SEN Policy

Last modified 20/04/2015 12:56

 SPECIAL EDUCATIONAL NEEDS POLICY

 

 

 

 

Reviewed/Updated January 2015

Governors March 2015

Next Review Date January 2016

 

 

 

 

 

 

 

 

STATEMENT OF INTENT   3.

Special Education Needs: 4

School background   4

Definition of SEN   7

Staffing – Roles and Responsibilities. 8

MANAGING THE CODE OF PRACTICE   15

Assessment   19

EVALUATING THE POLICY   24

Complaints Procedures   25

The Senco/Inclusion Officer   28

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

STATEMENT OF INTENT:

 

This policy aims to uphold the principles and carry out the policies underlined in the Special Educational Needs Code of Practice for Wales.  This is in conjunction with the school’s responsibilities under the Education Act 1996, the Disability and Discrimination Act 2001, the City and County of Swansea Special Educational Needs Policy and Inclusion Policy. 

 

It aims to ensure that all pupils are given the support, guidance and resources necessary to enable them to achieve their full potential.  All pupils study the broad, balanced and relevant curriculum to which they are entitled and they are also included fully in the school community.

 

The school recognises that all learners have individual needs and tries to ensure fair and equal treatment for all and promotes practice that celebrates diversity and maximises the achievement of all.  The school places great emphasis on developing the whole child and forming positive, supportive relationships between staff and pupils.

 

The school believes in working partnership with parents through regular contact, which includes documentation, meetings and reviews.  The school also works closely with outside agencies to draw on specific expertise to deal with pupils’ learning difficulties.

 

Pupils who need support are identified through close liaison with partner schools and progress is carefully monitored.  The programme of support is adjusted as the needs of the pupil change.  Pupils are involved in their learning through regular assessments and dialogues between pupil and teacher.

 

The educational programme for pupils with identified SEN is co-ordinated by the Inclusion Co-ordinator in consultation with relevant members of staff.

 

 

SIGNED: 

 

Chair of Governors or Chair of Pupil Wellbeing Sub-Committee

 

SIGNED: 

 

 

(Headteacher) 

 

 

 

 

 

 

 

 


Dylan Thomas Community School 

John Street 

Cockett

Swansea 

SA2 0FR

 

Telephone No:  01792 610300

 

Fax No:   01792 610320

 

Head Teacher:  Mr R. Phillips B Ed. M Ed 

 

School Group:  Group 5.  11- 16 mixed community school

 

Number on roll: 523

 

SPECIAL EDUCATIONAL NEEDS - 54 pupil’s have statements for special educational needs.  During the previous 12 months 45% of the school population have been on the SEN register for a number of reasons these include learning difficulties, physical problems, emotional or behavioural problems.

 

As January 2015, ** pupils receive English as an additional language support but this group changes due to a degree of mobility in the population.

 

Free School Meals: 54% of total school population have free school meals.

School Organisation: 

Teaching staff:                                 36 full time and 4 part time            

School based support staff:           31 TA’s including STF/DRC

School background

 

Dylan Thomas Community School serves an economically and socially disadvantaged community.  The area suffers from high levels of unemployment.  The lack of self-esteem and motivation of many of our parents adversely affects their children – our pupils.

 

There are 2 specialist teaching facilities on site, one which caters for pupils with moderate to severe learning difficulties and in the summer term of 2009 the Dereck Roberts Centre was opened, this is for children on the autistic spectrum. The school is an LEA designated school for the integration of physically handicapped pupils.  SEN is a high priority whole school issue.

 

 

 

 

 

 


Dylan Thomas Community School has a proud record in meeting the needs of children with special educational needs.

 

They have particular expertise in provision for:

 

  • Physically disabled pupils
  • Pupils with Dyslexia
  • Pupils for whom English is an Additional Language
  • Pupils with speech and language difficulties
  • Pupils with a range of emotional and behavioural problems
  • Pupils who are Autistic / ASD
  • Pupils with Aspergers
  • A large number of mainstream pupils with high levels of literacy and numeracy problems
  • Visually impaired pupils
  • Hearing impaired pupils
  • STF pupils – SMLD / MLD

 

 

We recognise that all our learners have individual needs.

