HINCHINGBROOKE

SCHOOL

Policy Statement

on

SPECIAL EDUCATIONAL NEEDS

Drawn up by:                                                                             AJH

Date:                                                                                         October 2007

Date adopted by Governing Body:                

Revised:                           

Contents

Objectives of the governing body in making provision for students with SEN

 

Aims and objectives of the SEN policy

definition of SEN

fundamental principles

Admissions and inclusion

 

Finance and resources

rooms, staffing, funding, resources, training and inset

Identification, assessment and provision of SEN

graduated response, School Action, School Action Plus,

IEPs, statutory assessment, statements, annual reviews,

transition plans, connexions.

Role of the SENCO and specialist units, meetings

                                                       

Primary liaison

Secondary school assessment and organisation of SEN 

National curriculum access

Inclusion Room referrals

Special exam arrangements

Working in partnership with parents and students 

Working in partnership with outside agencies 

 

Evaluating the success of the SEN Policy  

Complaints procedure    

 

Appendices

Introduction

This document is the Special Educational Needs (SEN) policy for Hinchingbrooke School. It is designed to meet both statutory requirements with regard to SEN, and the day-to-day needs of stakeholders (parents, LA, related agencies), staff and students. The main body of the document is concerned with policies, processes and procedures. The appendices are designed to provide information to any interested parties about the nature of special educational needs, and operational details about the work of the Learning Support Department.

1.    Objectives of the governing body in making provision for students with special needs.

The Governing Body has to:

• Do its best to ensure that the necessary provision is made for any student who has SEN.
• Ensure that, where the “responsible person” – the Headteacher or the appropriate governor – has been informed by the LA that a student has SEN, those needs are made known to all who are likely to teach them.
• Ensure that teachers in the school are aware of the importance of identifying, and providing for, those students who have SEN.
• Consult the LA and the governing bodies of other schools, when it seems to be necessary or desirable in the interests of co-ordinated special educational provision in the area as a whole.
• Ensure that a student with SEN joins in the activities of the school together with students who do not have SEN, so far as is reasonably practical and compatible with the student receiving the special educational provision their Learning needs call for and the efficient education of the students with whom they are educated and the efficient use of resources.
• Report to parents on the implementation of the school’s policy for students with SEN.
• Have regard to the SEN Code of Practice when carrying out its duties towards all students with SEN.
• Ensure that parents are notified of a decision by the school that SEN provision is being made for their child.
• Ensure they are fully involved in the developing and monitoring of the school’s SEN policy.
• Ensure all governors, especially SEN governors, are up-to-date and knowledgeable about the school’s SEN provision, including how funding, equipment and personal resources are deployed.
• Ensure SEN is an integral part of the school development plan.
• Ensure the quality of SEN provision is continually monitored.

 

(Code of practice 1:21 and 1:22)

The link governor for Special Educational Needs at Hinchingbrooke School is:

Bob Grindrod

2.    Aims and objectives of the SEN policy

This policy document is produced in response to the new Special Needs Code of Practice 2001.  The new code replaces the old code of 1994, (requested by the Education Act 1993) and is a response to the Education Act 1996 and the SEN Disability Act 2001.  This policy also draws upon the information contained in the Children Act 1989, Disability and Discrimination Act 1995, Inclusive Schooling – Children with SEN (Dfes guidance) 2001 and the SEN Toolkit 2001.

Definition of SEN

Children have a Learning difficulty if they:

(a)   have a significantly greater difficulty in Learning than the majority of children of  the same age; or

(b)   have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the LA.

Special educational provision means:

Educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LA, other than special schools, in the area.

The CODE OF PRACTICE suggests that it is helpful to see students’ needs and requirements as falling within a number of broad areas:

1      Cognition and Learning

Specific Learning Difficulties (SpLD)

Moderate Learning Difficulties (MLD)

Severe Learning Difficulties (SLD)

Profound and Multiple Learning Difficulties (PMLD)

2      Behaviour, Emotional and Social Development (BESD)

3      Communication and Interaction

Speech, Language and Communication Needs (SLCN)

Autistic Spectrum Disorder (ASD)

4      Sensory and/or Physical

Hearing Impairment (HI)

Visual Impairment (VI)

hysical Disability (PD)

Multi-Sensory Impairment (MSI)

Fundamental Principles

3.    Admissions and Inclusion

Hinchingbrooke admits all students with SEN. Those who already have an identifiable SEN, as well as identifying and providing for students not previously identified as having SEN.  This includes students with and without statements.

Parents of statemented and SEN children who wish to have them educated in the mainstream should only be refused where the student’s inclusion would be incompatible with parental wishes or the provision of efficient education of other students.

