SEN Policy

School Name : Bishop Luffa School

SEN Director: M. Lumley

Head of Support: J. Collins-Ballands (collinsj@bishopluffa.org.uk)
01243 832791

Date of Policy : July 2016

Review Date : Summer 2018

Who was involved in creating the policy and how

Head of Learning Support, Deputy Head, Liaison with parents for the report, liaison with Directors.

Reference to statutory legislation

This policy complies with the statutory requirement laid out in the SEND Code of Practice 0-25 (September 2014), Equality Education Act 2010(advice for schools February 2013), SEN Information Report (Bishop Luffa Website 2014).

Links to other in-house policies

Pupil Premium Policy
Admissions Policy
Teaching and Learning Policy
Accessibility Policy

Our values and vision for SEND in our setting

School mission statement :

  • Always our best because everyone matters.
  • Our curriculum and pastoral arrangements provide the means to develop our pupils into happy well-educated people.
  • Every teacher is a teacher of every pupil within the classroom including those with SEND.
  • The SEN budget funds staffing and general resourcing. Specific targeted interventions/resources may be funded through top up funding.
  • The School aims to be truly comprehensive, welcomes the whole range of ability and aptitude.(admissions policy)

Definition of SEND including what it is not, and other factors that may affect progress and attainment

The SEND Code of Practice set out four areas of SEN:

1.Communicating and interacting – for example, where children and young people have speech, language and communication difficulties which make it difficult for them to make sense of language or to understand how to communicate effectively and appropriately with others.
2. Cognition and learning – for example, where children and young people learn at a slower pace than others their age, have difficulty in understanding parts of the curriculum, have difficulties with organisation and memory skills, or have a specific difficulty affecting one particular part of their learning performance such as in literacy or numeracy.
3. Social, emotional and mental health difficulties – for example, where children and young people have difficulty in managing their relationships with other people, are withdrawn, or if they behave in ways that may hinder their and other children’s learning, or that have an impact on their health and wellbeing.
4. Sensory and/or physical needs – for example, children and young people with visual and/or hearing impairments, or a physical need that means they must have additional ongoing support and equipment Some children and young people may have SEN that covers more than one of these areas.

What is NOT SEN:

Disability (the Code of Practice outlines the ‘reasonable adjustment’ duty for all settings and schools provided under current Disability Equality legislation-these alone do not constitute SEN.

  • Attendance and punctuality
  • Health and welfare
  • EAL
  • being in receipt of Pupil Premium Grant
  • being a Looked After Child
  • being a child of Serviceman/woman
  • Behaviour is no longer an acceptable way of describing SEN

 
Definition of SEND Provision/SEN Support

The categories of SEND Provision have changed since September 2014. Education Health Care Plans have replaced Statements and the categories of School Action and School Action Plus have become SEN Support.

The definition of disability is as below

  • Someone with a physical or mental impairment
  • The impairment is such that it has a substantial and long-term adverse effect on an individual’s ability to perform normal day-to-day activities

Bishop Luffa School strives to ensure that the culture and ethos of the school are such that, whatever the abilities and needs of members of the school community, everyone is equally valued and treats one another with respect. Pupils should be provided with the opportunity to experience, understand and value diversity.

Our objectives

The classroom teacher is ultimately responsible for the progress of all of the pupils in the classroom. Teacher planning must take into account all of the needs. Differentiation and personalised learning are part of the planning. Through the graduated approach Start with your whole school approaches (differentiated and personalised) leading to individualised approaches.

Be clear on the distinctive definition of each objective.

Our approach to identification

The graduated approach should be embedded as part of whole school teaching covering universal, targeted and specialist provision.

Information is shared with Heads of House, Learning Support and the Learning mentor at the transition stage (KS2-3). Meetings are set up with the feeder schools, and extra transition arrangements are put into place if deemed appropriate.

  • The classroom teacher is responsible for meeting the needs of all of the pupils within the classroom through good teaching and planning
  • Heads of Faculty make the best use of TAs in accordance with the graduated approach, and ensure effective deployment of the TAs in conjunction with the Head of Support
  • The Head of Support and the Support Faculty Coach support/advise teachers on planning, differentiation and of type of need
  • Support Teachers lead a variety of interventions to meet specific smaller group or individual need. They are also responsible for carrying out Annual Reviews
  • Education Health Care Plans are monitored on best outcomes for the pupils
  • Additional aspects of assessment (including diagnostic) linked to four areas of need:
    • communication and interaction(prior information, external reports, teacher feedback)
    • cognition and learning(Year 7 Literacy Screening)
    • social, emotional and mental health( teacher feedback, external agency reports, prior information)
    • sensory and/or physical needs( External reports, prior information, accessibility)

Our partnering approach to involving parents/carers

Parents’ Evenings, face to face contact, telephone/email/letters. We pride ourselves in responding quickly to parents and communicating with them effectively. Parents are also involved in Annual Reviews and PEPs.

Record keeping, monitoring and data management

Should include:

  • reasonable adjustments
  • SEN Register
  • SEN Support monitoring
  • Reports
  • Assessment
  • Teacher feedback
  • TA feedback
  • Liaison with parents
  • Information is also available on SIMS class registers

SEN Director - Termly meetings are held with the Director for SEN, and regular sharing of information takes place.

Working with external partners

Appointments with Educational Psychologists, links with CAMHS, Links with social services, regular input from sensory support and speech and language, attend Team around the Child meetings when appropriate. Close liaison with the county SEN team when applying for or discussing Education Health Care plans or statements.

Supporting transition

Careful Transition plans are put into place and primary school visits are held. Information is shared effectively, and, when appropriate, parents are consulted. In house transition requires careful and thorough sharing of relevant information and teacher feedback. Pupils and parents are supported by the Support Team when making informed choices for the KS3/4 and KS4/5 transfer. The Learning mentor works with vulnerable pupils throughout the transition process and during the first two terms in Year 7.

Pupils with medical conditions

The nurse oversees pupils in this category and shares important information with staff.

Safeguarding

The school has member of staff overseeing safeguarding, and they are also part of the Leadership Team.
Our core safeguarding principles are:

  • The well-being and safety of all members of our school community are paramount
  • Everyone has a role to play in safeguarding children
  • Policies and procedures are reviewed annually and ratified by Directors
  • All staff (teaching and support) receive child protection training every year.

There is a zero tolerance to bullying.

Staff training

Staff have been trained in INSET time : training has included information on the SEN Code of Practice 2014, Effective differentiation and discussin of the change in SEN terminology, and how to identify pupils on SIMS. Training on data (SISRA) and SIMS has also been delivered. The Head of Support, Support Faculty Coach and LS teachers offer ongoing support and training to teachers and TAs.

Requesting EHC needs assessment

Consider needs of whole child: establish pupil levels, get teacher feedback, consider pastoral concerns, monitor progress, meet with parents to discuss progress. Consider how all interventions, support are not informing progress. Complete paperwork , communicate with the county SEN team and be aware of legal timeframes.

Complaints process

Bishop Luffa School treats seriously all concerns and complaints. We aim to handle concerns, if at all possible, without the need for formal procedures. Concerns are directed to individual staff in the first instance. In most cases the class teacher, will receive the first approach. In the case of some concerns, this may also involve the Team Leader or Head of Faculty, or, with serious concerns, a member of the Leadership Team. Details of all staff and responsibilities are available from the School or from the School’s website (www.bishopluffa.org.uk). We aim to resolve issues on the spot, including apologising where appropriate.


Complaints Policy
SEN Information Report