St Martins Academy Chester

'An Outstanding School' – Ofsted June 2015   Read the report here

Special Educational Needs and Disabilities Policy

 
Our Guiding Principle
At St Martin's Academy we believe each child is special and that all have unique talents, interests and strengths. Our school is here to provide a stimulating, secure and happy environment, where everyone aspires to excellence and our children can achieve their full potential in all they do. All our children will have equal access to a broad, balanced curriculum at the appropriate level. Pupils will be fully included in all areas of school life regardless of ability, culture, race or gender. We are committed to offering an inclusive curriculum to ensure the best possible progress for all our pupils. We seek to raise achievement, remove barriers to learning and increase curricular access to all.
 
Aim
Our aim is to ensure that children with Special Educational Needs and Disabilities (SEND) are able to participate in all aspects of school life and:
  • Achieve the highest possible standards within their capabilities
  • Maximize their self-confidence and esteem
  • Acquire skills to the best of their potential
  • Have access to a full and differentiated curriculum
  • Participate fully in the wider school community
Roles and Responsibilities
 
1. The Board of Trustees
The Academy Trust, in co-operation with the Head of School, determines the school's general policy and approach to provision for children with SEN. The Academy Trust will nominate one governor with responsibility for SEN. The SEN trustee will liaise regularly with the SENDCo and report back to the Academy Trust.
 
2. The Head of School
The Head of School has responsibility for the management of all aspects of the school's work, including provision for children with SEN. This follows the principles as set out in the SEN code of practice. The Head of School should keep the Academy Trust fully informed and also work closely with the SENDCo.
 
3. The SENCo
The SENDCo is a member of the Leadership Team. The SENDCo in partnership with the Academy Trust plays a key role in determining the strategic development of the SEND policy and provision in the school, in order to raise the achievement of children with SEND. Key responsibilities of the SENCo are:
  • Overseeing the day-to-day operation of the school's SEN policy
  • Co-ordinating provision for children with Special Educational Needs
  • Liaising with and advising other teachers
  • Managing Intervention Timetables
  • Overseeing the records of all children with SEN
  • Liaising with parents of children with SEN
  • Contributing to the in-service training of staff
  • Liaising with external agencies including the LEA's support and educational psychology services, health and social services, and voluntary bodies.
It is vital that a SENDCo effectively co-ordinates SEN to ensure that:

a. Pupils on the SEND register
Make progress towards targets set in their individual plans or individual education and health care plans; show improvement in their literacy, numeracy and information technology skills; are helped to access the wider curriculum; are motivated to learn and develop self-esteem and confidence in their ability as learners;

b. Teachers
Are familiar with and implement the school's SEN policy and approaches to meeting the needs of pupils with SEN; identify pupils who may require special provision e.g. those with EBD, and help to prepare individual plans and individual education and health care plans as appropriate; communicate effectively with the parents, the SENDCo and all other staff with responsibilities for SEN, including those from external agencies; have high expectations of pupils' progress, set realistic but challenging targets which they monitor and review, and provide appropriate support;

c. Learning support assistants
Understand their role in the school in relation to pupils with SEN; work collaboratively with the SENDCo, teaching staff and staff from external agencies; through opportunities to develop their skills, become increasingly knowledgeable in ways of supporting pupils and help them to maximise their levels of achievement and independence;

d. Parents
Understand the targets set for their children and their contribution to helping their children achieve them; feel fully involved as partners in the education process;

e. The Head of school and other senior managers
Recognise that the curriculum must be relevant to all pupils by taking SEN into account in the formulation and implementation of policies throughout the school; understand how best to support those with responsibility for SEN co-ordination;

f. The Trust and Directors
Understand their role in relation to pupils with SEN (and their parents) through the discharge of their statutory responsibilities; develop mechanisms for liaison with the SENDCo to ensure that they receive regular updates on the implementation of the school's SEN policy and the outcomes from the regular reviews, monitoring and evaluation of the provision made for pupils with SEN;

g. All outside agencies that support children
Receive timely information about the progress made by pupils with SEN, including those with statements; ensure that time spent in the school by external staff is effectively used in support of pupils with SEN.
 
