Special Educational Needs Policy 

All pupils have the right to a broad balanced and differentiated curriculum including the National Curriculum.

However, the right to share in the curriculum does  not automatically ensure access to or progress within it.  Those pupils with physical, intellectual or emotional difficulties find access more problematical depending on their degree of difficulty, and this presents a challenge to teachers, parents, support agencies and governors to answer their needs.

The majority of pupils nationally with special educational needs (SEN) have difficulties of a mild, moderate or temporary kind.  The range of needs varies from severe learning difficulties, multiple disabilities, to mild moderate learning difficulties, behavioural problems and  physical impairments. This encompasses approximately 20% of the population of whom nationally about 2% are statemented (have statements of educational need).

The 1981 Education Act, following on from The Warnock Report (1978) stated that the goals of education were the same for all pupils irrespective of their degree of difficulty but it did not explicitly require for this to happen by statutory right. However with gradually more pupils with SEN attending ordinary schools owing to the principle of encouraging integration in mainstream, finally statutory recognition was achieved in The Education Reform Act 1988.

This was substantially built upon by the Code of Practice (1994) to support children with SEN.  The aim was to produce more rigorous procedures for identifying pupils with SEN and to increase specific awareness as to their needs.  Previous recommendations of parental involvement and pupil perspectives are now a requirement and as such a partnership arrangement is entered into to provide holistic support for the child.

Littleton  Church of England Infant School the school comprises  90 children, set in a semi-rural environment with strong historical links with the Parish Church.  There is a mixture of socio-economic backgrounds including a small percentage of professional and one parent families. The difficulties encountered by the children at Littleton are diverse and include medical, behavioural, emotional and learning difficulties as found in any community.

The formal structure of the Code of Practice is in place at Littletonand operating accordingly.  We believe in inclusion and early identification.  Assessment procedures are an integral part of SEN provision to provide the necessary information and diagnosis from which support can begin.

Children are identified as having SEN if they have a learning, emotional, behaviour or physical difficulty which is significantly greater than that of the majority of their peers and which calls for special educational provision to be made for them.

“Inclusion” requirements ensure that the school adapts the building, curriculum, teaching and learning styles etc. to meet the individual needs of the pupil.  Special arrangements for pupils can be made with adequate planning time, and in partnership with parents and feeder schools/nurseries.

In accordance with the Code of Practice a SEN Register is in place for pupils identified as requiring SEN provision.  The C.O.P. was revised in January 2001. The children are assessed according to set criteria and their needs met by School Action or School Action Plus; each child’s progress being monitored at regular intervals.   If insufficient progress is made at any stage the child may move from School Action to School Action Plus.

A child with a Statement of SEN or a child entering the school who is already established on the Code will have IEPs. Class teachers are involved in drawing up Individual Education Programme (IEPs) with parental involvement to set targets and review progress.  If further support is required the Special Needs Co-ordinator (SENCO) is involved in advising and setting specific targets with consistent monitoring to assess progress and support whilst incorporating Support Staff and outside agencies when appropriate.

School Action:
The child’s needs are the responsibility of the class teacher who informs the parents and differentiates the curriculum by use of school based assessment.  Progress is constantly reviewed.

Should a child still require differential support, the SENCO assumes overall responsibility in co-ordinating the child’s SEN provision.  An IEP is drawn up by the class teacher and SENCO in consultation with the parents and is subject to regular monitoring, evaluation and review.  At this stage the SENCO will provide either one to one withdrawn support, small group or in class support according to the needs of the child.  The SENCO liaises with the TAs to assist in the differentiation of provision and contributes to the class planning for SEN strategies.

School Action Plus
Arrangement and Attainment Criteria for a child to be registered on School Action Plus of the C.O.P. consist of:

Assessments, at least 2 IEP’s (showing strategies to meet SMART targets) working records, evaluation and reviews of IEP’s.

Those pupils who meet  criteria are funded through the SEN budget (from School Action Plus.)

Pupils on School Action Plus will be supported by the STEPS team. These Pupils will continue to have targets set on IEPs and the  outside agencies will be called upon for further advice and support which are then integrated into the IEP.  Consultation and review methods continue and appropriate persons e.g. Educational Psychologist attend regular review when necessary.

If formal assessment is necessary, an assessment by the Local Education Authority (LEA) is requested.  Evidence and information are collated from appropriate sources and forwarded to the LEA.  This is then presented to a SEN panel who decide whether or not a Statement of Special Educational Need should be granted.

