sen & inclusion policy st bede’s r c high school special educational needs and inclusion policy


SEN & INCLUSION POLICY
St Bede’s R C High School
SPECIAL EDUCATIONAL NEEDS
AND INCLUSION POLICY
A WHOLE - SCHOOL POLICY ON SPECIAL EDUCATIONAL NEEDS AND INCLUSION
PHILOSOPHY AND ETHOS
This document is a written statement of St Bede’s R C High School's
whole-school policy on SEN. It is not a standalone policy. It should
be read in conjunction with other school policies, such as the
Behaviour for Learning Policy, The Disability Discrimination Act 2005
which was superseded by the 2010 Equality Act, Department Policies,
Multi-cultural Education, Child Protection and Safe to Learn Policies.
Most information provided about children with SEN is protected under
the provision of the Data Provision Act.
Blackburn with Darwen Education Authority is committed to inclusive
education and has produced an action plan of its intentions. The
overall aim of inclusion for pupils with SEN into the mainstream
school to enable each child to be a part of the school society. If
there is to be genuine inclusion of children with a variety of SEN,
then this must be the concern of everyone in the school.
It will be made available to all staff, parents and governors.
AIMS OF THE LEARNING SUPPORT DEPARTMENT.
The aims of the department are summarised below:
*
To provide effective and appropriate support for all statemented
and identified pupils on the school’s register of pupils with SEN.
*
To develop staff awareness and understanding of pupils' individual
needs, thus leading to their acceptance of shared responsibility
for the education of all pupils.
*
Ensure that the Learning Support Department has a high status and
is valued by staff, parents and pupils.
*
To encourage the acknowledgement of all forms of achievement in an
attempt to raise the self-esteem of the pupils who have previously
experienced failure and disappointment.
*
To advise and assist staff in the preparation of differentiated
materials and approaches, which enable pupils to become
independent learners.
*
To work in with parents in partnership in the identification and
implementation of strategies for support of pupils with
difficulties.
*
To work in close liaison with external agencies to provide
appropriate and effective support for all pupils with Special
Educational Needs.
The Department constantly strives to achieve these aims through the
Departmental Development Plan, which is regularly evaluated and
amended to reflect current government, LA and School Policies.
Ethos
The Special Needs Policy has the Aims and Objectives of St Bede’s
Catholic High School central to its implementation. The Governing Body
supports the principles of:
The work of the school is the spiritual, moral, intellectual,
aesthetic and physical development of each pupil. It seeks to put
Christ at the centre of every activity, worship, learning and service
to others.
With regard to Learning Support we seek to:
*
Promote early identification and assessment of children with
Special Educational Needs
*
Provide suitable individual programmes to try to help pupils
overcome specific problems
*
Promote inclusion in all activities
The policy is linked to the whole school improvement plan, and targets
relating to Inclusion are reviewed annually.
The governors play an important role in ensuring that:
• They are fully involved in developing and monitoring the school’s
SEN policy;
• They are up-to-date and knowledgeable about the school’s SEN
provision, including
how funding, equipment and personnel resources are deployed;
• SEN provision is an integral part of the School Improvement Plan and
the school’s
self-evaluation process;
• The quality of SEN provision is continually monitored;
• The SEN policy is reported on in the school prospectus and
children’s progress is reported in the school profile.
ADMISSIONS POLICY
The school's admissions policy for pupils with special educational
needs is the same as for all pupils and is administered by the Local
Education Authority.
COMPLAINTS PROCEDURE
We hope that informal discussion with the Learning Support
Co-ordinator will resolve most issues of potential or actual concern.
Where, however, such concerns are not resolved, the Head Teacher and
other senior staff are readily available to discuss any matter with
parents.
We have a formal complaints procedure, which involves the school's
Governing Body and/or the Local Authority. Details of the procedure
and documents may be obtained from the school website at
www.stbedesblackburn.com
THE CURRICULUM
The Learning Support Department recognises that all children are
entitled to a broad, balanced and differentiated curriculum, relevant
and appropriate to their needs.
Access to all areas of the curriculum, for all pupils, will be sought
in the following ways :-
*
By implementing an agreed strategy for the identification,
diagnosis and monitoring of all pupils with SEN.