The decision not to educate a student who has a statement in a mainstream school, against parents wishes, is based upon being incompatible with the efficient education of others.  That is:

Mainstream education will not always be appropriate for every student all of the time.  Equally, just because mainstream education may not be right at a particular point in time it does not prevent the student from being included successfully at a later stage.  The views of the student must also be given due weight when considering whether or not they should be educated in a mainstream school.

Students who have SEN but do not have a statement must, except in specific circumstances (see Inclusive Schooling Guidance, 0774/2001), be educated in mainstream school.

The Disability Code of Practice states that it is now illegal for schools to discriminate against current and prospective students because of their disability.  This disability could be physical, Learning or behavioural.  Therefore for all aspects of school life; admissions, education and associated services, and exclusions, governing bodies cannot treat disabled students less favourably and need to take reasonable steps to avoid putting disabled students at a substantial disadvantage.

The governing body has a duty to plan to increase the accessibility of the school by producing an Accessibility Plan (see separate Disability Equality Scheme and Access Plan).  This plan will cover the improvement of the physical environment for disabled students; increase the extent to which disabled students can participate in the school curriculum, and improve information provided to students with a disability in formats which take account of views expressed by students and parents.  It will ensure that disabled students are not put at a substantial disadvantage in comparison to students who are not disabled.  This is known as the “reasonable adjustment” duty.

If a parent believes discrimination has taken place they will be able to take action through the SEN and Disability Tribunal, or through admissions and exclusions appeals panels.

(The LAs “Policy for Equality in Education” will replace the model Equal Opportunities Policy and reflect the requirements of SENDA 2001 and the Race Relations Amendment Act 2000).

4.    Finance and resources

Rooms

The Learning Support Department is situated in six rooms in Middle School.

Some rooms are open every morning before school starts for events such as the Breakfast Club.  Room 102 is also open every break and four lunch times a week for students to visit.  During these periods staff are always on duty and students are encouraged to seek support for work or to use the room as a social centre.

Staff

The Learning Support Department is staffed in the following way:

Learning Support and Inclusion Structure Oct 2006

Finance

There are 3 forms of finance for SEN:

LA Statements

LA formula funding known as AEN funding.

Learning Support Department capitation from the school budget

(There are additional means of funding such as HSA bids.)

External Funding

Statements issued before January 2003 will be resourced by LA financed teaching assistant hours. Statements issued after this date will be subject to a new formula funding system.

The new system (that will eventually replace LA financed statements) will be based upon a formula calculated by a 30/70% split between free school meals and prior academic attainment. This funding will be identified as the school’s Additional Educational Funding.          

All students at School Action and School Action Plus will be funded from the school’s SEN budget.

All statements issued before January 2003 will be maintained. They will only be amended through the usual procedures of annual review. Otherwise they will be maintained and resourced by the LA until the student Leaves school

The new funding arrangements will delegate to schools money previously allocated to statements. Students who are statemented with up to 15 hours of TA support will have these hours financed by the delegated funds in the school’s budget. Schools may wish to finance up to 15 hours of TA support for a student without a statement. There is no need to apply for a statement if this level of funding is required. Students at this level of funding are identified as at School Intensive Support.

If school believes a student requires more than 15 hours of support they can apply to the LA and its Resourcing Panel for top-up funding. Statutory assessment criteria to statement a student remains the same. School may wish to apply for a statement. If they do, the first 15 hours of support must still come from the school’s delegated SEN budget. School may request top-up funding for students who are statemented and for students who are not statemented. This level of funding is identified at Top-Up Support.

The LA has issued criteria for top-up resourcing. This criteria is related to the four areas of SEN as identified in the Code of Practice: sensory and physical needs; communication and interaction; behaviour, emotion and social needs; cognition and Learning. Details of the criteria are kept by the Learning Support Department. School will have to provide written evidence to demonstrate the student’s SEN meet this criteria. This evidence can be provided at the annual review of a statemented student or by completing a Top-Up review proforma and adding details of IEPs for non-statemented students. To maintain the top-up funding for non-statemented students a Top-Up Yearly Review should be completed. This is very similar to the annual review documentation used for statemented students.

Students with statements for hearing and visual impairments, severe learning difficulties and physical difficulties will have all their hours funded by the LA. Medical hours and statements with allocations over 25 hours will also be funded in this way. School does not have to cover the first 15 hours. This funding is identified as Central Allocation

School can continue to apply for additional hours for some students at 25 hours or more. As for Top-Up Support, the LA has produced criteria for students who may need to have 25 hours of support. This criteria is based upon the four areas of need as included in the Code of Practice and is available from the Learning Support Department. Statemented students can apply for this level of support through the annual review procedure. Non-statemented students can also access this level of support. To do so school must complete the appropriate documentation: a Top-Up Request with attached IEPs and a Top-Up Yearly Review.

Internal funding

Department capitation. Used to purchase materials. 

