Pilling St John’s CE Primary School
Special Educational Needs (SEN) and Disability Information
SENCO: Cathy Wigley
Contact details: email@example.com
Our SEND policy is inclusive and as such we endeavour to offer a curriculum that ensures the best possible progress for all children regardless of their needs or abilities.
Pupils are defined as having Special Educational Needs if they have a learning disabilitythat requires special educational provision to be made for them.
This policy should be read in conjunction with the other policies which shape our school.
- RE and PSHE
- To ensure that all children, regardless of ability, reach their potential and make at least expected progress.
- To ensure that all children have access to high quality teaching, which takes all children’s needs into account.
- To ensure that all children, regardless of ability or difficulty, have access to a rich, vibrant and relevant curriculum.
- To identify children with additional needs as early as possible, and address these needs promptly.
- In the first instance, to address needs within the school’s current provision, using highly trained and skilled practitioners to develop programmes to meet these needs.
- To employ the services of outside agencies, where the need identified cannot be met within school’s current provision.
- To ensure that the focus on outcomes for children results in those with additional needs making at least expected progress given their age and individual circumstances.
- To involve parents and pupils in planning and reviewing progress.
- To keep clear, factual records of any additional provision, teaching strategies and involvement of specialists.
Possible kinds of needs could include:
- General learning difficulties
- Specific learning difficulties
- Speech and language difficulties
- Behavioural, social and emotional difficulties
- Physical and sensory impairment
- Work within the guidance provided in the SEN Code Of Practice 2014.
- Implement and monitor systems of early identification and monitoring.
- Operate a consistent approach to the provision and management of support for special educational needs.
- Provide a SENCO who will work within the guidelines in the SEN Code of Practice
- Provide support and advice for all staff working with SEN pupils.
- Encourage positive attitudes towards all types of disability and difference. Identifying Special Educational Needs
The SEN Code of Practice identifies 4 broad areas of need. These are:
- Communication and Interaction
- Cognition and Learning
- Social, Emotional and Mental Health Difficulties
- Sensory and/or Physical Needs
At St John’s CE Primary School, we consider the needs of the whole child when assessing additional need. We identify a special educational need where a pupil requires support that is different from or additional to that normally available to pupils of the same age. We believe that the high quality teaching within our school caters for the needs of the majority of the pupils within the classroom setting.
Regular assessments are made by teachers of all pupils. During this process, a pupil maybe identified as making less than expected progress given their age and individual circumstances. This is characterised by progress which:
- Is significantly lower than that of their peers starting at the same baseline
- Fails to match or better the child’s previous rate of progress
- Fails to close the attainment gap between the child and their peers
- Widens the attainment gap
Ref: SEN Code of Practice 2014 Section 6.17
Assessments do take into account progress in areas other than attainment – for example social needs, or developmental needs.
A Graduated Approach to Special Educational Needs
Where a child is assessed as having additional needs, the following steps will be taken:
Child placed on monitoring register. High quality teaching, targeted at identified weaknesses will continue for a specified time. Parents will be informed of the areas of concern.
ASSESS: If limited or no progress is made, the class teacher, in conjunction with the SENCO, will assess whether the child has special educational needs. Targeted assessments may be made at this time, either by school, or by the SEN service the school may employ. Parental permission for these tests will be sought, and results discussed with parent, and where appropriate, with the child.
Other factors affecting the child will be discussed at this time, to aid assessment as to whether there
is a special educational need, or whether other factors are causing the concern. Where it is felt other factors are the main concern, appropriate action will be taken.
PLAN: Where it is decided, after assessment, to provide the pupil with SEN support, their name will be placed on the SEN register, and parents formally notified. A meeting will take place between the teacher, SENCO, parent, and where appropriate, the child, to plan any adjustments, interventions and support to be put in place. These aims will be outcome based and a clear date for review set.
All staff working with the child will be made aware of the child’s needs and the support agreed. DO: The class teacher remains responsible for working with the child on a day to day basis and ensuring extra support takes place. If the child is working on outcomes with other adults, it is still the class teacher’s responsibility to plan for and assess the impact of support. The SENCO will support with further assessments.
