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St John’s RC Primary Burnley

SPECIAL EDUCATIONAL NEEDS AND DISABILITY PROVISION POLICY

January 2017


1 INTRODUCTION

St John’s RC Primary’s mission statement affirms our commitment to valuing the individuality of all of our children.  We give them every opportunity to achieve the highest of standards.  We do this by respecting and taking account of pupils’ varied life experiences and needs.  We offer a broad and balanced curriculum and have high expectations for all children.  The achievements, attitudes and well being of all our children matter to us.  This policy helps to ensure that this school promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability, gender or background and that pupils have a common curriculum experience.

This school believes that every pupil has an entitlement to develop to their full potential.  Educational experiences are provided which develop pupils’ achievements and recognise their individuality.  Diversity is valued as a rich resource, which supports the learning of all.  In this school, inclusion recognises a child’s right to a broad, balanced, relevant and challenging curriculum, which is appropriate to their individual abilities, talents and personal qualities.

The policy should be read in conjunction with other school policies relating to interaction between adults and pupils. These include; Single Equalities; Gifted and Talented Children; Special Educational Needs, Restorative Approaches to Behaviour Policy, Care and Control Policy, Child Protection Policy, Anti-Bullying Policy and Educational Visits Policy.

The policy has been developed in response to national and local authority initiatives which support inclusive learning.  These include; The Education Act 1996,  Inclusive Schooling – Children with Special Educational Needs, DfES guidance 0774/2001 and 0788/2001, Special Educational Needs and Disability Act 2001, Special Educational Needs Code of Practice,

DfES Guidance 581/2001, Lancashire LA’s policy for inclusion “The Inclusive Continuum: a policy for Special Educational Needs”

We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils.  This means that equality of opportunity must be a reality for our children.  We make this a reality through the attention we pay to the different groups of children within our school:

This policy applies to those pupils who:

  • have learning, physical,  communication, sensory and/or medical needs;
  • 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 authority
  • have or experience behavioural, emotional and social needs;

It also applies to those pupils who:

  • reflect social and cultural diversity;
  • have attendance difficulties;
  • experience significant ill health;
  • have relatives to care for;
  • have children of their own or are expecting children;
  • have recently arrived in this country or may be refugees or asylum seekers;
  • have a mobile life style as travellers;
  • are ‘looked after’ children; live in poverty or who may be homeless;
  • bully or who are victims of bullying;
  • are bereaved;
  • are traumatised.

2 AIMS

At St John’s RC Primary, we aim to;

  • identify at the earliest opportunity all children who need special consideration to support their physical, sensory, emotional, communication or cognitive development.
  • ensure that these children are given appropriate support to allow every child full access to the National Curriculum and the Early Years Foundation Stage Curriculum in a positive framework.
  • ensure that these children are fully included in the activities of the school in order to promote their highest levels of achievement.
  • encourage involvement of parents, carers, pupils and others in developing a partnership of support, enabling them full confidence in the strategy as adopted by the school.
  • engender a culture of tolerance and acceptance of all, mutual respect where all are valued.

3 OBJECTIVES

St John’s will:

  • ensure implementation of government and LA inclusion recommendations;
  • ensure the school’s SEN and Disability Provision policy is implemented consistently by all staff;
  • ensure any discrimination or prejudice is eradicated;
  • identify barriers to learning and participation and provide appropriately to meet a diversity of needs;
  • ensure all pupils have access to an appropriately differentiated curriculum;
  • plan for any pupil who may at some time in their education have special educational needs.
  • promote self-worth and enthusiasm by encouraging independent learning at all age levels.
  • give every child the entitlement to a sense of achievement.
  • recognise, value and celebrate pupils’ achievements, however small;
  • work in partnership with parents / carers in supporting their child’s education;
  • guide and support all staff, governors and parents in inclusion issues.

4 DEFINITION OF INCLUSION

Inclusion is an ongoing process that celebrates diversity and involves the identification and minimising of barriers to learning and participation that may be experienced by any pupils irrespective of age, ability, gender, ethnicity, language and social background, and the maximising of resources to reduce these barriers.

