Fittleworth C. E. Village School

Fittleworth C. E. Village School

Fittleworthimages

The SEND Policy and  Information Report

 Fittleworth C of E Village Primary School

Special educational needs Information Report-Sept 2018

 

The SEND Information Report is reviewed annually. Along with the school’s Local Offer it contains information about SEND procedures at the school.

 

The people with specific responsibility for SEND provision is

  • Debbie Burnett- Acting headteacher with overall responsibility for ensuring adequate SEND provision and expenditure.
  • Kathy Allum-school SENDco with responsibility for managing SEND provision and supporting colleagues.
  • Lyndsay de Grouchy-designated governor with responsibility for monitoring SEN provision

They can be contacted through the school office on 01798 865419 during school hours.

  

OUR SCHOOL

We are a mainstream church of England primary school.  We value all children within the school community equally and are committed to providing a high quality education to all children who attend our school.  We believe all children are entitled to a broad and balanced curriculum which is fully accessible. We work in partnership with children, parents and carers to ensure that all children achieve their best, become confident individuals and make a successful transition to the next phase of their education. 

   

Policy Objectives and Principles

 Fittleworth C of E Primary School aims to give every child the chance to develop his/her potential in every area – educationally, morally and socially. The Governors, Headteacher and staff are aware that some children will need extra help in some areas in order to enable them to reach their full potential. At Fittleworth C of E Primary School we will endeavour to:

  • Have effective procedures to promote early identification of children with special educational needs.
  • Promote the dignity and self-esteem of all children, whatever their individual needs.
  • Provide a differentiated curriculum which will enable all children to achieve, make progress and ensure maximum access to a broad and balanced curriculum (including EYFS, National and the school curriculum).
  • Ensure that we have realistically high expectations of all our children.
  • Set short term achievable targets of educational or behavioural needs.
  • Use a variety of assessment procedures to ensure that children’s progress is recognised and develop effective and manageable procedures for recording and monitoring their development.
  • Ensure that all staff recognise their responsibilities for children with special educational needs.
  • Have involvement of parents/carers and clear communication concerning special educational provision for their children.
  • Encourage the involvement of the child in making decisions and exercising choices about their own learning.
  • Foster effective relationships with support services and external agencies.
  • To provide appropriate resources to meet the special needs of the child.

 

 What is Special Educational Needs and Disabilities?

The 2014 SEN Code of Practice defines Special Educational Needs as follows:

 

‘A child has SEND if they have a learning difficulty which calls for educational provision to be made for them.’

 

A child has a learning difficulty or disability if

  1. a) they have a significantly greater difficulty in learning than the majority of their peers;

or

  1. b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age.

 

Special educational needs falls under four broad areas:

  1. communication and interaction
  2. cognition and learning
  3. Social, emotional and mental health
  4. Sensory and/or physical.

A child does not have learning difficulties just because English is not their first language.

   

How do we coordinate SEND provision in our school?

 

SEND support is primarily delivered by the class teacher through differentiated teaching methods. Additional support is provided by the teaching assistants throughout the school. The provision is reviewed every half term by the SENDco and classteachers in line with current pupil’s needs, curriculum development and the budget.

 

Class teachers, SENDco, support staff and outside agencies liaise to discuss progress, the effectiveness of the interventions and to inform further planning.

 

Roles and responsibilities

Governors

  • To appoint a SEND Governor who will liaise regularly with the SENDco to have an oversight of the arrangements for SEND
  • Ensure there is a written SEND policy which they have approved and which they will be involved in developing and monitoring
  • Ensure that the school has procedures to identify and assess the needs of those pupils with additional needs
  • know how many pupils in the school have SEND and what provision is made to meet their needs
  • agree priorities for spending within the SEND budget with the overall aim that all children receive the support they need in order to make progress

  

 

SENDco

  • oversee the day to day operation of the school’s SEND policy
  • oversee provision for children with SEND
  • be available to discuss pupil’s needs, progress and support
  • work with other education settings and education, health and social care professionals to access expertise, advice and training
  • work with the next providers of education to make sure that a smooth transition is planned

 

Classteacher

  • Deliver high quality teaching, differentiated for each child’s needs
  • Take account of pupils learning styles and needs across all curriculum areas through the use of appropriate teaching styles.
  • Bring to the attention of the SENDco those pupils who may require additional support at the earliest opportunity.
  • Liaise with the SENDco/teaching assistant and parents in setting and reviewing targets for supported children
  • Liaise with the SENDco and provide her with any reports or records required
  • Complete paperwork requested by the SENDco
  • Keep SENDco parents and headteacher informed of progress and of any concerns and/or action taken to support pupils who have additional needs
  • Inform non teaching staff of any individual programmes to be delivered

 

Teaching assistants

  • Support the class teacher and the SENDco in the implementation of ieps and be aware of iep targets for children with whom they are working
  • Prepare resources as required
  • Report to the classteacher any concerns or progress they identify
  • Attend meetings as required
  • Work with individuals and small groups of pupils under the teachers direction and record evidence as necessary of progress
  • Attend appropriate inset to ensure continuous professional development.

 

  How do we identify a special need?