Resource

The department is resourced from an annual budget from central school funds and from additional budgets such as that for ICT.

Training and inset

A record is kept of all staff qualifications and in-service training. This is up-dated annually with this policy document.

5. Identification, assessment and provision of SEN

All teachers are teachers of special needs and the teaching of such students is a whole school responsibility requiring a whole school response.

When a student transfers to secondary school any special educational needs will have been identified by the primary school through a statement, school action plus or school action.  Some students may have identified needs whilst others will change over time.

a) Graduated Response

To help students with SEN secondary schools have adopted a graduated response that includes a wide range of strategies very similar to those employed by primary schools.  The graduated response to students needs will not necessarily result in an application for statutory assessment and the issuing of a statement of SEN.  Intervention measures made by the school are intended to foster independent learning.  In many cases action taken will mean the student’s needs are resolved.  Only for students whose progress continues to cause concern should additional action be taken.  Some students may gradually need less support as they make continued progress.

School Action

The National Curriculum provides guidance in developing a more inclusive curriculum – that is, one which is based on the principles of

An inclusive educational approach is based upon a philosophy which views diversity of strengths, abilities and needs as natural and desirable, bringing to any community the opportunity to respond in ways which lead to Learning and growth for the whole community, and giving each and every member a valued role.  An inclusive school expects all students within its community to be educated alongside each other.  It sees the diverse needs of students as a rich vein of opportunity to develop its approaches to teaching and Learning and thereby achieve excellence for all learners.  The goal of inclusion is not to erase all differences, but to enable all students to flourish within an educational community that validates and values the individual.  The school is the starting point for inclusive practice, providing appropriate learning opportunities for all students.  Day to day practical support for students with diverse needs comes from a whole school vision, commitment and planning which makes “excellence” for all a reality.

The vast majority of students access and make progress within an inclusive curriculum without any difficulties.  The wide range of strategies that teachers’ use is usually enough to meet whatever needs students may have.

Action to meet students’ special educational needs falls into four strands:

• Assessment, planning and review eg testing of an individual pupil
• Grouping for teaching purposes eg creation of a small teaching group
• Additional human resources eg use of a TA or external advice
• Curriculum and teaching methods eg use of ICT or alternative courses.

However, there will be circumstances in which a student is not making adequate progress.  Thus some additional to or different from action will be needed. 

Where there is evidence of:

• Little or no progress even when teaching approaches are targeted to a student’s particular area of weakness.
• Literacy and numeracy difficulties that result in poor attainment.
• Persistent emotional and/or behavioural difficulties which are not ameliorated by the behaviour management techniques usually employed by the school.
• Sensory or physical problems and the student continues to make little or no progress despite the provision of specialist equipment.
• Communication and/or interaction difficulties and continues to make little or no progress despite the provision of a differentiated curriculum.

Where adequate progress is not made a student should be placed at School Action.  Adequate progress is defined as:

• Closing the attainment gap between the student and their peers.
• Preventing the attainment gap widening.
• Similar to that of peers starting from the same attainment baseline, but less than that of the majority of peers.
• Matching or bettering the student’s previous rate of progress.
• Ensuring access to the full curriculum.
• Demonstrating improvement in the student/s behaviour.
• Likely to lead to accreditation.
• Likely to lead to participation in further education.
• If academic and pastoral staff believe a student is not making progress using the resources already available in the mainstream school they can call on the support of the SENCO and Learning Support Department.  The SENCO will consult with parents, assess the student, record their personal details and needs in a SEN file and then issue an Individual Education Plan (IEP).

The IEP

The individual Education Plan is a planning, teaching and reviewing tool showing what should be taught and how often, through additional and different activities from those provided for all students through the differentiated curriculum.  It is a working document for all teaching staff and must be accessible and understandable to all concerned:  teaching staff, students and parents.

It should contain:

• Three short term, SMART targets, set for/by the student, focussing upon the key areas of literacy, numeracy, behaviour and communication skills.
• Teaching strategies used.
• Provision supplied that is additional to and different from those available to all students.
• A review date.
• Success/exit criteria.
• Recorded outcomes.

It should also:

• Be seen as a working document.
• Be comprehensible to staff and parents.
• Raise student achievement.
• Promote effective planning.
• Help students monitor their own progress.

There may be students with SEN, with and without statements, who do not have an IEP because their needs are met and recorded through alternative methods.  Targets, strategies and progress are recorded but are not duplicated on an IEP (SEN Toolkit. Section 5, page 6)

All action and resources on the IEP will be additional to and different from the usual differentiated curriculum so that the student is identified as being at School Action on the School’s SEN register.  The IEP will be reviewed at least twice a year.  Parent and student points of view are central to both the target setting and the review procedure of the IEP.  If the student is at risk of exclusion or disaffection the IEP will support the appropriate strategy of a Pastoral Support Plan (PSP).  For students who have similar difficulties, e.g. three students withdrawn together for a reading recovery programme, a group IEP can be issued.

