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SEND and Accessibility Policy

Special Educational Needs and Disabilities Policy 2019-2020

The School’s Special Educational Needs / Disabilities Co-ordinator (SENDCo) is Mrs Charlotte O’Brien.

Mrs O’Brien is not a member of the Senior Leadership Team (SLT) however SEN is the responsibility of the Head Teacher.

This policy explains how Park High School makes provision for pupils and SEND, in line with the school ethos and with current legislative requirements (SEND Code of Practice 2014, Equality Act 2010).

Definition of Special Educational Needs and Disabilities.

A child or young person has SEN if they have a difficulty or disability which calls for special educational provision to be made for him or her.

These needs can be categorised in four key areas that may create barriers to learning:

  • Communication and interaction;
  • Cognition and learning;
  • Social, emotional and mental health difficulties;
  • Sensory and/or physical needs.

A student has a learning difficulty or disability if he or she:

  • Has a significantly greater difficulty in learning than the majority of students of the same age;
  • Has a disability which prevents or hinders the child from making use of facilities of a kind generally provided for others of the same age in mainstream schools.

Parents requiring further information about provision for SEND in the school should, in the first instance, talk to their child’s form tutor or contact the Special Educational Needs Coordinator (SENDCo) or Headteacher.

The school’s Local Offer provides much greater detail on the context of the school and the

provision for children with SEND and should be read in conjunction with this policy. The local

Offer is available on the school’s website

At Park High School we believe that every teacher is a teacher of every child, including those with SEND, and as a school we value the contribution and worth of every child.

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1. Introduction

Colne Park High School is committed to meeting the special educational needs of pupils and ensuring that they make progress:

We are a school committed to raising aspirations and bringing out the best in all students.

Our students will strive to attain exceptionally high levels of academic achievement and personal development. All staff will unfailingly reassure students that by working together there are no barriers that they cannot overcome to achieve their full potential. Students will leave Park High School with the skills, confidence and drive to achieve their future aspirations and to make a lasting contribution to the communities in which they live.

Our mission is to develop young people with active and creative minds, a sense of understanding and compassion for others, and the courage to act on their beliefs. We stress the total development of each young person: morally, socially, intellectually, physically, emotionally and spiritually.

2. Roles and Responsibilities

The Governing Body has identified a governor, Mr Mark Gardner, 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 Deputy Head teacher Mr G Jackson is the school’s “responsible person”. The Head will keep the governing body informed about the special educational needs and disabilities provision made by the school.

Mrs C O’Brien coordinates the various ‘waves’ of provision, including for those at SEN Support and with Education Health and Care Plans. The Code of Practice 0-25 and the changes outlined in the Children’s and Families Act Sept 2014 are being embedded and we embrace ‘Quality First’ education for all.

We currently have seven Teaching Assistants who work directly with our pupils, along with a further 6 members of the Wellbeing Team who all have non-teaching timetables. They have a range of qualifications which support the pupils with special and additional needs to help break down barriers to learning and support the spiritual, moral social and cultural ethos of the school. At Park High school we believe that teaching assistants and support staff play a major role in facilitating successful outcomes for our pupils.

All teaching and non-teaching staff are responsible for differentiating the curriculum for pupils with special educational needs and for assisting in monitoring their progress. All Curriculum Leaders review and monitor the progress made by pupils in their subject area and the effectiveness of resources and other curriculum material. Staff work closely with the Learning Support staff to help meet the special and additional needs of our pupils. All teachers at Park High School are teachers of pupils with Special Educational Needs.

Our whole school approach acknowledges the fact that all children at some time have educational ‘needs’ and that these only become ‘special’ in terms of the provision the school offers. Our teachers receive

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regular training in order to be able to deliver our whole school approach to participation, access and achievement.

