SEN / Inclusion
Links to our Mission Statement
“My commandment is this – Love one another just as I love you.”
‘Through a curriculum that encourages creativity at every opportunity, we challenge all within our community to strive for the highest standard of personal, social and intellectual development, and aim for excellence in all we do.
We recognise that we are all unique and aim to support each other along our personal journey of faith, treating others with respect.’
Including Special Educational Needs (SEND)
This policy provides information on provision for all children with special educational needs (SEND). For ‘vulnerable groups’ including children who speak English as an additional language (EAL), looked after children (LAC) and Pupil Premium children, please see separate policies.
St Mary’s Catholic Primary School is committed to providing an appropriate and high quality education for all children. We believe that every child, including those with additional needs, has a common entitlement to a broad and balanced academic and social curriculum.
We therefore strive to support all children to achieve the 5 key outcomes of Every Child Matters:
* Be healthy
* Achieve economic well being.
* Stay safe
* Enjoy and achieve
* Make a positive contribution
The aims of the policy are:
- To support the early identification of pupils requiring additional support, including those with Special Educational Needs.
- To work in partnership with parents and other agencies to achieve the best possible outcomes.
- To ensure all involved are clear of their roles and responsibilities with regard to SEND and Inclusion.
- To ensure the Equality Act (2010) and the statutory Special Educational Needs Code of Practice (2014) are implemented effectively across the school.
- To provide a framework of effective intervention to enable all children to achieve their potential.
Special Educational Needs
‘A child has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age has a learning difficulty or disability if he or she:
a) has a significantly greater difficulty in learning than the majority of others of the same age, or
b) has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools’
(SEND Code of Practice for 0 to 25 years, DfE, April 2014)
Children may have special educational needs either throughout, or at any time during, their schooling. Children can move up and down the stages of the Code of Practice and will be removed from the Code of Practice if they make good progress and can be catered for by the use of differentiation (planning for different abilities) within the classroom.
The named person with responsibility for Special Educational Needs and Inclusion at St Mary’s is
Mrs Lisa Watts, working within the Senior Leadership Team and under the direction of both the Head Teacher and school Governing Body.
Any child identified with SEND will be supported within one or more of the following areas:
- communication and interaction
- cognition and learning
- social, emotional and mental health
- sensory and/or physical needs
Admission of Pupils with Special Educational Needs
Admission arrangements for pupils with SEND are co-ordinated by the LA and at St Mary’s are the same as for all pupils with the exception of those with an EHC Plan. Parents of pupils with an Education, Health and Care Plan may select the school of their choice and therefore have priority for admissions unless the selected school is unable to cater appropriately for the child’s needs – see Borough of Poole’s Admissions Guidance.
Identification, Assessment and Monitoring.
Formative assessment (Teacher Assessment) and Summative assessment (Test) and recording routines used for all children enable class teachers to make judgements about children’s progress. Each class teacher completes a Class Action Plan (CAP) on a half termly basis, which highlights all children’s progress. Where children are not making the expected progress, interventions are put in place. Individual progress is monitored as an on-going process and may be an indicator of SEND.
Individual targets set for SEND children will also show progress if they are met when reviewed. Children with SEND may also be reviewed using a range of other assessments such as the British Picture Vocabulary Scales (BPVS). These can be repeated to track progress over time. External agencies working with us in school may use more specialist assessments which also can help to monitor progress.
Children with social, emotional and mental health needs may be identified if they do not respond to a range of pastoral support or behaviour management strategies usually used by the school and have prolonged or regular periods of concerning behaviour.
Children with English as an Additional Language and those entitled to free school meals, along with other vulnerable groups, will be identified through school records and information submitted by parents on school admission forms. The achievement of children in all vulnerable groups is tracked by the class teacher, SENCO and the Leaders for EAL, Pupil Premium, English and Maths.
The school monitors progress, creates a provision map and assesses impact and value for money.
The Levels of the Special Educational Needs Code of Practice.
When children are identified as having SEND they are supported in one of the following categories:
When a class teacher, member of the pastoral team or the Special Needs Coordinator (SENCO) identifies a child with SEND they will provide intervention that is additional to or different from those provided as part of the school’s usual differentiated curriculum. All of these children will have a provision map/s detailing individual targets and activities, strategies and resources used for intervention.
If, with targeted intervention, a child continues to make little progress, or continues to display concerning behaviours, the school may request support from other external agencies such as special schools, educational psychologist etc. Specialist assessments will be made if appropriate and advice, strategies and support given to support the child within school.
Education, Health and Care Plans
If the child’s difficulties remain despite the school, with support from external specialists, providing a sustained period of additional support, the school may apply to the Local Authority (LA) for an Education, Health and Care needs assessment. This assessment will draw together information from all involved parties and will determine whether the child meets the criteria for an Education, Health and Care Plan (EHCP). An ECHP details the child’s needs, the educational provision the LA consider appropriate for that child and the type of placement (school) that will best support the child.
Special Educational Needs Provision
In order to support those children with special needs, there is a range of SEND provision. SEND provision means educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age.
The school operates within the Borough of Poole’s policy for Special Needs and follows guidance within the Special Educational Needs Code of Practice and National Curriculum guidance regarding Inclusion.
The SENCO’s key responsibilities include:
- ‘overseeing the day-to-day operation of the school’s SEND policy
- coordinating provision for children with special educational needs
- liaising with the designated teacher where a looked after child (child in care) has SEND
- advising on a graduated approach to providing SEND support
- advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
- liaising with parents of children with SEND
- liaising with early years providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies
- being a key point of contact with external agencies, especially the LA and LA support services
- liaising with potential next providers of education to ensure smooth transitions
- working with the head teacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements
- ensuring that the school keeps the records of all children with SEND up to date.’
