The Inclusion of Children with Special Educational Needs

The specific objectives of our SEN policy are as follows:

Identification and Assessment of special educational needs

The IEP will set targets for the pupil and will detail:

At Christow Community Primary School, we are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs or abilities. Not all pupils with disabilities have special educational needs and not all pupils with SEN meet the definition of disability but this policy covers all of these pupils. Back to top

'Pupils have Special Educational Needs if they have a learning difficulty which calls for special educational provision to be made for them.'

'Pupils with a disability have special educational needs if they have any difficulty in accessing education and if they need any special educational provision to be made for them, that is anything that is additional to or different from what is normally available in schools in the area '.

The named SENCO (Special Educational Needs Coordinator) for the school is Maddy Heath. A member of the Governing body, Elizabeth Gunn, takes a special interest in SEN, but the Governing Body as a whole is responsible for making provision for pupils with special educational needs. The school policy for the Inclusion of Children with Special Educational Needs is in line with the SEN Code of Practice 2002 and both are available for you to see from the school office. Back to top

The specific objectives of our SEN policy are as follows:

·to identify pupils with special educational needs and disabilities and ensure that their needs are met

·to ensure that children with special educational needs and disabilities join in with all the
activities of the school

·to ensure that all learners make the best possible progress

·to ensure parents are informed of their child's special needs and provision and that there is effective communication between parents and school

·to ensure that learners express their views and are fully involved in decisions which affect
their education

·to promote effective partnership and involve outside agencies when appropriate. Back to top

Identification and Assessment of special educational needs

The school recognises that the earlier a child is identified with special educational need the sooner we can begin to meet his or her needs. Initially, a range of evidence is collected through the usual assessment and monitoring arrangements: if this suggests that the child is not making the expected progress, the class teacher will consult with the SENCO in order to decide whether additional and / or different provision is necessary. Often the teacher is able to cater for the child through differentiation of the planned curriculum, e.g. making the work simpler, presenting it in a different way, using particular resources or a Learning Support Assistant to support the child. There is no need for pupils to be registered or identified as having special educational needs unless the school is taking additional or different action. At this stage the child is considered to be on ?School Action? within the Code of Practice.
Pupils who have disabilities but no special needs will be recorded on the school's medical register Back to top

Provision/action that is additional to or different from that available to all
will be recorded in an IEP (Individual Action Programme). This will usually be written by the teacher but will always be in consultation with pupils, parents, carers and the SENCO. It may also involve consultation and advice from external agencies. Back to top

The IEP will set targets for the pupil and will detail:

·the short-term targets set for or by the child
·the teaching strategies to be used
·the provision to be put in place
·when the plan is to be reviewed
·success and/or exit criteria

The IEP will be reviewed every six months and the outcomes will be recorded. Pupils will participate fully in the review process according to their age and abilities. Parents / carers will also be invited to participate in the target-setting and review process. Back to top

If the school has evidence that a pupil is making insufficient progress despite significant support and intervention at School Action, we may seek further advice and support from outside professionals. The child will now be considered to be on ?School Action Plus? within the Code of Practice. These professionals will be invited to contribute to the monitoring and review of progress. Pupils and parents will be fully involved and kept informed about the involvement of external agencies and proposed interventions. It may be decided to proceed for a statutory assessment (statement), a process that can take up to six months. Back to top

For pupils who have statements of SEN, as well as the review of their IEPs, their progress and the support outlined in their statement will be reviewed annually and a report provided for the Local Education Authority. When pupils are due to transfer to another phase planning for this will be started in the year prior to the year of transfer. Advanced planning for pupils in Year 5 will allow appropriate options to be considered. The SENCO will liase with the SENCO of the secondary schools serving the area to ensure that effective arrangements are in place to support pupils at the time of transfer. Back to top

The school will provide information about the Parent Partnership Service to all parents of children with special educational needs. Parents of any pupil identified with SEN may contact the Parent Partnership Service for independent support and advice. Back to top

External support services play an important part in helping the school identify, assess and make provision for pupils with special education needs.

·The school receives regular visits from the nominated Education Welfare Officer and
Educational Psychologist for the area.

·In addition the school may seek advice from specialist advisory teaching services for children with sensory impairment or physical difficulties.

·Regular meetings with the Pre-school leader are held alongside the established induction programme to ensure a smooth start to school for children in the Foundation Stage

·The speech and language therapist contributes to the reviews of children with significant
speech and language difficulties Back to top