Pupils who have a Statement of Special Educational Need;  The LEA provides appropriate formal support and continues to consistently monitor and review progress under the direction of the Educational Psychologist. The Special Needs Assistant works alongside the pupil and works with the class teacher to enable full inclusion and access to the curriculum.

Assessment Procedures:
Foundation Stage Profiles at the end of  the Foundation Stage provides statistics on each child showing strengths and weaknesses. Observations by the class teachers, SENCO, TAs and lunch staff are important; assessment at this stage also involves parental consultations, appraisal of work and behaviour, ELG achieved, specific class assessment tasks and teacher liaison with the SENCO/Headteacher.  In Year 1 M.I.S.T. show the progress made by each child with reading and writing, and identifies children who are below average achievement. A group of pupils who are not achieving their potential in Literacy receive Early Literacy Support in Year 1.  (SATS) assessments are carried out in Year 2. Teachers assess progress in Phonics, HFW, reading with PM Benchmark Bookbanding, monthly assessments of writing and RM maths.  P Scales are used for attainment below N.C. levels.

Diagnostic assessments are carried out in school for those children who are making slow progress, mainly by the STEPS team.

Other Outside agencies test children using their specific assessment procedures.  Parental permission is obtained by the school and kept in the child’s SEN file.

In class, children are grouped in mixed ability or similar ability groups with work differentiated by task and outcome according to the appropriate purpose of the task.

Support Methods/Resources include:
Multi-sensory tuition, phonic, whole word, visual, auditory and sequential memory tasks.  Paired reading, rhyme and rhythm games. The Jolly Phonics and FLAP programmes are also implemented.  Children with behaviour problems are helped by Assertive Discipline methods such as rewards and sanctions e.g. verbal praise, stickers, certificates, marble jars, star charts, warning, withdrawal and Headteacher intervention.  Sometimes this is accompanied by a Home/School Contact Book in order to encourage improvement and liaison with the parents. OT exercises / SALT activities support targets in IEPs.  We may also use Language programmes such as Surrey Oracy or LDA’s “Socially Speaking.”

Homework
This takes the form of reading, spellings, practical maths activities etc to support progress.  Some advice in SEN is given at the first parent meeting before the children start school, then at the Information Evening meeting in the first year of schooling.  The school may provide specific work to be completed at home for children experiencing difficulties that require continuous reinforcement.

Behaviour Support:
Where there are behaviour difficulties, the structure of the Code of Practice operates with School Action & School Action Plus, IEPs and support in school.  B.S. agency is involved with School Action Plus pupils.

School Action.
There is an individual meeting between parent, pupil and teacher, behaviour is monitored according to the  decisions made and a review date set to assess progress.

An IEP is raised from within school to set specific targets.  Behaviour modification strategies are used and there is close liaison with the parent/carer.  A home/school contact book may be used.

School Action Plus.
Provision is by an IEP with assistance from outside specialists such as the Behaviour Support, Social Services and the Educational Psychologist.

Statutory assessment may be sent to Panel, perhaps leading to Statement.

At each stage the action agreed is recorded and a date set to review.  At the review stage the decision is made whether to continue School action.

The SENCO contributes to behaviour modification strategies and plans and liaises with class teachers and TAs to ensure continuity of approaches and strategies.

When a pupil’s behaviour suddenly and disturbingly gives cause for concern the classteacher informs the Head who advises the appropriate action.

Staff Training
The SENCO/Headteacher has received training in Code of Practice, Specific Learning Difficulties, Teaching Children with English as an Additional Language and Assertive Discipline.

The SNA’s and Classroom assistants attend appropriate courses run by the Educational Psychologist Service, SST or Babcock 4S.

The school has its own Code of Behaviour and Bullying Policy.

External Resources:
Support can be obtained from:

Physical and Sensory Support Service
Behaviour Support Service.
The Traveller Education Service
Speech and Language Therapy
Learning & Language Support Service
Occupational Therapy
Educational Welfare Officer
School Nurse / Doctor
Physiotherapy
Visual Impairment Service.

Funding:
This is received mainly from formula funding, from S.A.Plus funding and ISPSB Support. This goes towards special needs equipment, Special Needs training/support and SENCO post, classroom assistants and Special Needs Assistants.

The School budget for teaching assistants (full time in F.S., 15 hours in Year 15 hours in Year 2) forms the main bulk of funding as the T.A’s role is to support SEN.

The Governor for Special Educational Needs is Mrs Sue Vialardi

This Policy was reviewed October 2011.