Special Educational Needs Policy

Principles 

At the 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 associate 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’ including the “Every Child Matters “ agenda

·         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

·         The Disability Equality Duty from the Disability Discrimination Act 2005

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

We recognise that Special Educational Needs (SEN) may be experienced in the following areas:

·         Cognition and Learning (C+L)

·         Social, Emotional and Behavioural (SEBD)

·         Physical and Sensory (P+S)

·         Communication and Interaction (C+I) 

We recognise that there is a continuum of individual need that will be met using a graduated approach. A coordinated approach ensures that pupils’ needs are met via a comprehensive network of support systems within the school, and within the wider community.

(For a complete definition of Special Educational Needs and Disability –see Appendix 1) 

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. 

Roles and Responsibilities 

The Governing Body and the Head Teacher have overall responsibility for the policy and must:

·         Ensure that special educational needs is in an integral part of School Improvement Plan

·         Ensure the policy is put into practice and is monitored

The Director of Learning for Inclusion (DOLI) incorporates the role of Special Educational Needs Coordinator (SENCO) and : 

·         Has responsibility for day to day operation of the policy

·         Has responsibility for the management and deployment of the Learning Support Team

·         Is supported by the Assistant Head line manager 

The Directors of Learning (DOLs)

·         Have responsibility for managing and supporting pupils with emotional and behavioural needs

·         Are supported by the Assistant Head line manager 

The Heads of Department (HODs)

·         Have a responsibility to ensure delivery of an appropriate curriculum by all departmental staff, which meets the needs of pupils

·         Are supported by the Inclusion Team 

The Inclusion Team

·         Have a responsibility for ensuring the individual needs of pupils are known to staff and for providing support and advice on how best to meet those needs

·         Are supported by the DOLI, HODs and DOLs 

The Subject Teachers (including student teachers and supply teachers)

·         Have a responsibility for delivery of a differentiated curriculum and for requesting support and advice about the needs of the pupils they teach

·         Are supported by the HODs and the Inclusion Team 

The Ancillary Staff (including midday supervisors, caretakers, technicians, office staff etc)

·         Have a responsibility for following school policy and practice

·         For requesting information about pupils where a concern arises

·         Are supported by the Senior Management Team 

The Pupils

·         Have a responsibility for taking an active part in their own learning and progress, and as far as possible, making their needs known to staff 

The Parents /Carers

·         Have responsibility for supporting their child with any agreed targets

·         Maintaining contact with, and informing school staff of any changes to their child’s needs 

 

THE MANAGEMENT OF THE INCLUSION TEAM AT WEST BRIDGFORD SCHOOL

The Inclusion Team 2009-10  

Miss E.Hampson, Assistant headteacher, has overall responsibility for Inclusion within the school.

This is directly managed by Directors of Learning, supported by Pastoral Assistants and other Support staff:

Ms. H. Madden            Director of Learning for Inclusion (DOLI)

Mrs J. Burrows            Director of Learning for Transition and Key Stage 3(year 7, 8 and 9)

Mrs A. Clarke              Pastoral Assistant for Transition

Miss J. Harding           Pastoral Assistant for Year 8

Mrs P. Goad                Director of Learning for Key Stage 4 (Year 10 And 11)

Mr R Patterson            Pastoral Assistant for Year 10

Mrs A. Bond                Pastoral Assistant for Year 11

Mr Phil Winstanley      Director of Learning for year 12 + 13 

Currently a combination of school and LEA funding supports the employment of 10 further full time inclusion support staff.

Other Support staff include:

·         Mrs C. Smith,  Mrs K.Glew, Mr A.Kealey, Mrs K. Zinn, Mrs Y.Powles,  Mrs A. Morley,

      Mr M. Aishford  and Miss N.Jemmett - supporting in departments and in classroom

·         Miss  L. Lambert – Learning Centre Manager

·         Mrs S. Fletcher- Whitmarsh – Assistant to the DOLI 

Facilities and Access 

The Learning Centre

This is situated adjacent to the Library, in the heart of the school, and the facilities provide a means to meet the needs of pupils, who may have any number, or combination of challenges to their learning. It is an integral part of our whole school inclusion policy. The Learning Centre has an ethos that promotes positive attitudes to learning; and accepts each pupil as a unique individual, capable of change. The Learning Centre supports the process of identifying barriers to learning and focuses on empowering pupils with the skills and strategies to learn and achieve their potential. This will raise their self-worth and motivation, in a caring and positive atmosphere, in line with “Every Child Matters”. 