*
By implementing agreed strategies for supporting pupils with SEN
and ensuring that individual and group needs are met.
*
By ensuring that all children have access to all of the buildings
and facilities.
*
By careful expenditure of financial resources to allow access to
all areas of the curriculum for all pupils.
At Key Stage 4, where appropriate, some pupils may be offered an
alternative or personalised curriculum.
THE SEN CODE OF PRACTICE
St Bede’s makes note of the Code of Practice as appropriate.
Definition of Special Educational Needs
Children have special educational needs if they have a learning
difficulty which calls for
special educational provision to be made for them.
Children have a learning difficulty if they:
a Have significantly greater difficulty in learning than the majority
of children of the same age; or
b 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 area of the local education
authority.
STAGED INTERVENTION
During the current academic year there will be clarification of the
criteria which leads to pupils being placed on the school’s register
of special educational needs, the stages and how they are monitored
with the exception of IPRA/statements which will be maintained. Either
a statement of SEN or funding for an Individual Pupil Resource
Agreement may be issued by the Local Authority when a mainstream
school is unable to meet a child’s needs from its existing resources.
Pupils on IPRA and Statement are issued with an Individual Education
Plan (IEP) if their specific needs are different to their peers, and
outlines the provision required to meet those needs.
Each pupil on the register has their needs monitored, to assess the
effectiveness of the provision and to identify future needs.
The disability equality duty
----------------------------
In 2006, the “disability equality duty” came into force, as introduced
by the Disability Discrimination Act 2005. This puts a general duty on
public authorities – including schools and further and higher
education institutions – to promote disability equality. Regulations
published under the Act put a specific duty on public authorities to
prepare and publish a disability equality scheme which gives details
of how disability equality is being promoted. Schools must have regard
to the need to:
*
promote equality of opportunity between disabled and other people;
*
eliminate discrimination and harassment, promote positive
attitudes to disabled people;
*
encourage participation by disabled people in public life; and
*
take steps to meet disabled people’s needs, even if this requires
more favourable treatment.
Definition of the terms:
• ‘physical impairment’ includes sensory impairments;
• ‘mental impairment’ includes learning difficulties and an impairment
resulting from or consisting of a mental illness;
• ‘substantial’ means ‘more than minor or trivial’; and
• ‘long-term’ is defined as 12 months or more.
The definition includes a wide range of impairments, including hidden
impairments such as dyslexia, autism, speech and language impairments,
attention deficit hyperactivity disorder (ADHD). These are all likely
to amount to a disability, but only if the effect on the person’s
ability to carry out normal day-to-day activities is substantial and
long-term, as defined above.
The effect on normal day-to-day activities is on one or more of the
following:
• mobility;
• manual dexterity;
• physical co-ordination;
• continence;
• ability to lift, carry or otherwise move everyday objects;
• speech, hearing or eyesight;
• memory or ability to concentrate, learn or understand;
• perception of risk of physical danger.
IDENTIFICATION AND MONITORING OF PUPILS' SPECIAL EDUCATIONAL NEEDS.
This involves the identification and targeting of pupils with SEN and
the analysis of their difficulties. This process may involve the
following approaches:-
1.
Obtaining information from Feeder Primary Schools.
*
Transfer documents
*
Liaison with Primary school Head Teacher, Class Teacher, SENCO.
*
Meeting with parents.
*
National Curriculum Key Stage 2 Levels (SATs)
*
Information from National Literacy Strategy and National Numeracy
Strategy.
*
Attendance at Year 6 Reviews where necessary.
2.
Screening of Year 7 Pupils.
*
During the first half-term, Year 7 pupils in the lowest English
sets have tests for reading accuracy, reading comprehension and
spelling. In addition, we administer an on-line Lucid specific
learning difficulty assessment in the first term.
*
Pupils who have below average scores are further assessed by the
Learning Support Department.
*
The Mathematics Department place pupils in appropriate sets at the
beginning of the first term following an assessment.
3.
Screening Tests
*
NFER Group Reading Tests for Accuracy and Comprehension.
*
New MacMillan Reading Analysis.
*
Young's Parallel Spelling Test.
*
WRAT tests in spelling, reading and numeracy.
*
LUCID Rapid and LUCID Exact
*
Cognitive Ability Tests (CAT)
4.
