Our Ethos/ Vision
At Seething and Mundham Primary school we are committed to giving all our children every opportunity to achieve their best. The achievement, attitude and well-being of every child matters and inclusion is the responsibility of everyone within our school. Every teacher is a teacher of every pupil, including those with special educational needs and disabilities. We respect the unique contribution which every individual can make to our school community.
Definition of Special Educational Needs and Disability (SEND)
At our school we use the definition for SEND from the SEND Code of Practice (2014). This states:
SEN: A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England.
Disability: Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities.’
Therefore we refer to the term “Special Educational Needs and Disabilities if a child:
- Has significantly greater difficulty in learning than the majority of children of his or her age in one or more areas of learning.
- Has a disability which either prevents or hinders him or her from making use of educational facilities of a kind generally provided in schools within the area of the Local Authority concerned for children of similar age.
Children may have special educational needs either throughout, or at any time during, their school career. This policy ensures that curriculum planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the child.
Key Roles and Responsibilities
The SENDCO has day-to-day responsibility for the operation of SEND policy and co-ordination of specific provision made to support individual pupils with SEND, including those who have EHC plans (or Statements until 2018).
The SEND Governor has responsibility for monitoring policy implementation and liaising between the SENDCo and the Governing Body.
Designated Safeguarding Lead (DSL) is the head teacher, who has specific responsibility for safeguarding.
Aims and objectives
The aims of this policy are:
- To create an environment that meets the special educational needs and disabilities of each child;
- To ensure that the special educational needs and disabilities of children are identified, assessed and provided for;
- To make clear the expectations of all partners in the process;
- To identify the roles and responsibilities of staff in providing for children’s special educational needs and disabilities;
- To enable all children to have full access to all elements of the school curriculum.
At Seething all pupils, regardless of their particular needs, are provided with inclusive teaching which will enable them to make the best possible progress and feel that they are a valued member of the wider school community. We expect that all pupils with SEND will meet or exceed the high expectations we set for them against national data and based on their age and starting points. We will use our best endeavours to give pupils with SEND the support they need, whilst having access to a broad and balanced curriculum. Working in partnership with families, it is our aim that pupils will become confident individuals able to make a successful transition on to the next phase of their education.
To ensure a clear process for identifying, assessing, planning, providing and reviewing for SEND pupils with the pupils and their parents/carers at the centre.
To develop effective whole school provision management of support for pupils with special educational needs and disabilities.
To deliver training and support for all staff working with pupils with SEND in order to develop our practice within the guidance set out in the Code of Practice, July 2014.
Identification of Needs
The identification of SEND is embedded in the whole school process of monitoring the progress and development of all pupils. We recognise the benefits of early identification and making effective provision in improving the long-term outcomes for children with SEND. The purpose of identification is to work out what action the school needs to take, not to fit the pupil into a category. It is also important to identify the full range of needs, not simply the primary need of an individual pupil.
The Code of Practice refers to four broad areas of need:
Communication and interaction-these children have a difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication.
Cognition and learning-children with learning difficulties learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs from moderate learning difficulties (MLD) to children with profound and multiple learning difficulties (PMLD).
Social, mental and emotional health difficulties-children may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health such as anxiety or depression, self-harming, eating disorders or physical symptoms that are medically unexplained. Other children may have disorders such as attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD) or attachment disorder.
Sensory, medical and physical needs-some children require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. Many children with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and /or equipment to access their learning.
How the school decides whether to make special educational provision
A Graduated Approach to SEND Support
A process of on-going teacher assessments and termly pupil progress meetings with the leadership team identifies those pupils making less than expected progress given their age and individual circumstances. The school’s first response is high quality targeted teaching by the class teacher. Where progress continues to be less than expected, the class teacher will discuss their concerns with the SENDCo.
In deciding whether to make special educational provision, the teacher and SENDCo will consider all of the information gathered from within the school about the pupil’s progress, alongside the views of parents/carers and pupil. During this stage extra teaching or interventions may be put in place as a pupil’s response to such support can help to identify their particular needs.
Where pupils have higher levels of need, and with parental permission, the school may to seek advice from external agencies. These agencies include:
Educational Psychology Service (EPS)
Learning and Language Support (LLS)
Speech and Language Therapy Service
Behaviour Support Service (BSS)
Physical/Sensory Support Service
Educational Welfare Team
School Nurse/Paediatric health team
Child and Adolescent Mental Health Service (CAMHS)
If the support needed can be provided by adapting the school’s core offer then a child might not be considered SEND or placed on the SEND register. If, however, the support required is different from or additional to what is ordinarily offered by the school, the child will be placed on the SEND. The school will then seek to remove barriers to learning and put effective special educational provision in place. This begins a cycle of assess, plan, do, review with the child/young person at the centre of the process.
The four part cycle:
Assess: We will ensure that we regularly assess all pupils’ needs so that each child’s progress and development is carefully tracked compared to their peers and national expectations. We will listen to the views and experience of parents/carers and the pupil. In some cases we will draw on assessments and guidance from other education professionals e.g. Educational Psychologists (EP) and from health and social services.
Plan: Where SEND Support is required the teacher and SENDCO will put together a plan outlining the adjustments, interventions and support which will be put in place for the pupil as well as the expected impact on progress and outcomes, including a date when this will be reviewed. Targets for the pupil will be shared with her/him using child friendly language and with parents/carers. All staff who work with the pupil will be made aware of the plan.
Do: The class teacher is responsible for working with the pupil on a daily basis. She/he will also liaise closely with TAs or specialists who provide support set out in the plan and monitor the progress being made. The SENDCO will provide support, guidance and advice for the teacher.
Review: The plan including the impact of the support and interventions will be reviewed each term by the teacher, SENDCO, parent/carer and the pupil. This will inform the planning of next steps for a further period or where successful the removal of the pupil from SEN Support.
This four part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and what supports the pupil in making good progress is known as the graduated approach. It draws on more detailed approaches and more specialist expertise in successive cycles
Parents/carers and pupil involvement in the process
We believe in a person centred approach to information gathering and the cycle of assess, plan, do, review. Parents/carers and children are at the centre of this and we will seek to involve them in decision making processes and engage their views on provision. Termly review meetings are planned to coincide with parents’ evenings where possible. Targets are shared with pupils and successes are celebrated.
Further details in regards to our SEND provision and processes are published in our SEND Information Report.
This policy complies with the statutory requirement laid out in the SEND Code of Practice 0–25 (July 2014) and has been written with reference to the following related guidance and documents:
Equality Act 2010: advice for schools DfE Feb 2013
School SEN Information Report (2015)
The National Curriculum in England Key Stage 1/2 framework document Sep 2013
Teachers Standards 2012