School Action Plus

At School Action Plus the SENCO will ask for advice and support from external agencies, both those provided by the LA and from outside.  Outside agencies include: health professionals; social services departments; specialist LA support services; the Connexions service.

The triggers for School Action Plus include that, despite receiving an individualised programme and/or concentrated support as detailed in an IEP, the student:

• Continues to make little or no progress in specific areas over a long period .
• Continues to work at National Curriculum levels substantially below that expected of students of a similar age.
• Continues to have difficulty in developing literacy and numeracy skills.
• Has emotional or behavioural difficulties which substantially and regularly interfere with their own learning or that of the class group, despite having an individualised behaviour management programme.
• Has sensory or physical needs, and requires additional specialist equipment or regular advice or visits, providing direct intervention to the student or advice to the staff, by a specialist service.
• Has ongoing communication or interaction difficulties that impede the development of social relationships and causes substantial barriers to learning and social development.

An outside agency will be invited into school to meet staff, student and parents.  A new IEP will then be issued following the assessment and advice received.

For a very small number of students progress will continue to be insufficient.  School in consultation with outside agencies and parents could then decide to request a statutory assessment. The LA will then request reports from all professionals involved in the students education and then may have cause to issue a statement of SEN.  (See SEN Code of Practice chapters 7 and 8 for details.)

A child can be brought to the LA’s attention as possibly requiring a statutory assessment of their special educational needs and the consideration of the issuing of a statement of special educational needs by:

• The student’s school.
• A parent.
• Referral from another agency.

To support a request for statutory assessment written evidence or information about the student is required by the LA from:

The LA has a time limit within which to process the request.  (See SEN Code of Practice)

A successful application is based upon the evidence of the school responding appropriately to the National Curriculum to advice from external specialists and to the limited rate of progress of the student possibly only achieved with support from the school not usually expected at School Action Plus.  A statement will be issued if the student’s needs cannot be met by the school’s resources alone.

If a statement is issued then it will need to be reviewed annually by the Learning Support Department.  This review ensures that at least once a year parents, student, the LA, school and all professionals involved consider the student’s progress over the past year in meeting the objectives specified in the statement and to collate and record information that the school and other professionals can use in planning their support for the student.  The statement is monitored and evaluated and if necessary amended. Or, if the statement objectives have been achieved the LA can make the decision that it is no longer necessary to maintain the statement.

Ceasing to maintain a statement

Statements are maintained only when necessary.  The decision to cease to maintain a statement is only made after careful consideration by the LA and in close consultation with the parents.  A statement is no longer maintained if:

• The objectives of the statement have been met.
• The student’s needs can be met by the resources of the mainstream school.
• The student’s needs no longer impede access to the National Curriculum.
• The student no longer needs daily adult supervision.
• The student can cope with everyday social interaction at school.
• The student has no significant self-help difficulties.

A statement also ceases to be maintained when the young person moves into further or higher education. If the LA ceases to maintain a statement they will inform the parents in writing and of their right to appeal against the decision via the SEN Tribunal.

The annual review held in Year 9 is especially significant in preparing the student’s transition to further education, work based training, higher education and adult life.  This review must be attended by the Connexions Service and invitations must be sent to health and social services.  The Connexions Personal Adviser will be responsible for the co-ordination and overseeing of a Transition Plan, a drawing together of all information from a range of individuals within and beyond school, the student themselves and parents in order to plan coherently for the young persons transition to adult life.  The Connexions PA will keep in contact with the young person and work with them to ensure they are working on their parts of the plan.

The Connexions Service (SEN) PA should assist the young person and their parents in identifying the most appropriate post 16 provision, provide counselling and support, and have continuing oversight of, and information on, the young person’s choice of provision.  The Connexions PA will also ensure information is transferred from school to the continuing education sector or other provision and that information is passed onto social services.

In some circumstances a student may not have a statement but they may require some support after 16.  To ensure these students are able to make decisions, and to facilitate their successful transition, it is necessary they have appropriate help and guidance.  This is especially so for disadvantaged students or those likely to underachieve.  All young people looked after by the local authority will have a pathway plan on their 16th birthday.  This plan will map out their pathway to independence, including education, training and employment.  The local authority will appoint a Connexions PA to oversee this plan.  The pathway plan and Transition Plan can therefore be the same document.  (For further details see the SEN Code of Practice, Chapter 9.)