4. The Assistant SENCo
The Assistant SENDCo works with the SENDCo and the teaching staff in providing support for the children with SEN across the school. The Assistant SENDCo supports the SENCo in co-ordinating the provision for children with SEND, liaising with class teachers, parents and external agencies, and maintaining records of the children with SEN. The Assistant SENDCo will adapt the timetabling of interventions when needed and manage the teaching assistants providing interventions including all record keeping.
 
5. The Teaching Staff
ALL teachers are teachers of children with SEND, and actively seek to adapt the curriculum to meet their needs. All teachers are aware of the procedures for identifying, assessing and making provision for pupils with SEND, and are actively involved in the review process.
 
6. Teaching Assistants (TAs)
ALL TAs work with children with SEND and work with the SENDCo/Assistant SENDCo in providing support for children with SEN across the school, liaising with class teachers, maintaining records of the children they work with, and attending reviews and meetings as requested.
 
7. The Role of Parents of Pupils with SEN
In accordance with the SEN Code of Practice the school believes that all parents of children with SEN should be treated as equal partners. The school has positive attitudes to parents, provides user-friendly information and strives to ensure that they understand the procedures and are aware of how to access advice and support. Parents will be supported and enabled to:
  • Recognise and fulfil their responsibilities as parents and play an active and valued role in their child's education
  • Have knowledge of their child's entitlement within the SEN framework
  • Make their views known about how their child is educated
  • Have access to information, advice and support during assessment and any related decision-making processes about Special Educational provision
In accordance with the school's 'Open Door' policy, parents are encouraged to contact the child's class teacher in the first instance and/or the SENDCo/Assistant SENDCo as needed either by telephone or appointment.

Parents are involved in supporting the target-setting process for individual plans and their views are sought for reviews. We encourage active participation of parents by providing guidance on how they can support their child's learning at home. We value the contribution that parents make and the critical role they play in their child's education.
 
8. Pupil Participation
Pupils with SEN often have a unique knowledge of their own needs and circumstances, and their own views about what sort of support they would like to help them make the most of their education. They will be encouraged to participate in the decision-making processes including the setting of learning targets and contributing to indivisual plans. This will be achieved through a variety of different approaches as appropriate to the age of the child.

These include:
  • Pupil interviews
  • Questionnaires/surveys
  • Self-evaluation (pictures, written answers)
  • Pupil-set targets
Identification, Assessment, Provision and Review Process
The majority of pupils will have their needs met through normal classroom arrangements and appropriate differentiation. At St Martin's this may include short-term support from the class teaching assistant in the first instance, with direction from the class teacher, referred to as Class Action.

Additional support is provided, in response to identified additional needs. St Martin's Academy is committed to early identification of Special Educational Needs and adopts a graduated response to meeting SEN in line with the Code of Practice.

All children throughout the school are monitored regularly to ensure they continue to access the curriculum successfully and to help early identification of any area of concern. A range of evidence is collected through the usual assessment and monitoring arrangements. If these suggest that any pupil is not making the expected progress or their needs have changed, the class teacher works with the SENDCo in order to decide whether additional and/or different provision is necessary. If additional and/or different provision is required then the child will be placed on SEND support
 
SEND Support (In place of School Action & School Action Plus)
An IP (Individual Plan) will be drawn up by the class teacher in consultation with the pupil, parent and SENDCo, and a decision made based on the evidence available as to whether the child will receive additional individual or group support from the SEN team.  The IP will be reviewed at least once a term (sometimes sooner if circumstances warrant) and the outcomes recorded.  Pupils and parents will be invited to contribute to the target setting and review process.  The class teacher and SENDCo will monior the effectiveness of the interventions put in place.  
 
