Special Educational Needs Policy
The Code of Practice (2014) contains principles, procedures and practices laid down by the Government, as guidance to all Local Authorities (LAs) on their responsibilities towards children with Special Educational Needs (SEN). This guidance forms the basis of this policy.
Queen Victoria Primary School believes in fostering an atmosphere in which all individuals are valued. The school recognises that all children, including those with a special educational need, are entitled to a broad and balanced curriculum, which also allows for the development of key skills and creativity. The school is aware that a child may experience a learning difficulty regardless of age, ability or attainment and that this might vary with time, and must be reflected in the level of provision, which they receive.
Queen Victoria Primary School aims to develop close links with parents and carers, working in partnership to further the child’s academic and personal progress. The school also holds that the child’s own views are important and should be taken into account whenever possible.
The school recognises that the responsibility for identifying and supporting pupils with special needs rests mainly with the class teacher supported by the Inclusion Manager and Senior Leadership Team, and with the outside help of the Learning Support Specialist Teacher (LSS), Education Psychologist (EP) and other professionals relating to the needs of the child, as appropriate. The school also recognises that early identification in SEN is vital.
Once a child has been identified as having a special need, the school follows procedures based upon the `Graduated Response’ laid out in the Code of Practice (2014). Parents are consulted when their child joins is experiencing ongoing difficulties that are not being addressed through quality teaching and short term interventions at school. This should precede provision being commenced so that parents feel fully involved.
Areas of Special Needs
We perceive that a child has a special need if he or she has a learning difficulty which calls for special educational provision to be made for him or her. A child has a learning difficulty if he/she:
- makes little or no progress even when teaching approaches are targeted, particularly in the child’s identified area of weakness
- shows signs of difficulty in developing literacy or mathematics skills which result in poor attainment in some curriculum areas
- presents persistent emotional or behavioural difficulties which are not ameliorated by behaviour management techniques usually employed in the school
- has sensory or physical problems, and continues to make little or no progress despite the provision of specialist equipment
- has communication and/or interaction difficulties, and continues to make little or no progress despite the provision of a differentiated curriculum
When a teacher finds that a child is not responding as expected or is having increasing difficulties in learning, or behaviour, the teacher will seek advice from the Inclusion Manager and try suggested alternative strategies in the classroom to resolve the problem.
The teacher will discuss with the Inclusion Manager the strategies that have already been tried. Together they will judge the progress that should have been made by the child. They may decide that something over and above which is normally available, will need to be provided for the child. They will speak to the child’s parents at this point to find out if they can help in identifying the reasons, or change in learning patterns or behaviour, and how they can support the school in helping their child. If the teachers and parents agree that interventions that are additional to, or different from the school’s differentiated curriculum, then the child will be placed and monitored at SENs.
At `SENs’ the targets are more specific; the appropriate outside agencies are involved, with the agreement of parents, and the provision will be personalised to the individual. The school aims to provide levels of provision, which are at least in line with the guidelines suggested by the Dudley LA. It is the responsibility of the Inclusion Manager, the class teacher and support staff, to carry out interventions set down in the Learning passport. They should, for most part, be carried out within the classroom; however this may include some individual/group work outside of it.
Reviews will be half termly, during Parents’ evenings; parents of children with SENs are also invited into weekly coffee mornings with The Inclusion team to discuss interventions and progress and children with ‘statements or EHCPs’ are reviewed annually in line with the code of practice.
School Request for EHC Plan
When the school makes a request for EHCP to the LA, the child will need to have demonstrated significant cause for concern. The school follows the procedure set out in the SEN Code of Practice (2014) supported by the Educational Psychologist and other relevant agencies. The LA considers the need for a statutory assessment of EHCP and, if appropriate, makes an assessment taking into account the views of all the agencies involved. Parents are also able to request a statutory assessment of EHCP for their child. If the request is successful, the LA will produce an EHCP in conjunction with other professionals.