It is the responsibility of the LA to provide the Connexions Service and health and social services with a list of statemented students who require an annual review.  School has a responsibility to inform outside agencies of non-statemented students who require transition planning.

b)    The Role of the SENCO

The Special Educational Needs Co-ordinator (SENCO) or Head of Learning Support, in collaboration with the Headteacher and the governing body, helps to determine the strategic development of the SEN policy and provision in the school.  The SENCO takes day to day responsibility for the operation of the SEN policy and co-ordination of the provision made for individual students with SEN, working closely with staff, parents and outside agencies.  The SENCO also provides related professional guidance to colleagues with the aim of securing high quality teaching for students with SEN.

The SENCO, with the support of the Headteacher and colleagues, seeks to develop effective ways of overcoming barriers to learning and sustaining effective teaching through the analysis and assessment of students’ needs, by monitoring the quality of teaching and standards of student achievements, and by setting targets for improvement.

The SENCO should collaborate with Heads of Department, literacy and numeracy co-ordinators, Key Stage 3 and 4 leaders and their teams, the Coordinator for Gifted and Talented and the teacher with responsibility for pupil support and behaviour to ensure that learning for all students is given equal priority, and that available resources are used to maximum effect.

The SENCO at Hinchingbrooke is responsible for the coordination of all staff, TAs and  learning support teachers, and resources in the Learning Support area and the Inclusion Room.  The SENCO is line managed by the Deputy Head, Mrs Beddow.

The SENCO’s main responsibilities include:

• Overseeing the day to day operation of the School’s SEN policy.
• Liaising with and advising fellow teachers.
• Managing the SEN team of teachers and teaching assistants, including timetables, inset and the referral of students to the Inclusion Unit.
• Co-ordinating the provision for students with SEN.
• Overseeing the records on all students with SEN, including reviews and annual reviews, IEPs, Alert Book, SEN register.
• Liaising with parents of students with SEN.
• Contributing to the in-service training of staff.
• Liaising with external agencies including the LAs support and educational psychology services, the Connexions PA, health and social services and voluntary bodies.

Teaching Assistants are line managed by the SENCO. An annual review of their performance is coordinated by the SENCO plus at least one observation of their work in school. See Appendix 2 for full details of SEN Teaching Assistant job description and policy on their annual review and observation.

The SENCO/Head of Learning Support is also coordinator for the school’s policies on Inclusion. A separate policy on Inclusion and Equality is available. This policy brings together the issues of SEN, race, gender, disability and equal opportunities. The Head of Learning Support is also the manager responsible for coordinating outside agencies who offer support to students; secondary support, ESLAC, social services, youth workers and is a designated teacher and the manager responsible for child protection. Designated person with responsibility for looked after children and teacher responsible for the performance of black and ethnic minority children. These combined responsibilities are included under the title Director of Inclusion.

MEETINGS

(i)   Weekly Department Meetings (All staff)

These are held on Wednesdays from 12:35 in Room 102.  All department staff attend and participate.

The purposes of the meetings are:

• To go through the business of the week.
• To keep everyone informed of current issues.
• To bring to the department’s attention students causing concern.
• To give all department members opportunities to raise issues.
• To strengthen the team by sharing experiences/concerns.
• To allow time to reflect on practice.

Minutes taken during the meetings are circulated to:

• The Headteacher/leadership link.
• All members of the department.
• The Key Stage Manager and Head of Year of any pupil mentioned.
• The Head of Department of any department mentioned.

(ii)    Weekly Department Meetings (All SEN Teaching Staff and TA Manager)

These are held after school from 3:30 until 5.00 pm in the department office.  All department teaching staff attend plus senior TAs/support staff in the department. 

The purposes of these meetings are:

• To keep everyone informed of current issues, particularly those arising from Head of Department Meetings and pastoral issues arising from Key Stage meetings.
• To evaluate department practice.
• To plan for change.
• To allocate tasks.

Minutes taken are distributed as above.

(iii)   Weekly meetings with Key Stage Managers and Heads of Year plus staff with responsibility for student support and behaviour.

The Head of Learning Support, the pastoral manager for KS3 and KS4 Heads of Year and the Secondary Support teacher from Hartford SS meet each week to discuss students and issues of concern. Representatives from both the KS3 and 4 teams are invited to attend.

Minutes are kept detailing concerns, action taken and outcomes of any intervention. This is also the means for pastoral staff to refer students to the inclusion room and to outside agencies.

(iv)    Meetings attended by the SENCO outside school

The SENCO will attend:

• Half–termly meetings of secondary SENCOs from the HSEP area to discuss issues of concern.
• Half-termly meetings of the Hunts-Net Inclusion group and SENCO groups. This contains representatives of SEN staff from schools and support services in the Huntingdon area and looks at SEN issues concerning pre-school, primary, secondary and tertiary staff and students in the local Huntingdon area.
• Annual SENCO conference. An invitation for all SEN staff in the county to meet one day a year to discuss topical issues and concerns.
• Other meetings that may take place through the year e.g. LA organised meetings to discuss SEN finance and Student Support Service meetings.

