SEND in a nutshell - a summary of SEND facts, figures and provision at St Peter's
Please see below for a summary of terms related to SEND and a summary leaflet for parents and carers.
St Peter’s Special Needs Coordinator (SENDCo) is Mrs Early who can be contacted on 0161 437 1495.
At St Peter’s we believe that teaching Special Educational Needs is not simply the role of a designated teacher but rather that every teacher is a teacher of special needs.
The staff of St. Peter’s Catholic Primary school are committed to providing a welcoming, attractive and stimulating environment to support the needs and develop the learning of the children and families in the community.
Every child and family in our community is valued and diversity is celebrated. Our school is staffed by a team of qualified teachers and teaching assistants. The school provides a broad and balanced curriculum in a safe, stimulating and caring environment which allows everyone to achieve, develop, learn and grow.
All areas of school life are inclusive and the teaching is tailored towards individual learning providing challenge and support; encouraging everyone to reach their full potential. Staff provide a positive ethos to enable the children to work towards the development of ‘life skills’ and instill life-long learning aspirations for everyone through a range of activities which are fun and enjoyable.
At St.Peter’s Catholic Primary School, we aim to ensure that children with special educational needs play a full role in and enjoy all the benefits of school life. We aim to raise the aspirations and expectations of all children and provide a safe and inclusive learning environment. Education for children with S.E.N. is based around providing a focus on outcomes and not simply the hours of provision provided. All support for S.E.N. children is based upon the guidelines in the 2014 Code of Practice.
We endeavour to make every effort to achieve maximum inclusion of all pupils whilst meeting pupils’ individual needs. This policy builds on our School Inclusion Policy, which recognises the entitlement of all pupils to a balanced, broadly based curriculum. Our SEND policy reinforces the need for quality first teaching that is fully inclusive. The Governing Body will ensure that appropriate provision will be made for all pupils with SEND.
Aims and Objectives of this Policy:
We recognise that many pupils will have special needs at some time during their school life. In implementing this policy, we believe pupils will be helped to overcome their difficulties.
No pupil will be refused admission to school on the basis of his or her special educational need. In line with the SEN and Disability Act we will not discriminate against disabled children and we will take all reasonable steps to provide effective educational provision. (Please see school’s Admissions Policy).
The governing body has delegated the responsibility for the day to day implementation of the policy to the SENDCo who has Qualified Teacher Status. The management of SEND is supported by the administration staff. All school staff have a responsibility for pupils with SEND in their class, firstly to ensure Quality First Teaching with differentiation and personalisation to meet need. Staff are aware of their responsibilities towards pupils with SEND, whether or not pupils have an Education, Health and Care Plan, (EHCP). A positive and sensitive attitude is shown towards all pupils by adults in school. Staff responsibilities are identified in individual job descriptions. Teaching Assistants play a major role in the support of pupils with SEND. The rationale for the deployment of TAs is pupil centred.
The SENDCo is responsible for:
• overseeing the day-day operation of this policy
• co-ordinating provision for children with special educational needs
• liaising with and advising teachers
• managing learning support assistants
• overseeing the records on all children with SEN
• liaising with parents of children with SEN (in conjunction with class teachers)
• contributing to the in-service training of staff
• liaising with external agencies including the LA’s support and educational psychology
• services, health and social services, and voluntary bodies.
At St. Peter’s school, we assess the needs of pupils by considering the needs of the whole child. These may include disability, health and welfare, English as an additional language, pupil premium and being a looked after child. We accept the principle that pupils’ needs should be identified and met as early as possible.
There are four areas of need as stated in the SEND Code of Practice, 2014:
Whilst these four areas broadly identify the primary need of a pupil we also consider the needs of the whole child, which may also impact on a pupil’s progress, such as:
The SENDCo works closely within the senior leadership team, using whole school tracking data as an early identification indicator. We use a number of additional indicators of special educational needs:
The SENDCo maintains a list of pupils identified through the procedures listed; this is called the SEND Support list. This list is reviewed each term when a detailed analysis of the list takes place. For some pupils a more in depth individual assessment may be undertaken by the school or other educational or health professionals.
In order to meet the learning needs of all pupils, teachers differentiate work. They work to meet individual learning needs and to mark work and plan homework effectively. Where pupils are identified as having special educational needs, the school provides for these additional needs in a variety of ways. The provision for pupils is related specifically to their needs. A provision map records a graduated response to individuals.
Children with S.E.N. are identified by their class teachers after these children have failed to make progress after quality first teaching, targeted interventions and support from specialist staff. Teachers are responsible and accountable for the progress of children with S.E.N. If a teacher believes that a child may have S.E.N., a concern sheet is filled in and the results of formative and summative assessments are discussed with the SENDCo and the child’s parents.
The range of provision may include:
Progress is monitored through a cycle of plan, do and review. Class teachers meet with the SENDCo at the end of each half-term to review EHCP.’s and to set new targets. The progress of children with Special Needs is also scrutinised during whole class pupil progress meetings. During these meetings, interventions are reviewed and discussed to ascertain how successful they have been. If the support of outside agencies is required, the SENDCo will meet with the class teacher and the child’s parents to discuss what level of outside support can be bought in or is desirable. If the child’s needs are complex, then a multi-agency meeting will be called to ensure that the support of specialist agencies is utilised.
