Inclusion and SEN Policy
SEND and Inclusion Policy
This school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment
SENCO - Mrs Michaela Foley
SENCO Teaching Assistant – Mrs Julia King
- The policy complies with Section 19 of the Children and Families Act 2014. It is written with reference to inclusive education under
- Articles 7 and 24 of the United Nations Convention of the Rights of Persons with Disabilities
- Equality Act 2010: advice for schools DfE Feb 2013
- SENDD Code of Practice 0 – 25 (June 2014)
- School Admissions Code of Practice
- The Special Educational Needs and Disability Regulations 2014 (linked to clause 64)
- Schools SEND Information Report Regulations (2014)
- Statutory Guidance on Supporting pupils at school with medical conditions (April 2014)
- The National Curriculum in England framework document (September 2013)
- Safeguarding Policy
- Accessibility Plan
- Teachers Standards 2012
This policy will be reviewed every two years and will be ratified by School Governors.
SECTION 1: AIMS AND OBJECTIVES OF OUR INCLUSIVE SCHOOL
At Chelsfield Primary School we are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs or abilities.
Chelsfield Primary School strives to create an atmosphere of inclusion, encouragement, respect and sensitivity. We target effective communication and co-operation between pupils, parents and staff, in order to provide the best opportunities for pupils with Special Educational Needs of any kind.
This policy has been created by the school’s SENCO with the SEND Governor and in liaison with the SLT. The policy takes account of the statutory requirements of the Children and Families Act 2014, but also supports the non-statutory guidance in the 2014 SEND Code of Practice in both spirit and the majority of practice.
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The specific objectives of our SEND policy are as follows:
- to identify pupils with special educational needs and disabilities and ensure that their needs are met
- to ensure that children with special educational needs and disabilities join in with all the activities of the school
- to ensure that all learners make the best possible progress
- to ensure parents are informed of their child’s special needs and provision and that there is effective communication between parents and school
- to ensure that learners express their views and are fully involved in decisions which affect their education
- to ensure that learners with SEND develop independence and build resilience in their learning
- to promote effective partnership and involve outside agencies when appropriate.
The success of the school’s SEND policy will be judged against the aims set out above. The Governing Body will ensure that it makes appropriate special educational provision for all pupils identified as in need of it. The range of support made in the school is “Needs Lead” and therefore varies each year in response to identified needs.
SECTION 2: ROLES AND RESPONSIBILITIES
We believe that pupils at Chelsfield Primary School are pupils of the Whole School and not just of a single class. We view the support of all our pupils as a Whole School Responsibility.
- The SENCO and Inclusion Officer - The named SEND coordinator for the school is Mrs Michaela Foley. Mrs Michaela Foley is the Headteacher and is the advocate for SEND on the school’s Senior Leadership Team. She deals with the majority of the day-to-day business of the Special Educational Needs team, such as arranging support staff cover, completion of forms and liaison with our partner agencies.
- The SENCO Teaching Assistant - She works directly to support pupils with SEND.
These members of staff will form links with local health agencies and with LEA sources, liaise with parents, school staff and pupils in order to identify, support and review pupils’ particular needs.
- Class / subject teachers are responsible and accountable for the progress and development of all the pupils in their class. High quality teaching, differentiated for individual pupils, is the first step in meeting the needs of any pupil who has or may have special educational needs. Class teachers also have the ongoing daily duty of ensuring that their planning and teaching includes strategies and teaching methods that will ensure that children identified as having Special Educational Needs, have every opportunity to access the full curriculum.
- Mrs Foley and Mrs King will plan a range of support groups to support children with SEND and these will vary as they will be based on the specific needs of the children. These groups will be led and evaluated by Mrs King
- Support Assistants are employed to support pupils with Special Educational Needs. Class teachers will liaise with the Intervention Support Assistants assigned to their class when planning lessons. In some cases physical support is needed. Sometimes ISAs will work with a pair or small group, especially when encouraging speech or interaction targets. On occasions the ISA can relieve the class teacher, to enable the class teacher to work with children with SEND. ISAs have a duty to work towards targets set for pupils with SEND in their year group.. This enables evaluation of the impact of the interventions upon the attainment and progress of pupils with SEND . ISAs will be expected to contribute to the review process
Within classes there are also Teaching and Learning Assistants. They may be asked to work with a group of pupils or an individual pupil with Special Educational Needs. It is the responsibility of the class teacher to provide resources and lesson plans for these occasions. Learning Support sessions will offer strategies to access the curriculum and should
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not be taken in isolation. It is the school’s philosophy that support is given IN CLASS when possible as research shows that this enables pupils to generalize the skills that they are learning. A number of “Clubs” are run in the afternoon by Mrs King These vary, but currently consist of Reading Clubs, Social Skills Clubs, Handwriting and Fine Motor Skill Clubs and Literacy and Numeracy for pupils with Specific Learning Difficulties. Teachers nominate pupils for these clubs on the basis of need. These are intended to “boost” and support the teacher’s quality first teaching.
