Birdwell Primary School

Additional Educational Needs Policy

 

Rational

The Code of Practice states:-

Definition of Additional Educational Needs

Children have additional educational needs if they have a learning difficulty which calls for additional educational provision to be made for them.

Children have a learning difficulty if they:

  1. Have significantly greater difficulty in learning than the majority of children of the same age; or
  1. 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 same area of the local education authority
  2. Are under compulsory school age and fall within the definition at (a) or (b) above or would so do if additional educational provision was not made for them. 

    Purpose

    To provide provision in accordance with the Special Educational Needs and Disabilities, Code of Practice.

     

    Aims of SEND provision

  1. To ensure that all children in school have access to a broad, balanced and relevant education including the Foundation Stage in accordance with the National Curriculum and that their education is delivered at a pace appropriate to all children’s individual needs.
  2. To ensure that all children’s additional educational needs are identified early.
  3. To ensure that all children’s needs are met, whether they are:
  1. Communication and interaction
  2. Cognition and learning.
  3. Behaviour, emotional and social development.
  4. Sensory and/or physical. 
  • To ensure that when additional educational provision is put in place, the wishes of the child and the views of the parents are taken into account where appropriate.
  • To ensure that positive parent/school partnerships are in place to support effective provision.
  • To ensure that IPP’s (Individual Pupil Plans) are written alongside the child, incorporate their voice, shared with parents and are working documents. To use specific, achievable targets as part of the intervention programme and that these are reviewed regularly and updated.
  • To ensure that a multi-disciplinary approach is employed to resolve issues using close collaboration between all agencies concerned for best outcomes for the child.
  • To ensure that assessments are made within the prescribed time limits.
  • To ensure that materials and resources to support children with additional needs are provided within the financial budget to enable access to inclusive education. 

     

    Action

     

    Many children have additional needs of some kind at some time during their education and it is our aim to support children in overcoming or working within the barrier their difficulties present, quickly and easily. In such cases teachers give extra help or the child participates in one of our support programmes. If a child’s difficulties are not resolved, the class teacher will discuss the matter with the SENCO and the child’s parents in order to establish the next course of action.

     

    Educational Inclusion

     

    We respect the fact that;

  • Children have different educational and behavioural needs
  • Require different strategies for learning
  • Aquire, assimilate and communicate information at different rates
  • Need a range of different teaching approaches and experiences

 

Teachers and support staff use their expertise to respond to the needs of the children by;

 

  • Providing help for children that need help with communication and language
  • Planning creatively to develop children’s understanding through the use of all available senses and experiences
  • Planning for children’s full participation in learning including physical and practical activities
  • Helping children to manage their behavior and to fully take part in learning effectively and safely
  • Supporting individuals to manage their emotions, mental health, trauma or stress to take part in learning
  • Sharing in the assessment of need and planning of objectives
  • Planning and carrying out differentiated activities or programmes with small groups or individual children as identified by the teacher, both in class and outside the classroom through planned intervention
  • Using suitably modified resources or activities to help meet specific needs for best outcomes

 

 

Identification and Assessment

This will follow the guidance in the Code of Practice/Barnsley LA Handbook and a register is kept of all children with SEND for the purpose of monitoring. The SENCO will coordinate the provision for children with SEND, the management of support staff and interventions. 

 

Monitoring

Progress will be measured through ongoing assessment, IPP’s, Class Provision Maps, against the Characteristics of Effective Learning and stage related academic assessment against the National Curriculum. The Plan – Do – Review cycle is in place. The process will be monitored by the SENCO in conjunction with the School staff and will follow the guidelines set out in the Code of Practice. Parental views are sought through informal and formal meetings to communicate ideas for best outcomes for their child. The nominated SEND governor has regular updates regarding children with additional needs at Termly meetings as well as when required. External agencies e.g. Educational Psychologist or Special Needs Support Team support the school in the assessment and monitoring process.

 

Roles

There is a named person (Special Educational Needs and Disabilities Co-ordinator Miss N. Baldwin (SENCO) who is responsible for overseeing the provision for SEND. There is a nominated governor to monitor the provision of SEN. (See Appendix 1)

 

Admission Arrangements

These are the same for all pupils, but for any child with a disability we invite the parent to view the school prior to admission to check the school is suitable for their child as the nature of the building could cause problems. We will accommodate any modifications, if required.

 

Professional Development

All staff are aware of the need to develop ongoing skills in managing SEND and attend training as appropriate.

 

Resources/Finance

There is a bank of resources available to all members of staff.  They consist of different types of media, linked to different curriculum areas that can be used to support children with SEND. They are situated in the small intervention room. Funding for SEND will be allocated on an annual basis taking into account the funding allocation from the L.A. Funding for children with Education Health Care Plans will be used to support the development of that child and the delivery of their IPPs.

 

Complaints

The procedure for complaints regarding the school curriculum and related matters is as follows:

  1. Informal complaint to the head teacher – most if not all complaints will be resolved at this level and this should be the first line of approach.
  2. Informal complaint to the Chairman.
  3. Formal complaint to the Chairman of the Governors, for discussion by the Governing Body.
  4. Formal complaint to the L.A. 