(v)  Other meetings

• Regular meetings are held with outside agencies such as Secondary Support.
• Learning Support staff attend subject area department meetings.
• All Learning Support staff are available to meet staff, parents, students and outside agencies on events such as parents evenings and guidance days

c)    Primary Liaison

When students transfer to secondary school the school will be in possession of all appropriate primary SEN records.  Primary schools are required to transfer student records within 15 days of students ceasing to be registered at the primary school.  The SENCO at Hinchingbrooke and the Transition Manager will liaise to prepare for the incoming year group and to identify any SEN.  Both will, as far as possible, make at least one visit (or contact) to each partner primary school.  The SENCO or Transition Manager will attend the annual review of any statemented student from Year 5 onwards and will also attend the review of any non-statemented student identified by the primary school as a very needy student with a high level of SEN.  This will allow both student and parent/guardian to meet secondary school staff and to discuss any concerns prior to the transfer.  Students are invited to attend Hinchingbrooke individually or in small groups (with and without parents/carers) to view the school and SEN department prior to the induction/taster days in the Summer Term prior to transfer.

The SENCO and Transition Manager at Hinchingbrooke will gather student details in liaison with primary school SENCOs and Year 6 class teachers.  Information is collected from SEN registers, student pastoral and SEN files, details included in statements, annual reviews and IEPs.  This liaison process will allow the SENCO at Hinchingbrooke to produce a relevant IEP that will support the student in their first term/year at secondary school.

Parents may request to discuss their child’s needs directly with the SENCO and Transition Manager. Outside agencies such as social services, NHS agencies such as occupational therapists, speech and language therapists, and services to support the deaf and visually impaired will also liaise with the SENCO and Transition Manager at Hinchingbrooke to exchange information and to prepare students  for transfer to secondary school.

The earlier action is taken to identify a students’ needs, the quicker appropriate help and support can be provided.  This will then allow the student to be more responsive and to have the opportunity to make good progress.

d)    Secondary school assessment and organisation of SEN

All primary school SEN records are transferred to the SENCO at secondary school and are then kept on file in the Learning Support office. Electronic records are also transferred to Hinchingbrooke’s SIMS system.

A summary of each student’s SEN is recorded in an Alert Book.  The Alert Book is divided into year groups and tutor groups within the year.  This allows a class teacher to easily identify students within their class who have SEN/disabilities. A separate Able, Gifted and Talented policy and register is available so to identify these students.  This information is used to update the list of students on the school’s SEN register and those on the medical alert register.

Every teacher is required to accept responsibility for the education of all students.  However, they are entitled to specialist support in the education of students with SEN and information about the needs of the students they teach.   

This will be achieved by:

(a)          the in-class support structure.

(b)          information to staff via the Learning Support Department about particular students they teach, e.g. the alert book and IEPs.

(c)          staff contributions to the identification, teaching and assessment of SEN students.

The In-Class Support Structure.

The timetable for in-class support is devised by the Head of Learning Support and is based on the knowledge of “targeted” students, class groupings, teachers’ requests for support and, where possible, some creative support to enable departments to develop differentiated resources and pro-active learning styles that require a higher teacher/student ratio. 

When the timetable is known, towards the end of the Summer Term, the Head of Learning Support shall begin the process of timetabling the in-class support of SEN students as follows:

• Students with statements of SEN in mainstream lessons and especially the core curriculum.
• Students who require access to the inclusion room and behaviour support.
• Students taught in small groups in Learning Support.
• Students at School Action Plus and School Action who require support in mainstream lessons and especially the core curriculum.
• Students identified by Learning Support staff as requiring specific support.

Timetables of all Learning Support staff are kept in 104 and are continually updated following the ongoing changes to in-class support as student needs change and develop over time. All staff who undertake in-class support are required to record the lesson they supported and to file it in 104. Each statemented student, and some high profile students at SAP, have a key worker who will collate this monitoring process so to produce clear information on student difficulties, target setting and progress.

In-class support continues throughout KS3 and KS4. Support may be offered by a TA, a Learning Support teacher or occasionally a subject colleague. The support member of staff will help in the preparation, delivery and assessment of the lesson.  TAs have skills that they are able to use in particular classes/subjects and to support specific students and their difficulties.  Sometimes the TA may decide to withdraw the student to one of the Learning Support classrooms. (See TA job description).