 

Dylan Thomas Community School is committed to those pupils who have a greater difficulty in learning than their peers.  We start from a belief that all pupils identified as having special educational needs, given appropriate provision, will succeed.  We are committed to providing a full entitlement and participation for all pupils in the full curriculum and life of the school.  All pupils with special educational needs are individuals.  It is our job to help them experience success, not to label them or lower our expectations.  Great emphasis is placed upon listening to our pupils and their parents on working together to enable our pupils to succeed.  We will provide for our pupils according to needs, with or without a statement of special needs and in partnership with parents and other statutory and voluntary agencies.  We recognise that all school personnel make an important contribution to the education of our pupils with special educational needs.

The school gives a high priority to establishing a caring ethos for pupils with special educational needs and the staff work with the school nurse and specialist outside agencies to ensure that all avenues of support are explored and that the appropriate resources to meet the needs of individuals are deployed.

 

 

We embrace the principles of inclusive education where all our pupils are equally valued and given opportunities to maximise the potential wherever possible.

 

 

We support inclusion – with appropriate resources.

 

 

The Pupil Wellbeing Team have an aim to maximise the achievement potential of every child.

 

 

 

 

 

 

 


Dylan Thomas Community School’s, Special Educational Provisions.

 

1.         SEN at Dylan Thomas Community School’s, Guiding Principles and    Objectives.

 

  • We accept the Special Educational Needs Policy from the City & County of Swansea.

 

  • Recognise that all children have their individual learning needs.

 

  • Aim to provide an environment where every pupil has the opportunity to fulfil his or her potential and to develop a positive self image.

 

  • Seek to develop the whole child and help the development of social skills, coping strategies and moral values in a caring atmosphere.

 

  • Adopt a positive approach and work to the strengths of our pupils.

 

  • Seek to be alert to children who experience learning difficulties, including those with specific learning difficulties. 

 

  • The SEN referral process will begin when a pupil is experiencing difficulty with learning.

 

Definition of SEN

 

Under the 1996 Education Act, a child has special educational needs if he or she has a learning difficulty, which calls for special education provision.

 

A child has a learning difficulty if he or she:

 

 

  • Has a significantly greater difficulty in leaning than the majority of children of the same age.

 

  • Has a disability which either prevents or hinders the child from making use of the educational facilities of a kind generally provided for children of the same age in schools within the same area of the LEA.

 

 

Staffing – Roles and Responsibilities. 

Role

Responsibility

Additional

whole school responsibility

 

Head Teacher

 

 

Mr R Phillips

 

  • Works with the Governing Body to determine the school’s general policy and approach to provide for children with SEN.
  • Establishes the appropriate staffing and funding arrangements.
  • Maintains a general oversight of the schools work.
  • Keeps the Governing Body informed of SEN concerns.

See Job Description

Assistant Head

Pupil Wellbeing

Mr Ashley Payne

 

 

 

  • Child Protection Issues
  • Line Manager to Head of Learning Support and SENCO. 
  • Co-ordinator of T.A inset days and courses 

See Job Description

Senco

 

 

SENCO

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SENCO

  • SENCO / Inclusion
  • Strategic Leadership and management of SEN
  • Co-ordinates the whole school SEN Policy and ensures day to day operational needs are met.
  • Seeks to ensure that the provision for children with SEN is appropriate.
  • Co-ordinating provision for children with SEN.
  • Keeps an overview and ensures that all staff, especially those who teach SEN pupils are kept fully informed. Liaising with and advising colleagues.
  • Generates any request made by the school to the LEA for a statutory assessment.
  • Overseeing the school’s SEN Register and the records of all pupils with SEN.
  • Co-ordination of SEN Survey.
  • Ensures that statements are kept up to date.
  • Ensuring that the Annual Reviews for all Statemented pupils are carried out.
  • Whole school advice on classroom management.
  • Responsibility to maintain SEN Register – Behaviour. With the active support of the pastoral team.
  • Liaising with parents of pupils on the SEN Register. 
  • Co-ordinates parental involvement. 
  • Liaises with outside agencies, including EPS, SENS and other support agencies, medical and social services and voluntary bodies. 
  • Establishing a link support mechanism for subject staff to ensure that the needs of SEN pupils are met. 
  • Liaise with primary schools on SEN issues. 
  • Attend case conferences. 
  • Co-ordination / Oversight of IEP’s 
  • Accountability to Governors via SEN Governor  

See Job Description

STF Manager

 

Ms Verina Thomas

  • Head of STF Unit
  • Responsible for the day to day operational needs of STF intake.
  • Teaching of SMLD/MLD pupils.
  • Co-ordinating the work of teachers and T.A’s within the STF.
  • ASDAN.
  • Manager of the STF budget.
  • Line manager of support staff in STF.
  • Administration of Annual Reviews and IEP’s of children in the STF.
  • Mainstream subject department link.
  • INSET as appropriate.
  • Links with the primary STF’s.