Statement of Special Educational Needs
If a statutory assessment results in a child having an EHCP, special provision within the school will be defined. There will be an annual statement review chaired by the Inclusion Manager. Parents/Carers, involved agencies, class teacher, support staff and the child, if appropriate, are invited to attend. (For procedures in conducting reviews, see SEN Code or Practice 2014).
Area of Concern
The Inclusion Manager will collect information from:
- Pupil Progress Meetings
- Class teacher
- Any professional working with the child in health or social services. (With parent’s agreement)
- Quality first teaching
- Group support from class teacher or T.A
- Possible staff development or training in alternative strategies
- Staff to meet to plan interventions and/or monitor progress
Updating the Learning Passport is the responsibility of the class teacher, or set teacher where applicable, with the teacher specifying targets to meet the child’s needs.
If the child continues to make little or no progress in learning, or in behaviour, external agencies will become involved. The child is then placed at SENs.
Roles and Responsibilities
Provision for pupils with SEND is a matter for the school as a whole, with responsibilities lying as follows:
(a) The Governing Body should, in co-operation with the Head teacher, determine the school’s general policy and approach to provision for children with SEND, establish the appropriate staffing and funding arrangements and maintain a general oversight of the school’s work. The Governing Body may appoint a committee or named governor to take a particular interest in and closely monitor the school’s work on behalf of children with SEND.
(b) The Head Teacher has responsibility for the day-to-day management of all aspects of the school’s work, including provision for children with SEND. The Head teacher will keep the Governing Body informed and will work closely with the SEN Co-ordinator/Inclusion Manager.
(c) The SEN Co-ordinator/Inclusion Manager is the ‘responsible person’ in receipt of information from the LA regarding the special needs of pupils within the school. She will keep the Head teacher and Governing Body fully informed about all aspects of Special Needs.
(d) The SEN Co-ordinator/Inclusion Manager has responsibility in maintaining the day-to-day running of the SEND Department.
Duties are as follows:
- To liaise with, and offer advice, to class teachers. This may involve assessment and observation as well as discussions
- Co-ordinating provision for children with SEND
- Keeping the SEND profile up to date and ensuring that records of all registered pupils are maintained. These will be stored both electronically and as a hard copy
- Liaising with parents of children registered at SENs and beyond.
- Contributing to in-service training of staff.
- Liaising with external agencies.
- Delivering additional support to ‘SENs and EHCP’ children.
- Managing reviews and recording outcomes.
(e) The class Teacher has responsibility for identifying children with potential special needs and for registering their names with the Inclusion Manager.
Once the decision has been made to place children on the SENs profile, the teacher provides for the children, for example by exploring ways in which increased differentiation might better meet the children’s needs. The class teacher monitors children’s progress and consults the Inclusion Manger when reviewing progress. At `cause for concern the class teacher liaises closely with the Inclusion Manger when devising Learning Passports but remains responsible for working with the children in the classroom, with support from the Inclusion Manager. If a child is registered on as `SENs’, the class teacher will work closely with the Inclusion Manager and external specialist services that may provide additional support.
(f) Class teacher is responsible for removing barriers to learning; by supporting all identified children including those who may have emotional or behavioural difficulties. This resource is available for all children irrespective of whether they have a special need or not.
However, for children with a range of needs, it may be more appropriate to look to the type of provision when initiating the Graduated Response. Additionally a mentor type approach could enable a child with a special need to overcome behavioural /emotional problems.
(g) Following whole school assessment procedures, interventions which are responsible for enabling children who are identified as requiring additional support, are viewed strategically as part of the additional resources for learning within the school. Although, not specifically designed for children with SEND, some individuals on the SEND profile may also be applicable for this provision.
(h) Children are encouraged to contribute to their Learning Passport. They are expected to know and understand their goals and to work constructively towards them.
Queen Victoria Primary School Offer For Children with Special Educational Needs And Disability(SEND).
Provisions and Polices In Line with the SEND Code of Practice Regulations 2014.
At Queen Victoria we believe an inclusive approach is paramount to the success of all.
All children with SEND will be inclusively educated at their individual level of need.
