Gors Community School SEN Policy

Last modified 12/02/2017 18:47

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Gors Community School – Ysgol Gymunedol y Gors

SEN Policy

 ‘Imagine the world

Dychmygwch y Byd’

butterfly

 

 

 

Introduction

This policy should not be read in isolation, but in conjunction with the ‘Teaching for Learning Policy’.  Policies are reviewed regularly and are always presented to the Governing Body for approval.

 

Curriculum Statement & Entitlement

Inclusion is at the heart of all learning at Gors Community School. We remain committed to ensuring that all pupils benefit from a broad balanced and relevant curriculum irrespective of gender, ethnic origin or ability.

 “The purpose of Education for all children is the same, the goals are the same but the help that individual children need in progressing them towards them will be different”.

Warnock Report (1978)

 A child has a learning difficulty if he or she:

 

                        (a)  has a significantly greater difficulty in learning than the majority of children of the same age.

                        (b)  has a disability which either prevents or hinders the child from making use of educational facilities of a kind                                        provided for children of the same age in schools within the area of the local education authority.

                        (c)  is under five and falls within the definition at (a) or (b) above or would do if special educational provision was not                                made for the child.

 

Special educational provision means:

 (a)  for a child over two, educational provision which is additional to, or otherwise different from, the educational        provision made generally for children of the child's age in maintained schools other than special schools, in the          area.

 (b)  for a child under two, educational provision of any kind.

 

 “Inclusion is a process not a fixed state. It is about ensuring fair and equal treatment for all. “

Gors Community School promotes inclusion through:

 

  •     removing discriminating structures
  •     celebrating diversity
  •     maximising achievement for all

 

 

Aims and Objectives

The general aims of the school are clearly set out in School Prospectus. These aims are equally valid for children with Additional Learning Needs.

 The specific objectives of our ALN policy are as follows:

 

 

  • to provide a safe, secure and welcoming environment which facilitates effective nurturing of all pupils
  • to identify pupils with Additional Learning Needs and disabilities and ensure that their needs are met
  • to ensure that children with Additional Learning 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.

 

 

 

 

Roles and Responsibilities

The Role of the ALNco

The Additional Learning Needs Co-ordinator – Mr Nicky Wilson

 The ALNco has responsibility for the day-to-day operation of the Additional Learning Needs policy and liaison with the Headteacher and for co-ordinating provision for pupils with Additional Learning Needs, particularly through Early Years Action and School Action and Early Years Action Plus and School Action Plus programmes and by supporting the needs of Statemented pupils.

The ALNco has specific responsibilities as listed below:

 

  •       To liaise with class teachers and support staff.
  •       To work closely with subject co-ordinators to ensure that the needs of children with Additional Learning Needs are met.
  •       To manage provision for ALN children.
  •       To look after the ALN list and update accordingly.
  •       To co-ordinate and deploy the Associate staff Team and provide for their training needs.
  •       To monitor children’s progress.
  •       To keep records.
  •       To oversee teaching through withdrawal groups and in-class support.
  •       To liaise with parents.
  •       To liaise with external agencies
  •       To organise IEP workshops.
  •      To ensure that the Graduated Response is carried out including referrals at Early Years Action/School Action and Early Years Action Plus/          School Action Plus.
  •       To facilitate transition between phases and also transfers to new schools.
  •       To contribute to the in-service training of staff.
  •       To inspire, develop and create an environment of continuous improvement culture with regard to ALN within the ‘whole school’.   

 

The Role of the Governing Body

The ALN Governor is Mrs Lisa Brown

 The Governing Body must:-

  •        Have regard to the Code of Practice.
  •       Do their best to ensure that necessary provision is made for any pupil who has A.L.N.
  •       Ensure that the needs of a pupil with A.L.N. are made known to all that are likely to teach that pupil.
  •       To ensure that teachers are aware of the importance of identifying and providing for pupils with A.L.N.
  •       To consult with the L.E.A. Governing Bodies of other schools to co-ordinate educational provision in the area.
  •       To report annually to parents on the school’s A.L.N. policy.
  •       To ensure that A.L.N. pupils, as far as is practical, join in the activities of the school together with pupils who do not have A.L.N. along with the efficient education of other children and the efficient use of resources.

 

The Role of the Members of Staff

The Responsibilities of the Headteacher

The Headteacher has responsibility for:-

 

  • The day to day management of all aspects of the school’s work including the provision for children with A.L.N.
  • Keeping the Governing Body fully informed.
  • Liaising with the School’s ALNco..