 

See Job description

STF Teachers

 

Ms K. Colling

part time

 

Mr M. Gilbert

part time

 

  • Teacher of SMLD/MLD pupils.
  • Mainstream subject department link. KS3
  • INSET as appropriate.
  • Teacher of SMLD/MLD pupils
  • Mainstream subject department link.
  • Inset as appropriate
  • Teacher of New Horizons  ASDAN

 

Dereck Roberts Centre.

 

 

Teacher in Charge

Miss G Heinrich

 

 

Teacher

Mrs G Saville

 

  • Teacher in charge of Autistic Centre.
  • Responsible for the day to day operational needs of unit.
  • Liaises with Senco and other outside agencies.
  • Administration of Annual Reviews and IEP’s of children.
  • Line Manager of DRC teaching assistants

 

 

 

Literacy

 

Mrs C. Edwards

  • Organise timetable of Literacy support for pupils selected in consultation with SENCO.
  • Plan and deliver appropriate literacy support.
  • Manage budget for Literacy support.
  • Identify Needs of children in literacy.
  • Manage literacy T.As
  • Inset as appropropiate

 

 

Heads of Faculty

  • Monitor differentiation within their faculty and provision for SEN pupils.
  • Receive referrals from subject staff where pupil’s learning is giving cause for concern.
  • Attend meetings with SENCO to report concerns or appoint link member of their faculty to attend on their behalf.

See

Job

Description

Progress Leaders

 

Mr R Lloyd

Year 7 & Transition

 

 

Mrs L Fry

Years 8 & 9

 

Mrs Y Lewis

Years 10 & 11

  • Receive referrals from parents who have concerns that a child has a Special Educational Need.
  • Co-ordinating the work of Teaching Assistants /Pastoral Support Assistants. 
  • Initiation and administration of Behaviour referrals.
  • Co-ordination of provision.
  • Liaison with appropriate Assistant Head.
  • Provide appropriate information for SENCO to enable Peps to be drawn up.

See

Job

Description

School Nurse

 

 

Mrs S Dixon

  • Works with the SENCO to produce Health Care Plans and certain Risk Assessments.
  • Assist T.A’s with day to day care of pupils with Physical and Special Needs.
  • Liaises with physiotherapists and other outside agencies.

 

 

See

Job

Description

Teaching Assistants

  • A large team of people who support pupils either 1-1 or in a group.

 

 

See

Job

Description

SEN Governor

 

 

Ms Sarah Joiner

Vice Chair

 

 

 

 

 

 

 

 

  • Ensures that the duties of the Governing Body are fulfilled as stated in the Code of Practice.
  • Reviews the SEN Policy and provision of SEN.
  • Tries to ensure that the right provision is made for children with SEN.
  • Reports annually to parents on the school policy for SEN.
  • Ensures integration and inclusion.

 

Pastoral

Support

Officers

 

 

Ms A Davies

Year 7

 

Mrs D Christie

Years 8 & 10

 

 

Mrs K Morgan

Year 9 & 11

  • Attendance
  • Nurture Groups
  • Self Esteem
  • Social Skills
  • Anger management
  • Setting of individual work
  • Observations – re-tracking
  • Management operations of behaviour for learning.
  • Liaison with M. George.
  • Organise speech and language.

 

See

Job

Description

 

Wellbeing Centre

 

Manager

Ms R Morgon

 

Mr A Daves

(LAC Support)

  • Attendance
  • Social Skills
  • Self Esteem
  • Anger management
  • Setting of individual work
  • Work with pupils in BFL

 

See

Job

Description

 

 

 

1.       Arrangements for co-ordinating educational provision for                     pupils with

 

          SEN.