- A member of the Governing body, takes a special interest in SEND. The School defines this role as one of communication between The SENDCO and the Governing Body. There are also various statutory duties, which are the responsibility of The Governors, for example the implementation of the Accessibility Policy. Such statutory duties will be carried out by The SEND Governor and The SENDCO. In general SEND provision remains the responsibility of the Governing Body as a whole.
- The Local Authority has appointed an Educational Psychologist to work with pupils in this school. Mr Tom Richardson is our Educational Psychologist. We also have a LBB Local Authority SEND case worker assigned to our school. Our case worker is Mrs Linda Whybrow. She is based at The Civic Centre in Bromley.
The Local Authority can also signpost parents to Parental support services, both through the LA (The Information, Advice and Support Service -IASS - formerly Parent Partnership) and also through independent voluntary services.
- Mrs Michaela Foley is the designated teacher with specific Safeguarding Responsibility.
- Mrs Michaela Foley is the member of staff with responsibility for Pupil Premium / LAC funding.
- Mrs Michaela Foley is the member of staff responsible for managing school’s responsibility for meeting the medical needs of pupils.
SECTION 3: SPEECH & LANGUAGE
At Chelsfield we employ a Speech and Language Therapist to work with children within the classroom as this is where intervention is most effective. She also sets targets for children to work on with Mrs King.
SECTION 4: IDENTIFYING SPECIAL EDUCATIONAL NEEDS
We recognise the importance of early identification and aim to identify children’s special needs as early as possible. The skills and levels of attainment of all pupils are assessed on entry, building on information from their previous setting. The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category. As part of this process the needs of the whole child will be considered, not just the special educational needs of the child / young person.
The school also recognises that other factors may influence a child’s progress and attainment, but do not necessarily mean that the child has a special educational need. This might be:
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- Disability, where reasonable adjustment under the Disability Equality legislation can enable a child to make expected progress
- Health and welfare
- English as an additional language
- Being in receipt of Pupil Premium grant
- Being a looked after child
- Being a child of Service personnel
A rigorous system of progress monitoring across the school which takes place on a termly basis through discussions, data analysis and most importantly, Pupil Progress meetings. This identifies pupils who are not making expected progress and may include discussion about progress in areas other than attainment, such as social skills. Whole school provision planning takes place, with responsibility shared between teachers / SENCO / SLT
SECTION 5: THE GRADUATED RESPONSE
Before special educational provision is made, the SENCO and class teacher will consider all the information from within the school about the pupil’s progress, alongside national data and expectations of progress and in consultation with parents. The Bromley Banded Funding Guide is used to aid identification of need within the four categories identified by the Code of Practice 2014 (cognition and learning, communication and interaction, social emotional and mental health and sensory difficulties) with additional guidance for autism and specific learning difficulties. This can also be used to identify appropriate strategies to meet need. The SENDCO may offer advice about effective teaching and learning strategies and interventions that may help to narrow the gap or accelerate progress. General advice from outside specialists may be sought.
Assess: If the pupil continues to face difficulties a more detailed formative assessment, facilitated by the SENDCO, may take place.
Plan: Interventions based on the outcome of assessment are planned.
Do: and delivered by appropriately trained staff. Support may take the form of additional in-class provision or an intervention group to address a particular need.
Review: the effectiveness of the intervention will be monitored regularly by the class teacher. Individual pupil targets will be reviewed as part of the school’s cycle of progress monitoring.
Chelsfield School aims to ensure that all interventions are robust, effective and appropriate for pupil needs. All interventions are planned and monitored by the class teacher and delivered by staff who have had appropriate training. Records of interventions are kept through group monitoring sheets, SIMS tracking, data analysis at Pupil Progress Reviews and individual provision maps. The effectiveness of interventions is regularly monitored on a termly basis. Individual pupil targets are assessed as part of the school’s cycle of progress monitoring.
If, despite support, children fail to make expected levels of progress or are unable to transfer their learning when the support is reduced, the decision may be made to place children on the SEND register, in formal consultation with parents.
Managing Pupils on the SEND Register
Where longer term support is required or children have a diagnosis of need from an outside professional, parents will be formally informed that the child has been placed on the SEND register. Children recognized as needing provision beyond Quality first teaching and classroom focus groups will be recorded on the Special Educational Needs register. The category is recognized by the school’s SIMS Assessment analysis programme, and this will enable close monitoring and target setting in order to address the child’s individual needs. The SENCO will instigate a meeting to identify the child’s strengths as well as areas that need specific interventions. Any barriers to learning can be discussed. An understanding of these needs may require further assessments or further diagnostic testing. In consultation with the class teacher, pupil and parents a Support Plan will be drawn up. This includes targets. Targets may include
POLICY FOR SPECIAL EDUCATIONAL NEEDS AND INCLUSION PAGE 5 OF academic or social, emotional or physical goals. This document will form part of the “Assess – Plan –Do- Review” process set out in the table below, which is for SEND pupils in school.