REVIEW: The impact of the support will be reviewed in line with the agreed date. The impact of the
support on the child will be assessed, and the class teacher, alongside the SENCO, will revise the support in light of the outcomes. This will be done in consultation with the parent and, where appropriate, with the pupil.
Managing Pupils’ Needs on the SEN Register
Once a child is placed on the SEN register, they are considered under the category of SEN support. At the planning meeting a plan will be drawn up, stating the outcome required for the child, and the strategies and provision that will be put in place to support them to achieve the outcomes. A clear date for review will be set. The plan will be written by the class teacher, in conjunction with the SENCO, parent and, where appropriate, the pupil.
Identified plans of support will utilise the skills of the school staff through the use of provision mapping. Where extra support is needed, school will liaise with the relevant outside agencies to provide this support. Where staff and parents feel a child is still not making expected progress, despite increasing the intensity of support, a decision may be made to apply to the Local Authority (Lancashire County Council) for a Statutory Integrated Assessment (SIA).
Any adult involved with the pupil can request an SIA. A recent report from an Educational Psychologist is required, along with a Common Assessment Framework (CAF) and associated Team Around the Family (TAF) documents, evidence of the school support already received and an All About Me Profile (AAMP). There is a 20 week assessment process from the receipt of the request. After 6 weeks, parents and school will receive a letter to state whether a SIA will be carried out. If an SIA is carried out, at 12 weeks, a decision will be made, after evidence is gathered, whether to implement an Education Health Care Plan (EHC) or a support plan. By 14 weeks a draft EHC will have been written. At this point a coproduction meeting can be requested. After 20 weeks the final EHC plan will be put in place. EHC plans must be reviewed annually, and views sought from all who work with and are involved with the child.
Criteria for Exiting the SEN Register
Children on the SEN register will be monitored closely, in relation to the outcomes set for them. As outcomes are achieved, new outcomes may be identified and planned for. Where the class teacher, in discussion with the SENCO and parent, feels the pupil has made such progress as to become expected progress, the child will be taken off the SEN register.
Parents will be notified. The pupil will continue to be monitored, to ensure current progress is maintained, and high quality teaching from the school staff will be the main focus of support. Supporting Pupils and Families
School offers support in many ways to pupils and families. The details of this support can be found in
the school’s local offer, which links into Lancashire County Council’s local offer. The school’s local offer can be located on the school website. Lancashire County Council’s local offer can be located at:
The SEN Code of Practice 2014 states that schools must publish an SEN Information Report and this must be updated annually. This can be located on the school website. There may be occasions when we call on outside agencies to offer support. This is always done in consultation with parents.
Examples of this include, but are not restricted to:
- Educational Psychologist
- SEN Support teacher
- Therapists, including speech, occupational, physio etc.
- School nurse
- CAMHS (Child and Adult Mental Health Service)
Completion of a CAF may be required for referral to some services.
School Admissions 2017-18
The school falls under the admission arrangements of Lancashire County Council. However, as required by law, all children with a Statement of Special Educational Needs who name this school will be admitted before the application of the over-subscription criteria. Children who have a Statement of Special Educational Needs have their applications considered separately.
On receipt of confirmation of a place at school, pupils with SEN will be identified. School will liaise with parents and Early Years placements to ensure a smooth transition to school.
Transition and exams
Children with SEN are supported throughout school, and special consideration is given to them at transition points (moving key stage, and moving to high school). On moving a key stage, staff involved in the education of the pupil will meet in the Summer Term to share information. Any SEN support plans will be shared at this time.
All pupils have the opportunity to spend time in their new classrooms in the Summer Term.
Transition to high school can be challenging for any child. Children with SEN are given special consideration. Parents are encouraged to make contact with the SENCOs at their desired secondary school during the application process in order to discuss their child’s needs. On confirmation of the secondary school place, school will liaise directly with the secondary school SENCO to ensure a smooth transition. Extra visits may be arranged as part of this process.
During assessments, pupils with additional needs may be supported in a variety of ways including 1-1 support and extra time. For Statutory tests (KS2 SATs), extra support may be applied for, and the decision rests with the local authority.