 

  • This is the responsibility of SENCO. (SENCO)

 

 

2.      Admission arrangements

 

The Governors use the Admissions criteria as determined by the LEA.    

 

          SEN Panel advice upon STF placements.

 

     SEN special provision

 

 

          STF Unit

 

  • Our Specialist Teaching Facility caters for pupils with Moderate and Severe Learning Difficulties (SMLD).

 

 

The STF Unit is situated near the Learning Resource Area and the Learning Support Area.  It is based within the main building to facilitate our inclusion policy.  It is divided into two teaching areas one for each Key Stage.

 

The Dereck Roberts Centre is a recently opened centre for children on 

the Autistic Spectrum with moderate autism

 

 

 

 

 

 

 

 

Information about the Dylan Thomas Community School’s policies for identification, assessment and provisions for all pupils with SEN.

 

 

 

 

1.         Allocation of resources to and amongst pupils with SEN.

 

Allocation of resources – the Head Teacher retains responsibility for mainstream SEN. SEN funding is used to support the maintenance of small classes / higher teacher ratio.  Mainstream SEN is given a capitation allowance in the same way as any other department.  The Severe & Complex needs budget has been delegated to schools and this funds pupil support for those pupils with statements of special needs and Special Education Needs in mainstream classes. This reflects the whole school approach to SEN and the responsibility of each department to provide for SEN pupils.  The STF and ASD are funded separately.

 

  • There is a lower pupil: teacher ratio in classes with high proportion of SEN pupils.

 

  • Pupils have support with literacy in small groups in the Literacy Support Room.

 

  • Pupils receive additional support from STF staff.  SENCO and T.A’s as time allows.

 

  • Hardware such as ipads, laptops, spell checks, calculators, spelling programmes, handwriting support, several computers and a range of software are also provided.

 

  1. Identification and assessment arrangements; review procedures.

 

  • On entry to Dylan Thomas Community School

 

  • Liaise with partner primary schools enable Pen Portraits and/or IEP’s to be drawn up before entry.  These are reviewed before the first half term by SENCO, Head of Derrick Roberts Centre, STF Manager.

 

  • Internal assessments – within the first few weeks – NFER, AWRT, CAT’s and subject comments.

 

  • Graduated Response 

 

 

MANAGING THE CODE OF PRACTICE

 

 

All pupils with identified SEN are included on the SEN register which is maintained by the SENCO.  The following stages are used to identify the intervention currently being provided for each pupil.

 

School Action

 

 

Class or subject teachers identify or register a child’ special needs and consulting the school’s SENCO take initial action.

 

 

The SENCO takes the lead responsibility for gathering information and for co-ordinating the child’s special educational provision, working with the child’s teacher.

 

 

School Action Plus

 

Teachers and the SENCO are supported by external support

Services Access to Learning (specialists from outside school).

 

 

 

Statemented Pupils

 

 

The LEA considers the need for a statutory assessment and, if appropriate, make a multi-disciplinary assessment.

 

The main difference identified on the SEN Register include:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

School Action is characterised by the gathering of information and increased differentiation within mainstream classes.

 

A teacher, parents, health or social services professional can express initial concern this must be underpinned by evidence to support this.

 

Triggers for School Action.

 

  • A pupil makes little or no progress even with teaching approaches are targeted particularly in a pupil’s identified area of weakness.

 

  • Shows signs of difficulty in developing literacy or numeracy skills that result in poor attainment in some curriculum areas.

 

  • Presents persistent emotional and/or behaviour difficulties, which are not improved by the behaviour management techniques usually employed in the school.

 

  • Has sensory or physical problems and continues to make little or no progress.

 

  • Has communication and/or interaction difficulties, and continues to make little or no progress.

 

A referral may be made to a HOF who will organise extra support within their faculty if appropriate. HOF informs SENCO, who registers the child’s special needs SENCO will advise teacher to gather information, make initial assessments and inform the parents. A teacher survey will be organised and standard documentation circulated. 

 

Documentation to be completed will include:

 

  • The outcome of the discussion with the person making the initial referral.
  • Relevant comments from the teacher survey.
  • Record of the date of the initial contact together with initial comments.
  • Record of the proposed review date

 

 

SENCO will add the name to the SEN Register.

