SEN Policy

Principles

At West Bridgford School, we are fully committed to the provision of equal educational opportunity for all pupils. We believe that provision for pupils with special educational needs is a whole school responsibility requiring a whole school response, involving all teaching and non-teaching staff. 

We believe that all our pupils should be valued equally, treated with respect and be given equal opportunities. Our policy reflects the elements of the 1996 Education Act related to children with special educational needs and the Code of Practice 2001. 

We fully support: 

·         The Government’s policy of inclusion and “Excellence for all”

·         The 2001 Special Educational Needs and Disability Act (SENDA)

·         The Special Educational Needs Code of Practice 2001

·         The Disability Rights Commission (DRC) Code of Practice 2002

·         Disability Equality Duty (2006)

·         Nottinghamshire’s Special Educational Needs and Inclusion Strategy –April 2003 

Special Educational Needs may be experienced in the following areas: 

·         Cognition and Learning

·         Emotional/ Behavioural /Social

·         Physical / Sensory

·         Health/ Medical 

We recognise that there is a continuum of individual need that will be met using a graduated approach. A coordinated approach ensures that pupils are supported via a comprehensive network. 

Aims

·         To provide a secure environment, in which pupils with special educational needs are enabled to achieve their potential

·         To foster maximum independence in educational, social and emotional terms and to promote lifelong learning for pupils with special educational needs

·         To prepare all young people with special educational needs to contribute to society as responsible citizens

·         To ensure that the individual needs of all our pupils are recognised and addressed and that the pupils themselves are involved in all stages of the process

·         To ensure that pupils with special educational needs will have access to a broad and balanced curriculum, including the National Curriculum; and that they can take part in all school activities

·         To ensure a whole school approach which provides a coordinated and cohesive response to pupil’s individual needs

·         To build positive partnerships with parents / carers in planning provision for pupils

·         To ensure effective liaison with, and efficient use of, outside agencies. 

Facilities and Access

The school buildings have been specifically adapted for staff, pupils and visitors with a physical disability and /or a visual impairment. There are 3 accessible toilets: one in the main building, one in the Food + Textiles Technology Block and one in the World Studies Block. There is wheelchair access to all main entrances and most of the doors. The Art department has an accessible lift. Stairs, steps and bollards are highlighted in blue paint to assist access. There are rise and fall tables available in Science, Art, Food and in one of the common rooms. 

The school has a well-equipped Learning Centre, designed for the support of pupils who have additional needs. The Learning Centre is available for small group work or individual work, in consultation with the pupil, parents/carers and subject teachers. The Learning Centre is equipped with computers, audio-visual aids and a large range of resources to meet the learning needs of pupils. It is open after school for pupils’ use and a member of staff is available to support pupils with literacy, numeracy, keyboard skills, homework and class work.

Admission arrangements

No pupil is refused admission on the grounds of physical, sensory or learning disability. Admission procedures for pupils in year 7 include: 

·                Close liaison with the West Bridgford Family of schools and schools requesting places for pupils from outside the local area.

·                A Learning Support Transition programme, which is integral to the whole school transition process.

·                Learning Support staff who work closely with the year 7 pastoral team prior to, and following, transition.

·                The Director of Learning for Inclusion who maintains regular liaison with outside agencies and other involved personnel to ensure successful transition.

·                Extra visits or meetings for parents/carers of pupils with a high level of needs at School Action Plus or those with a Statement 

Pupils with special educational needs admitted to the school, at times other than year 7 transitions, are carefully assessed as soon as possible following their admission, to ensure their needs are met. 

Allocation of Resources

The school offers a range of facilities to pupils with special educational needs to ensure access to a broad and balanced curriculum including the National Curriculum, and hence full integration into school life. Pupil’s needs are prioritised and available resources allocated accordingly. Resources are used flexibly since pupil’s needs are continually changing. This may include: 

Pupil Participation

We believe that children who are capable of forming views have a right to receive and express their opinions; and to have that opinion taken into account. Whenever possible pupil’s opinions and views will be sought. They will be encouraged to be involved in setting their learning targets and in evaluating their own progress. Their views will be taken into account when planning support. Pupils are consulted and actively involved with all aspects of their support. Wherever possible, pupils will be encouraged to attend their review meetings. 

Working in Partnership with Parents/Carers

We believe that children do best when staff and parents work together. Parents have a unique knowledge of their child and we encourage sharing of this knowledge with school staff. Information for parents/carers about support agencies, including the Parent Partnership project is available from the school. Parents/carers are consulted whenever concerns about their child’s learning arise. 

Parental contributions are always valued and opportunities for parents to discuss concerns are offered via Consultation Afternoons, reports and review meetings. Individual Education Plans and Pastoral Support Plans are always drawn up in consultation with pupils, parents/carers and other personnel, then circulated, monitored and reviewed accordingly.

Inclusion strategies

Pupils with special educational needs will be fully included in all aspects of school provision. Where barriers to learning are perceived, we will look at alternative ways to ensure inclusion. If necessary we will seek specialist advice. We aim to meet individual needs by planning curriculum appropriately. We use a range of teaching and learning styles and equipment to ensure all pupils are able to access activities. When special events or visits are planned, needs will be considered and arrangements made for pupils to be included. Risk assessments will always be carried out. An Inclusion working group meets termly with the Inclusion Support Service to review and develop the school’s inclusive practice. The findings from the Index to Inclusion completed in 2002, has been the basis for further development work.