Results obtained from the tests.
*
Reading Accuracy.
*
Reading Comprehension.
*
Spelling Age
*
Verbal Ability
*
Non-verbal Ability
*
Quantitative Ability
*
Reading speed
*
Speed of handwriting, speed of keyboard use and measure of
accuracy
5.
Teacher Observation
*
In-class observation by subject specialists to assess pupils'
difficulties in coping with the curriculum.
*
In-class observation by members of the Learning Support Department
to assess difficulties.
*
Referrals of pupils experiencing difficulties, to SENCO, by
Pastoral or Subject Teachers.
PUPILS WITH STATEMENTS OF SPECIAL EDUCATIONAL NEED OR IPRA FUNDING
Copies of Statements and IPRA documentation are kept in the pupil
files in the Learning Support Department. Information is available on
the school Intranet and updated regularly.
Pupils have their Statements/IPRAs reviewed at least annually.
INDIVIDUAL EDUCATION PLANS
The identification of pupils with special educational needs should be
followed by careful analysis of the strengths, weaknesses and needs of
each individual, so that a programme of learning can be planned and
implemented.
*
The nature of the child's learning difficulties.
*
Special educational provision - including staff involved and
specific programmes, activities, materials and equipment.
*
Help from parents.
*
Targets set, to be achieved in a given time.
*
Review arrangements and date.
The IEP should focus on three or four targets chosen from those
relating to the Key areas of communication, literacy, numeracy,
behaviour and social skills to match the pupil’s needs.
Copies of IEPs are distributed to Parents and Pupils. All Teaching
Staff and Teaching Assistants access IEPs and the SEN Register on the
Intranet. Copies are also kept in pupil files in the Learning Support
Department.
PROVISION OF SUPPORT FOR PUPILS WITH SPECIAL EDUCATIONAL NEEDS
The support provided should be as flexible as possible, in order to
meet the needs of the individual pupil.
Curriculum
*
All pupils are entitled to follow the National Curriculum.
*
Schemes of work should be designed so that they are accessible to
all abilities. All pupils should not be presented with identical
tasks. Work set should be differentiated according to ability.
*
Sufficient extension work should be set in order to stretch the
more able pupils.
*
All children should participate in target setting and evaluation
of their work.
*
If necessary, each skill area can be task analysed into smaller
"chunks" for pupils experiencing difficulties.
*
All teachers should be responsible for appropriate differentiation
of materials used in their lessons.
*
Other media, such as computers, audio and visual facilities should
be explored, wherever appropriate, to aid pupils.
Organisation
*
Organisation of teaching groups should be such as to maximise the
achievement of pupils.
*
The Learning Support Co-ordinator will organise a timetable of
support for pupils with SEN as appropriate.
*
The support provided will take a variety of forms - in-class,
group or individual withdrawal.
*
The Learning Support Co-ordinator, Support Teachers and Teaching
Assistants will liaise closely with subject teachers, to establish
the most effective methods of support for individuals and groups
of pupils with SEN.
*
External and ancillary support may be used, wherever appropriate,
eg specialist teachers for Hearing Impaired, Complex Learning
Difficulties etc.
Teacher Awareness
*
The Learning Support Co-ordinator informs staff about all pupils
identified as having SEN.
*
It is the responsibility of Heads of Departments and Heads of
College to establish a climate of support for SEN within their
groups - to confirm and share good practice and to refer pupils
who are experiencing difficulties in their subject to the Learning
Support Co-ordinator.
Cross-curricular and Pastoral Links
*
There are well established links between the School's Behaviour
for Learning Policy and the Learning Support Department. Pupils
with Social, Emotional and Behavioural Difficulties receive
support from the Learning Support Department.
*
The Learning Support Department and the English Department have an
active role in establishing the National Literacy Strategy across
the whole school curriculum.
*
The English Department runs a Catch Up Reading Scheme.
*
The Learning Support Department works closely with the Mathematics
Department to implement the National Numeracy Strategy.
*
The school's staff development programme is structured to
encourage flexibility in teaching approaches. Special needs issues
are an integral part of the programme.