 

 

The Responsibilities of the Phase Leaders

The Phase leaders have responsibility for:-

 

  •       Monitoring the use of IEPs in their phase
  •       Monitor the level of differentiation in planning and pupils work
  •       Monitor the progression of ALN pupils in their phase
  •       Identify areas of training members of their phase may have

 

The Responsibilities of the Teaching Staff

The teaching staff  have responsibility to:-

 

 

  •       Monitor the progress of all ALN children they teach
  •       Plan suitably differentiated work to meet the needs of all children
  •       Ensure IEPs all written and reviewed for all children that require them
  •       Liaise with the ALNco over concerns about children in their class.
  •       Complete referral forms for outside agencies
  •       Manage teaching assistants and provide appropriate planning and resources for them to use.

 

 

The Role of the Teaching Assistant

“The contribution of Teaching assistants is central to successful ALN practice”. (Education Act 1997).

At Gors we believe that associate staff can help to raise the performance of individual pupils. They frequently provide coping strategies for pupils and assist in the management of pupils’ behaviour. Teaching assistants support the development of differentiated curricular approaches to meet the diversity of pupils’ learning needs. Teaching assistants in Gors promote pupils’ independence. Associate staff can do much to promote the inclusion of children into our school. They are valued members of the school staff and are viewed very much as part of the school team. As a member of a team the teaching assistant is in a good position to observe pupil performance and to provide the teacher with valuable thoughts on what works for pupils, what obstacles to learning they encounter and the effectiveness of classroom organisation and processes.

At Gors teaching assistants;-

 

  •  Attend the review of a statemented child in their care
  •  Liaise with the ALNco.
  •  Promote inclusion
  •  Attend appropriate training courses.
  •  Work effectively with individuals and groups
  •  Work under the direct management of their class teacher

 

 

Key Skills

Due regard is given to all the Key Skills when pupils with A.L.N. are being supported.

Literacy, Numeracy and ICT across the curriculum is monitored by a member of the senior management team, to ensure broad and appropriate coverage of all elements of the framework.

Teachers differentiate to the level of the individual child, by teaching and applying skills from different year groups.

All children are assessed throughout the academic year and their level of attainment is reported to parents in the end of year report.

 

Graduated Response

The Graduated Response

Gors Community School follows the Graduated Response as proposed by the S.E.N. Code of Practice for Wales.(2002)  The Graduated Response ensures that provision for a child with Additional Learning Needs should match the nature of their needs.  In order to continually match provision to need there is a regular assessment of performance against the targets specified in the child’s Individual Education Plan.

Identification, Assessment & Provision

Gors Community School recognises the importance of early identification, assessment and provision for any child who may have Additional Learning Needs.  Assessment should not be viewed as a single event but rather as a continuing process.

To help identify children who may have Additional Learning Needs Gors Community School refers to the following assessments:-

 

 

  • The child’s performance monitored by the teacher as part of on-going observation and assessment
  • The outcomes from baseline assessment results
  • Progress in literacy and numeracy – evidence from Salfrod assessments and National Test results
  • Annual reading survey
  • Standardised screening or assessment tools such as:
  • Aston Index, Boxall Profile, Dyslexia Screening Tool, Fine and Gross Motor Skills assessment and Speech and Language Link.
  • Parents’ views are valued at Gors Community School. We are open and responsive to expressions of concern by parents and always take into account information that parents provide.

 

 

Early Years Action/School Action

The identification of pupils for inclusion in Early Years Action/School Action programmes is usually made by the class teacher on the basis that the child:-

 

 

  •       Makes little or no progress even when the teaching approaches are targeted particularly to identified areas of weakness.
  •       Shows signs of difficulty in developing literacy or numeracy skills that result in poor attainment in some curricular areas.
  •       Presents persistent emotional or behavioural difficulties that do not respond to the behavioural management techniques employed by the school.
  •       Has communication and /or interaction difficulties and continues to make little or no progress despite the provision of the differentiated curriculum.
  •       Has sensory or physical problems and continues to make little or no progress despite the provision of specialist equipment and/or intervention programmes.

 

 

Early Years Action/ School Action at Gors Community School involves the class teacher, ALNco, parents and the child.

Early Years Action/School Action includes the recording of interventions that are additional to or different from those provided as part of the school’s usual differentiated curriculum.  These interventions are recorded on Individual Education Plans.  Individual Education Plans at Gors Community School include information about:-

 

 

  • the short-term targets set for the child by the class teacher
  • the teaching strategies to be used
  • the provision to be put in place
  • outcomes (Recorded at least monthly on the review sheet, or when a target is met)

 

 

I.E.P.’s are reviewed three times within a calendar year or more frequently if needed for some children.  I.E.P.’s are shared with parents during consultations which occur as appropriate.

