This SEND Policy has been approved and adopted by the Governing Body on September 2021 and will be reviewed in September 2022.
SENCO: Mrs A Eggington
Mrs Eggington is a member of the senior leadership team.
At St. John the Baptist we recognise and celebrate the uniqueness of every child, including those with SEND. We know that every teacher is a teacher of SEND children. As such, St John the Baptist School adopts a 'whole school approach' to special educational needs which involves all the staff adhering to a model of good practice. The staff of the school are committed to identifying and providing for the needs of all children in a wholly inclusive environment. Inclusion is regarded as crucial to the policy, in line with that of the Local Authority.
The school operates an equal opportunities policy for children with special educational needs who are afforded the same rights as other children. This includes both those children with Education, Health and Care plans and those with additional needs.. As such, this policy should be read in consultation with the school Equality Policy.
We also recognise the importance of home-school links and recognise that parents are important co-educators of their children. We seek to work together for the best outcomes for all children. Our SEND policy reflects the SEND Code of Practice.
“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
• has a significantly greater difficulty in learning than the majority of others of the same age, or
• has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions “
(SEND Code of Practice Jan 2015)
All children are entitled to an education that enables them to:
As legislation is often amended and Regulations introduced, the references made in this Guide may be to legislation that has been superseded. For an up to date list of legislation applying to schools, please refer to the DFE Website https://www.gov.uk/government/organisations/department-for-education
MANAGING AND IMPLEMENTING
Educational provision for pupils with SEND is arranged by the SENCo in liaison with professional agencies, parents and staff. There is a named Inclusion governor, Mr Roger Coveney, who monitors all forms of inclusion, including SEND provision in school.
The SENCo is responsible for the day to day operation of the SEND policy and maintaining a register of children with SEND, which is reviewed regularly.
In-service training for teaching assistants on all SEND issues is on-going and this training is planned to develop expertise across the school.
Most children will enter into the Reception Year and have their needs assessed as part of our transition programme:
When a child joins our school at other times of the year, their needs will be assessed by:
When a pupil on the SEND register moves to another primary or secondary school, a higher than normal level of contact with the receiving school is initiated by the SENCO to discuss:
ASSESSMENT OF NEED
Teachers, with support of the SENCO and senior leadership team, make regular assessments of progress for all pupils. These seek to identify pupils making less than expected progress given their age and individual circumstances. This can be characterised by progress which:
Parents know their children best so it is important that all professionals listen to and understand when parents express concerns about their child’s development. It is equally important that we listen to and address any concerns raised by children and young people themselves.
If it is thought housing, family or other domestic circumstances may be contributing to the presenting behaviour a multi-agency approach, supported by an Early Help Assessment, may be appropriate.
Identifying and assessing SEN for children or young people whose first language is not English requires particular care. Staff observe all aspects of a child’s performance in different areas of learning and development or subjects to establish whether lack of progress is due to limitations in their command of English or if it arises from SEN or a disability. Difficulties related solely to limitations in English as an additional language are not SEN.
A detailed assessment of need ensures that the full range of an individual’s needs is identified, not simply the primary need. The support provided to an individual is be based on a full understanding of their particular strengths and needs and seek to address them all using well evidenced interventions targeted at their areas of difficulty.
Special educational needs and provision falls under four broad areas:
At St. John the Baptist we follow the graduated approach
Provision of SEN Support
Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.
High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. At St Johns, we regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing and, where necessary, improving, teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered.
Despite high quality inclusive teaching and whole school systems for assessing planning, implementing and reviewing progress, a child is not making expected progress, information is gathered by:
1. Drawing of information from whole school systems
2. View of the child and parent
3. External services to asses against external criteria
The teacher, SENCO, parent and child meet to agree interventions and support, including expected outcomes:
Class teacher remains responsible for working with the child on a daily basis and assessing the impact of the plan. Where the interventions involve group or one-to-one teaching away from the main class, the teacher retains responsibility for the pupil. They work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching.
The SENCO supports the class teacher in the further assessment of the child’s particular strengths and weaknesses, in problem solving and advising on the effective implementation of support.
This includes, but is not limited to:
Universal support – in class
Targeted Support - Interventions
Specialist Support – other professionals
1:1/group phonics support
Pre-learning and over-learning groups
Sensory equipment, personal timetables, movement breaks
Fine motor skills sessions
On Track Maths
NHS Solent Therapy Pack
Therapists – Speech and Language, Occupational Therapists, physiotherapists
Primary Behaviour Support
Specialist Teachers –hearing and vision, multi-sensory and physical disability
Advisory teachers - outreach schools and charities
The impact of the plan, along with the views of the parent and child, are used to review the overall impact of support. The plan is then revised in light of the outcomes and new targets are set.
Statutory Assessment and Education, Health and Care Plans
Where, despite the school having taken relevant and purposeful action to identify, assess and meet the needs of the child, the child has not made expected progress, an Education, Health and Care needs assessment can be requested by the school or the parents.
The LA will be given information about the child’s progress over time, and will also receive documentation in relation to the child’s special educational needs and any other action taken to meet those needs, including any resources or targeted and specialist provision in place. The evidence will include:
The Local Authority may decide that the degree and nature of the child’s difficulties and the nature of provision necessary to meet the child’s special educational needs is of a level that requires provision through an Education Health Care Plan (EHCP). This EHCP will include:
THE ANNUAL REVIEW
All EHCPs must be reviewed at least annually. In Year R while a child is under 5 their EHCP must be reviewed on a 6-monthly basis. In practice this usually means that children with EHCPs in Year R have a review meeting twice in their first year of school.
The annual review meeting is held to assess the child’s progress against the objectives specified in the EHCP. Information is collated and recorded having being gathered from all involved with the child. Special provision is reviewed and new targets set.
The Headteacher delegates responsibility for convening the annual review meeting to the SENCo
The following will be invited to the meeting and to contribute a written report if appropriate
Personal Evacuation Plans The SENCO reviews Personal Evacuation Plans (PEEPS) annually. These plans identify any child who requires additional support to leave the building safely in the event of an emergency.
Individual Behaviour Management Plans
Where a child requires an Individual Behaviour Management Plan (IBMP), these will be assessed, planned, implemented and reviewed following the same model as MSPs.
See the Behaviour Policy for further information.
We believe that successful implementation of this SEN Policy will ensure:
Tracking and assessment procedures will be used efficiently to monitor and measure the progress of SEN children
The school recognises the importance of good relationships with parents to support the child’s educational progress and effectiveness of school based SEND provision.
MONITORING AND EVALUATING
THE ROLE OF THE GOVERNING BODY
The governing body challenges the school and its members to secure necessary provision for any pupil identified as having special educational needs. They ask probing questions to ensure all teachers are aware of the importance of providing for these children and ensure that funds and resources are used effectively.