This may include children with:
- Leaning difficulties or disabilities
- Medical needs
- Physical difficulties or disabilities
- Children with Autistic Spectrum Disorders
- Children with Sensory Impairments
- Children with Social or Emotional difficulties such as ADHD
- Children affected by Trauma or Attachments disorders
Comprehensive policies and procedures are in place to support and protect children in school. These can be found either on the school web site, or by requesting a hard copy from reception in the school ofice. All polices are available to parents and carers by request.
These policies include
- SEND policy
- Pupil Premium
- Medical Care Needs
- Moving and Handling
- Anti-Bullying Policy
- Compliments and Complaints Procedures
Arrangements For Supporting Children And Young People In Moving Between
Phases Of Education And In Preparing For Adulthood.
At Queen Victoria we have an extensive transition programme in place to ensure all children are supported as they move through the school. Much emphasis is placed on supporting children with additional needs; the children’s profile is raised in a very positive way at Queen Victoria. Importance is placed on all teachers liaising and sharing all information pertaining to your child, their needs, likes and dislikes to aid the smooth transition into a new class or phase. All written information is shared with all relevant staff. Children with specific difficulties for example Autism access a more comprehensive and extensive programme will be offered. This may include additional time with the class teacher or in the classroom to suit their particular need, a ‘Social Story’ tailored to the area of difficulty the child may be experiencing. This may be provided to also allow parents to support this transition process effectively at home, to minimise any anxieties.
For children moving to secondary school or transferring to a different primary school. Mrs Brettle arranges a meeting with the receiving school. During this meeting all relevant information will be passed on. This will also include written records, data, progress, targets, and outcomes and suggested next steps. Key information such as friendship groups, strengths and areas for development, social skills etc will also be discussed.
Our Approach To Teaching Children With SEND.
An inclusive approach ensures all children have access to a broad and balanced curriculum at Queen Victoria. All work will be differentiated to suit the needs of all of our learners. The Inclusion Team are available to all staff to offer support, advice and specialist equipment where needed throughout the day. The Inclusion Team conduct observations of the children and liaise with other staff. This is to assess the best possible strategies to support the children with their learning and developmental needs.
Staff in school and the Inclusion Team benefit from a ‘Continued Professional Development’ programme; this is to ensure their skills are current, practical and meets the needs of the children at Queen Victoria. This effective programme also encourages growth and expertise of the staff and ensures they feel valued and supported by the school. It also ensures that children with SEND and their parents receive the best possible support to enable children to reach their targets.
Any suitable adaptations will be made and differentiated for. Advice from outside agencies will be sought to ensure we are in line with the Disability Discrimination Act 2010. Additional information available at www.gov.uk/definition-of-disability-under-equality–act–2010.
Queen Victoria is a Grade II listed building, therefore it must be stipulated that we are governed by restrictions to building work in place by the English Heritage. Organisational information available at www.english-heritage.org.uk/caring/listing/listed–buildings.
In the event of a child requiring wheelchair support, all necessary adaptations would be made. For example it may require the usual classroom layout being adapted, or if the classroom is usually on the first floor, it may be necessary to move to the ground floor or ensure the lift is fully operational at all times, to adhere to health and safety regulations.
Evaluating The Effectiveness Of The Provision Made For Children With SEND.
All children including those with SEND are monitored carefully by all teaching staff. All staff at school are encouraged to discuss children who are not making inline progress at the earliest opportunity. This can also be discussed during half termly pupil progress meetings. The Senior Leadership Team also perform stringent moderation of children’s work, including children with SEND.
Mrs Brettle carefully uses the data and knowledge about the children with SEND to track their progress. The children’s progress is carefully monitored and evaluated using information from school staff, parents, the Inclusion Team, children and any external agency involvement. This is to ensure that any interventions are having a positive effect on outcomes. If it is found that the intervention is not making a positive contribution to the children’s learning, the provision is re-evaluated and a different intervention will be put in place.
Improving the Emotional and Social development of SEND Children.