Key Stage 3 (Years 7 to 9)

In the Autumn Term of Year 7 all students are tested for their reading and spelling ability using an NFER 6-12 reading test and a Young’s spelling test.  The tests are conducted in English lessons and with the support of the English Department.  If the reading score is above the functional level of literacy, 9 years 6 months, no action will be taken.  If the reading score is between 9 and 8 years the student will be offered a place in a withdrawal reading group with time taken for example from a half hour library session.  If the reading age is less than 8 years the student will be taken out of a curriculum lesson, via a letter home to parents, and will be given extra literacy support to improve this reading score.  These will be delivered by Teaching Assistants (TAs).  Students who receive SEN support for literacy will be re-tested in the Summer Term of year 7.  This data is used to identify those students who require further support in Year 8 and to contribute to the statistics used in the assessment and evaluation of the SEN policy at the end of the year.  Co-ordination of this assessment and reading recovery programme is the responsibility of Mrs Hughes, Learning Support teacher.

Each Year 7 tutor group will have a Teaching Assistant (TA) attached to it to support individual students with SEN, but also to support all students and the tutor with everyday business within the tutor group.  The TA will act as a co-tutor and will attend morning registration.  They will also act as in-class support to the tutor group and specific students in lessons such as maths, English and science.

In Year 8 and 9 those students with poor reading scores and whom staff assess as struggling with a modern foreign language will be offered the opportunity to continue with one modern foreign language (rather than following two) and to opt for additional literacy lessons.  With parental support these students will follow a multiskills course which aims to improve basic literacy skills. Multiskills is delivered by TAs and is co-ordinated by Mrs Hughes. In Year 8 the focus is on improving basic literacy skills.  Progress is monitored by re-testing a student’s reading age at the end of the year.  The student will have to continue with the Multiskills option into Year 9 but the focus may move away from basic skills and towards teaching the research, coursework and organisational skills necessary for GCSE.  (See Multiskills policy document).

With the beginning of setting and the identification of ability groups the Learning Support Department has the responsibility of teaching the lower ability English groups in Year 8 and 9.

Key Stage 4 (Years 10 to 11)

There are two forms of support for students in Years 10 and 11.  In-class support continues with SEN staff supporting students in their mainstream classes.  Students with SEN are also offered the Step Course, formerly the Work Related Learning course.

The Step Course is offered to students after consultation between Learning Support staff, the Assistant Head and Manager for Key Stage 3 and parents. About 20 students are identified and offered places. The main reason for selection is a failure to reach expected standards at KS2 and 3.The students spend 3 days at school following the core curriculum: maths, English, science, PSE, PE and GCSE options.  The remaining 2 days are spent following the Work Related Curriculum - that may include first aid courses, catering, visits to work places, work experience and the Youth Award scheme. A major part of this is a morning at Huntingdon Regional College to follow courses in hairdressing and motor vehicle mechanics. Apart from college, the course is taught by Learning Support teachers and staff. In-class support is provided by TAs at school and at college. Students are monitored on work experience and college placement by Mrs Banks, senior Teaching Assistant and team leader of the KS4 TA team.

Behaviour support

If students are experiencing problems at school in the form of attendance and/or behaviour difficulties they may be referred to the Learning Support Department via the Key Stage Manager as a candidate for the Inclusion Room. The student may spend some or all of their time in the IR. The objective is to support them and record their difficulties in an IEP and Pastoral Support Plan (PSP) so that they can overcome their attendance and behavioural problems and eventually return to full-time mainstream education. (For full details see Policy on the Inclusion Room.)

A very small number of students will find that, despite all the support structures in place at school, they are unable to complete their education at a mainstream secondary school. These students can be referred to the Secondary Support and Inclusion Service for education at KS3 Hartford and KS4 The Amber Centre. Some students will remain at these Pupil Referral Unit (PRU) facilities. Other students will spend some time at these centres and will then return to mainstream school via, time in the Inclusion Room, Learning Support classrooms and then mainstream classes with in-class support. Successful reintegration is based upon close liaison between staff at the support centres and SEN staff at mainstream school.

6.    Working in partnership with parents and students

Partnership with parents plays a key role in promoting a culture of cooperation between parents, school, the LA and other agencies.  This is important in enabling students and young people with SEN to achieve their potential.  Parents play an active and valued role in their child’s education.  Their knowledge and views are central in the student’s needs and progress.

Parents will always be informed when their child has been identified as having a SEN.  Copies of all paperwork, reviews, IEPs, will always be sent home.  The parents will always be fully involved and will be encouraged to participate in their child’s education and when any specialist measures are requested.  Parents also have a responsibility to communicate effectively with professionals, communicating regularly with school and alerting them to any concerns and to fulfil any obligations under the home-school agreements.

Schools will always seek parental permission before referring a student to specialist support within school and when the SENCO would like to consult agencies from outside school.

LAs must arrange for any parent with a child with SEN, with or without a statement, to be provided with advice and information about matters relating to those needs. The Parent Partnership Service is the LA organisation to support parents to ensure they have information, advice and guidance in relation to the SEN of their children so they can make appropriate, informed decisions.

