Philosophy

 

At Broadstone Middle School:-

 

• We believe in developing each pupil’s personality and potential – intellectual, physical, spiritual, moral, social and aesthetic

• We believe in recognising strengths as well as weaknesses

• We promote inclusion and equality of opportunity

• We believe every child matters. Each pupil is an individual and each has particular educational needs
• We believe that all pupils have a right to a broad and balanced curriculum.  This curriculum must be relevant, differentiated and demonstrate progression and coherence
• We believe that for the majority of pupils these needs will be met by the normal range of teaching styles and resources experienced by the individual’s peer group

                      

• We believe special help should be given to those pupils who have particular difficulties

 

• We believe in developing resilience when pupils tackle challenging activities across the curriculum

 

Definition of Special Education Needs (SEN)

 

Pupils have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.

 

Pupils have a learning difficulty if they:

 

• have difficulty in cognition and learning (Specific Learning Difficulties- SLD, Moderate/Severe Learning Difficulties- MLD/SLD, Profound Learning Difficulties- PMLD) than the majority of pupils of the same age

 

• have a sensory or physical need (Visual Impairment- VI, Hearing Impairment- HI, Multi- sensory Impairment- MSI, Physical Disability- PD)

 

• are currently experiencing difficulties with their behavioural, emotional and social development (BESD)

 

• are currently experiencing difficulties with their communication and interaction development (Speech and Language Communication Needs- SCLN, Autistic Spectrum Disorder- ASD)

 

Pupils must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.

 

Principles

 

We aim to:

 

• identify pupils with special educational needs as early as possible and ensure that appropriate educational provision is made

 

• provide a supportive learning environment

 

• foster self-esteem in each pupil, valuing their whole worth not just their academic achievements; including their social and emotional aspects of learning

 

• provide wherever possible, full access to the school curriculum, including the National Curriculum

 

• teach pupils with special educational needs within the normal class or set structure; although they may be withdrawn for special help for short periods

 

• allow the class or set teacher to plan the differentiation of work for SEN pupils with the help of subject co-ordinators, the Special Educational Needs Co-ordinator (SENCO) and learning support assistants

 

• provide, as far as possible, resources which will enable each pupil to achieve his/her educational potential

 

• manage SEN staffing and resources effectively and efficiently

 

• liaise closely with all outside agencies involved in the SEN provision for each pupil

 

• encourage all staff to have due regard to the Code of Practice and the Disability Discrimination Act (DDA)

 

• ensure all staff are aware of the procedures for identification, assessment and provision for children with SEN

 

• effectively monitor pupils’ progress

 

• work alongside parents and involve them and the pupils in decisions made for SEN provision, programmes of study and target setting

 

 

Procedures

 

Governors

 

The governing body, in co-operation with the Headteacher, maintain general oversight of the school’s work for SEN.  They have designated one governor to take a particular interest in and closely monitor SEN.  The present SEN Governor is Anne Hanby.

 

Headteacher

 

The headteacher has responsibility for the day to day management of SEN and is the designated ‘responsible person’.  (Code of Practice)

 

SEN Co-ordinator

 

The SEN co-ordinator (SENCO), working closely with all staff, is responsible for the day to day operation of this policy and for co-ordinating provision for pupils with SEN.  The SENCO is also responsible for maintaining the school’s SEN register, overseeing the records on all pupils with SEN, co-ordinating timetables and monitoring for support staff, liaising with parents and liaising with and gathering information for and from external agencies.

 

The present SENCO is Mr A Maher

 

Admission Arrangements

 

The school adheres to the Borough of Poole’s admission policy regarding SEN.  In normal circumstances as far as is practical, all pupils with SEN requesting admission are integrated into the school.

 

Identification, Assessment and Review

 

Close liaison with feeder schools takes place to enable smooth transfer of pupils with SEN.

 

A range of information (including reading tests, Cognitive Ability Tests (CATs), KS1 and year 4 SATs results) is used to identify any SEN for all year 5 and any other new pupils admitted to the school.  Testing for mathematics for all year 5 pupils occurs near the beginning of the autumn term. Pupils of concern are discussed with class teachers, Key Stage Leaders and SENCO.

 

All class and subject teachers monitor their pupils.  Concerns are discussed with the SENCO and other staff as appropriate.  Various tests are administered throughout the four year groups. (Including Suffolk Reading tests, Cognitive Ability Tests again in Year 7 and optional SATs.)

 

Information regarding pupils physical needs are also looked at to make sure appropriate adjustments are facilitated.

 

The results of such tests are used to monitor progress, identify specific areas of strength or weakness and provide additional information for outside agencies.  The school also makes use of appropriate screening and diagnostic assessment tools to identify any special educational needs.

 

 

3 Stage Model

 

 

Special Educational Needs Code of Practice – Three Stage Model

 

The following process follows the recommendations of the 2001 Code of Practice framework.