Supporting Pupils in School with Medical Conditions
The school recognises that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. 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 2010. Some may also have special educational needs (SEN) and may have a statement, or Education, Health and Care (EHC) plan which brings together health and social care needs as well as their special educational provision and the SEND Code of Practice 2014 is followed.
The school has a policy for managing pupils with medical needs and this can be accessed via the school office.
Monitoring and evaluation of SEND
St John’s CE Primary School regularly evaluates all of its practices to ensure that the very best provision is available to all of our pupils. SEND provision has a very high profile within the school, and is regularly monitored by the HT and Governing Body. The governor responsible for SEND (Pastoral Governor), reports to the Governing Body termly.
SEND support plans are monitored by the SENCO to ensure all support being offered is targeted to improve outcomes for children. SEND is a regular item on staff meetings.
Training and Resources
The school receives funding from the Government, as part of a formula, to help support children with additional needs. This funding is used in many different ways by the school.
The majority of the funding goes towards providing highly trained staff to work with children and provide high quality teaching. All staff are encouraged to undertake training and development in order to maintain and develop the quality of teaching and provision to best respond to the strengths and needs of all pupils. Training needs are identified in a variety of ways, including rigorous appraisal systems. Staff are offered a range of training to help them support pupils with additional needs, both in house and external. This training ensures that we have staff who are confident to provide education that focuses on positive outcomes for all pupils. The school’s SENCO regularly attend meetings in order to keep up to date with local and national updates in SEND.
Roles and Responsibilities
The Governing Body has identified a governor, Gaynor Phillpotts to have oversight of special educational needs provision in the school and to ensure that the full governing body is kept informed of how the school is meeting the statutory requirements.
The SENCO/HT will identify areas for development in special educational needs and contribute to the school’s development plan. The SENCO is the line manager for all SEN support staff within the school.
All teaching and non-teaching staff has been involved in the formulation of the special educational needs policy. They are responsible for differentiating the curriculum for pupils with special educational needs and will monitor their progress. Teachers who have responsibility for areas of the curriculum will review and monitor the progress made by pupils in their subject areas and the effectiveness of resources and other curriculum material.
All staff will work closely with the SENCO to ensure positive outcomes for all pupils.
The Head, Mrs Catherine Wigley has responsibility for safeguarding and is the school’s Designated Senior Lead (DSL). The deputy DSL is Mrs Sally Astbury. The Head is also responsible for the children entitled to the Pupil Premium Grant (PPG), and those with medical needs.
Storing and Managing Information
Information about children with SEN will be held securely within school, in line with the school’s data protection policy. Paper records such as support plans and additional needs registers will be kept in a locked cupboard in the Head’s room. Electronic copies of these files will be held on password protected computers. When children are entered on the SEN register, information relating to the child and their special need will be entered into the school’s data management system (SIMS). All records are confidential.
The Disability Discrimination Act, as amended by the SEN and Disability Act 2001, placed a duty on all schools and LAs to plan to increase over time the accessibility of schools for disabled pupils and to implement their plans.
Schools are required to produce accessibility plans for their individual school and LAs are under a duty to prepare accessibility strategies covering the maintained schools in their area. Accessibility plans and strategies must be in writing.
At St John’s Primary School, we take responsibility for the education of all children, whatever their need. Where necessary, adjustments are made to cater for specific need. Barriers to learning are identified as part of the school’s monitoring processes, both of the physical and educational environments.
Dealing with Complaints
Should a parent or carer have a concern about the special provision made for their child they should in the first instance discuss this with the class teacher. If the concern continues then the SENCO/HT
and class teacher will meet with the parent or carer to work to resolve the difficulty. If the HT/SENCO is unable to resolve the difficulty the parents’ concerns should be put in writing to the the Chair of Governors.
St John’s CE Primary School has a rigorous approach to any instances of bullying, and our Antibullying policy can be located via the website
Any bullying within school is taken seriously and dealt with swiftly. We are proactive in our approach, and use assemblies and PSHE lessons to promote an inclusive ethos within our school. The children are taught to embrace diversity and equality.
Reviewing the Policy
This policy will be reviewed annually. The next review date will be March 2019