Reviewed: June 2018
To be reviewed: June 2020 by the Curriculum & Progress Committee
SEN Director: Mrs Margaret Lumley
Head of Support: Mrs Julie Collins-Ballands (firstname.lastname@example.org)
This policy was revised by the Head of Support and Deputy Head, in liaison with parents and the SEN Director.
This Policy complies with the statutory requirement laid out in
- the SEND Code of Practice 0-25 (January 2015)
- Equality Education Act 2010(advice for schools February 2013)
- SEN Information Report (Bishop Luffa Website 2014)
Links to other in-house policies
The SEND Code of Practice defines Special Educational Needs in this way:
‘A pupil has SEN where their learning difficulty or disability calls for special educational provision, that is provision different from or additional to that normally available to pupils of the same age.’
The SEND Code of Practice sets out four areas of SEN:
- 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.
- 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.
- 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– for example, where children and young people have difficulty in managing their relationships with other people, are withdrawn, or if they behave in ways that may hinder their and other children’s learning, or that have an impact on their health and wellbeing.
- 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.
The definition of disability describes:
- 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
To recognise someone as ‘disabled’, the child does not need a medical diagnosis. The school can be told by the parents or we can surmise this for ourselves. Thus, if the school has placed a child/young person on SEN Support, it is very likely that the definition will apply to them. It is also likely to apply to young people with medical needs and mental health issues who are not on SEN support.
As soon as we are is informed, the school has a duty under current Disability Equality legislation to make individual reasonable adjustments including providing auxiliary aids and support for those who count as disabled. However, the duty to make reasonable adjustments is an anticipatory duty.
Pupils with medical conditions are overseen by the School Nurse, who shares important information with staff.
Our Values and Vision for SEND
Our mission statement emphasises the importance of every individual child:
"Always our best because everyone matters"
"I have come in order that you might have life - life in all its fullness" John 10:10
With the shared involvement of each individual, we aspire to be a confident outward-looking Christian community in which every member:
- enjoys creative, dynamic and reflective learning
- is supported, challenged and equipped for the future
- values and takes responsibility for themselves and others
- relies on and builds supportive and lasting relationships
The mission statement can be broken down into the following examples for SEND:
- 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 SEND budget funds staffing and general resourcing. Specific, targeted interventions and 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)
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.
A Graduated Approach
The graduated approach starts at whole-school level. The classroom teacher is ultimately responsible for the progress of all the pupils in the classroom. Teacher planning takes into account all of their needs. Teachers are continually assessing, planning, implementing and reviewing their approach to teaching all children.
However, where a potential special educational need has been identified, this cyclical process becomes increasingly personalised. Differentiation and personalised learning are part of the planning. The graduated approach is 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
- The Head of Support deploys Teaching Assistants (TAs) in conjunction with the Head of Faculty in accordance with the graduated approach, and ensure effective deployment of the TAs
- The Head of Support and the Support Faculty Coach support/advise teachers on planning, differentiation and of type of need
- The Head of Support and Higher Level Teaching Assistants (HLTAs) track and look to put in place support for SEN pupils who are under-achieving.
- HLTAs support teachers in implementing a variety of interventions to meet specific need.
- Education Health Care Plans (EHCPs) are monitored for best outcomes for the pupils
- Additional aspects of assessment (including diagnostic) are used, linked to the four areas of need:
- communication and interaction (prior information, external reports, teacher feedback)
- cognition and learning (Year 7 Literacy Screening and ongoing monitoring)
- social, emotional and mental health (teacher feedback, external agency reports, prior information)
- sensory and/or physical needs (external reports, prior information, accessibility)
Requesting Educational Health Care Needs Assessment
The school considers the needs of the whole child following the Assess, Plan, Do, Review framework. It is important, prior to considering an application for an Education Healthcare Needs Assessment that the above is carried out thoroughly with parental engagement and staff awareness. Once the decision is made to apply for an EHCNA the paperwork must be carried out according to deadlines.
Our partnering approach to involve parents/carers and external partners
At Bishop Luffa School we use Parents’ Evenings, face-to-face contact, telephone/email/letters to build partnerships. We pride ourselves in responding quickly to parents and communicating with them effectively. Parents are also involved in Annual Reviews and PEPs.
Where required the school will work with external partners such as the Educational Psychologist, CAMHS, Social Services and SEN Team, Speech and language and the Inclusion team.
Record keeping, monitoring and data management
We keep records to monitor the progress and welfare of pupils with SEND that include:
- Level of Need tracking document – overview of action taken to support pupils with significant need
- Provision Map – sharing of information on SIMs that allows the school to track how a pupil’s needs are being met.
- Pupil Passports – information/strategies relating to pupils’ needs
- SEND register - Information on pupils with regards to their additional needs and how to support them
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.
The school’s Designated Safeguarding Lead, a member of the Leadership Team, oversees safeguarding, and leads the Safeguarding 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 are trained during INSET time: training has included information on the SEND Code of Practice January 2015, Effective differentiation and discussion of the change in SEND terminology. Training on data (SISRA) and SIMS has also been delivered more recently to the HLTAs. The Head of Support, Support Faculty Coach offer ongoing support and training to teachers and TAs. Regular meetings are held with the Head of Support, faculty coach and HLTAs.
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.
|EAL||English as an additional language|
|EHCNA||Education, Health, Care Needs Assessment|
|KS2-3||Key stage 2 (Primary/Junior School) into Key Stage 3 (Secondary School)|
|SEN||Special Educational Needs|
|SEND||Special Educational Needs and Disabilities|