(DfES Code of Practice, 2014)
See ‘SENCO Helpsheet’ (appendix 3) for further information about how this will be delivered.
The SENCO works closely with the Head Teacher and Governing Body whose responsibilities include ensuring funding arrangements, maintaining appropriate staffing and overseeing the work of the co-ordinator.
Provision for Inclusion at St Mary’s
We seek to ensure that all children are included in all areas of the curriculum, and that teachers adapt teaching and learning to suit the needs of individuals within their class.
Special Educational Needs
Each class has a Teaching Assistant throughout the mornings to support children with additional needs during core subjects. The SENCO and additional Teaching Assistants work to target further support for those children with more complex and higher levels of need. During the afternoons, Teaching Assistants work within a specific area to deliver intervention across certain Key Stages or the whole school. This enables them to develop an area of expertise (e.g. Phonics or Maths), utilise resources and maintain effective links with outside agencies who support different areas. Interventions will take place within the shared areas around school enabling a group of children from different classes to access a group together. The Pastoral Support Worker and the Emotional Literacy Support Assistant (ELSA) work throughout the school day to support children with a variety of needs both in groups and individually. Work with children with social, emotional and mental health needs will be planned, often using role play, art and other activities as a vehicle for intervention.
English as an Additional Language
Children will be supported in basic conversational English as required by classroom Teachers and Teaching Assistants and through targeted intervention. Children with English as an Additional Language who are not achieving in line with expectations will be tracked using Language in Common. Provision for pupils with EAL will be overseen by the EAL Leaders (Mrs Heidi Singleton, Miss Bryony Shaw and Miss Rachel Stacey)
Looked After Children
Every child who is looked after by the Local Authority (children in care) has a personal education plan (PEP). This is reviewed and updated regularly in conjunction with the child’s social worker. These children may receive support from the Pastoral Care Worker or Emotional Literacy Support Assistant (ELSA) or any other targeted intervention, including enrichment, as appropriate.
Attendance is monitored in school by the Attendance Officers, Business Manager and Pastoral Support Worker, who meet regularly. Children with a high percentage of absence (less than 90% attendance or greater than 10% absence) or lateness are identified and reasons for these absences are investigated. The school supports work with parents to minimise absences in order for children to be in school and achieve well.
Links with Other Agencies
We work closely with a range of other professionals such as:
- Educational Psychologist.
- Special Schools for both behaviour and learning needs.
- Medical professionals including Occupational Therapy and Physiotherapy.
- Vision Support Service.
- Speech and Language Therapy Service.
- Family Outreach Worker.
And any other agencies the school or family deem appropriate.
Where children have complex needs requiring many agencies to be involved, a Poole Early Help Assessment (PEHA) will be carried out with the child and the family, and a ‘team around the child’ (TAC) meeting will be arranged when necessary in order to ensure all agencies and parents can work together on common goals and each can be clear about their role. In situations where common difficulties occur throughout a family ‘team around the family’ (TAF) meetings may also be held.
The school has a lift to enable children with physical disabilities to have full access to the teaching areas. All areas are marked as appropriate e.g. yellow paint on fences, to ensure they provide safe access for those with vision impairments.
The Local Authority uses a formula to calculate funding which is received by the school to support children identified as having SEND. Additional funding is given to support SEND children who have the highest levels of need identified by an Education, Health and Care Assessment. Looked After Children, those currently and previously entitled to free school meals and children with parents in the forces also attract funding (Pupil Premium) and so the school endeavours to ensure these are identified correctly on entry to school through admission information.
Funding for vulnerable children contributes to the whole school budget. It is not allocated to individuals but is used to support vulnerable children in a variety of ways. A large proportion is allocated to providing Teaching Assistants to support vulnerable children throughout the school and some to employ the SENCO, Pastoral Care Worker and other key staff with responsibilities relating to inclusion. Further funding is used to purchase resources for individuals, groups and classes to make the curriculum accessible for all and to ‘buy in’ external support, e.g. play therapy, training etc.
The SENCO will keep up-to-date with local initiatives and information by attending the termly SENCO briefings run by the Local Authority. Teachers and support staff will be given individual and relevant support and CPD training to enable them
to support individuals in their class. All teachers will be kept up-to-date with provision, resources and intervention for children with additional needs through staff meetings and INSET.
Role of Parents
Parent and school partnership is crucial to providing effective support for all children and particularly those with additional needs. Parents will be informed of any concerns by the child’s class teacher and will be invited to discuss and review individual targets (for SEND children) at individual meetings. Parents can ask for an update of their child’s progress at any point by contacting the class teacher. They can also seek pastoral support by speaking with the Pastoral Support Worker.
Within our school
Towards the end of the summer term children spend a morning with their new class teacher for the following year. Current class teachers meet with the teacher/s whose class the child will join to discuss all children, with a particular focus on those in vulnerable groups. Information is shared about the level of support individuals received in the previous class and resources and techniques that have been successful. Individual records are also passed on so new teachers can see the history of involvement with any child.
To/from other schools
We link with pre-schools and secondary schools in the area and share records of all children on the SEND Code of Practice when children transfer. In particular cases, where transition could be challenging, enhanced transition of additional visits may be arranged with the school in order to ensure a positive experience of transition for the child. This will be managed alongside a programme of pastoral support if appropriate.