The schools system for regularly observing, assessing and recording the progress of all children is used to identify children who are not progressing satisfactorily and may have additional needs. Class teachers are responsible for the learning and progress of all the children in their class. Children may already have an identified learning difficulty on entry to school or develop a need requiring special educational provision at any time throughout their school career.  If a child already has an identified need on entering school, this information should be transferred to the SENDco and classteacher.

 

Any concern about a child’s learning or development should in the first instance be raised with the classteacher. If a concern is raised which the class teacher judges to be beyond the scope of class based intervention, the SENDco will be informed and will decide whether SENDco involvement is necessary at this stage.

 

The SENDco will then explore the results of national curriculum teacher assessments as well as standardised tests administered in school. The parents, class teacher and SENDco will use this information to identify areas of difficulty and the further needs of the child. Appropriate support and strategies are then implemented as agreed by the classteacher, parent and SENDco. A date is set for review and progress monitored.

With the parent’s permission, the SENDco may refer a child to an outside agency to receive further advice, support or assessment. If a special educational need is identified the SENDco will place this child on the SEND register.

 

How do we evaluate SEND provision?

SEND support takes the form of a four part cycle outlined in the code of practise 2014-Assess, plan, do review.

 

Assess

In identifying a child as needing SEND support the class teacher with the SENDco should carry out a clear assessment of the pupils needs. This will draw on the teacher’s assessment and experience of the pupil, previous progress and attainment and their development in comparison with their peers, the views of the parent and pupil and advice from external agencies if relevant.

 

Plan

Following assessment, the SENDco and classteacher work together to plan the support that a child needs to reach their full potential. This is put together in an Individual education plan and a class provision map. The plan is then discussed with the parent and the child to add further targets or support. The support or interventions put in place for a child are reviewed half termly by teachers and SENDco and the iep’s are reviewed termly with the child, parent, SENDco and class teacher.

 Do

The classteacher will remain responsible for working with the child on a daily basis. Where the interventions involve group or one to one teaching away from the class the class teacher will work closely with support staff to advise on the effective implementation of support. Children’s progress towards targets is recorded on an intervention evaluation form.

 Review

Class teachers and SENDco review the effectiveness of interventions by recording  children’s progress towards their targets through the iep and set new targets together. Adaptations and changes are made to the support for a child as necessary.

 Involving specialists

Where a pupil continues to make less than expected progress, despite well founded support and interventions, the school will consider involving specialists. The SENDco may liaise with:

Educational Psychologists

Speech and language team

Learning and inclusion team

Behaviour support team

Social communication team

School nurse

Family link worker

CAMHS

Sensory support team

Rother valley SEND hub

 School request for an EHCP

If concerns about the child’s progress within the school’s capacity for support continue over time, the school and parent/carer may consider the criteria for an Educational Health Care plan.  If these criteria are met, and the parents/carers are in agreement, the school will request a Statutory Assessment.  This may lead to the Local Authority producing an Education, Health and Care Plan (EHC plan).

A child who has an EHCP will continue to have arrangements for support  in school and also receive additional support provided using funds available through the ehcp. There will be an annual review to review the appropriateness of the provision and to recommend to the LEA whether any changes need to be made, either to the EHCP or the funding arrangements.

All families with an approved EHCP have a legal right to request a personal budget if they choose. Parents can directly buy in the support identified in the plan and take control of their personal budget.

 

Working with parents

We believe that a parent partnership between the teacher parent and child is vital. Parents have a crucial role to play and will be treated as partners. The SENDco and class teachers will

  • Keep parents informed of the SEND provision made for their child
  • Discuss progress and iep targets on a termly basis
  • Take account of parents views and value their comments and contributions
  • Provide parents with a copy of their child’s iep
  • Consult parents before advice is sought from external agencies

 

Parents are encouraged to :

  • Recognise and fulfil their responsibilities and play an active role in their child’s education
  • Attend the iep meetings with the SENDco to discuss their child’s development in more detail
  • Contact the school if they are concerned about their child’s progress
  • Inform the school of any changes of circumstances which may affect their child’s progress
  • Attend consultation meetings with the headteacher/class teacher/SENDco/external agencies as necessary

 

Pupil Voice

The thoughts and ideas of our pupils are very important to us. All children have the opportunity to share their views in various ways.

Children are included in their target setting and encouraged to take an active part in discussions about their learning.

 

Access

The School Accessibility Plan outlines access arrangements. The plan has been drawn up in accordance with the SEN and Disability Act 2001.

 

Complaints

If there is any cause for concern, the problem should be resolved at the earliest opportunity. Initial discussions should take place with the class teacher/SENDco. If the matter cannot be resolved an appointment should be made with the headteacher. If an informal approach is inappropriate the matter should be raised in writing initially with the head teacher and then the chair of governors. Any complaints should be made in accordance with the school complaints policy.

 Contents:-

 

Please click on the links below for further information:

  Rother Valley Inclusion Hub website

   Support for parents

   How to help with Dyslexia

   Tips for working with Autistic Children

   Children & Family Centre leaflet

   Helpful Ipad apps

 

  • Parent Partnership Service

    Does your child have special educational needs?

    You may like to contact West Sussex Parent Partnership Service who can give you impartial advice, information and guidance on any SEN issue.

    0845 075 1008

    parent.partnership@westsussex.gov.uk