We support the progress of our SEND pupils by providing;

  • Work which challenges pupils sufficiently
  • Good assessment and review procedures
  • The involvement of specialist teachers
  • Commitment from our Leadership Team to progress for all our pupils

3. Admissions

Pupils with special educational needs and/or disabilities (SEND) will be admitted to Park High school in line with the school’s admissions’ policy. The school is aware of the statutory requirements of the Equalities Act and will endeavour to meet the Act’s requirements. The school works closely with parents to ascertain whether a child has been identified as having a special educational need through induction meetings, attendance at primary reviews, through liaison with primary schools and other agencies. If school is alerted to the fact that a child may have a learning or additional need it collects relevant information to plan an inclusive, relevant and differentiated curriculum where required.

Identifying Special Educational Needs

The identification of SEN is built into the overall approach to monitoring the progress and development of all pupils through the school’s policy on Teaching and Learning;

It is important that the school identifies pupils who experience difficulties accessing learning and general school life opportunities early. This is achieved through continual use of classroom observations and assessments of all pupils. Progress is tracked at least on a on a termly basis. The SENDCo liaises closely with class teachers and the Headteacher to analyse data and individually track pupils who are experiencing difficulties.

Class teachers discuss any concerns with the SENDCo and Headteacher. If further action is deemed necessary, the parents are informed immediately. All criteria for defining Special Educational Needs are in accordance with Lancashire Education Authority policy.

Despite appropriate quality first teaching, intervention and differentiated learning experiences, considering the child’s age and stage of development, triggers for identification of a Special Educational Need could be:

  • Little or no progress made even when a multi-sensory approach to teaching and learning is used to improve the child’s identified area of need.
  • Working continues at levels significantly below those expected for a child of a similar age in certain areas of the Early Years Foundation Stage or in English or mathematics skills resulting in poor attainment in some framework or curriculum areas.
  • Communication or interaction difficulties, which create barriers to learning and specific interventions, are needed.
  • Social, emotional or mental health problems, which are not improved by the techniques normally

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employed within the nurturing environment of the school.

  • Sensory or physical problems create barriers to progress despite the provision of personal aids or specialist equipment

If, following at least one cycle of additional support, the child continues to experience difficulties the school may, with parental permission, seek the advice of external agencies such as Specialist Teachers, Educational Psychologists, LCC Inclusion Support Service or similar. Additionally, some children may receive support from our National Health Service colleagues, for example Speech and Language Therapy, Occupational Therapy, Community Paediatrics, School Nurse etc. Any plans shared with the school by these agencies are carried out by staff within the school in liaison with the appropriate agency.

Factors which are NOT SEN but may affect a child’s progress and attainment are taken into consideration and adaptations are made accordingly. These may include:

  • A disability under the Equality Act 2010 – all reasonable adjustments will be made in order that they can access the full curriculum.
  • Attendance and Punctuality
  • Health and Welfare
  • English as an Additional Language (EAL)
  • Being in receipt of Pupil Premium Grant
  • Being a Looked After Child
  • Being a child of Serviceman/woman

Persistent disruptive or withdrawn behaviour does not necessarily mean that a young person has SEN. Any concerns over a pupil’s behaviour will be investigated on the premise that the behaviour is an underlying response to a need. This may be a learning difficulty, or another factor as noted above. School staff will endeavour to recognise and quickly identify the reasons for the behaviour and take all reasonable steps to address the root cause.

4. Access

PROVISION OF ACCESS

The School provides access for students with Special Educational Needs to a balanced and broadly based curriculum by:

  • Ensuring teachers and teaching assistants are aware of individual’s specific needs through Teacher Information booklet; SEND register; CPD; Pupil Passports and group/individual information on the Teaching and Learning Database
  • Full access to mainstream lessons unless it is deemed that a different option would be more beneficial following guidance and support from the relevant professional supporting the individual and their family. This may include provision for Braille teaching for a child with a vision impairment, or specialist teaching for a pupil with a specific learning difficulty.
  • Effective Quality First Teaching based on the learning profile of the individual
  • The SENDCo is available to teachers one day a week after school on a drop in basis to help develop strategies for using with specific students
  • Tailored support for individuals / groups within the lesson, withdrawal of small groups or one to one support lessons for literacy; numeracy; speech and language, social skills and Nurture where

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this is deemed to support the learning and development of independent learning skills for the students.

