Summary of the SEN Policy Information.
AIM AND MISSION
- to create a safe and secure learning environment in which high standards of behaviour and commitment are clearly expressed and realised;
- to create a culture of high expectations and success for pupils, providing a flexible curriculum that engages and motivates groups of pupils and individuals;
- to promote a sense of responsible citizenship in our pupils;
- to build a professional community of teaching and support staff within the school, developing leadership skills and teamwork;
- to build a capacity for futures thinking, problem-solving and planning and distributive leadership;
- to establish collaborative working with other schools;
- to support and facilitate inter-agency work as part of a broader community approach to learning;
- to establish and/or maintain and develop positive working relationships with parents and carers for the benefit of the child.
In all these endeavours we will create a culture of pride in our school and raise its profile in the community and across the city. We will take opportunities to reward and celebrate our successes and will acknowledge and seek ways to rectify our mistakes.
At Oakfield, we believe it is every pupil’s right to expect excellent teaching of an enriched and engaging curriculum, in a safe learning environment, which will enable them to reach their full potential so that they become prepared for adult life.
- We believe that education is about acquiring good personal and thinking skills, developing communication and ICT skills; it is about becoming creative and reflective.
- We believe that education is also about developing self-confidence, maturing socially and emotionally and becoming independent, able to make sound lifestyle choices based on enquiry and reasoning.
- All our pupils will be treated fairly and with respect;
- We believe we should set challenging targets for both staff and pupils, building on strengths and striving for improvements.
- To promote high standards in lessons and behaviour, we will have effective systems for reviewing and developing our practice as part of our self-evaluation and quality assurance programme.
Definition of Special Educational Needs (SEN)
“A child or young person has SEN 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 or a young person has a learning difficulty or disability if they:
a) have a significantly greater difficulty in learning than the majority of others of the same age; or
b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.”
SEN Code of Practice 2014
Definition of Disability
‘A physical or mental impairment which has a substantial and long-term effect on the ability to carry out normal day-to-day activities’
Equality Act of 2010
SEN Code of Practice 2015
In making provision for pupils with special educational needs our policy objectives are:
- To ensure that our duties, as set out in the SEND Code of Practice 2015 and The Equality Act 2010, are fully met to enable pupils with special educational needs to join in the normal activities of the school along with pupils who do not have special educational needs;
- To ensure that all pupils gain access to a broad and balanced curriculum and have an equal opportunity to receive an education that is appropriate to their specific needs;
- To identify and assess the pupils with special educational needs and disabilities (SEND) as early as possible, including assessment places where appropriate;
- To use our resources as efficiently and equitably as possible when assessing and meeting the special educational needs of our pupils;
- To provide a graduated approach in order to match educational provision to pupils’ needs;
- To develop a partnership with parents/carers in order that their knowledge, views and experience can assist us in assessing and providing for their children;
- To take into account the ascertainable wishes of the pupils concerned and, whenever possible, directly involve them in decision making in order to provide more effectively for them;
- To ensure effective collaboration with Local Authority (LA) services, health services and social services in order to take effective action on behalf of pupils with special educational needs;
- To ensure that all staff are aware of their responsibilities towards pupils with special educational needs and are able to exercise them;
- To monitor our effectiveness in achieving the above objectives.
In line with the SEND code of practice 2015 the school operates a four stage graduated approach:
- Assess: the class teacher and SENDCo should clearly analyse a pupil’s needs before identifying a child as needing SEND support.
- Plan: parents must be notified wherever it is decided that a pupil is to be provided with SEND support.
- Do: the class or subject teacher should remain responsible for working with the child on a daily basis. Where the interventions involve group or 1-1 teaching away from the main teacher, he/she should still retain responsibility for the pupil.
- Review: the effectiveness of the support should be reviewed in line with the agreed date.
IDENTIFICATION, MONITORING, ASSESSMENT
Identification & Assessment
On acceptance of a place the SENDCo will gather all relevant background information on new pupils prior to their entry to the school. New pupils will be placed in a class best suited to the individual’s needs. All pupil will undergo an initial assessment period of 6 weeks were academic ability as well as any residential requirements are assessed and discussed with Parents/Carers. The teaching staff in consultation with the SENDCo and/or the outside agency involved will assess and update an individual iBEC each term and review dates are set to assess the child’s progress each half term, with an annual review of progress. Standardised testing is also used to assess progress in specific areas. School staff carry out home visits with Parents/Carers termly to discuss their child’s progress and to discuss new targets. On-going classroom records are used to inform planning and target setting for each child. Where leaning support assistants are involved, their observations and evidence are very valuable contributions to the assessment process.
Early identification of specific needs is vitally important and the school makes every effort to identify these needs and target support as quickly as possible. Identification is achieved through any of the following means:
- use of transfer records
- contact with parents who express concern over their child’s progress
- classroom monitoring and observation by the class teacher
- use of standardised tests taken throughout the school
- other assessments made by the class teacher or SENDCo
The SENDCo maintains a record of all children, including those on assessment placements, which contains relevant information about each child. The class teacher and the SENDCo keep iBECs, which are stored on the school’s computer system. This allows teaching assistants, subject teacher and residential staff to all contribute and be aware of the targets within the iBECs. They may also be involved in drawing up new targets if appropriate.
THE ROLE OF THE SENDCO
The Special Educational Needs Co-ordinator (SENDCo) is MR SAM HODGSON
The SENDCo’s responsibilities include:
- overseeing the day to day operation of the school’s SEND policy
- co-ordinating provision for children with special educational needs
- liaising with and advising fellow teachers
- overseeing the records of all children with special educational needs
- liaising with parents of children with special educational needs
- contributing to the in-service training of colleagues
- liaising with external agencies including the LA’s support and educational psychology services, health and social services, and voluntary bodies.
Typical Special Educational Needs displayed by Oakfield Pupils.
- Autism (ASD)
- Asperger’s Syndrome
- Anxiety Disorders
- Attachment Disorder
- Auditory Processing Disorder
- Obsessive Compulsive Disorder (OCD)
- Oppositional Defiant Disorder (ODD)
- Moderate Learning Difficulties
- Foetal Alcohol Syndrome
- Global Developmental Delay
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