Andreas School

The learning community that develops the thinking skills of all its members.

Andreas School

Special Needs Policy

Introduction

This school provides a broad and balanced curriculum for all children.

When planning, teachers set suitable learning challenges and respond to children’s diverse learning needs. Some children have barriers to learning that mean that they have special needs and require particular action by the school.

Children may have special educational needs either throughout or at any time during their school career. This policy ensures that curriculum planning and assessment for children with special educational needs takes account of the type and extent of the difficulty experienced by the child, it should be read in conjunction with the Inclusion Policy.

Aims and objectives

To be proactive and endeavour to recognise the early signs of any learning, behaviour or social and emotional difficulties

To be aware of the progress of individual pupils so we ensure that any concerns in any area of development/learning are recorded, monitored correctly and appropriate provision is put in place

In our school, the SENCO:

  • Manages the day to day operation of the policy
  • Co-ordinates the provision for and manages the responses to children's special needs
  • Offers general support and advice
  • Offers specific support and advise in using the COLI (Continuum of Learning & Intervention) document
  • Oversees the records of all children with special educational needs
  • Acts as the link with parents and external agencies
  • Acts as the link with external agencies and other support agencies
  • Monitors and evaluates the special educational needs provision
  • Monitors and manages SEN teacher paper work
  • Manages a range of resources, both human and material, to enable appropriate provision for children with SEN
  • Monitors and organises annual reviews as required for other HLN pupils
  • Monitors and organises the transition reviews to RGS for HLN pupils and those pupils who are considered vulnerable on transition
  • Contributes to the professional development of all staff
  • Discusses any concerns with individual staff so the front record sheet can be filled in together before obtaining the parent’s signature at the first parents’ evening

Teachers respond to children’s needs by:

  • providing support for children who need help with communication, language and literacy
  • planning to develop children's understanding through the use of all their senses and varied experiences
  • planning for children's full participation in learning, and in physical and practical activities
  • helping children to manage their behaviour and to take part in learning effectively and safely
  • helping individuals to manage their emotions and psychological well-being, particularly trauma or stress, and to take part in learning
  • ensuring all children requiring specific and regular access to ICT equipment are given those opportunities within class time when needed
  • ensuring SEN paperwork is up to date, including: front sheet, individual pupil chronology and IPP (individual pupil provision)

The role of the governing body

The governing body has due regard to SEN Regulations when carrying out its duties towards all pupils with special educational needs.

Assessment

•Early identification is vital: the class teacher informs the parents at the earliest opportunity to alert them to concerns and enlist their active help and participation.

•The class teacher and the SENCO assess and monitor the children's progress in line with existing school practices, this is an ongoing process

• The SENCO works closely with parents and teachers to plan an appropriate programme of support

• The assessment of children reflects as far as possible their participation in the whole curriculum of the school, the class teacher and the SENCO can break down the assessment into smaller steps in order to aid progress and provide detailed and accurate indicators

•The SENCO seeks a range of advice before making a formal statement, the needs of the child are considered to be paramount in this

Partnership with parents

Parents have much to contribute to our support for children with special educational needs.

•The school works closely with parents in the support of those children with special educational needs. We encourage an active partnership through an ongoing dialogue with parents.

•We have regular meetings during the autumn and spring term to share the progress of special needs children with their parents.

• We will have a preliminary meeting with parents first if their child needs to go on the SEN register for the first time - before we have our first parents’ evenings so the concerns and

processes needed can be discussed together. They will also have the opportunity to add their own suggestions and concerns (if any) to the child’s record.

We inform the parents of any outside intervention, and we share the process of decision-making by providing clear information relating to the education of children with

special educational needs.

Pupil participation

  • In our school, we encourage children to take responsibility and to make decisions. This is part of the culture of the school and relates to all children of all ages.
  • Children are involved at an appropriate level in learning and setting future learning challenges
  • Children are encouraged to talk through and share their worries in relation to their psychological well-being and learning

Monitoring and review

•The SENCO monitors the movement of children within the SEN system in school.

•The SENCO is involved in supporting teachers involved in drawing up Individual Provision Plan (IPP) for children. The SENCO and the headteacher hold regular meetings to review the work of the school in this area.

• The governing body reviews this policy annually and considers any amendments in the light of the annual review findings.

Policy date - July 2013

Review date - July 2014

Reviewed - October 2014

Reviewed - October 2016

Reviewed - March 2019

Reviewed June 2021

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