The stages are as follows:

 

School Action

 

School Action is triggered when concern is expressed by a teacher, parent, health or social services professional and is underpinned by evidence about a pupil who despite receiving differentiated learning opportunities:

 

• makes little or no progress even when teaching approaches are targeted particularly in a pupil’s identified area of weakness
• shows signs of difficulty in developing numeracy and literacy skills which result in poor attainment in some curriculum areas
• presents persistent emotional or behavioural difficulties which are not ameliorated by the behaviour management techniques usually employed in the school
• has sensory or physical problems and continues to make little or no progress despite the provision of specialist equipment
• has communication and/or interaction difficulties and continues to make little or no progress despite the provision of a differentiated curriculum

 

The teacher should:

 

• gather information
• inform the SENCO
• make an initial assessment
• inform the parents
• set short-term targets using an Individual Education Plan (I.E.P.)
• state the teaching strategies to be used
• state the outcome of the action taken

 

The SENCO should:

 

• place the pupil’s name on the SEN register
• ensure appropriate provision is put in place
• monitor IEPs and the review process
• set a review date

 

Reviewing IEPs

 

IEPs are reviewed twice a year or more frequently for children with particular needs.  Parents’ views on their child’s progress are sought and they are consulted as part of the review process.  The IEP format is pupil focussed and pupils review their own targets alongside teachers and learning support assistants.

 

School Action Plus

 

The triggers are for School Action Plus that, despite receiving an individualised programme and/or concentrated support under School Action, the pupil:

 

• continues to make little or no progress in specific areas over a long period
• continues working at National Curriculum levels substantially below that expected of children 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 the pupil’s own learning or that of the class group, despite having an individual behaviour management programme and/or pastoral support programme
• has sensory or physical needs and requires additional specialist equipment or regular advice or visits by a specialist service
• has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning

 

This is the stage when the school calls upon support from external specialists such as

 

• Special Educational Needs Inclusion Service (SENISS)
• Pupil and Parent Support

-       Educational Psychologists

-       Behaviour Support (Longspee Outreach Service)

-       Teaching and Learning Support (Montacute and Winchelsea Outreach Services)

-       Support services for sensory impairments

• Social Services
• School Medical Officer
• Speech and Language Therapists
• Occupational Therapists

 

The SENCO, class teacher and learning support assistants together with curriculum, literacy and numeracy co-ordinators and external specialists, will consider a range of different teaching approaches and appropriate equipment and teaching materials, including the use of ICT.

 

The resulting new IEP for the pupil should set out fresh strategies for supporting the child’s progress.  Although developed with the help of outside specialists, the strategies specified in the IEP should usually be implemented, at least in part and as far as possible, in the normal classroom setting.  The delivery of the interventions recorded in the IEP continues to be the responsibility of the class teacher.

 

If the SENCO and the external specialist consider that the information gathered about the pupil is insufficient and that more detailed advice must be obtained from other outside professionals, then the consent of the pupil’s parents must be sought.

 

The SENCO should note in the pupil’s records:

 

• what further advice is being sought
• the support to be provided for the pupil pending receipt of the advice

 

 

School Referral for a Statutory Assessment (Statement of Special Needs)

 

Where referral for a statutory assessment is made to the LA, the pupil will have demonstrated significant cause for concern.  The LA will seek advice from the school that any strategy or programme implemented for the pupil in question has been continued for a reasonable period of time without success and that alternatives have been tried.

 

By the time the headteacher considers referring the child for statutory assessment, there should be written evidence of or information about:

 

• the school’s action through School Action and School Action Plus
• individual education plans for the pupil
• records of regular reviews and their outcomes
• National Curriculum levels
• attainments in literacy and numeracy
• educational and other assessment, eg from an advisory specialist support teacher or an educational psychologist
• views of the parent and of the pupil
• involvement of other professionals
• any involvement by the social services or education welfare service
• the pupil’s medical history where relevant

 

The description of the pupil’s learning difficulty and progress together with information about the special education provision made will form the basis on which the LA can consider where a statutory assessment is necessary.  If the LA’s support services and, in particular, the LA’s educational psychologists have already been involved in assessing the child and reviewing provision, the LA should be able to decide relatively quickly whether a statutory assessment is necessary.  In the meantime – and whilst any subsequent statutory assessment is being made – the child will continue to be supported through School Action Plus.

 

Partnership with Parents

 

• parents will be consulted and informed about their child’s progress
• parents of children new to the school in Year 5 with identified SEN are welcomed to the school at the Year 5 Parent’s evening
• the school’s SEN Policy is explained at the Year 5 Parents’ evening and opportunity given for questions or consultation.  Copies of a shortened version of the policy are given to all new parents
• all year 5 parents will be offered information on ‘Paired Reading’, a positive way of encouraging reading
• the SENCO holds a monthly ‘drop-in’ session for parents to discuss any issues or ask for advice
• parents are invited to formal parent consultation evenings with all staff twice a year on an appointment system
• immediate contact is encouraged should a parent or member of staff feel discussion is necessary
• information from these meetings will be circulated to appropriate staff

 

The school welcomes and offers opportunities for formal or more informal contact to encourage an effective partnership to take place.