     

     

     

     

     

     

     

     

     

     

    Appendix 1

    The SENCO is Miss N. Baldwin (n.baldwin@birdwellprimary.org) and the SEND Governor is Mrs A. Thompson.

     

    Appendix 2

    Triggers for intervention through Early Years Action:

  • Makes little or no progress even when teaching approaches are particularly targeted to improve the child’s identified area of weakness
  • Continues working at levels significantly below those expected for children of a similar age in certain areas
  • Presents persistent emotional and/or behavioural difficulties, which are not ameliorated by the behaviour management techniques usually employed in the setting
  • Had sensory or physical problems, and continues to make little or no progress despite the provision of personal aids and equipment
  • Has communication problems or interaction difficulties and requires specific individual interventions in order to access learning

 

Triggers for intervention through School Action:

  1. Makes little or no progress even when teaching approaches are targeted particularly in a child’s identified area of weakness
  2. Shows signs of difficulty in developing literacy or mathematics skills which result in poor attainment in some curriculum areas despite best endeavours through quality first teaching.
  3. Presents persistent emotional or behavioural difficulties which are not alleviated by the behaviour management techniques usually employed in school
  4. Has sensory or physical problems and continues to make little or no progress despite the provision of additional equipment
  5. Has communication and/or interaction difficulties and continues to make little or no progress despite the provision of a differentiated curriculum 

    Children who have had their additional educational needs identified will be placed on the Special Educational Needs and Disability register. A School Action level of intervention will then be implemented to support the need.

    When a child with SEN has been identified the Early Years Practitioner, Teacher or SENCO will provide appropriate interventions additional to or different from those provided as part of the settings/schools usual differentiated curriculum. This enables the child to meet the learning needs, enabling children to have access to a broad, balanced and relevant education including the Foundation Stage and National Curriculum.

     

    There is sometimes an expectation that help for children with SEN will take the form of the deployment of extra staff to enable one-to-one tuition, this may not be the most appropriate way of helping a child.  Staff may be deployed to differentiate learning materials and create learning tasks appropriate for the child.  They may also be deployed to work with a small group offering support as needed or to deliver specific learning objectives.

     

     

     

     

    Individual Educational Programmes

    An Individual Pupil Plan (IPP) should be created for pupils on the SEND register and receive interventions additional to and different fromthe differentiated curriculum.  This IPP should record strategies employed to enable a child to make progress and should include information about:

  6. The short term targets set for the child
  7. The teaching strategies to be used
  8. The provision to be put in place
  9. The plan is to be reviewed
  10. Success and/or exit criteria
  11. Outcomes (to be recorded when the IPP is reviewed) 

    IPP’s should include four or five individual targets, but certainly no more than five.  All targets must be SMART (Specific, Measurable, Achievable, Relevant, Time-framed).  IPP’s will be reviewed at least twice a year and used as a working document integral to the child’s education.

    If through ongoing observation and assessment it is found that the child has not made sufficient progress then, using a flexible approach, alternative methods of intervention may be required. At this level of intervention the advice of outside agencies will be sought.

     

    The following agencies are represented in school:

    Educational Psychologist

    Speech Therapy

    Education Welfare

    Social Services

    Health Authority

     

    Triggers for intervention:

  12. Continues to make little or no progress in specific areas over a long period of time despite receiving an individualised programme and/or concentrated support
  13. Continues working at an early years curriculum substantially below that expected of children of a similar age
  14. Has emotional or behavioural difficulties which substantially and regularly interfere with the child’s own learning or that of the group, despite having an individualised behavioural management programme
  15. Has sensory or physical needs, and required additional equipment or regular visits for direct intervention or advise by practitioners from an additional service
  16. Has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning 

    If following intervention during the Early Years a pupil continues to make little or no progress or still demonstrates significant cause for concern a request for statutory assessment can be made by the parents or setting. Once the Local Authority (LA) have received the request they will ask for clear documentation in relation to the child’s additional educational needs and any action taken to deal with those needs. The LA will make a decision whether to continue with formal assessment.  Following assessment of a child’s additional educational needs the LA may issue an EHCP or issue a note in lieu, which means that the child does not receive a statement the LA will give reasons for not issuing a statement.  If necessary an appeal can be launched against the decision.

     

    If a request is made for statutory assessment to be made on a child the school will be able to provide written evidence and information about:

     

  17. Individual educational programmes for the pupil
  18. Records of regular reviews and their outcomes
  19. The pupils health including the child’s medical history where relevant
  20. National Curriculum levels
  21. Attainments in literacy and mathematics
  22. Educational and other assessments, for example from advisory additionalist support teacher or an educational psychologist
  23. Views of the parents and of the child
  24. Involvement of other professionals
  25. Any involvement by the social services or educational welfare serviceOnce the LEA have reviewed the information about the child and made any further necessary assessments, they will then make a decision either to issue a statement of SEND.

     

    The school has links with other schools in the area and information about children who have additional educational needs is passed to them to assist in their transition to another school or secondary education.