The Literacy Programme
Pupils in Years 7, 8 and 9 with spelling and reading ages below 10
years can be withdrawn from one lesson a week for Literacy Catch-up
Programmes.
Courses for Key Stage 4 pupils
------------------------------
Pupils with SEN now have the opportunity of selecting some alternative
curriculum courses to GCSEs.
FINANCIAL RESOURCES
In order for there to be access to all areas of the curriculum for all
pupils, the allocated resources to support pupils with SEN must be
reflected in an adequate proportion of curriculum expenditure.
The non-statemented budget allocation to the school (by the LA) is
calculated on the basis of the results of the Cognitive Achievement
Tests, administered at the beginning of each academic year, to all
Year 7 pupils.
The Learning Support Department has a delegated budget each academic
year. All school departments are provided with sufficient funds to
allow a proportion of their budgets to be spent on pupils with SEN.
THE ROLE OF THE LEARNING SUPPORT CO-ORDINATOR
At St Bede’s R C High School, the role of the Learning Support
Co-ordinator is undertaken by the Assistant Headteacher
(SEN/Inclusion). This is a strategic role in helping the school to
develop quality provision for pupils with SEN across the curriculum.
This will be done by contributing to new initiatives undertaken by the
school. In addition, the Learning Support Co-ordinator is responsible
for maintaining and developing the work of the department's structures
and systems.
In order to achieve this, the Learning Support Co-ordinator will :-
*
Promote the importance of the role of the Learning Support
Department with all staff in school.
*
Ensure that all staff are confident in their ability to plan for
and meet the needs of pupils with SEN.
*
Actively become involved in the induction programme of new staff,
NQTs and pupils to ensure that they are familiar with SEN
procedures and are confident in their ability to meet the needs of
pupils with SEN.
*
Liaise with subject specialists, Pastoral Managers and Teaching
Assistants with regard to the identification, and assessment of
pupils with SEN and, where necessary, the development of IEPs.
*
Regularly review the progress of pupils on the register of special
needs.
*
Co-ordinate the work of Specialist SEN Teachers and the Lead
Teaching Assistants.
*
Co-ordinate curriculum support across the full range of ages,
attainment and subjects.
*
Efficiently manage the SEN Resource Base.
*
Support subject specialists in dealing with pupils with SEN.
*
Liaise with the Senior Management Team.
*
Provide information on pupils with SEN to all subject staff, Heads
of College and Pastoral Managers.
*
Liaise with Partner Primary Schools, and the Pastoral Manager for
Year 7.
*
Become involved with and, where appropriate, lead developments in
whole school initiatives.
*
Liaise with relevant external agencies.
*
Work in partnership with parents of pupils with SEN.
*
Contribute to the Statutory Assessment process for pupils with
substantial special needs.
*
Initiate and carry through annual statement and IPRA reviews.
*
Arrange Year 9 Transition Reviews and write Review Summaries and
Transition Plans.
*
Liaise with the examinations officer in applying for access
arrangements, where appropriate, in GCSEs and other external
examinations and tests. Arrange access arrangements for school
examinations.
LIAISON WITH PARENTS
====================
St Bede’s values the contribution that parents can make to the
education of their children. To this end, close links have been
established with the parents of pupils with SEN. All parents of the
new Year 7 intake are invited to a presentation by the Head Teacher
which includes SEN provision as part of the Key Stage 3 Transition
evening.
Parents are consulted at each stage of the identification, assessment
and monitoring of pupils. Every attempt is made to work with parents
in partnership, if their child is encountering difficulties and to
work with parents in joint support of their child’s needs.
REVIEWS
-------
Parents are invited to annual reviews of pupils. It is sometimes
necessary to hold more than one review a year. Parents are consulted,
where necessary at each stage of the monitoring and assessment of
pupils. Parents are encouraged to contact the Learning Support
Co-ordinator if they have any concerns about their child’s progress.
Reviews are undertaken following the guidelines in the Code of
Practice.
LIAISON WITH EXTERNAL AGENCIES
------------------------------
The Learning Support Department is committed to a multi-disciplinary
approach to meeting the needs of pupils. As a result, close links are
established between St Bede’s R C High and local services for SEN.
There is a regular exchange of expertise and facilities. As Senior
Designated Person for Child Protection, the Assistant Headteacher for
SEN/Inclusion works closely with the First Response and Early
Intervention Team as part of Children’s Integrated Services.