  1. COORDINATING SEN AND DISABILITY PROVISION

The INCO is the inclusion co-ordinator.  Her role is to:

  • work positively with all members of the school community to promote inclusion;
  • induct new staff in the school’s commitment to inclusion;
  • monitor and assess inclusive provision by helping the school to establish indicators to judge its effectiveness in relation to inclusion;
  • monitor the inclusion policy and report annually to the governing body on its effectiveness;
  • report annually on the efficient and effective use of resources for pupils at school action, school action plus and those with statements;
  • work with key staff to identify barriers to learning and provide staff with appropriate strategies;
  • share inclusive expertise with, and support the professional development of classroom teachers and teaching assistants;
  • purchase appropriate resources;
  • work with key staff such as the Assessment Co-ordinator, subject coordinators, etc. to monitor pupil progress;
  • analyse with key staff the recording of incidents which may relate to bullying or discrimination of pupils on the grounds of SEN;
  • liaise with parents;
  • co-ordinate cross-phase / cross-school transition;
  • co-ordinate external specialist provision.

The inclusion co-ordinator is responsible for keeping the headteacher and governors regularly informed about inclusive provision in the school.

All teachers are also committed to meeting the needs of all pupils in their class and promoting the culture and ethos of inclusion within the school community.

6 ROLES AND RESPONSIBILITIES 

The Governing Body is responsible for:

  • appointing a member of staff to be the Inclusion Co-ordinator (INCO)
  • delegating powers and responsibilities to the Headteacher to ensure all school personnel and visitors to the school are aware of and comply with this policy;
  • nominating a link governor to visit the school regularly, to liaise with the coordinator and to report back to the Governing Body;
  • determining the school’s general policy and approach to the provision for children with special educational needs and disabilities.
  • establishing the appropriate staff and funding arrangements.
  • maintaining a monitoring overview of the school’s work.

The Headteacher is responsible for:

  • ensuring that the daily management of SEN provision is effective;
  • keeping the Governing Body informed of all matters relating to its responsibilities for the provision of SEN;
  • ensuring all school personnel and parents are aware of and comply with this policy;
  • monitoring and evaluating the success of this policy and ensuring that the necessary revisions are undertaken;
  • reporting to the Governing Body on the success and development of this policy.

The INCO is responsible for:

  • working closely with the Headteacher to oversee the day to day provision for pupils with special educational needs within the school;
  • coordinating the educational and support provision for all pupils identified with special educational needs with the Headteacher;
  • leading the development of this policy throughout the school;
  • meeting regularly with the nominated governor;
  • ensuring individual education plans are in place;
  • maintaining the records of all children with SEN and Disabilities;
  • liaising with parents of pupils identified with special educational needs;
  • providing guidance and support to all staff;
  • liaising with external agencies (including the LA’s support and Educational Psychology Service, Health and Social Services and Voluntary bodies) and feeder and transitional schools;
  • providing training for all staff on induction and when the need arises;
  • keeping up to date with new developments and resources;

Parents are responsible for;

  • Working closely with the school in order to develop a partnership that will support pupils with SEN and Disabilities.
  • Having the opportunity to participate in the review of IEPs;
  • Attending annual reviews for statemented children.

7 INCLUSIVE PROVISION

The school offers a continuum of provision to meet a diversity of pupils’ needs.  Although all pastoral classes are mixed ability, the school and individual teachers have the flexibility to set smaller ability groups, within their classes, for specific aspects of the curriculum.

Additional in-class support is available in all subjects.  This is provided by teaching assistants (TAs) and learning mentors.  This additional support is targeted at individual pupils and small groups of pupils.  The learning mentor supports pupils with emotional and behavioural difficulties.  Access to learning is enhanced through technology including ICT equipment. Out-of-class provision is available to pupils with statements of SEN, where appropriate, who require specialist personalised learning programmes.

A range of extra-curricular activities is available during lunchtime and before and after school.  These include breakfast club, homework club, computer club, school choir, football, rounders, netball and athletics clubs.

8 PROMOTING AN INCLUSIVE CURRICULUM

The school aims to provide pupils with: –

  • an inclusive ethos;
  • a broad and balanced curriculum;
  • a curriculum which is differentiated to their needs;
  • systems for early identification of barriers to learning and participation;
  • a range of teaching strategies and settings may be used depending upon the nature of the child’s needs;
  • Individual Education Plans, which set a small number of targets, closely matched to the pupil’s needs.
  1. EXTERNAL SUPPORT

Specialist teachers from Support Services provide weekly intervention in the form of personalised learning, direct teaching, in-class support, counselling, and assessment of pupils’ needs and progress.