Pastoral support is crucial to all children having a sense of worth and feeling they belong and contribute to school life. The school has invested in providing all staff with additional training to support the pastoral needs of children; this includes the Seal programme, Drawing For Talking, Massage In Schools, Include Me Too, Rights Respecting School, Blooms Taxonomy, Philosophy for Children etc.
Children are encouraged to discuss any worries and concerns with a member of staff whom they trust. At Queen Victoria we have an Inclusion /Nurture Room staffed by Mrs Brettle, SLT and the Inclusion Team; this provides a facility for children to discreetly discuss any concerns relating to difficulties such as; bullying or disputes with peers, concerns relating to learning or personal issues, concerns for problems that may be outside of school. Mrs Brettle will ensure all concerns are logged, any referrals are made and that follow up care is provided. Any allegations of bullying will be dealt with immediately and reported to the relevant people. If it is established that additional support is needed this is done in the first instance, which ensures the emotional and social development of the child is nurtured efficiently and effectively.
Key People For SEND And Inclusive Practice At Queen Victoria.
- Mrs W Rawlinson – Head Teacher
- Mrs K Walker – Deputy Head
- Mrs Brettle – Social Inclusion Manager
- Mrs D Davies – Specialist HLTA
- Mrs S Farmer – Family Support Liaison
- Miss J Higginson, Mrs H Masson, Mrs D Lambe
- Teachers and TA’s.
- Senior Leadership Team
- Mr Tim Gallagher – Chair of Governors
- Mrs Alison Checketts – Governor responsible for SEND
Identifying That Your Child Has Additional Needs.
Class teachers and staff will raise a concern if they are worried about some aspect of your child’s progress and learning. They will do this via a referral to the Inclusion team. At this point Mrs Brettle will conduct several observations, liaise with the staff, trawl through children’s work and consider the data relating to academic progress. This information along with specialist knowledge and experience will direct her and the Inclusion team to the appropriate next steps.
You And Your Child’s Involvement
Once a decision is made that your child requires some additional external support, you will be contacted either by telephone or preferably a face to face meeting is arranged where possible. All information regarding our concerns will be discussed with you sensitively taking into account any cultural or additional needs. This is an information gathering and sharing opportunity, where the member of staff (usually Mrs Brettle) will liaise with you to collate as much information as possible; this is to ensure that the correct referral is made. You hold the most valuable information regarding your child; therefore your support is vital to your child receiving the correct help and support to aid their success. You will be consulted throughout this process.
Where appropriate, depending on their age and ability, your child will be involved in this process and will also be involved in all meetings; this is to ensure their needs and wishes are taken into account regarding their educational, medical, physical or emotional needs.
After this process a referral to a specialist external agency may be made. This could be one of many agencies such as:
- Learning Support Service
- Educational Psychology
- Occupational Therapy
- Social Care
- Physical Inclusion and Medical team
- School Health
However, not all referrals warrant outside support. The Inclusion Team are highly experienced and trained to deliver extensive targeted and individualised programmes. Almost always, in the first instance, early school interventions are put into place. This is because there are often lengthy waiting times for specialist services outside of school therefore valuable time could be lost.
At Queen Victoria we believe that early intervention is paramount to our children’s success.
Parents and carers will be fully involved in the assessment process of children with SEND, reviewing and evaluation of any interventions in place at school.
To ensure you feel fully included and involved the Inclusion Team hold frequent meetings with parents/carers of children with additional needs. These are done two ways
- Informally during coffee mornings every Wednesday between 9/10am, where there is an opportunity to network and build relationships with the staff and other parents of children with additional needs. You will also be invited to a session to work alongside your child while they are having a specialist or bespoke programme delivered to them, by a member of the Inclusion Team.
- Formally to review your child’s progress, targets and next steps, including how you can support them at home.
This does not exclude your usual appointments with their class teacher at regular scheduled parents’ evenings; it is extremely important that you attend when possible, as the majority of teaching takes place in class with their class teacher.
Engagement In Activities; SEND vs Non SEND.