To contact the PPS in Cambridgeshire:

PSS, Box ELH 1201, Castle Court, Cambridge, CB3 0AP

Parent Partnership Officer, Sharon Camilletti

E-mail, Sharon.camilletti@Cambridgeshire.gov.uk

Parents have a right to a Conciliation Service to help resolve differences with schools or LA services.

The LA will make arrangements for an independent person to avoid or resolve disagreements between authorities/schools and parents in the form of disagreement resolution services.  This will usually be through the PPS.  Parents still have the right to use the formal procedure of the Exclusions Appeal Panel and the Admissions Appeal Panel for claims of discrimination, admissions and permanent exclusions.  There is the final option of using the appeal procedure of the Special Educational Needs and Disability Tribunal, (SENDIST).

Student Participation

Article 12 and 13 of the UN Convention on the Rights of the Child:

• To receive and make known information
• To expression an opinion and have it taken into account
• To have that opinion given due weight

“Children who are capable of forming views, have a right to express an opinion and to have that opinion taken into account in any matters affecting them. The views of the child should be given due weight according to age, maturity and capability of the child.”

All students should be involved from the start of the procedure in identifying their SEN.  Their views should be listened to and recorded.  This will occur during School Action, School Action Plus, requests for statutory assessment, the issuing of a statement, reviews, annual reviews, Transition Plans, target setting and IEPs.  The student may use an advocate, a peer or professional to help them.  There must be a balance between giving the student a voice and encouraging them to make informed decisions, and overburdening them with decision making procedures where they have insufficient experience and knowledge to make appropriate judgements without additional support.  Home-school agreements offer an important opportunity to ensure that students as well as parents understand their rights and responsibilities.  Sensitivity, honesty and mutual respect are the hallmarks of good practice.

7.    Working in partnership with other agencies

School will work collaboratively with other services to provide an integrated high quality, holistic approach to the needs of the student.  We currently arrange weekly meetings with the Locality Manager of the Office of Children and Young People’s Service (OCYPS).  WE also regularly meet with other outside agencies to provide services of:

• LA support services
• Hearing Support and Visual Impairment Services, Primary and Secondary Support Services, Educational Psychology Service, Education Welfare Service
• The Connexions Service
• The police
• Health Services  ~  School doctor and nurse, Speech and Language Therapy Service, Occupational Therapy Service, Physiotherapy Service, Child and Adolescent Mental Health Service (CAMHS),Family GP
• Social Care
• Looked After Children  ~  Children looked after by the local authority need a Care Plan, which sets out long term objectives and will incorporate a Personal Educational Plan which will include information on the SEN of the student

Further contact details are available upon request.

8.    Evaluating Success of the SEN Policy

As with all policies, the SEN Policy should be subject to a regular cycle of monitoring, evaluation and review.  The governing body must, on at least an annual basis, consider, and report on, the effectiveness of the school’s work on behalf of students with SEN.  In drawing up their annual report they may wish to consult support services used by the school, other schools and parents.

To support the governing body in this work the Special Needs Department will use the success indicators listed below:

• The culture, practice, management and deployment of resources in school are designed to ensure the needs of all students are met.
• How resources are allocated to SEN provision and need.
• That students with SEN/disability take an active part in the curriculum of the school.
• Students with SEN/disability take responsibility around the school and show independence.
• Students’ needs are identified early.
• The wishes of the student are taken into account.
• Best practice is exploited when devising interventions.
• Educational professionals and parents work in partnership – parents give feedback on how they feel about SEN provision.
• Interventions for each student are reviewed regularly.
• The levels of achievement for students with SEN/disability: teacher assessments, KS3 SAT results, GCSE results, reading/comprehension/spelling scores.
• The levels of achievement and participation of SEN/disabled students in extra-curricular activities and school trips/events.
• The level of concern as expressed by exclusion rates and attendance levels.
• The change in numbers of students on the SEN and Inclusion Register: the number of statutory assessments made, the increase/reduction/movement in students at School Action, School Action Plus and with a statement.
• The post 16 pathway decisions made by SEN/disabled students.
• The number of visits made by outside agencies.
• The percentage of parents who attend review meetings and parental views.
• Views of students.
• Feedback from staff and outside agencies.
• Reports from OFSTED and HMI.
• An annual review of this document.

9.    Complaints procedure

If parents have complaints about the way in which the needs of their child are being met, the first point of contact should be the Headteacher and/or the governing body.  If after this parents are still not satisfied they should approach the LA.  Parents are encouraged to access advice from the Parent Partnership Scheme and to have the support of a Independent Parental Supporter (IPS).  For example, they may support the parent in a request for statutory assessment.

If the complaint is specifically about SEN provision parents can look to disagreement resolution.  This is an entirely voluntary process that brings people together with an independent neutral party or facilitator.  It is designed to achieve a resolution of differences between parents, school and LA about the provision bei