•  Access to the Pastoral Hub for support with:

  • Medical needs
  • Social or emotional needs
  • Learning (academic and social)
  • Lunchtime and break time support
  • After school club to develop learning skills at specific times of the year

ACCESS TO ACTIVITIES

The School ensures that students with Special Educational Needs engage in the activities of the school with those students who do not have Special Educational needs by:

    • Teaching Partner support, where appropriate
    • Appropriate differentiation by teachers
    • Peer group support
    • Access to the Library/Computers/Dining Hall
    • Other activities which includes football, film club, music (including playing instruments and visits to musicals) and drama/dance (including theatre visits) *Please see Extra Curricular booklet for full list of activities and times
    • Supported prep groups

Provision

ARRANGEMENTS FOR THE CO-ORDINATION OF PROVISION

The Governors will co-ordinate the provision of education for students with special educational needs by:

  • the appointment of a Special Needs Co-ordinator (SENCO) to work with the Head of School and Governing Body, parents and students, outside agencies and other schools
  • the allocation of teachers and TAs within lessons, for small group withdrawal and on a one-to-one basis
  • Intervention packages to facilitate enhanced progress
  • Appropriate and personalised curriculum

PROVISION FOR SPECIAL EDUCATIONAL NEEDS

The school:

  • has no specialist units
  • has a full time SENCo who is undertaking the National Award for Special Educational Needs Co-ordinators (Postgraduate Certificate) in 2019-20
  • has an Assistant SENCO who is undertaking a Postgraduate Certificate in Specific Learning Difficulties in 2019-20
  • has an Associate SENCo who in school each week who is also a Specialist Teacher and Assessor for Cognition and Learning difficulties (AMBDA/ATS)

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  • has 7 teaching assistants and 6 members of the Wellbeing Team to enable the delivery of in-class support; 1:1 withdrawal, small group intervention and mentoring
  • has a whole staff team dedicated to fully inclusive education
  • offers students strategies for learning
  • allocates support (funding) according to the needs of the individual students

The provision which the school makes is fully detailed in the school’s Local Offer which is available from the school office or on the website

Provision for any pupil with an existing Education, Health and Care Plan is set according to that which is outlined in the plan. Information on Education, Health and Care Plans can be found at www.lancashire.gov.uk/SEND

Any additional provision for all children (whether or not they have SEND) is carefully recorded (‘mapped’) by the Class Teachers and SENDCo, overseen by the Senior Leadership Team. The cost of all such provision is calculated based on the pro-rata cost of the allocated time for the member of staff delivering the provision (for internally sourced provision) or on actual billed costs (for external providers or specialist resources purchased). Concurrently, the progress of all children who are receiving additional provision is carefully tracked. This information is then scrutinised by the Senior Leadership Team/SENDCo to ensure that the effectiveness and efficiency of provision is maximised.

Pupils will have access to this provision on an evidenced needs basis and we will endeavour to ensure all pupils’ needs are fully met. However, occasionally we may identify that we are unable to fully meet the needs of a pupil through our own provision arrangements. In these circumstances, an assessment of the unmet needs would be carried out through the CAF process which would involve parents, pupils and all agencies involved in the pupil’s care. More information on this can be found on the Lancashire Children’s Trust website:

http://www.lancashirechildrenstrust.org.uk/resources/?siteid=6274&pageid=45056

As a result of the CAF process, parents and a multi-agency team may decide that school should apply for a Statutory Integrated Assessment of a pupil’s needs i.e. apply for an Education, Health and Care Plan (EHC plan). Further information on this process may be found at www.lancashire.gov.uk/SEND

6. Resources

RESOURCES

The overall level of funding (the Notional Budget) for SEN is delegated to the school by the LA and is identified in the school budget statement. This amount is not ring-fenced;

The responsibility for determining the amount of resource for SEN lies with the school Governors who will seek advice from the Headteacher;

The resources for SEND are used to provide teaching assistants, specific training on SEND and specialist resources. The costs of the SENDCo are met from the main school budget;

The Headteacher has the key responsibility for determining the allocation of these resources in consultation with the Senior Leadership Team and the rest of the staff;

In order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all pupils, all staff are encouraged to undertake training and development. All teaching staff and

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teaching assistants will be provided with general or specific training on meeting the needs of SEND within their classrooms. The SENDCo regularly attends local SENDCo network meetings in order to keep up to date with local and national updates in SEND.