 

Some pupils on school action will have an Individual Education Plan, but all will at least be included in a group IEP. The SENCO takes a lead role. SENCO will work closely with the parents and keep the staff and Head of Year informed.

 

The Senco will:

 

  • Gather appropriate information, including from outside school.
  • Ensure that an IEP is drawn up.
  • Circulate information to teaching staff.
  • Ensure that the parents are informed.
  • Monitor and review the child’s progress.

 

 

 

 

 

 

 

 

School Action Plus is characterised by the involvement of a specialist from outside school.  At this stage the SENCO takes a lead role.  SENCO will work closely with the parents and keep the staff and Head of Year informed.

 

Triggers for School Action Plus

Despite receiving an individualised programme and/or concentrated support, the pupil

 

 

  • Continues to make little or no progress in specific areas over duration of time.
  • Continues working at National Curriculum levels substantially below that expected of pupils of a similar age.
  • Continues to have difficulty in developing literacy and numeracy skills.
  • Has emotionally or behavioural difficulties which substantially and regularly interfere with their own learning or that of the class group.
  • Has sensory or physical needs, and requires additional specialist equipment or regular advice or visits, providing direct intervention to the pupil or advice to the staff, by a specialist service.
  • Has on going communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.

 

 

 

 

SENCO will:

 

  • Draw upon the advice from external support agencies – Access to Learning Advisory teachers.
  • Consult with pupil and parents, HOY and Key Stage Co-ordinator.
  • Ensure that an IEP is drawn up.
  • Circulate information to staff.
  • Work with outside agencies to monitor and review the child’s progress.

          Access to Learning

Behaviour Support

Speech and Language Advisory Service

Trehafod

Educational Welfare Service

EMLAS

Action for children

Sand Pit

Councillors

School Medical Officer.

 

Parental requests for referral are dealt with by the HOY.  Following completion of a stage referral form an appropriate course of action is decided.  The SENCO is to be kept informed at all stages.

 

 

 

 

 

 

 

 

 

The LEA considers whether to make a formal assessment and carries out any assessments required.

 

Referral will normally occur after two unsatisfactory reviews at School Action Plus.

The records from previous meetings will inform the LEA decision.

 

SENCO is the first point of contact for information.

 

 

 

 

 

 

 

 

 

 

The pupil has a statement of Special Educational Needs issued by the LEA. The LEA arranges, monitors and reviews the statement.

 

SENCO Co-ordinates the production of an IEP and monitors and reviews the pupils progress.  Mr Williams fulfils this responsibility in the STF and Ms G Heinrich in the Dereck Roberts Centre.

 

Specific Learning Difficulty (Dyslexia)

 

Dyslexia is a complex neurological condition. Symptoms may affect many areas of learning and may be described as a specific difficulty in reading, spelling and written language.  One or more of these areas may be affected. Numeracy notational skills, motor function and organisational skills may also be involved.  However it is particularly related to mastering written language although oral language may be affected to some degree.

 

Two factors are invariably present in dyslexia:-

  • A poor short term working memory.
  • Low self esteem unless effective intervention takes place.

 

Screening for Dyslexia occurs in Year 7.  Any pupil who is suspected of having a specific learning difficulty is tested at school after conversation with parents.  Dylan Thomas is involved in the Dyslexia Friendly Schools Initiative.  If there are further problems with a pupil accessing the curriculum a referral is made to Access to Learning at School Action Plus.

 

 

Emotional and Behavioural Difficulties

 

A pupil can be placed on the Special Needs Register for EBD, for example, when a pupil is exhibiting anti-social behaviour.  Some pupils experienced difficulties as a result of family problems, illness or bereavement.  Others may have difficulty in accepting instructions and keeping “on task”.  Whatever the problem it is important that the School’s Referral Forms are completed if a pupil is causing concern.  Heads of Year will then liaise with the Inclusion Co-ordinator and an IBP will be drawn up to try to improve the situation.  If there is little success at the School Action Stage advice will be sought from Access to Learning and our link teacher, Mrs Marilyn George will work with the school, pupil and parent.

