo, who will place child on the register, open a file and advise
on IEP and collation of evidence.
• Liaise with visiting outside agencies, acknowledging reports and assessments on specific
children.

The Role of the Teaching Assistant.

• Work with children individually or in small group settings, where possible in the classroom, under
direction of the teacher;
• Supervise class activities or taking story times to release the class teacher to work with specific
children on their IEPs.
• Contribute to IEPs and planning meetings.
• Contribute to collating evidence about the child to support School Action/School Action Plus.
• Liaise with the SENCO.
• Liaise with the School Support Team when required.
• Liaise with the parents at the teachers’ discretion.
• Liaise with the class teacher, sharing concerns.

The Role of Children.

• Understand their individual targets (in child speak).

• Recognise and learn strategies for meeting their individual targets.
• Understand the success criteria.

The Role of the School Support Team.

• Meet once a term to discuss children identified with a particular difficulty.

• Offer general advice for children at School Action.
• Arrange assessment of children who have made little progress at School Action.

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• Offer support for children at School Action Plus, including those with statements.
• Write to the parents, inviting them to discuss their assessment of the child.
• Inform and discuss with the class teacher the assessment and action record.
• Send the school and parents a written report of their assessment, for discussion between the
parents and class teacher.
• Assist or advise the school on developmental issues.

The Role of the Other External Support Agencies ( Educational Psychology Service, Learning
Support Service, Behaviour Support Service, Education Welfare Officer, Health Service, Sensory
Support Service and The Speech and Communication Therapy Service).

• Offer support for children at School Action Plus, including those with statements.
• Write to the parents, inviting them to discuss their assessment of the child.
• Inform and discuss with the class teacher the assessment and action record.
• Send the school and parents a written report of their assessment, for discussion between the
parents and class teacher.
The health service also has an adviser who provides links between the school and pediatricians,
family centres, occupations therapists, general practitioners and hospitals;

The Role of Social Services.

The Headteacher is always willing to discuss difficulties with families and may be able to support
parents with a referral to Social Services. In the event of a case conference being called, the
Headteacher and sometimes the class teacher may be requested to attend.
Any teacher concern relating to Child Protection should be discussed promptly with the Headteacher
who will make contact with the Education Social Worker.

The Role of Parents.

Close contact is maintained between the teacher and parents. Concerns and positive improvements
will be mentioned as soon as they occur. Parents are invited to discuss and contribute to their child’s
IEP at the beginning of term when setting targets and at the end when evaluating success. In the
interim parents are invited to discuss arising issues on request. The SENCO will inform parents of
annual reviews.
Parents are welcomed into the school daily, giving the parent and teacher an opportunity to voice an
immediate concern and if necessary arrange a further time to meet. All staff are willing to see
parents on request.

Policy Ratification.

Date of Staff approval Headteacher’s signature

Date of Governors approval Chair of Governors signature
Review Date

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 Appendix 1

SPECIAL NEEDS ACTION RECORD

Individual Education Plan School Action Action Plus

Name of student: Teacher Responsible: Parental contact (date/method)

Date of birth: Date this plan started:

Targets Action Success Criteria Outcome

……..will be able to: Date of Review:

Comments Outside Agencies

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 Appendix 2

Profile of Child for discussion at School Support Team Meeting.

Name: DOB: Age: NCYG: R/1/2/3
Current date : Update Current IEP level: SA/SAP &
statement
Yr R tests BIC Score /60
Baseline Score /50
Yr 2 tests Speaking and Listening SAT level: Writing SAT level: task:
Reading SAT level: task: test: Spelling SAT level: test:
Maths SAT level: task: test: Overall Science SAT level:
Other tests ABC check: Neurological assessment:
Other (name):
Reading book, Scheme and level:
Audit Medical proforma completed Yr R/3 Band
information Behaviour proforma completed Yr R/1/3
Curriculum profoma completed Yr 3 (When SAT’s = lowest 9%)
Current level of support (teacher, classroom assistant, outside agency (SST, Social
Services, School Doctor, Sensory Support) by response, action, task and/ resources
(Catchup, Springboard):

Person concerned: Teacher &/ Parent &/ Classroom Assistant &/ SENCo &/ Other
Reason for concern/Issues to be raised:

Aim of Outcome (Advice from SST/School Doctor/Sensory Support):

Attachments: Pen picture / Diary of events / Evidence of work / Other

Red = Class teacher to complete. Green = SENCo to complete.

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 Appendix 3

SPECIAL NEEDS ACTION RECORD

RECORD OF CONCERN

1 Personal Information 2 Other Information

Name of student
…………………………. Health
……………………..…………..

DOB …………………….………………. EWO ……………………………….….

Parent/Carer …………………………….. Social Services ……………………..…

Class/Form ……………….……………... School Support Team …………………

NCYG ………………………………….. Other …………………………………

Area of concern Date Date

Identified Recorded

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THIS CAN BE ADDED TO AT ANY STAGE OF ASSESSMENT. WHEN A CONCERN IS
IDENTIFIED IT SHOULD BE NOTED AND ADDED. THE DATE RESOLVED SHOULD
ALSO BE NOTED WHEN ACTION IS SUCCESFUL.

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