As a school we view pupil’s IEPs as being the key to every child fulfilling their potential.

Early Years Action Plus/School Action Plus

Early Years Action Plus/School Action Plus is triggered when the pupil still does not make appropriate progress after Early Years Action/School Action.  The basis for School Action Plus/Early Years Action Plus is that despite receiving an individualised programme and/or concentrated support under School Action, the child:-

Continues to make little or no progress in specific areas over a long period

 

 

  • Continues working at National Curriculum Levels substantially below those 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 child’s own learning and 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 by a specialist service.
  • Has ongoing communication or interaction difficulties that impede the development of social interactions and cause substantial barriers to learning.

 

 

At School Action Plus/Early Years Action Plus external support services provided by the L.E.A. will usually see the child, in school if that is appropriate and practical. They can advise teachers on new IEP’s., fresh targets and accompanying strategies. They can also provide more specialist assessments that can inform planning and the management of a pupil’s progress. They can give advice on the use of new approaches or materials and in some cases provide support for particular activities.

 

More Able and Talented Pupils

Please refer to relevant policy.

 

Statements of Additional Learning Needs

If progress at School Action Plus is deemed to have been insufficient then a request for statutory assessment of a child may be considered.

In order for statutory assessment to be undertaken the school should be able to provide written evidence or information about:-

 

 

  • the school’s action through School Action & School Action Plus
  • IEPs
  • records or regular reviews and their outcomes
  • the pupils health including the child’s medical history where relevant
  • education and other assessments, for example from an advisory specialist support teacher or an educational psychologist
  • national curriculum levels of attainment including those in literacy and mathematics
  • views of the parents and of the child
  • involvement of other professionals
  • any involvement by the social services or educational welfare services

 

The evidence submitted is presented to the L.E.A.’s ALN panel where a statement is issued where appropriate.

The Annual Review

All pupils holding a statement of Additional Learning Needs at Gors Community School must have an annual review. The review is conducted using a Person Centred approach and  advice is requested of those invited to the annual review meeting who include:

 

  • the child
  • the child’s parents
  • the child’s teacher
  • the ALNco
  • the educational psychologist (if deemed necessary by the ALNco)
  • any outside agencies involved in the child’s welfare or development
  • the ALNco of the receiving school if the pupil is in Year 6

 

 

The views of the pupil are very important and are sought whenever possible and contribute to the review. They are also invited to attend the review, to foster a more personal and child centred approach.

At Gors Community School the annual review meeting decides if:-

 

  • the statement remains appropriate
  • any amendments are required
  • the local education authority is to continue to maintain the statement or if the child’s needs may be met appropriately through Early Years/School Action Plus
  • new targets need to be set to meet the objectives set out in the statement
  • whether any additions or amendments should be made to an existing transition plan

 

 

Use of Outside Agencies

At Early Years Action Plus/School Action Plus the staff and governors at Gors Community School request the involvement of one or more Additional Learning Needs specialists.  Outside agencies can play an important part in the very early identification of Additional Learning Needs and advise the staff at our school on effective provision designed to prevent the development of more significant needs.

Any advice received is relayed to class teacher and all concerned an incorporated into the child’s Individual Education Plan.

We receive support from Access to Learning, Social Services, Speech and Language Therapy and Paediatric services and the Advisory Service.

 

Staffing

Mr N Wilson- ALNco

Claire Seabright- HLTA (Success Maker Manager)

Rebecca Miller- Level 1 TA (SEN Intervention)

Julie Jones- Level 2 TA (Reception Language Intervention)

Key TAs work with specific individuals and groups of pupils

Special Needs Provision

At Gors the child’s individual needs are catered for in a variety of different ways;-

  • In class support
  • SuccessMaker Intervention in class
  • Associate staff support when appropriate
  • Differentiation of work
  • Liaison with outside agencies
  • Screening tools with appropriate tailored plans

 

Assessment

See Assessment policy in addition to Individual Education Plan reviews and target setting

Self Evaluation

As a self-evaluating school Gors provides a broad, balanced and relevant curriculum for all our children. The success of the A.L.N. policy will be primarily assessed by whether children with A.L.N. are having their needs met.

We evaluate through:

 

  • reviews of I.E.P.s
  • A.L.N. survey
  • A.L.N. self evaluation report – see document
  • views of children, parents and all staff
  • class assessment/target files
  • Provision Maps
  • Action Plans

 

 

Transition

Effective liaison has been established with Dylan Thomas Comprehensive School and the ALNco is fully informed of the nature of the needs of the pupils with A.L.N. and all records are transferred before the pupils begin this next stage of their education. A similar process is employed for pupils transferring to other secondary schools.