Policy to promote the successful
inclusion of pupils with special educational needs and disabilities at Bow
Community Primary School.
This policy has been reviewed during
the Autumn Term 2002 and was adopted by the staff at a meeting on 14th
January, 2003
At Bow CP School, we are
committed to offering an inclusive curriculum to ensure the best possible
progress for all of our pupils whatever their needs or abilities. Not all
pupils with disabilities have special educational needs and not all pupils
with SEN meet the definition of disability but this policy covers all of these
pupils.
‘Pupils have Special Educational Needs if they have a
learning difficulty which calls for special educational provision to be made
for them.’
‘Pupils with a disability have special educational needs
if they have any difficulty in accessing education and if they need any special
educational provision to be made for them, that is anything that is additional
to or different from what is normally available in schools in the area ‘.
The specific objectives of our SEN policy are
as follows:
·
to identify pupils
with special educational needs and disabilities and ensure that their needs
are met
·
to ensure that
children with special educational needs and disabilities join in with all the activities of the school
·
to ensure that
all learners make the best possible progress
·
to ensure parents
are informed of their child’s special needs and provision and that there is effective communication between
parents and school
·
to ensure that
learners express their views and are fully involved in decisions which affect
their education
·
to promote effective partnership and involve outside agencies
when appropriate.
The success of the school’s SEN policy will be judged against the aims
set out above. Annual success criteria
will be reviewed and the Governing Body’s Annual Report will detail the
successful implementation of the policy and the effectiveness of the provision
made (Appendix A). The head teacher and governors
will set new success criteria. The Governing Body will ensure that it makes appropriate special
educational provision for all pupils identified as in need of it. The range
of support made in the school each year in response to identified need is
detailed in the Provision Maps (Appendix D).
The named SEN coordinator for the school is Miss Julia Hammond. A member of the Governing body, Mrs. Linda Steer, takes a special interest in SEN, but the Governing Body as a whole is responsible for making provision for pupils with special educational needs.
The Governing
Body has agreed with the LEA admissions criteria which do not discriminate against pupils
with special education needs or disabilities, and its admission policyhas
due regard for the guidance in the Code of Practice. Parents or carers seeking
admission of a pupil with mobility difficulties are advised to approach the
school well in adcvance so that consultations can take place. The school is
devising an Accessibility Policy which will be attached to this policy on
completion.
Identification
and Assessment of special educational needs
The school is committed to early identification of special
educational need and adopts a graduated response to meeting special educational
need in line with the Code of Practice 2002. A range of evidence is collected
through the usual assessment and monitoring arrangements: if this suggests
that the learner is not making the expected progress, the class teacher will
consult with the SENCO in order to decide whether additional and / or different
provision is necessary.
(Appendix B Triggers for School Action and School Action
Pus). There is no need for pupils to be registered
or identified as having special educational needs unless the school is taking
additional or different action. Pupils who have disabilities but no special
needs will be recorded on the school's medical register.
Provision/action that is additional to or different from that
available to all
will be recorded in an IEP. (Appendix
C sample Individual Education Plan,
Individual Behaviour Plan and Personal Education Plan). This will
often be written by the SENCO but always in consultation with pupils, parents,
carers and teachers. It may also involve consultation and advice from external
agencies.
The IEP will set targets for the pupil and will detail:
·
the short-term targets set for or by the child
·
the teaching strategies to be used
·
the provision to be put in place
·
when the plan is to be reviewed
·
success and/or exit criteria
The IEP will be reviewed at every six months and the outcomes
will be recorded. Pupils will participate fully in the review process according
to their age and abilities. Parents / carers will also be invited to participate
in the target-setting and review process.
If the school has evidence that a pupil is making insufficient
progress despite significant support and intervention at School Action, we
may seek further advice and support from outside professionals. (Appendix B triggers for School Action Plus). These professionals
will be invited to contribute to the monitoring and review of progress.
Pupils and parents will be fully involved and kept informed about the
involvement of external agencies and proposed interventions.
For pupils who have statements of SEN, as well as the review
of their IEPs, their progress and the support outlined in their statement
will be reviewed annually and a report provided for the Local Education Authority.
When pupils are due to transfer to another phase planning for this will be
started in the year prior to the year of transfer. Advanced planning for pupils in Year 5
will allow appropriate options to be considered. The SENCO will liaise
with the SENCO of the secondary schools serving the area to ensure that effective
arrangements are in place to support pupils at the time of transfer.
When pupils move to another school their records will be transferred
to the next school within 15 days of the pupil ceasing to be registered, as
required under the Education (Pupil Information) Regulations 2000.
If a pupil makes sufficient progress a statement may be discontinued by
the Education Authority.
The schools’ complaint
procedures are set out in the school prospectus.
Your child’s class teacher will work closely with parents
at all stages in his/her education and should be the first port of call in
case of any difficulty. Parents of pupils with SEN or disabilities whose concerns
cannot be resolved by the usual school procedures can request independent
disagreement resolution. The school will make further information about this
process available on request.
The school makes an annual audit of training needs for all staff taking into account school priorities
as well as personal professional development. The school is allocated funding
from the Standards Fund each year that it may use to meet identified needs.
Particular support will be given to NQTs and other new members of staff. The
SENCO takes responsibility for prioritising the training needs of staff.
External support
services play an important part in helping the school identify, assess
and make provision for pupils with special education needs.
·
The school receives regular visits from the nominated Education
Welfare Officer and Educational Psychologist for the area.
·
In addition the school may seek advice from specialist advisory
teaching services for children with sensory impairment or physical difficulties.
·
Termly liaison meetings with the Health Visitors/Playgroup
Leaders are held to ensure a smooth start to school for children in the Foundation
Stage
·
The speech and language therapist contributes to the reviews
of children with significant speech and language difficulties
·
Multi-agency liaison meetings, with representation from Social
Services, Health, and the Educational Psychology Service are held when necessary
to ensure effective collaboration in identifying and making provision for
vulnerable pupils.
Appendices to this policy:
Appendix
A: Last annual report on the success of the policy
Appendix B:
Triggers for School Action and School Action Plus
Appendix
C: Sample IEP, IBP, PEP and observation sheets
Appendix
D: (i)Allocation of resources: Map of Provision by year group
(ii)Meeting identified need: Examples of Map of Provision by area of need