 

 

Learning Support Assistants

 

Should the LA or governing body agree to the provision of a learning support assistant a job description will be prepared and the post advertised.

 

The SENCO will co-ordinate arrangements for the allocation and provision of all LSAs and monitor their effectiveness.

 

Learning support assistants (LSA) are used for targeted support for pupils on the SEN register. They may also be used at the discretion of the teacher to support a small group or individual pupils to provide the most effective support.

 

 

In School Expertise

 

The Key Stage leaders, subject co-ordinators, set or subject teachers and SENCO will endeavour to work together to provide an appropriate curriculum and/or education plan for pupils with SEN. 

 

 

Outside Agencies and a Multi-Agency Approach

 

The school aims to work closely with all outside agencies as part of a multi-agency approach to the provision for pupils with SEN.

 

SENISS (Special Educational Needs Inclusion Service) provision is provided for identified pupils.  Times available depends on the number of pupils meeting the SENISS criteria. Our experienced team of learning support assistants also delivers literacy support to a number of pupils in parallel with our SENISS teacher.

 

The Educational Psychologist visits school approximately one half day each month to assess individual pupils and offer advice and support.

 

Regular visits are made by Occupational Therapy, Physiotherapy, Speech and Language, Hearing and Visually Impaired Services to work with or monitor specific pupils.  They provide information and advice and suggest targets for pupils’ IEPs.

 

Support and advice is also available from all the outreach support services as needed. 

 

The school nurse is also ready to offer advice and expertise when visiting school.  Regular ‘drop-in’ sessions are offered to pupils on an informal basis.  Other advice can be obtained from the School Medical Officer and Poole Hospital Paediatric Department.

 

The school Education Welfare Officer makes regular visits to the school.

 

 

Liaison and Transfer Arrangements

 

The SENCOs of the Corfe Hills Pyramid meet to share expertise and offer mutual encouragement and support.

 

The SENCO will also attend Borough of Poole hosted SENCO briefings to keep up to date with current legislation and support available nationally and locally.

 

In June/July the school SENCO will meet with each feeder first school SENCO or appropriate staff to discuss the needs of identified pupils with SEN.  The school SENCO will meet with Corfe Hills SENCO to discuss the needs of all identified pupils with SEN transferring to Corfe Hills.

 

All SEN records are forwarded to a pupil’s new school to encourage continuity of provision.

 

 

Staff Training

 

All staff participate in training in school and are encouraged to participate in training outside of school.  This may include ‘in-house’ training or visits from experts at staff meetings and training days or specific courses and visits to other establishments.

 

Training needs and opportunities will be discussed with the headteacher, SEN Governor and school INSET co-ordinator within the limits of the budget for both time and money.

 

 

Resources and Allocation

 

Use of the SEN Budget

 

The money received for SEN may be used to:

 

• reduce class sizes (particularly in our setting system) allowing more teacher time for pupils with SEN
• employ teachers or learning support assistants to work with pupils with SEN
• provide teaching materials and equipment
• provide training
• release staff for training/activities or to teach individuals or small groups of pupils with SEN
• release staff for monitoring or reviews
• liaison with outside agencies

 

Each year the governors, headteacher and SENCO will decide how this money will be spent having regard to the needs of all pupils with SEN.

 

The SENCO will be responsible for the purchase of suitable materials and equipment after discussion with staff or outside agencies.

 

Most of the materials and equipment are kept in the Learning Support Base or appropriate classroom.

 

Concern Regarding Provision

 

Should there be a concern regarding the allocated provision for a pupil’s SEN contact should be made with

 

• the class teacher or Key Stage leader
• the SENCO
• the headteacher
• the SEN governor

 

Any concerns regarding provision for Statemented pupils will be discussed with the school and the LA at Annual Reviews.

 

The school procedure for complaints is in line with the local authority policy. The school will be able to give parents a contact name to take the matter further as necessary.

Parents also have the right to a review by the Local Government Ombudsmen if a pupil with SEN is not being offered the right support.

Performance 

Evaluating and Reviewing this Policy

 

The SENCO will review this policy each year to find out whether:

 

• staff have been able to carry out the policy without undue difficulty
• staff have the resources to teach the pupils with SEN in their care
• within the resources available, staff believe that all children with SEN are receiving the help they need
• parents believe their children’s needs are being met
• pupils are happy with the SEN provision
• the record keeping system has been effective
• there are specific targets/issues which need to be addressed

 

This will take place through information gathered via parent consultations, IEP review meetings, staff meetings, meetings with external agencies etc, etc.

 

 

Glossary of Terms

 

 

                        LSA                Learning Support Assistant

 

                        IEP                  Individual Education Plan

 

                        LA                   Local Authority

 

                        SEN                Special Educational Needs

 

                        SENCO          Special Educational Needs Co-ordinator

 

                  SENISS         Special Educational Needs Inclusion Service

 

Date of update: March 2011

 

Date to be reviewed: March 2012