Progress is the crucial factor in determining the need for additional support.
Adequate progress is that which:
The school will record the steps taken to meet pupils’ individual needs. Children with S.E.N. have their progress monitored through I.E.P.’s, termly reviews and half-termly pupil progress meetings. The SENDCo will maintain the records and ensure access to them. In addition to the usual school records, the pupil’s profile will include:
All pupils on our SEND Support list will have Individual Education Plans setting out targets and any provision made that is additional to and different from usual classroom provision. The SENDCo works with an Educational Psychologist and class teacher to assess whether a child will need the support of an E.H.C. plan. If this is the case, then the SENDCo will collate a file of evidence to send to the Statutory Assessment Team in order to request increased funding for the child. Both pupils and parents complete a single page profile to give their own views on this process.
For pupils with an EHCP, provision will meet the recommendations on the plan. In subjects where all children have curriculum targets these are used to inform the Education Plan. Strategies for pupils’ progress will be recorded in Individual Education Plan containing information on:
The Education Plan will record only that which is different from or additional to the normal
differentiated curriculum, and will concentrate on three or four individual targets that closely match the pupil’s needs. The Education Plan will be created through discussion with both the pupil and the parent or carer.
Individual Education Plans will be reviewed at regular intervals with the inclusion of
parents, carers and pupils’ views. This can be done during meetings with parents or during reviews with the SENDCo. A child’s parents must be given the opportunity to express their own opinions on the targets set on any EHCP.
The school adopts the levels of intervention as described in the SEN Code of Practice.
The Code of Practice advocates a graduated response to meeting pupils’ needs. If the school decides, after consultation with parents, that a pupil requires additional support to make progress, the SENCO, in collaboration with teachers, will support the assessment of the pupil and have an input in planning future support and add the pupil to the SEND Support list. The class teacher will remain responsible for planning and delivering individualised programmes. Parents will be closely informed of the action and results.
Placement of a pupil on the SEND Support list will be made by the SENDCo after full
consultation with parents at an Individual Education Plan review. External support services may advise on targets for a new Education Plan and provide specialist inputs to the support process. Education Plan intervention will usually be triggered when despite receiving differentiated teaching and a sustained level of support, a pupil:
The school will request a Statutory Assessment from the LA when, despite an individualised programme of sustained intervention within SEN Support the pupil remains a significant cause for concern. A Statutory Assessment might also be requested by a parent or outside agency. The school will have the following information available:
Education, Care and Health Plans
An EHCP will normally be provided where, after a Statutory Assessment, the LA considers the pupil requires provision beyond what the school can offer. However, the school recognises that a request for a Statutory Assessment does not inevitably lead to an EHCP.
An EHCP will include details of learning objectives for the child. These are used to develop targets that are:
Reviews of an EHCP
EHCPs must be reviewed annually. The LA will inform the head teacher at the beginning of each school term of the pupils requiring reviews. The SENDCo will organise these reviews and invite:
The aim of the review will be to:
At Key Stage Phase transitions Reviews, receiving schools should be invited to attend in order to plan appropriately for the new school year. It also gives parents the opportunity to liaise with teachers from the receiving school. Within the time limits set out in the Code, the SENDCo will complete the annual review forms and send it, with any supporting documentation to the LA. The school recognises the responsibility of the LA in deciding whether to maintain, amend, or cease an EHCP of SEN.
The school aims to work in partnership with parents and carers.
We do so by:
We recognise that all pupils have the right to be involved in making decisions and exercising choice (SEN Code of Practice). Where appropriate all pupils are involved in monitoring and reviewing their progress. We endeavour to fully involve all pupils by encouraging them to:
In addition pupils who are identified as having SEND are invited to participate in:
The school recognises that pupils with medical conditions should be properly supported so that they have full access to education, including school trips and P.E. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act of 2010.
The school has the following special facilities:
We aim to maintain useful contact with support services in Children’s Services. For pupils on our SEND Support list any one or more of the following agencies may be involved: Educational Psychologist, School Nurse, Speech and Langauge Therapy Service, Child and Adolescent Mental Health Services, Social Care Advice and Information Team.
Effective working links are maintained with:
In order to maintain and develop the quality of our provision, staff undertakes appropriate training and further professional development.
The provision for SEND is funded through the main revenue budget for the school. Staff are encouraged to undertake training and development. Funds are deployed to implement the SEND policy.
If there are any complaints relating to the provision for pupils with SEN these will be dealt with in the first instance by the Head teacher/SENDCo. The chair of governors may be involved if necessary. In the case of an unresolved complaint the LA may be involved. Please see the school’s Complaints Procedure available on the school’s website.
This policy was developed through consultation with staff, parents, carers and pupils.
The school considers the SEN Policy document to be important and, in conjunction with the Governing Body, undertakes a thorough review of both policy and practice each year. The outcomes of this review are used to inform the School Improvement Plan.