Whole school training on SEND is arranged as appropriate and teaching assistants are invited. This may be delivered by the SENDCo or by specialist services.

There is an expectation that staff who receive training will disseminate their knowledge to others to benefit all working in SEND.

All permanent/long term teachers and support staff undertake induction on taking up a post and this includes a meeting with the SENDCo to explain the systems and structures in place around the school’s SEND provision and practice and to discuss the needs of individual pupils.

The School’s SENDCo attends the Local Authority’s SENDCo Cluster meetings in order to keep up to date with local and national updates in SEND. Where possible we network with other local schools to share training opportunities and resources.

The School allocates resources to, and amongst, students with Special Educational Needs by the following means:

  • The SENCO is responsible for co-ordinating funding applications and for using funds appropriately;
  • Software programs as appropriate;
  • Multisensory materials;
  • Effective intervention programmes;
  • Reading material, plays and popular children’s titles and other games to support literacy acquisition
  • Training for staff

FACILITIES

The School provides the following facilities for students with Special Educational Needs:

  • Community Room- students work in this area with the SENCO; specialist teachers and TAs individually and in small groups. The area is also staffed at break time offering a highly supervised opportunity for relaxation and socialising, playing games and using computers.
  • Disabled toilets
  • Stairs – all with hand rails
  • Lifts in the main school building to access all areas with the exception of the upper floors in the DT and Humanities areas
  • Timetable – to ensure most teaching takes place on the ground floor where necessary and possible
  • Behaviour intervention
  • Speech and language groups
  • Computer room with specialist intervention packages
  • Nurture group facility in a specialist and well- resourced teaching room

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7. Following the Graduated Response – Assess, Plan, Do, Review

The key principles:

  • All class teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff. All children are included in all lessons through an ethos of Quality First Teaching which is adapted to respond to their strengths and needs, as set out in the Teachers’ Standards (2012).
  • High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. However, despite this, some children need additional help to make progress in their learning.
  • Additional intervention and support cannot compensate for a lack of good quality teaching.
  • Pupils are only identified as SEN if they do not make adequate progress once they have been given good quality personalised teaching, access to adaptations and intervention.
  • Pupils who join school with an already identified SEND will be catered for in the same way as those identified by this school.
  • When planning work for children with special educational needs, teachers give due regard to information and targets contained in the child’s Pupil Overview of Provision (POP). Additionally, teachers modify teaching and learning as appropriate for children with disabilities.

We embrace government proposals for the early identify and assessment of pupils with SEND .

One or more of the following processes currently identifies pupils who may require learning support:

  • Primary school interviews, visits and meetings with parents, reviews, primary liaison meetings, learning support and other transfer documentation.
  • KS2 SAT’s results; in particular, significant discrepancies or low attainment (scaled score below 100)
  • The interpretation of NFER Cognitive Abilities Tests, which provides verbal, non-verbal and quantitative data.
  • STAR testing
  • LUCID EXACT screening
  • An observation or concern expressed by a member of staff or parent.
  • Whole school monitoring systems, which highlight underachievement and discrepancies in curriculum areas at both KS3 and KS4.
  • Liaison with external agencies, e.g. social and medical services, outreach teaching support, our own specialist teacher
  • A concern expressed by a pupil about his or her own progress.