Assess – Plan –Do- Review process at Chelsfield Primary School
Summative and formative assessment used to identify individual barriers to learning.
May also involve assessment by external agency
Advice and recommendations incorporated into individual support plan
SENCO / with class / subject teacher and parents
Interventions put in place, following recommendations. Time limited.
Effectiveness monitored and intervention adapted to meet individual need – further
advice sought where necessary
While the needs of the majority of pupils will be met from within the school’s own resources, some children will have a higher level of need. Additional funding to support children is available from the LA High Needs Block. To receive additional funding, the school needs to provide a costed provision map demonstrating how advice and recommendations from external agencies have been implemented, the outcomes of support and indicating how additional funding will be used to support the pupil in achieving desired outcomes. Where additional funding is agreed, a Pupil Resource Agreement will be put in place by the school’s Educational Psychologist or Specialist Teacher, in consultation with parents and pupil. Thresholds for funding are related to need and can be found in the Banded Funding Guide.
Where pupils require support from a range of agencies in addition to education, or require education in a specialist setting, an Education, Health and Care Plan will be considered by the Local Authority.
Criteria for exiting the SEND register
Pupils will be removed from the SEND register when they have progressed in line with age appropriate expectations. For some pupils it would be inappropriate to remove support for example, when a pupil needs support with a physical or sensory need.
SECTION 6: SUPPORTING PUPILS AND FAMILIES
Chelsfield Primary School has set out our SEND Information Report on the school’s website.
External support services play an important part in helping the school identify, assess and make provision for pupils with special education needs.
The school receives regular visits from the appointed Educational Psychologist for the area. The Local Authority currently funds two visits each year. Visits over and above that number have to be funded by the school. In addition the school may seek advice from specialist advisory teaching services for children with sensory impairment or physical difficulties. The speech and language therapist contributes to the reviews of children with significant speech and language difficulties. Advisory Teachers from The Social and Communication Support Service Team are regular visitors to school, offering advice to teachers and parents. Health professionals such as The School Nurse, or Occupational therapists or physiotherapists will visit pupils to carry out their exercise programmes or assessments within school. Parents are informed about these consultations by the health professionals.
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Promoting social, emotional and mental well-being:
Children need to feel valued, confident and secure to make maximum progress in their learning. Chelsfield Primary school is committed to promoting the social, emotional and mental well-being of our pupils through a range of activities such as Social Skills groups and the Listening Ear scheme.
Sometimes children present with challenging behaviour. This is not necessarily because they have a special educational need but should be seen as a form of communication that needs to be addressed.
Specific Learning Difficulties
The School aims to be ‘Dyslexia Friendly’. We encourage teachers to use methods within the classroom which support all children, including those with Specific Learning Difficulties such as Dyslexia or Developmental Coordination Disorder
(Dyspraxia). The SENDCO is able to support colleagues in establishing a classroom environment that supports pupils with Specific Learning Difficulties, as well as advising on and modelling quality first teaching methods so that such pupils are identified and supported effectively within the classroom. Screening for pupils can be arranged. This test will highlight pupils that may be at risk of having Specific Learning Difficulties such as Dyslexia and is carried out by Mrs Foley, the SENDCO. A definitive diagnosis can only be obtained through testing by an Educational Psychologist.
SECTION 7: PARENTAL INVOLVEMENT
Parents are involved in all aspects of a pupil’s provision for his or her particular need. Discussions with parents support early identification. Parents views are sought at Every opportunity, and when setting new targets. Staff, including the Head Teacher and SENDCO will make themselves available for additional meetings with parents of children with Special Educational Needs.
Private Agencies Occasionally parents decide to approach outside agencies on a private basis. We will try to co-operate with such agencies, however we will not respond to requests unless we can be assured that the agency is bona fide and that the involvement will in no way jeopardise the emotional wellbeing or safety of the child.
SECTION 8: TRANSITION
Chelsfield Primary School recognises that the transition from one school or setting to another can be especially difficult for pupils with SEND. When we are made aware that a child with identified SEND is transferring to, or starting school with us, we endeavour to meet with parents and make reciprocal staff visit(s) to the current setting prior to commencement of child’s placement.
Pupils leaving us at the end of KS2 are supported to ensure that their experience of transition is positive. Chelsfield will arrange a meeting between staff from both centres to exchange information, e.g. transition document, examples of children’s work and any other pertinent information. In some cases a member of staff can visit the receiving school with the pupils to give a SENDse of continuity.