 

 

 

 

Moderate Learning Difficulties

 

Pupils who exhibit Moderate Learning Difficulties are often identified early in their school careers.  Their general academic attainment will be at a level significantly below that of their contemporaries.  In the majority of cases they will experience difficulty in acquiring basic literacy and numeracy skills; some will have speech and language difficulties.  In some cases the child may have poorly developed social skills and may show evidence of EBD

 

Autistic Spectrum Disorders

 

Pupils who are on the Autistic Spectrum often display social and emotional difficulties.  They often lack understanding of how to interact with their peers or seem unaware of social conventions or codes of conduct.  Needs are identified from liaison with primary schools, teaching strategies and pastoral support implemented as and when necessary.  Whenever possible those pupils are taught in main stream or STF unit.  However when a pupil is diagnosed as having moderate to severe autism then they will attend Dereck Roberts Centre.

 

 

Use of Individual Education Plans

 

Pupils identified as having SEN will have an IEP which will concentrate on learning difficulties and abilities and will usually focus on strategies for the development of the pupil’s individual needs.  Individual staff, responsible for teaching the pupils will adapt the teaching strategies appropriate to their department.  IEP’s are regularly reviewed and updated to concentrate on the child’s specific strengths and weaknesses.

 

Assessment

 

For all year groups there will be formative assessment through whole school Assessment Policy throughout the year.

(See information on Testing Procedures used within SEN at Dylan Thomas Community School)

 

Year 7

 

September                 Edinburgh Reading Test and All Wales Reading Test

October                      Cognitive Abilities Tests (CAT’s)

 

            Group Reading test

 

           Graded word spelling                      

 

                                    Collection of any other evidence needed for the                                                           SEN Survey

 NFER Maths

 

May/June                  Summer exams                     

 

Year 8

 

October                      All Wales Reading Test

May – June               SEN Survey

                                    Summer Exams

 

Year 9

 

October                      All Wales Reading Test

                                    SEN Survey

May/June                  Summer Exams

 

Diagnostic Assessments are used with individual pupils as appropriate.

 

 

Inclusion Register

 

The official register is kept by SENCO.

 

It is organised by year group.  It includes information on the nature of the learning difficulties; stage the pupil is on, what agencies, if any are involved.

 

Information is given to staff via INSET/ departmental file of documentation – Sims, IEP’s, SEN survey results, Statemented pupils, Pupils at each stage of referral.

 

Individual Education Plans

 

 

All pupils at School Action Plus should have Individual Education Plans but many other pupils will also have them.

 

The IEP consists of:

 

  • Information of the pupil’s strengths needs, recommended strategies and current SEN provisions.
  • Learning targets.
  • Success criteria

 

The Learning Support Team produces generic IEP’s. They are circulated to departments.  It is the responsibility of each department to draw up subject specific targets. Taking into account the targets set by the Senco. This should be done at the beginning of each academic year, and reviewed as necessary.

 

The IEP’s are reviewed twice yearly – usually Sept/April. Teacher in Charge STF administer undertakes STF Interim Reviews at the end of each term.  Parents are invited to attend the reviews SENCO may also attend.

 

It should be noted that SENCO liaises with the School Examinations Officer to request essential resources for external examinations.  On an annual basis as well as in an emergency e.g. broken arm, wrist etc.

 

Review Procedures

 

 

School Action - the pupil’s parents will be invited

 

At School Action Plus the pupil’s parent will be invited to attend and the appropriate external agencies are invited.

 

At Statutory Assessment procedures laid down on the Code of Practice are followed.

 

SENCO is the responsible person for organising Annual Reviews.  LEA guidelines are followed.

 

Task

Action

Preparation

  • LEA Guidelines received. Deadlines noted.
  • Notification is sent to parents and external agencies of the date and time of the Review six weeks before the Review is to take place.
  • They are invited to send comments by a date two weeks before the meeting.
  • Teaching staff are circulated for written comments on attainment, progress and targets for the future.
  • Form Tutors provide information on a wider contribution to school life.
  • Collated comments and a reminder are sent to parents.
  • Pupil’s views are sought.

Conduct of the Review Meeting

  • Pupil’s progress since the last Review is discussed.
  • Progress is reviewed against targets set on the IEP.
  • The views of the parents and the pupil are noted.
  • Changes in the pupil’s circumstances are assessed.
  • The statement is reviewed to see if it is still appropriate.
  • Aspirations for the pupil’s future are discussed.
  • Targets and strategies for the coming year are discussed.
  • Minutes are taken.