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What

Who

How

     

Initial Concern

Child/Parents/

Professional Dialogue between staff

 

School

Discussions with Parents

   

Learning Walks

   

Pupil Progress Meetings

   

ABC observations

ASSESS

       

Further information gathered

Parents/pupil/

Professional Dialogue Discussions with

 
   
   

Colleagues/ SENDCo

Parents

 
         
 

Observation and /or additional

SENDCo

Examples may include: Observations in the

 
 

assessments

 

classroom and during unstructured times,

 
     

cognitive assessments including WRAT5,

 
     

BPVS, WRIT, WRAML2 etc

 
         
         
 

 

     

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What

Who

How

       
 

Intention to make additional

Class Teacher

Meeting or Telephone Call

 

provision discussed with

   
 

parents/carers

   
       
 

Action Plan written or pupil

SENDCo / class

Parents are involved throughout the Action

 

added to

Teacher

Plan process and are expected to support the

 

the SEN register (depending on

 

school in working towards the agreed targets

 

number of cycles)

 
     
       
 

Pupil Overview Provision (POP)

Class teacher with

Parents are involved throughout the POP

PLAN

written if a child is placed onto the

support from SENDCo

process. Parents are required to work in

SEN Register which:

 

partnership with school to help pupils to

   
 

•  outlines strengths and difficulties

 

meet their targets. A progress and POP

 

within the four broad areas of

 

review meeting will be held at least termly.

 

need,

   
 

•  states the provision required to

   
 

meet individual needs

   
 

•  gives 2 or 3 SMART targets for

   
 

pupils to work towards, although

   
 

these are not limiting

   
       
 

Revision of POP targets

Class Teacher / SENDCo

As and when necessary (when targets met

     

or adjusted). Parents informed.

       
 

What

Who

How

 

Classroom adaptation and/or

Class teacher

Examples may include:

 

targeted support in class

Teaching Assistants

Seating position, class grouping, assistance

     

with organisation, sensory aids, focus

     

group with teacher or teaching assistant,

     

support during unstructured times

       
 

Targeted and time- limited small

Teaching assistants

Usually in withdrawal for limited periods

EW

group interventions

under the direction

Extra provision recorded, this is known as

 

of the class teacher

‘Provision Mapping’

REVI

 
     
 

1:1 or small group teaching

Teaching assistant

Little and often as specified on the POP

 

towards POP targets

(TA)

 
   

Supervised by Class

 
   

teacher

 
       
 

Teachers and/or Teaching Assistants

Class Teacher (Need

When appropriate

 

access Continuing Professional

identified by CT,

 
 

Development (CPD) courses to

SENDCo and/or Senior

 
 

enhance their understanding of a

Leadership)

 
 

specific difficulty relating to a child

   
 

in their class.

   
       

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What

Who

How

 

Formative assessment in the

Class teacher / TA

Daily monitoring as part of Quality First

 

classroom towards learning

 

Teaching

 

objectives

   
       
 

Progress towards POP targets

TA supervised by

Weekly (Through the Weekly Monitoring

   

Class Teacher.

Sheet) Regular update in home/school

EW

 

Pupils involved in

book as appropriate

 

this process

 

REVI

   
     
 

Full review of POP at least 3 times

Class teacher

Evaluation and review meeting of POPs

 

per year (December, April and July)

(informed by weekly

with class teacher, parent and pupil,

   

monitoring).

overseen by the SENDCo

   

Collaboration

 
   

between home and

 
   

school.

 
       
 

SEN Pupil Profile updated as

Class teacher/Parents/

Significant  changes  at  any  time  will

 

appropriate

SENDCo/Pupil

inform an update.

       
       
 

What

Who

How

 

Progress is accelerated and

Needs can now be met

Professional dialogue between teachers

 

provision needed to maintain this is

through classroom

and SENDCo and/or consideration at

 

commensurate with peers

differentiation,

Pupil Progress Meetings before decision

   

adaptations and/or

to remove from SEN register is made.

   

intervention. Removal

Evaluation shared and parents

   

from SEN register

informed.