The Learning Centre provides short term, time-limited, focussed support programmes but it is recognised that in some circumstances longer term support and intervention will be required. Pupils in the Learning Centre will work to negotiated targets agreed between the Directors of Learning, the Learning Centre Manager, their parents/carers and the pupils themselves. This will be formally recorded and these targets will be reviewed regularly. All progress will be recorded so that success, however small, will be celebrated. There will be regular, sometimes daily contact with parent/carer and with other involved staff.

The work of the Learning Centre is specifically designed to reintegrate pupils back into mainstream classes as quickly as possible. However, this is a planned and phased intervention and understood by staff, parents/carers and pupils from the start.

Pupils will feel able to return to the centre for further support or as a drop-in facility, if they need on-going support.

The Learning Centre will work closely with outside agencies and other support services, in and out of school to ensure a co-ordinated approach appropriate to meeting the needs of each pupil.

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. 

The School Buildings

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, theatre and sports hall have access to different floor levels via a lift.

Stairs, steps and bollards are highlighted in yellow paint to assist access.

There are rise and fall tables available in Science, Art, Food and in one of the common rooms.

Improved facilities have been introduced to support access for deaf pupils. This has included modified classrooms with carpets, blinds and lowered ceilings to improve acoustics.

Transition from KS2 to KS3

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 Transition programme co-ordinated by the Directors of Learning , which is integral to the whole school transition process.

·                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 

In the summer term there is a “New Intake Evening” where prospective pupils meet their tutor. Prospective pupils with special educational needs, together with their parents / carers, are also invited to talk to Inclusion staff and the Directors of Learning about the Learning Support provision at our school. There are extra visits, for some pupils who have been identified by the feeder schools, to help ensure a smooth transition and to help alleviate anxieties and worry. A CD-Rom is also available in the family primary feeder schools to aid the transition process.

We try to ensure we have a full picture of a child’s strengths and needs prior to transition, which is circulated to our school staff on the first day of the new academic year. Staff training may also have taken place where pupils with high level needs are to be admitted.

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. 

 Identification, Assessment and Review Procedures.

It is important that a pupil’s special educational needs are identified as early as possible. We will always let Parents know as soon as we identify that there are concerns about their child. If there are concerns about a pupil’s learning, a graduated approach is initiated as recommended in the DfES SEN Code of Practice 2001. (See Appendix 1). 

Initially, this may involve liaison by the Directors of Learning, tutor, parents/ carers, pupils and any other relevant personnel. This may result in a plan of action that will then be implemented, monitored and reviewed. 

Ways in which we identify pupils with special educational needs: 

The Directors of Learning are available at all Consultation afternoons  for parents/ carers.

Pupils at School Action Plus and pupils with Local Education Authority Statements are reviewed annually. 

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: 

Record keeping 

We record all steps taken to meet pupil’s special educational needs. They may include: 

·         Information from previous schools

·         Information from Parents

·         Information on progress and behaviour

·         Information on levels and use of additional support

·         Pupil’s own views

·         Information from Health/Social Services

·         Information from other agencies e.g. Connexions 

It is important that information, about a pupil’s special educational needs, is shared with all staff who work with the pupil and that it is passed on from school to school, and from year to year. In our school we ensure this happens through:

·         A clear KS2 –KS3 transition programme

·         A booklet, detailing all pupils with special educational needs and related information, is circulated annually, to every member of staff on the first day of the school year in September. (The Yellow SITSI- Shared Information to Support Inclusion)

·         Passports for pupils with significant needs (Pink SITSI)

·         Heads of Department, who are required to maintain a central file of all such information which is made available to all staff, including students and supply staff

·         Circulation of Individual Education Plans to all involved personnel

·         Staff briefings, staff meetings and relevant training 

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 Year Group Consultation Afternoons, reports and review meetings. If you have a concern related to your child’s learning needs, then please ask for an appointment at the consultation afternoons, or through the school office and Director of Learning. 

Individual Education Plans, (see Appendix 2) where appropriate, are always drawn up in consultation with pupils, parents / carers and other personnel, then circulated, monitored and reviewed accordingly.

Links with outside agencies 

Strong links exist between The West Bridgford School, other mainstream schools, Inclusion Support Service (ISS), the Educational Psychology Service (EPS), Behaviour Support Service (BST) and other support services. This ensures smooth transition and carefully planned support and provision for pupils with special educational needs. 

In order to ensure a coordinated approach, a Springboard meeting is held early in the new academic year where the Directors of Learning and Assistant Head teacher meet with the ISS, EPS and BST to plan appropriate support and interventions. 

