SEND Policy

Reviewed: 3^rd May 2022

Approved by the Governors:

Next Review: February/May 2023

SENDCo: Johanna Chamberlain (mainstream school SENDco)                                                                     

SENDCo: Charlotte Keegan (ASC manager/SENDco)

National Qualification: Charlotte Keegan (2016)

Johanna Chamberlain (started NASENco October 2021, due to complete January 2023)   

 

 

School Ethos

All children are a unique part of our school community and are treated equally and fairly. We strive to create the best possible learning opportunities for all our children, so that they can achieve their best potential.

We support those children who struggle with learning and behaviours such as anxiety and also those for whom learning doesn’t comes easily. We challenge all our children to be the best they can.

We are realistic and understand that some children may need extra support to reach these high aspirations.

Every teacher is a teacher of every child including those with SEND and as such each teacher is accountable for the progress and attainment of every child they teach including those who receive specialist support outside of the classroom.

We aim to ensure all children regardless of need or ability reach their full potential.

 

Abbreviations used in the policy:

SEND - Special Educational Needs and Disabilities

SENDco - Special Educational Needs and Disabilities Co-ordinator

A copy of this policy is available to all parents who request one and is available on the school website.

 

Broad areas of need: Communication and interaction Cognition and learning Social, emotional and mental health needs Sensory and/or physical needs

 

A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she: has a significantly greater difficulty in learning than the majority of others of the same age, or  has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

 

 

Aims

All children to:

 1. Feel happy, secure and included.

2. Have access to a broad balanced and relevant curriculum.

3. Make good progress.

4. Achieve the very best of which they are capable.

5. Demonstrate personal development and growth.

6. Make effective independent decisions.

All staff to

7. Be well equipped to identify and meet needs.

8. Identify children's needs early.

9. Plan effective interventions.

10. Evaluate and revise interventions regularly.

All parents/carers to:

11. Be kept informed.

12. Be active participants in decisions made for/about their child.

 

All children to:

 1. Feel happy, secure and included.

2. Have access to a broad balanced and relevant curriculum.

3. Make good progress.

4. Achieve the very best of which they are capable.

5. Demonstrate personal development and growth.

6. Make effective independent decisions.

All staff to:

7. Be well equipped to identify and meet needs.

8. Identify children's needs early.

9. Plan effective interventions/additional provision.

10. Evaluate and revise interventions/additional provision regularly.

All parents/carers to:

11. Be kept informed.

12. Be active participants in decisions made for/about their child.

All children to:

13. Have an active pupil voice, be listened to and contribute their thoughts and feelings around their difficulties (if able to). Where possible, be a part of any decisions made regarding their SEND.

 

 

 

Objectives

 

1. Feel happy, secure and included

• Provide a secure and caring environment
• Use positive and supportive language
• Use praise to celebrate achievement
• Set suitable learning intentions
• Celebrate achievements with parents/carers
• Children given a sense of belonging whatever their social ethnic or cultural background
• Wherever possible children with physical difficulties to experience a broad and balanced curriculum with school providing reasonable adjustments

2. Have access to a broad balanced and relevant curriculum

• Differentiated planning (personalised for individual children)
• Ability groupings within year groups where applicable
• Provide appropriate support through additional adults, resources and interventions

3. Make good progress

• Use appropriate teaching styles to meet the needs of the children
• Encourage parents/carers to be involved
• Celebrate achievements
• Set suitable learning intentions with clear success criteria

4. Achieve the very best of which they are capable

• Use effective assessments and monitoring
• Provide high quality learning opportunities and materials
• Use positive and supportive language
• Intervene early
• Make effective use of outside agencies
• Liaise with parents/carers
• Use additional adults effectively

5. Demonstrate personal development and growth

• Use praise and positive language to reinforce all aspects of personal development e.g. eating with a knife and fork, sharing with a friend
• Celebrate achievements

6. Make effective independent decisions.

• All children to be given the opportunity to make their own choices
• Increase children's responsibilities in school

7. Be well equipped to identify and meet needs

• Liaise with parents/carers, (given extra time during parents evening, extra time/meetings to be given at the discretion of the teacher)
• Staff have access to training/advice to aid with identification of particular difficulties
• Effective communication with SENDco and outside agencies

8. Identify children's needs early

• Nursery staff to gain early information from parents on home visits wherever possible
• Identify areas of weakness at an early stage using the Nursery Profile scores
• Continue to identify any areas of weakness quickly as children move through school
• Identify quickly any concerns regarding new starters in other year groups