There is no discrimination at Queen Victoria regarding engagement in activities that are available to all of the children. All children regardless of ability are given the same opportunity to engage in any activities within the school day or extra-curricular activities. If a child with SEND requires additional support to access these activities, suitable adaptations and differentiation will be provided to them to allow full participation. All SEND children are encouraged to apply equally for roles of responsibilities within school these include school council, prefects, first aiders, play leaders, letter monitors, Head boy/Girl, Captains, Learning Ambassadors .
External Agency Involvement.
We operate on the basis that we welcome and value all external support from other agencies. Often to support our children with SEND, there are several agencies providing this valuable support. Agencies that work closely with school are listed above. Any advice, strategies and support provided by them is written into the child’s educational provision. Agencies such as Learning Support, Occupational Therapy, Physiotherapy and Parent Partnership, etc. are invited to attend review meetings to offer a holistic approach to the children’s education and needs while at Queen Victoria.
These agencies also provide training and support for staff. The parents/carers are encouraged to seek support from independent agencies such as Parent Partnership to advocate for them if this is suitable. Their details can be found at this website. www.dudley.gov.uk/resident/learning-school/parental-support/dudleysendiass/information-leaflets/. Leaflets are also available via the main school office.
Mrs Brettle works extremely closely with all outside agencies, in particular Health and Social Care. She also works closely with the school governor to ensure that they are up to date with all legislation and relevant procedures and practices in school. The school health advisor provides a monthly drop in clinic at school for children and families.
Compliments and Complaints.
We aim to provide the best quality provision and education for all children. We welcome your compliments and value any suggestions you may have to help us to continue to improve and develop our provisions. We encourage you to tell us what you like and put it in writing. This enables us to follow up any suggestions and it provides us with a paper trail, which is important for our growth.
Sometimes you may have a complaint, if this is the case, we strongly urge you to air this as soon as the issue arises, in the first instance with either Mrs Brettle or Mrs Walker. This will allow us to investigate your concern immediately and hopefully resolve the issue and find a solution that you are happy with.
If this fails your next step would be to speak to Mrs Rawlinson the Head Teacher, she will then takes steps to investigate and rectify your concerns. If you are still unhappy with the outcome, you could inform the Chair of Governors, Mr Tim Gallagher. This should be done in writing via the school. Mr Tim Gallagher will then conduct his own investigation.
Hopefully all will be resolved, however if you are still unhappy you should lodge a complaint with Dudley Local Authority. Complaints procedures forms can be found in the main reception in school or it can be done via the council web page.
If you require any additional information regarding the provision and support for children with SEND at Queen Victoria, please contact Mrs Brettle via the school office she will be happy to discuss any concerns with you.
Management of human resources
To assist with the provision for children recognised as having SEND, our school has a designated Special Educational Needs Co-ordinator and an Inclusion Manager they are responsible for the day-to-day operation of the SEND policy, which includes the following:
- Liaising with, and advising colleagues
- Co-ordinating provision for children with SEND
- Maintaining the school’s SEND profile and associated records/ and reports.
- Liaising with parents/carers.
- Contributing to the in-service training of staff
- Liaising with external agencies
- Coordinating the withdrawal of some children for small group and individual teaching
- Coordinate the Inclusion team and support staff
- Working with class teachers, and support staff, to monitor the progress of all SEND children,
- particularly those at `SENs or EHCP’.
- To be informed about up to date Government and LA initiatives, and disseminating this to staff
- Attend SENco forum and networking meetings as provided by the LA
Allocation of Material Resources
The SEND resources are based within the Nurture room and may be borrowed by any member of staff who requires them. The resources are available for the use of all children. However, priority is given to pupils with SEND. The Inclusion Manager/team is in charge of monitoring the borrowing or resources in this way.
Welcome to Dudley’s Local Offer
What is the Local Offer?
The Local Offer aims to provide information about all the services and support available for children and young people with Special Educational Needs or Disability (SEND) with or without an education, health and care plan (EHCP) from birth to 25.
The Local Offer will develop and improve over time as our engagement parents, carers, children and young people, education, health and social care professionals and others widens.
Please click on the link below for more information.