Action following Review

  • Copies of the Review Report are sent to all those concerned within two weeks of the Review.
  • LEA documentation is completed and returned to County Hall.

Year 9 Transition Reviews

  • Pupil’s views are actively encouraged.
  • Views are sought before the meeting.
  • All pupils are involved in the assessment, review and targets setting procedures.
  • Pupil’s are invited to attend the Review and invited to make a contribution.
  • The pupil is invited to contribute to the IEP process.

 

  1. 3.            Arrangements for providing access for pupils with SEN to a balanced and     broadly based curriculum, including the National Curriculum.

 

Pupils with SEN receive the full balanced curriculum, including the National Curriculum that the school offers.  Disapplication for certain subjects, usually Modern languages, is done with guidance from external agencies as appropriate and with the support of parents. The school does not encourage it.

 

Access for some pupils is aided by the provision of specialist support teachers (via ATL) or T.A support within the classroom.

 

Limited withdrawal from mainstream lessons occurs for literacy support work.  We aim to cause minimal disruption to the overall educational experience.

 

Each department seeks to provide differentiation by one or more of the following means.

 

  • Providing differentiated tasks and sometimes tasks that differentiate by outcome.
  • Rewarding the completion of small achievable tasks by using praise, certificates, letters home etc.
  • Smaller teaching groups for SEN pupils.
  • Group work/pair work/ individual work.
  • Use of other strategies identified in IEP’s
  • Use of ICT

 

  1. How children with SEN are integrated within the school as a whole.

The school is fully accessible and operates a policy of inclusion. Pupils with SEN have access to all the specialist rooms and equipment that are provided for their peers.  Issues are dealt with as they arise.  Ramps are used, a lift is available and the school has a minibus that can be accessed by a wheelchair user.

 

Our policy is not “We can’t” but “How can we?”

 

All pupils belong to mainstream forms

All pupils have the same breaks/lunchtime arrangements.

All SEN pupils are encouraged to take part in school trips, visits, clubs, performing arts and other social activities designed to develop social awareness and promote self esteem.

STF pupils attend main stream classes whenever appropriate.

DRC pupils work closely with STF staff and pupils.

 

EVALUATING THE POLICY

 

The effectiveness of the school’s SEN policy will be evaluated annually in terms of assessment, provision, monitoring and record keeping, use of outside agencies and review procedures.

 

CRITERIA FOR EVALUATING THE POLICY

 

 

Identification and Assessment

 

  1. Are we identifying the correct pupils quickly and accurately?
  2. Are we assessing the needs of those pupils in a reliable and usable fashion

 

Communication

 

  1. Is information about pupils communicated to all teachers concerned quickly and accurately?
  2. Are communications with parents/guardians effective and positive?
  3. Are communications between school and outside agencies effective?

 

 

Provision

 

Does our provision meet the identified needs of the children?

 

 

Monitoring

 

Do our processes:

 

  1. Show up improvements or deterioration quickly?
  2. Bring problems to the surface at an early stage?

 

 

Review Arrangements

 

Do our Review Processes:

 

  1. Actively involve parents and pupils?
  2. Reach reliable conclusions?
  3. Make everyone feel positive about the outcome?
  4. Reach completion within the statutory period?

 

Use of Outside Support Services

 

Do we make the best and fullest possible use of these services?

 

Complaints Procedures

 

Complaints regarding SEN provision in the school will be dealt with the Deputy Head using the school’s complaints procedure.

 

 

 

Arrangements for considering complaints about SEN provision within the school.

 

  • In the first instance complaints about the SEN provision for a pupil are referred to SENCO.  Each case is treated individually.  The involvement of the Head teacher or Deputy Head is determined by the nature of the complaint.

 

  • Under normal circumstances the conclusion will be reached after a meeting between the parents, SENCO, Deputy Head and if appropriate, a representative from the STF.  It may be appropriate for the Head of Year to attend.  Written records will be kept. The meeting will be minuted.

 

  • If the parents feel that the complaint has not been resolved the matter will be referred to the SEN Governor also The Chair of The Governor will be involved.

 

  • If the matter is still not settled the parents should follow the City and County of Swansea’s Complaint Procedure.

 

 

The complaint is registered in a book kept for that purpose by the SENCO.