SECTION 9: SUPPORTING PUPILS AT SCHOOL WITH MEDICAL CONDITIONS
The school recognises that pupils at school with medical conditions should be properly supported so that they can have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case, the school will comply with its duties under the Equality Act 2010.
Some pupils may also have special educational needs and may have a statement or EHC Plan which brings together health and social care needs, as well as their special educational provision and the SENDD Code of Practice 0 – 25 (2014) is followed.
SECTION 10: MONITORING AND EVALUATION OF SEND PROVISION
Regular and careful monitoring and evaluation of the quality of provision offered to all pupils is ensured by regular audits, sampling of parent, pupil and staff views. Questions on the school’s Special Educational Needs provision form part of the School Governors’ annual questionnaire to parents. The school undergoes an active process of continual review and improvement of provision for all pupils.
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SECTION 11: TRAINING AND RESOURCES
SEND is funded from the Notional SEND budget allocated to all schools, based on prior school attainment and free school meals. This allows for up to £6,000 of resources to be used for the support of any individual pupil. Additional funding is available from the LA high needs block where it can be demonstrated that a pupil requires a higher level of support.
The training needs of staff, including support staff, are regularly reviewed, and planned for so that all staff are well equipped to meet the needs of the most common barriers to learning. Where pupils present with rarer difficulties, staff access training and support from specialist teachers or therapists. All staff are actively encouraged to take advantage of training and development opportunities.
All teaching and support staff undertake induction training when taking up their post. This includes meeting with the
SENCO to explain the systems and structures in place around to the school’s SEND provision and practice, and to discuss the needs of individual pupils.
The SENCO regularly attends the LA SENCO Forums in order to keep up to date with local and national updates in SEND. The SENCO also attends local cluster group meetings to share good practice.
SECTION 12: STORING AND MANAGING INFORMATION
Paper copies of a pupil’s SEND records are kept in a secure location. Information about individual pupils is held on the computer network, in an area with restricted access (SLT and Inclusion Officer) Assessment data is available on all pupils for access by school staff. Parents will be given access to information held regarding their child on request. The exception to this is if enabling access to such information would place a child at risk of harm. In such a case, Social Services will be approached for guidance. Reports submitted specifically to school by other agencies, giving targets or strategies will be shared with class teachers and support staff.
Parents will be asked for permission to share reports with other agencies.
Any documents that become obsolete will be securely disposed of, or shredded.
When pupils move to another school their records will be transferred to the next school within 15 days of the pupil ceasing to be registered, as required under the Education (Pupil Information) Regulations 2000.
SECTION 13: ACCESSIBLITY
Admissions and Planning For Accessibility-The Governing Body has agreed with the LEA admissions criteria, which do not discriminate against pupils with special education needs or disabilities. Parents or carers seeking the admission of a pupil with mobility difficulties are advised to approach the school well in advance so that consultations can take place. The school has an Accessibility Strategy.
School Visits and Journeys All our school visits and journeys are planned, taking into consideration the special needs of all the children in the proposed class at the time when the trip is planned and reconnoitred. In line with anti discrimination laws, we do not preclude any children from attending school trips, however the safety of all the children is paramount in this situation. As far as possible, Chelsfield School seeks to work in partnership with parents in order to give children with Special Educational Needs as full access as possible to all activities carried out on school visits or journeys.
Some activities will need to be adapted to meet the needs of individual children, for example, alternative routes may need to be planned for mobility impaired pupils. Each individual child’s needs will be carefully considered prior to any trip and included in the pre-visit risk assessment, which is presented for approval by the Headteacher.
Refer also to the Educational Visits policy.
Risk Assessment Risk assessment, relating to special considerations for children with Special Educational Needs, is carried out in accordance with The Local Authority’s Health and Safety Guidelines.
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SECTION 14: DEALING WITH COMPLAINTS
Chelsfield Primary School has produced a Complaints procedure, which is available to all staff, parents and interested parties. Class teachers will work closely with parents at all stages in his/her education and should be the first port of call in case of any difficulty. In case of an ongoing concern, parents can contact the school’s SENCO or the Head Teacher. Most matters can be dealt with locally but if necessary parents can appeal against or challenge the decisions made by the School or Local Authority through a First Tier Tribunal. The school will make further information about this process available on request.
SECTION 15: BULLYING
The school is aware that there is a possibility of increased risk of bullying among vulnerable learners and has taken steps to mitigate the risk of bullying. Chelsfield Primary School has produced an anti-bullying policy, which is available to all staff, parents and interested parties.
SECTION 16: APPENDICES
This policy has two appendices.
- School SEND provision offer
- School Accessibility Plan