       
 

Progress is good but additional

New POP written

Evaluation and new POP shared with

EW

provision needs to continue

Continue with cycle to

parents

 

next review

 

REVI

     

Progress remains slow/inadequate

With the permission of

Where a pupil has a pre- existing

OF

despite the use of evidence based

parents, school will

recognised difficulty (for example: speech

     

OUTCOMES

approached and well-matched

refer the pupil for

and language difficulty or autistic spectrum

interventions

specialised assessments

condition), the expertise of external

 
   

and advice from

agencies and professionals may, with

   

external agencies and

parental permission, be sought at an

   

professionals

earlier stage.

       
 

Despite the school having taken the

The school is unable to

Education, Health and Care plans (EHCP)

 

relevant action to identify, assess

fully meet the needs of

are the replacement for Statements of

 

and meet the needs of a pupil (as

the pupil through its

Special Educational Needs.

 

above), the pupil has not made

own provision

 
 

expected progress

arrangements. School

 
   

and parents/Carers

 
   

should consider

 
   

applying for an EHC

 
   

plan

 

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Our response to SEND embodies principles central to Code of Practice 0-25 and the Children and Families Act;

  • Provision for an SEND pupil should match the nature of his/her needs.
  • There should an assessment of a pupil’s needs, a plan put in place to meet need followed by interventions and an evaluation of the effectiveness of interventions. – Assess, Plan, Do, Review
  • The views of the child should be given due weight according to age, maturity and capability when any action is taken.
  • There should be close consultation and partnership with the pupil’s parent or carer.
  • Specialists should be involved whenever appropriate, including health and social care professionals.
  • All pupils should access ‘Quality First’ teaching.

Provision and Provision Mapping

  • The provision which the school makes is fully detailed in the school’s Local Offer which is available from the school office or on the website
    • Provision for any pupil with an existing Education, Health and Care Plan is set according to that which is outlined in the plan. Information on Education, Health and Care Plans can be found at www.lancashire.gov.uk/SEND
    • Any additional provision for all children (whether or not they have SEND) is carefully recorded (‘mapped’) by the Class Teachers and SENDCo, overseen by the Senior Leadership

Team. The cost of all such provision is calculated based on the pro-rata cost of the allocated time for the member of staff delivering the provision (for internally sourced provision) or on actual billed costs (for external providers or specialist resources purchased). Concurrently, the progress of all children who are receiving additional provision is carefully tracked. This information is then scrutinised by the Senior Leadership Team/SENDCo to ensure that the effectiveness and efficiency of provision is maximised.

    • Pupils will have access to this provision on an evidenced needs basis and we will endeavour to ensure all pupils’ needs are fully met. However, occasionally we may identify that we are unable to fully meet the needs of a pupil through our own provision arrangements. In these circumstances, an assessment of the unmet needs would be carried out through the CAF process which would involve parents, pupils and all agencies involved in the pupil’s care. More information on this can be found on the Lancashire Children’s Trust website:

http://www.lancashirechildrenstrust.org.uk/resources/?siteid=6274&pageid=45056

  • As a result of the CAF process, parents and a multi-agency team may decide that school should apply for a Statutory Integrated Assessment of a pupil’s needs i.e. apply for an

Education, Health and Care Plan (EHC plan). Further information on this process may be found at www.lancashire.gov.uk/SEND

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Reviews

Students who are identified with Special Educational Needs are reviewed and monitored by:

  • At least one Annual review with the SENCO, outside agencies, parents and students, if the student has an Education, Health and Care Plan.
  • Termly reviews to set new targets with student and parents for those on the SEND register
  • Analysis of impact of interventions
  • End of term module assessments
  • Reports from staff
  • Reference to progress grades as given by teachers
  • Analysis of school tracking systems

PARENTAL ROLE

Parents are encouraged to:

  • Attend annual reviews for their child
  • Attend parents’ evenings and meet with the SENCO
  • Liaise with SENCO sharing information and agreed targets
  • Keep in regular contact by meeting face-to-face and via telephone, email or letter

8a. Links with Other Schools

Links with other schools have been established and provision made for transition of students with

Special Educational Needs between schools, as well as between the School and primary schools by:

  • local cluster group held termly
  • regular meetings with other local primary and secondary schools
  • visits by Primary Liaison coordinator and SENCO to specifically meet with SEN students
  • SENCO attends annual review of students who are designated to attend Park High school, at their own schools, especially transitional reviews in Yr 5
  • visits arranged by SENCO to meet and work with individual students in Yr 6 who have special educational needs (in school)
  • meetings with staff from feeder schools
  • inviting parents of pupils in Yr 6 who are vulnerable to visit the school in the summer term to develop positive links, explain secondary school systems, answer questions etc.

