SEN

 

 

 

Furze Warren Federation

Special Educational Needs Policy

 

Rationale

All children share a common entitlement to a stimulating and relevant curriculum which is matched to their individual needs and includes the National Curriculum, whatever physical, emotional, behavioral, sensory or learning difficulties they experience.

 

The majority of pupils will have mild or transitory difficulties, but some pupils will have longer term and more complex needs.  The school’s policy, provision and practice for SEN should ensure such pupils are identified and access to all areas of the curriculum maximized.

 

 

Purposes

  1. To ensure early identification of children experiencing difficulties.
  2. To ensure that all staff are aware of the systems and procedures in accordance with the revised Code of Practice in order to offer children positive and constructive access to the curriculum that is appropriate to their individual needs.
  3. To allow for differentiation in curriculum planning and schemes of work based on knowledge of individual children through teacher assessment and understanding of different backgrounds and various teaching styles.
  4. To ensure the most effective use of school staff, teaching and non-teaching, and resources for pupils with special educational needs.
  5. To encourage children to reach their full potential and be involved in rewarding motivating activities which improve their self-esteem.

 

 

Guidelines

  1. Teachers should be aware of the policy and procedures for identifying pupils with special needs, using the Borough’s stage procedure to form a framework for identification and assessment.  This should be part of day to day practice.  Teachers should address difficulties promptly and optimistically.
  2. The SEN policy should support teachers in delivering a differentiated curriculum that is sensitive to differing paces and styles of learning, interests and ability. Teaching approaches should be varied to ensure all children’s learning styles are accommodated.
  3. Teachers should make best use of the SENCo; the school based SSAs and the Borough Support Services.
  4. Support staff should be given clear guidance on implementing learning and behaviour programmes.  Systematic records should be kept to monitor progress and inform future planning.
  5. The class teacher will support children within the classroom by providing specialist resources, including ICT.  The school will establish support systems for children at School Action and above, either within the classroom or by withdrawing children to work in smaller groups.
  6. Assess the needs of staff for in-service training.
  7. Encourage partnership with parents where their concerns can be addressed and co-operation sought.
  8. Recording of children’s progress should clearly indicate their special educational needs and include dialogue between class teacher and SENCo to aid continuity of planning and progression. It is important to remember that a child can experience difficulties in one area of the curriculum only and it must not be presumed that difficulties are automatically experienced in all areas.
  9. The SEN policy is to be used within the context of equal opportunities, thereby achieving participation and success for all pupils.

 

Arrangements made for coordinating the day to day provision for pupils with special educational needs.

 

  1. The Special Educational Needs Coordinator (SENCo) is responsible for coordinating the day to day provision of the Special Educational Needs Policy.  The SENCo is currently Mr. S Harber.

 

  1. The SENCo is responsible for the following:
  • The day to day operation of the school’s SEN Policy.
  • Regularly liaising with and advising the year group SEN Link teachers, and meeting with other members of the staff team as the need arises.
  • Coordinating the provision for children with special educational needs.
  • Maintaining the school’s SEN register and overseeing the records of all pupils with Special Educational Needs
  • Liaising with parents of children with Special Educational Needs.
  • Liaising with and supporting the school based SEN team in their work with statemented children, and non-statemented children who have been identified as having Special Educational Needs.
  • Liaising with external agencies including the Educational Psychology Service and other support agencies, the Health and Social Services and voluntary bodies.
  • For more information please see the Warren Junior School Local Offer. The school’s admissions policy applies equally to all pupils wishing to take a place at the school.  This complies with the L. A. admissions policy. The school has an appointed member of staff as the co-ordinator for Special Educational Needs.  The school also employs nine members of staff to work with statemented children, and non-statemented children who have been identified as having special educational needs.  Funding is provided to enable all staff to attend in-service training that is relevant to the management of, and provision for special educational needs.  There is a specific SEN budget allocation to allow for the provision of equipment and resources. Children can be identified as having special needs in a number of ways. This may be from teacher assessments or observations, or parental concern.  Other professionals, such as health professionals or social services, may also identify needs. This should be discussed with the SENCo.Throughout Key Stage 2 children’s progress is monitored.  Those children who may not be attaining end of curriculum targets may be placed on the special needs register and receive extra help to “catch-up” or reinforce the learning covered. 
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  • Identification
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  • Resources
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  • Admission Arrangements for pupils with Special Educational Needs.
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Access to the Curriculum

The school ensures that all children have full access to the curriculum by making explicit, through year group and individual teacher planning, the essential differentiation that ensures that children with special educational needs are working on the same curriculum.  Children with SEN are supported in small groups and on a one-to-one basis within the classroom, or withdrawn to another room according to the type of work undertaken and the suitability of the location for the planned activity.

Children who have a statement are supported in the classroom or withdrawn to ensure that their IEP is implemented in the most effective and least intrusive manner.

 

There is a governor appointed as SEN Link Governor. The SENCo and SEN Link Governor will meet annually to discuss any current SEN related issues. Other meetings may be held as and when necessary.

 

The Governors are regularly updated and an annual report is made to parents.

 

The SEN policy is available to parents.

 

There is a code of practice available to all staff and parents.

 

Sean Harber

Updated September 2017