The school also engages in collaborative partnerships with special and mainstream schools, local colleges and training providers to promote inclusive networked learning communities.

The school has access to a link adviser, educational psychologist, pupil access and educational welfare officer

  1. ASSESSMENT PROCEDURES

We believe that all children and young people deserve to have their achievements and progression recognised and the school’s curriculum reflects the different levels of attainment likely to be achieved.

The school embraces using a consistent nationally recognised assessment system, which relates to the foundation stage, the P Scales for pupils with learning difficulties, the National Curriculum levels of attainment and the Primary National Strategy.  Assessment for learning guides us in the process of seeking and interpreting evidence for use by learners and our teachers to decide where the pupils are in their learning, where they need to go and how best to get there.

All teachers monitor, review and analyse pupil progress in accordance with the school’s assessment policy.  In order to ensure accurate assessments are made, teachers annually moderate and standardise samples of pupils’ work and achievements across the curriculum.

Underachievement is identified as early as possible through a regular programme of testing.  Pupils are set individual challenging targets, which address the area of underachievement.  Pupil progress is monitored and reviewed at least termly.

The INCO tracks pupil progress systematically and reports to the headteacher in order to:

  • check the progress individual pupils make against their targets;
  • verify that barrier-free learning is taking place across the curriculum, particularly where there have been changes in staff or schemes of work , or low attendance rates;
  • provide a cross-check with teachers and teaching assistants or learning mentors regarding the pupils who are underachieving in relation to their prior attainment;
  • monitor the progress of specific pupil cohorts, e.g. summer-born children, free school meals pupils, EAL, different ethnic groups, boys and girls, BESD, SEN, gifted and talented, traveller children, looked after children, etc.
  • identify particular strengths and weaknesses of particular year groups or teaching sets, in a key stage or subject area;
  • check the progress of pupils at School Action, School Action Plus and those with a statement to inform the SEN register and to ensure that the pupils’ needs are being met;
  • show ‘value added’ in view of the additional resources put in place to support inclusion; to compare the accuracy of teacher assessment with external test results at the end of a key stage (i.e. the difference between actual and expected pupil performance);
  • compare the school’s performance with other similar schools in the LEA via the School Information Profile, with their statistical neighbours and with national performance data.

In addition to the culture of support and praise, which underpins the school ethos, the reward system of points, certificates of achievement and letters of commendation for outstanding work and performance, effort and improved behaviour, contribute to raising pupil self-esteem and motivation.

  1. DISAPPLICATION AND MODIFICATION

The school can, where necessary, modify or disapply the National Curriculum and its assessment arrangements.  The school makes every effort to meet the learning needs of all its children, without recourse to disapplication or modification.

However, in exceptional circumstances we may decide that modification or disapplication is the correct procedure to follow.  We would only do this after detailed consultation with parents and the Local Education Authority and taking account of the most recent DfES guidance.  The school’s governor with responsibility for special educational needs would also be closely involved in this process.  We would ensure that every effort had been made to provide the necessary support from within the school’s resources before considering such action.

  1. PROFESSIONAL DEVELOPMENT

The INCO oversees the professional development of all teaching staff and teaching assistants.  The INCO liaises with the professional development co-ordinator to review staff skills related to SEN, behaviour and pupil emotional well-being and to ensure that there is a good balance of training to enhance the skills of all staff.  Staff are encouraged to observe good inclusive practice within the school and also in other schools.

  1. WORKING WITH PARENTS

The knowledge, views and first-hand experience parents have regarding their children is valued for the contribution it makes to their child’s education.  Parents are seen as partners in the educational process.  All parents are welcome to contact the INCO if they have any concerns about inclusive educational provision.  Parents are also strongly encouraged to keep regular contact with the school regarding their child’s progress.  The home-school agreement outlines how parents can support their child’s learning at home.

  1. POLICY REVIEW

This policy will be reviewed every three years or earlier if needed.