9. Plan effective interventions/additional provision

• All planned interventions to be known to all staff working with the child
• Parents/carers to be seen as partners working alongside staff
• Good communication between SENDco, staff, parents/carers and outside agencies
• Where appropriate children to discuss their future targets and celebrate their own achievements

10. Evaluate and revise interventions/additional provision regularly

• Interventions reviewed on at least a termly basis. Future planning to be based on this information
• Progress shared and discussed with parents/carers
• Children involved where appropriate in discussion and evaluating their progress

11 and 12. Parents/carers to be kept informed

• Class teachers to keep parents/carers fully involved from the initial concern
• Information to be shared in a sensitive way

• To jointly celebrate success however small

13. All children to…

• Have an active voice and be part of decisions made about them wherever possible

 

Steps in Identification

 

When a child is identified as having SEND the class teacher and SENDco will:

• Ensure parents/carers are kept informed from the start of any SEND provision
• Use the curricular assessment process to allow the child to show what they know, understand, and can do and celebrate their strengths, as well as to identify any learning difficulties
• Involve parents/carers in developing and implementing a joint learning approach at home and in school
• Put in place suitable differentiation/interventions/additional provision

 

When a class teacher or the SENDco identifies a child with SEND the class teacher should provide interventions/additional provision that are additional to or different from those provided as part of the school's usual differentiated curriculum, known as Quality First Teaching.

 

 

Placing children on the School's register of Special Educational Needs and Disabilities:

                                                                                                     

• Children whose prior attainment is low enough to cause serious concern will be monitored and their needs will be met through differentiated planning and progress closely monitored.
• A period of ‘cause for concern and monitoring’ will begin the process prior to the child having a provision map and being added to the Shawclough SEND register. During this time the class teacher will monitor any concerns raised by parents and/or school. After a period of monitoring the child may require a provision map to ‘assess, plan, do and review’ their SEND difficulties. There are up to three cycles in any one year.

 

Deciding to place a child at needing SEND additional provision:

 

• Makes little or no progress even when teaching approaches are targeted particularly in a child's identified area of weakness
• Shows signs of difficulty in developing literacy or mathematical skills which result in poor attainment in some curriculum areas
• Presents persistent emotional or behavioural difficulties which are not met by behavioural management techniques usually employed in the school
• Has sensory or physical problems and continues to make little or no progress despite the provision of a differentiated curriculum
• Has communication and/or interaction difficulties and continues to make little or no progress despite the provision of a differentiated curriculum
• Where schools seek the help of external support services, those services will need to see the child's records in order to establish which strategies have already been employed and what progress if any has been made. They can then advise on new and appropriate strategies and interventions. There is now a Shawclough triage process for referrals that is being piloted for years 1 to 6, following INSET January 2022.
• Some additional provision will be much more specific to the child's individual needs
• Outside specialists for example, educational psychologists may be used to carry out assessments and observations to aid with identifying appropriate and suitable interventions

 

• All interventions/additional provision in place to meet the needs of the child will be recorded on a provision map. These interventions will be reviewed on a termly basis.

 

• All children will have access to outside agencies should they need them. Children do not always need to be on the SEND register to receive outside agency support.

 

What is adequate progress for children with SEND?

 

• Diminishes the difference in attainment gap between the child and their year group
• Prevents the attainment gap growing wider
• Is similar to that of children starting from the same attainment baseline, but less than that of the majority of children
• Matches or betters the child's previous rate of progress
• Ensures access to the full curriculum
• Demonstrates an improvement in self-care, social or personal skills
• Demonstrates improvements in the child's readiness and ability to access learning
• Demonstrates that a higher level of independence is achieved
•  

Rainbow Provision – manager Charlotte Keegan

 

Shawclough Primary School is home to the ‘Rainbow’ Provision for children with Autism. Children who have a place here have been allocated that place by the Local Authority (LA) in accordance with a specific set of criteria. Children in our mainstream school do not have access to this provision.

 

 

 

Shawclough's graduated response

UNIVERSAL

ALL children

Access to a variety of teaching styles/resources.

Quality first teaching.

Cause for Concern and Monitoring

A period of monitoring concerns are recorded, additional provision implemented and reviewed prior to having a Provision map. A child may move onto having a Provision Map or may return to accessing Universal Provision (Quality First Teaching).

Provision Map and added onto the Shawclough SEND Register

Individual or small group interventions/additional provision which are additional to and different from those provided at a universal level.

 

 

 

Other documents:

*Parent’s guide to Special Educational Needs at Shawclough

*Accessibility Plan/Policy

*Local Offer

*Information Report

*Community Cohesion Policy

*Teaching and learning policy

*Behaviour policy

* ASC Policy

*Rainbow Provision Policy

*SEND code of practice 2014/2015