      Information should include:

  1.  
    • Date of complaint
    • Nature of complaint.
    • Person to whom the complaint was made.
    • Date given for the response.
    • Conclusion reached.

If necessary an interview will be arranged with the parent.  Any person subject to the complaint must be given the opportunity to attend.

At the end of the interview a brief account of what has been decided is written and dated.  This account is circulated to the Deputy Head responsible for SEN and the HOY,

A copy of the decision is included with the child’s documentation.

 

If, after this process, the parents feel that a complaint has not been resolved satisfactorily, they are entitled to follow the LEA complaints procedure.

 

Details of this procedure can be obtained on request from the School Administrative Officer.

 

 

 

 

 

 

Information about Dylan Thomas Community School’s staffing policies and partnership with bodies beyond the schools.

 

  1. Arrangements for in–service training

 

  1.  
    • All teaching staff are encouraged to develop their expertise for children with SEN.
    • SENCO SENCO liaises with staff on development issues.
    • Staff are encouraged to attend LEA courses.
    • School Based INSET is organised. Part Time staff attend pro rata.
    • SEN is part of the school CPD and PM structure.
    • SENCO is available for advice/support.
    • STF staff are available for advice/support.
    • All TA’s are encouraged to extend their expertise and attend courses as appropriate.

 

  1. Use of teachers from outside the school, including support services.

 

  • SENCO liaises with the support services. SENCO/STF staff/DRC staff/ Pastoral staff organise the day arrangements as necessary.
  • As appropriate via the statement of special educational needs.
  • As appropriate at School Action Plus if the needs of an individual child demands intervention from a range of support services.
  • EMLAS staff are closely consulted and involved in the assessment and support of any ethnic minority pupils who need this.
  • Nature of the issue determines the person for liaison (see Responsibilities).

 

  1. Arrangements for partnership with parents.

 

 

 

  • We encourage involvement and partnership in all aspects of a child development.
  • We acknowledge that learning is enhanced through partnership with parents.
  • Communications from school will be sent to parents of SEN children as defined under section 2 of the Children Act 1989.
  • Parents can express concern via – Teaching Staff/ Form Tutor/Head of Year/Senco/STF Staff/ DTC Staff.
  • Parent’s evenings.
  • Reviews.

 

 

  1. Links with other mainstream schools and special schools.

 

  • Discussions have taken place to develop outreach arrangements with Ysgol Crug Glas and Maytree Special School.
  • Hydrotherapy at Ysgol Crug Glas.
  • Visits to feeder primary schools before transition takes place.

 

  • Transition to Further Education is organised in partnership with the Careers Business Company and the Parents.

 

  • Detailed discussion in Annual Review in Years 9, 10, 11

.

  • Contact established with institutions.

 

  • Visits arranged

 

  • Exchange information.

 

  • SENCO to ensure smooth transition.

 

 

 

  1. 5.    Links with Health and Social Services, Educational Welfare Services, Behaviour Support, Access to learning and any voluntary organisations.

 

 

  • SENCO is the line manager for the School Nurse and will liaise closely on a day to day basis.
  • Dylan Thomas Community School has a legal agreement with the LEA to provide support services.
  • SENCO liaises with the support services. Pastoral Staff organise the day to day arrangements as necessary.

v  As appropriate via the statement of special educational needs for each SEN pupil.

v  As appropriate at School Action Plus if the needs of an individual child demands intervention from a range of support services.

v  Nature of the issue determines the person who attends to liaison (See responsibilities).

 

The SENCO :

The Senco is responsible for:

 

v  Coordinating LAC/Peps in consultation with Head of Year

v  Coordinating Behaviour Support team visits with M.George

v  The day to day operation of the school’s SEN policy.

v  Liaising with and advising teaching staff regarding all matters relating to SEN provision, including schemes of work, action plans, IEP’s and assessment.

v  Managing the maintenance of the school’s SEN register and overseeing all records for pupils with SEN.

v  Managing and co-ordination provision for pupils on School Action Plus of the code of practice.

v  Referrals to Family Group Conferencing.

v  Liaising with external agencies, including the Educational Psychology Service and other support services, medical and voluntary bodies.

v  Assessing needs contributing to and developing the in-service training of staff with respect to pupils with SEN.

v  Co-ordination the SEN survey.