If the school has evidence that the pupil is making insufficient progress despite signiificant support and intervention, then it may be necessary to seek further advice and support from outside professionals.
 
Any external professionals involved will be invited to contribute to the monitoring and review of progress.  Pupils and parents will be fully informed and kept updated about the inviolvement of external agencies and proposed interventions.  The class teacher and SENDCo will ensure that additional strategies are put in place.
 
For some pupils SEND support may not be adequate or appropriate.  In this case, after consultation with parents, the school and involved outside agencies make a request for Statutory Assessment.  The pupil remains supported by SEND support during the period that the LA considers the request.

Education Health Care Plan - EHCP (in place of Statement of Educational Need)

Once in place:

  • intervention as for school based stages will follow
  • the SENDCo and class teacher will manage provision of extra resources that may have been awarded as a results of the EHCP
  • the SENDCO will ensure a review meeting will be held annually after the introduction of the EHCP
  • a review of the EHCP will be held six weeks after it has been issued
  • when pupils are due to be transferred to another phase the SENDCo will liaise with appropriate bodies to ensure that effective arrangemenst are in place to support pupils at the time of transfer.  When a pupil moves to another school, their records will be transferred to the next school within 15 days of the pupil ceasing to be registered.
Efficient and effective deployment of staff and resources
SENDCos identify, with the support of the Head of School and The Academy Trust, appropriate resources to support the teaching of pupils with SEN and monitor their use in terms of efficiency, effectiveness, and safety.

They:
  1. Establish staff and resource requirements to meet the needs of pupils with SEN, advise the Head of School, senior management team and governing body of likely priorities for expenditure, and allocate resources made available with maximum efficiency to meet the objectives of the school and SEND policies, and to achieve value for money
  2. Deploy, or advise the Head of School on the deployment of, staff involved in working with pupils with SEN to ensure the most efficient use of teaching and other expertise
  3. Organise and co-ordinate the deployment of learning resources, including information and communications technology, and monitor their effectiveness
  4. Maintain existing resources and explore opportunities to develop or incorporate new resources from the wide range of sources inside and outside the school
 
Monitoring and Evaluating the Success of the Education Provided for Pupils with SEND
We are committed to the regular and systematic evaluation of the effectiveness of our work.
 
The school employs a series of methods to gather data for analysis including:
  • Regular observation of teaching by the Principal and other senior teachers and subject leaders
  • Analysis of the attainment and achievement of different groups of pupils with SEND against non-SEND pupils and against national benchmarks
  • Success rates in respect of IP targets
  • Scrutiny of teacher's planning and pupil's work
  • Regular monitoring by the Board of Trustees
  • Maintenance of assessment records that illustrate progress over time
  • Regular meetings between the SEN team
  • Weekly meetings between the Assistant SENCo and TAs
  • Feedback from reviews of IEPs and statement reviews
Reporting to Parents
Reports to parents take place through open dialogue. Written reports are sent home annually, and parents evening takes place twice each year. Where a child has a particular need in relation to SEN, dialogue takes place with parents more regularly and termly feedback is provided on their child's progress. Additional meetings are also available with the school SENDCo.
 
Equal Opportunities
At St Martin's Academy we believe that all children have equal access to the curriculum. We aim to provide suitable learning opportunities regardless of gender, ethnicity, religious beliefs or background. For more information please see Equal Opportunities policy.
 
Health and Safety
At St Martin's Academy we believe that our approach to the delivery of a child's learning should involve taking the necessary precautions to ensure that the children's and staff's safety is at the forefront of what we do. We have a detailed Health and Safety policy which supports this statement. For further information on health and safety please see our policy.
 
Policy written: April 2013
Policy Reviewed: September 2014
Date of next review: June 2015
 
 
 
 
Attachments:
Download this file (SEND Information Report.pdf)SEND Information Report.pdf[ ]259 kB
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