ACCESS TO SCHOOL BUILDINGS AND FACILITIES
=========================================
Access to the school buildings and facilities is available, however,
under the current building programme fully accessible provision is
being made to promote independent access to all areas of the school.
Disabled toilets are situated in both buildings. School works within
Blackburn with Darwen’s Disability Policy guidelines.
Individual pupil’s medication is kept in a locked cupboard in the
school office. The administration of medication is undertaken by
nominated staff, after consultation with parents regarding suitable
times for collection. Date, dosage, medication and signature of
supervising adult is recorded in accordance with government
guidelines.
Learning Support Staff attend INSET, conferences and courses to
regularly update their knowledge and expertise in SEN procedures, and
the teaching and supporting of pupils with SEN.
EVALUATION: THE EFFECTIVENESS OF ST BEDE’S R C HIGH’S SEN POLICY
================================================================
The school’s SEN policy shall be reviewed annually, in order to:-
*
Consider its effectiveness on behalf of the children with SEN.
*
To make any necessary changes in the policy.
*
To enable the school’s Governing Body to include such information
as part of their annual report.
The evaluation process should take account of the effectiveness of the
school’s SEN systems in the following areas:-
1.
All pupils’ SEN are identified at the earliest possible time.
2.
The needs of pupils with SEN are accurately identified, through
use of appropriate methods of assessment, including: Standardised
tests, Transfer documents, National Curriculum levels, CAT Scores
and progress made in relation to their peers.
3.
That adequate provision is made for pupils with SEN in the
following ways:
*
Access for all to the National Curriculum Programmes of study.
*
Access to the support and resources of the school’s Learning
Support Department.
*
Appropriate and flexible support is provided for pupils with SEN.
*
Good Parent/School links are established in the Learning Support
Department.
4.
The progress of pupils with SEN will be closely monitored in the
following ways:
*
Through use of standardised tests to measure improvement in
Literacy and numeracy skills in relation to their baseline
ability.
*
Use of National Curriculum levels.
*
Achievement of performance targets on the IEPs of pupils with SEN
– as outlined in reviews.
*
Access to National Curriculum programmes of study.
*
Monitoring by subject teachers.
*
Consultation with parents.
*
Success in internal/external examinations and tests- in relation
to the pupils’ baseline cognitive abilities.
*
When necessary, refer pupil to the school’s employed Chartered
Educational Psychologist
5.
That clear and complete records are maintained for each pupil with
SEN, in the following ways:
*
All subject teachers, having identified pupils with SEN in their
groups, keep records of the strategies employed to meet their
needs and the progress made by them.
*
The Learning Support Department keeps a register and full records
of all Statemented and non-statemented pupils with SEN, including
pupil’s IEPs and records of reviews.
*
The SEN Register and IEPs are updated and are accessed on SIMS and
the confidential Intranet.
6.
Close liaison is maintained with external agencies and services.
Records are kept of liaison between agencies.
INFORMATION FOR PARENTS
The Warnock Report (1978) “Special Educational Needs.” HMSO
The Education Act 1981 (HMSO)
J.Dean (1989) “Special Needs in the Secondary School – A Whole–school
approach.”
National Curriculum Council (1991) Curriculum Guidance No.2 “A
curriculum for All.”
The Education Act 1993 (HMSO)
The Special Educational needs Code of Practice. (1994)
“Excellence for All” (1997) DfEE
“Meeting Special Educational – A Programme of action.” (1998) DfEE
Special Educational Needs and Disability Act (SENDA) (2001) DFES
The New SEN Code of Practice (2002) DFES
Implementing the Disability Discrimination Act in schools and early
years settings
DfES Publications Nottingham 2006 ref 0160-2006DOC-EN
The main laws relating to disability discrimination and to special
educational needs in education are:
*
Equality Act 2006 and 2010
*
Disability Discrimination Act 2005
*
Disability Discrimination (Public Authorities) (Statutory Duties)
Regulations 2005,
*
Special Educational Needs and Disability Act 2001
*
Education Act 1996
*
Disability Discrimination Act 1995
Page 15 of 15
Review Sept 2015. A Ormisher

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