Links with health and social services, education welfare services and any voluntary organizations are maintained, to ensure equality of provision for pupils with special educational needs. 

The Connexions Service works with pupils from Year 9 upwards on planning for a successful move to further education, work and training. Pupils at School Action plus and those with Statements will have a Transition Planning Review in Year 9, to replace their Annual Review. A representative from Connexions will always be invited.

Funding

Our school receives money for special educational needs, through the school’s annual budget and through the LEA, as described below. 

1.         The Age Weighted Pupil Unit (AWPU) – this is the sum of money provided to our school for every pupil on roll. Some of this goes towards:

a.                  Pupils with special educational needs

b.                  The employment of the Director of Learning for Inclusion

2.         Targeted LA* funding for special educational needs, which falls within three areas of need:

·                     ASN – Additional School Needs – this goes directly into the school budget and the school decides how to use this funding

·                     AFN – Additional Family Needs - The West Bridgford Family** of schools decides how to use this money. The Director of Learning for Inclusion submits bids to the family panel to request funding to support pupils who have very significant needs.

·                     HLN – High Level Needs – The Director of Learning for Inclusion bids to the LA’s High Level Needs Panel to provide funding for pupils who have very significant needs.           

3.         The Special Educational Needs Standards Fund – this is an annual allocation for training which goes to the family – who decide how to allocate the money against each school’s training needs. 

*In April 2003, the LA’s arrangements for funding special educational needs changed. The LEA allocates most of the funding according to a formula. For more information refer to the annual LEA publication “Funding Special Educational Needs in Nottinghamshire mainstream Schools” 

**In terms of LA funding the West Bridgford Family consists of the following schools: West Bridgford Comprehensive, West Bridgford Infants, West Bridgford Juniors, Jesse Gray Primary, Greythorn Primary, Heymann Primary. 

Resources 

The Director of Learning for Inclusion and the Learning Centre Manager have a capitation allocated annually. This is used to purchase resources such as assessment material, reference books, equipment etc. All subject departments also have an allocation of money for meeting needs of individual pupils.

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 meet termly with the ISS to review and develop the school’s inclusive practice.

Staff development and training

The school is provided with resources and opportunities to develop expertise and awareness to enhance the school’s provision for pupils with special educational needs.

The Inclusion Team will contribute to, and participate in, school training where appropriate. Outside agencies are also a valuable source of expertise and are invited whenever appropriate to offer advice and training to staff.

The school belongs to the National Association for Special Educational Needs (NASEN) and subscribes to Special Children, thus receiving regular publications, which keeps staff abreast of current issues and developments.

Inclusion staff meet regularly to discuss issues, action plans and review current practices in special education.

Staff professional development and training is positively promoted and linked to the departmental and whole school development plan. All support staff take part in annual Professional Development and Appraisal.

The West Bridgford Family** SENCOs meet termly to discuss allocation of LEA resources, plan training and share advice and information. 

Evaluating the success of the school’s Special Educational Needs Policy 

·                Pupil Progress is measured and tracked using reading ages and spelling ages, National Curriculum levels(including P levels and PIVATS), exam and GCSE results

·                Soft data is used to measure pupil’s own self-esteem and ability to see progress. This will include pupil and parent views, interviews and liaison with subject teachers and tutors.

·                A named key worker monitors IEP targets. They are reviewed and amended with full participation of the pupil. Pupils and parents/ carers are invited to respond.

·                Reading Ages and Spelling ages are checked at the start and end of Year 7, at the end of Year 8 and 9 and also in preparation for access arrangements for exams.

·                Regular review meetings for individual pupils take place and are used to evaluate progress, raise any concerns and make further plans for pupils

·                Regular meetings take place between:

            The Inclusion Team and the Director of Learning for Inclusion

            The Director of Learning for Inclusion and the Assistant Head Line Manager

·                Regular departmental meetings take place where policy and practice are discussed and reviewed. The policy will be reviewed annually and amendments made to ensure it reflects our current practice and any local or national developments.

·                Parents and pupils have the opportunity to raise any concerns and comment on the aspects of provision at The West Bridgford School, through Consultation Afternoons, SEN review questionnaires  and review meetings

·                The Director of Learning for Inclusion is a member of the Curriculum Steering Group

·                Visits by an Inclusion Support Service Teacher, and other outside personnel, ensure effective liaison and monitoring of policy and practice

·                The 1996 Education Act requires that LEA’s monitor the effectiveness of provision made by schools for pupils with a Statement of Need. The LEA and schools’ share the responsibility for pupils who have a Statement of Educational Need and also pupils who may be undergoing a formal assessment

·                Ofsted inspections look closely at the school’s Special Educational Needs Policy and practice 

Complaints Procedure 

We value the partnership between Parents and staff but should a problem arise, parents are asked to contact the Director of Learning for Inclusion, in the first instance.