8b. Links with Organisations

The school has established links with key agencies and voluntary bodies which work on behalf of children with Special Educational Needs, as follows:

  • Action for ASD
  • ADHD Northwest
  1. •  Broadfield Specialist School
    • Children and Families Wellbeing Service
    • Social Services
    • Counselling services (Free Flow)
    • ELCAS
    • Rainbow Centre
    • Parent Support services
    • Educational Psychologist
    • Young Carers
    • School Nurse/ Health Team
  1. RECORD KEEPING

Documents relating to children with SEND are stored in a locked cupboard the SENDCo office in school. Some documents such as POPs and monitoring forms are kept in the classroom SEN file and stored in the teacher’s cupboard. Some documents such as POPs are held on the school’s onedrive in an area which is only accessed by teachers. Records relating to children who have left are passed to the new school as soon as it is practical, with a signed and dated record of transfer kept in school.

The School maintains records on students with identified needs, as follows:

    • Information in individual files is kept in a locked cupboard within the SEND office and updated as necessary
    • Electronic information is stored in a personal file within the SEND area of the school network. This is only accessible by e few key staff members
    • Progress is tracked and specific interventions can then be evaluated and further appropriate action taken as necessary
    • SENCO informs other staff of students’ needs and suggests strategies through staff meetings and individual/departmental meetings, staff training, sharing of information on the Teaching and Learning database or Bromcom, the school’s pupil information management system.
    • The SENCO is responsible both for coordinating work with outside agencies, as necessary and for keeping records of findings for future use
    • The SENCO is responsible for ensuring that the statutory rights of students with Education Health and Care Plan, or are Disabled under the Equalities Act are protected
  1. TRAINING

The Governing Body arranges suitable training for staff in relation to Special Needs using a selection of speakers and other outside agencies, Teacher Development days and individual courses:

  • The overall level of funding (the Notional Budget) for SEN is delegated to the school by the LA and is identified in the school budget statement. This amount is not ring-fenced;
  • The responsibility for determining the amount of resource for SEN lies with the school Governors who will seek advice from the Headteacher;
  • The resources for SEND are used to provide teaching assistants, specific training on SEND and specialist resources. The costs of the SENDCo are met from the main school budget;

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    • The Headteacher has the key responsibility for determining the allocation of these resources in consultation with the Senior Leadership Team and the rest of the staff;
    • In order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all pupils, all staff are encouraged to undertake training and development. All teaching staff and teaching assistants will be provided with general or specific training on meeting the needs of SEND within their classrooms. The SENDCo regularly attends local SENDCo network meetings in order to keep up to date with local and national updates in SEND.
    • Whole school training on SEND is arranged as appropriate and teaching assistants are invited. This may be delivered by the SENDCo or by specialist services.
    • There is an expectation that staff who receive training will disseminate their knowledge to others to benefit all working in SEND.
    • All permanent/long term teachers and support staff undertake induction on taking up a post and this includes a meeting with the SENDCo to explain the systems and structures in place around the school’s SEND provision and practice and to discuss the needs of individual pupils.
    • The School’s SENDCo attends the Local Authority’s SENDCo Cluster meetings in order to keep up to date with local and national updates in SEND. Where possible we network with other local schools to share training opportunities and resources. The SENDCo is also a CPD trainer across other schools.
  1. COMPLAINTS

The Governing Body has a complaints procedure which is available from the main office and school website and can be used by parents of students with Special Educational Needs. All individual complaints will be dealt with in accordance with the school complaints procedure.

Review: July 2020