In the event of staff or parents requiring clarification of the Special Educational Needs Policy, or its implementation, approaches should be made initially to the Directors of Learning or the Assistant Head Line Manager.

The Head Teacher or a named Governor can be contacted, should parents feel they need to take their complaint further.

Any complaints will be treated in accordance with the school complaints procedure. 

Policy prepared by:                 Helen Madden (SENCO)

Updated:                                  March 2010 (governors)

Reviewed:                               March 2010

Next review due:                     March 2013 

APPENDIX 1

Definition of special educational needs

A child has special educational needs if he or she has learning difficulties that need special educational provision to be made, in order for them to access learning. By learning difficulties we mean that the child will have much greater difficulty in learning than the majority of children of the same age, or that he or she has a disability which prevents them from using the facilities in school, that are provided for children of the same age.

Special educational provision means provision that is additional to, or different from, that which is provided generally for children of the same age. 

Definition of disability

A disabled person is described as someone who has a physical or mental impairment, which has an effect on his or her ability to carry out normal day-to-day activities. The effect must be:

This includes any physical or mental disability including sensory impairment. It also covers “hidden” disabilities such as mental illness, mental health problems, learning disability, dyslexia, epilepsy and people with severe disfigurement. 

The Graduated Response used at The West Bridgford School

Pupils’ special educational needs will be addressed using a graduated approach as outlined below.

Pupils with SEN will be identified in 3 main ways:

The school staff and our department are continually monitoring pupils. In most cases their needs will be met through normal classroom differentiation and practice, which may include:

School Action (SA)

Where progress is not adequate, (see Appendix 3) even with the above provision, it will be necessary to take some additional or different action to enable the pupil to learn more effectively. This will be called School Action.

This action will be recorded and reviewed; it may include the drawing up of an Individual Education Plan. (IEP – see Appendix 2)

Subject and pastoral teachers remain responsible for working with the pupil on a daily basis, and for supporting the planning and delivering of an individualised programme, in negotiation with the Inclusion Team.

The Key Worker, in negotiation with the DOLI, will oversee and take the lead in planning future interventions for the pupil in discussion with colleagues. This will include monitoring and reviewing the action taken.

School Action Plus (SA+)

If a pupil fails to make adequate progress with provision made at School Action, then a request for additional help will be made to external services, in consultation with parents/carers. An IEP will be drawn up and managed by a named key person. Pupils at SA+ will have an Annual Review in school time to which all involved personnel will be invited. Pupils will also be invited to either attend the review or contribute according to their needs.

The DOLI will oversee and take the lead in planning future interventions for the pupil in discussion with colleagues. This will include monitoring and reviewing the action taken. 

Statements

Some pupils’ needs are so complex that they need further support from the LEA. This may result in an assessment of a pupil’s need, which may then result in a statement being drawn up.

Pupils with statements will have IEPs that are managed by a named key worker. They will also have an Annual Review in accordance with Government guidelines, where their provision and progress will be closely monitored and reviewed

APPENDIX 2 
Individual Education Plans – IEPs 

All pupils at School Action Plus and those with a statement will have an IEP. Pupils at School Action will have an identified Action Plan or an IEP.

The West Bridgford Family of Schools has adopted the software program “IEP Writer” and this will identify the format for all IEPs. A named Key Worker in the Inclusion Team will be responsible for managing the IEP i.e. setting, monitoring and reviewing.

IEPs should:

IEPs should include information about:

The named Key Worker and the pupil will carry out IEP Reviews informally, in school. Opportunity to discuss a pupil’s progress with parents will take place at Annual Year Group Consultation Afternoons, and through feedback questionnaires, or review meetings. For pupils at School Action Plus and pupils with Statements, there will also be an Annual Reviews. All reviews will be by invitation and appointment. Parents/ carers will always be invited to contribute to reviews. 

APPENDIX 3 
Adequate Progress

The key test of the need for action is evidence that current rates of progress are inadequate. There should not be an assumption that all pupils will progress at the same rate. A judgement has to be made in each case as to what it is reasonable to expect a particular child to achieve. Where progress is not adequate, it will be necessary to take some additional or different action to enable the pupil to learn more effectively.

Adequate progress can be defined in a number of ways as outlined in the Code of Practice DfES 581/2001. Page 68 paragraph 6:49 

It might, for instance, be progress which: