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in the footsteps of Jesus'

St Joseph's RC Primary School

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SEND Policy

At St Joseph’s we believe that every child is equal and has the right to an education that provides equal opportunity for every child to reach their full potential.  To ensure each child is considered as an individual we aim to provide inclusive learning experiences by providing effective teaching and learning opportunities for all our pupils so that no child is disadvantaged because of ability, language or economic circumstance.

 

SEND definition: 

A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability if he or she has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools. (SEND Code of Practice January 2015)

 

Identification of SEND:

  1. On entry to our school, we will liaise with the child’s previous education provider to ensure we are aware of any special educational needs with a particular focus on the four key areas of SEND:

 

Communication and interaction

Cognition and learning

Social, mental and emotional health

Sensory/physical

 

  1. All children will have an initial assessment to ensure that we have a baseline of academic achievement so that we may measure expected levels of progress from this.

 

  1. If a child’s progress is of concern then an initial conversation will be held with the school SENDCo, class teacher, parents and child where appropriate. An agreed course of action such as a differentiated curriculum or additional internal support will be put in place.

 

  1. Where a decision is made to provide SEND support, parents must be notified and a plan drawn up that includes the interventions and support to be put in place. The class teacher will remain responsible for working with the child on a daily basis.

 

How we support children with SEND (Graduated Approach)

Quality First Teaching:

All class teachers are responsible and accountable for the progress and attainment of the pupils in their class, including pupils who are identified as having a special educational need.

At St Joseph’s we recognise that interventions and extra support do not compensate for a lack of quality first teaching and teaching that is tailored to the needs of the individual child. 

Quality first teaching is the foundation of supporting children with SEND. Where need is identified the following approach will be taken:

 

Plan

Where it is decided to provide a pupil with SEND support the parent/carers will be formally notified usually by the Class Teacher directly or in writing.

The Class Teacher and Inclusion Leader in consultation with parent/carers and child will agree the interventions and support to be put in place as well as the expected progress.  A clear date for review will be set.

All relevant support staff are made aware of any strategies/interventions to be used with the child.

Parent/carers will be asked to support the child at home and, where relevant, advice and support will be provided by school staff.

 

Do 

The class teacher is responsible for working with all children on a daily basis.

Where interventions involving 1:1 teaching or group teaching occur away from the main class the teacher still retains responsibility for the child.

The Class Teacher will work closely with the Teaching Assistant or Specialist Support Staff involved to plan and assess the impact of interventions and how they are linked to class teaching. The child will also be asked to consider how much impact they feel the support is having and whether they feel it should continue or not.

 

All children on the SEND register will be given an IEP (individual education plan). This plan will state the following:

  • The nature of the child’s difficulties
  • The details of the programme of work to be undertaken, the staff involved and the frequency of support
  • The involvement of parents at home
  • Itemised targets to be achieved

 

Review

 

The impact of support offered, interventions used and targets set will be reviewed by the Inclusion Leader, Class Teacher, Specialist Support staff, parents and child.

Support arrangements will be updated and revised accordingly. If not involved already, this might include referral to external agencies.  

Parent/carers and child will be provided with clear information about the impact of the support and interventions during Class Teacher/parent/carer meetings, enabling them to be involved in the next steps.

Discussion should focus on progress made by the child. Then the following decision can be made:

Progress is very good and the difficulty seems to be resolved, (the child’s name may be removed from the Register) SEND support ceased.

Progress is good and support is continued or monitored to ensure progress is maintained.

If your child is continuing to have significant difficulties, further external expertise may be requested from outside agencies such as – Speech and Language Therapy,
Physiotherapy, Occupational Therapy, Paediatricians (including the Social Communication Clinic at Sunshine House Child Development Centre), Child and Adolescent Mental Health Services (CAMHS) and specialist teaching staff (e.g. specialist teachers for literacy difficulties, teachers for the Deaf, teachers who work with children with visual impairment or Autism, etc.)

Parents as partners

 

At St Joseph’s school the role of parents is seen as crucial to the educational progress of their child. We believe it is very important to keep channels of communication open and parents are free to have informal meetings with their child’s teacher and or SENDCO (Special Educational Needs Co-ordinator) at a mutually convenient time. We involve the parents in the formal process of filling in forms (CAF, EHCP) for SEND children. We maintain contact with the parents in a caring and professional way, encouraging them to become fully involved with their child’s progress. They may be asked to follow through a reinforcement activity at home as part of an IEP or Provision Map.

 

Supporting children with medical needs                                                                                

The school recognises that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010.

Some may also have special educational needs (SEND), or an Education, Health and Care (EHC) plan which brings together health and social care needs, where the SEND Code of Practice (2015) will always be followed.  

 

Roles and responsibilities

 

Headteacher:

  • Challenge, question and support the SENDCo and members of school staff to ensure the needs of children with SEND are met.                                 

 

       SENDCo:

  • Overseeing the day-to-day operation of the school’s SEND policy.
  • Co-ordinating provision for children with SEND.
  • Liaising with and advising fellow teachers.
  • Overseeing the records of all children with SEND.
  • Liaising with parents of children with SEND.
  • Contributing to the in-service training of staff.
  • Liaising with local schools so that support is provided for Y6 pupils as they prepare to transfer.
  • Liaising with external agencies including the LA’s support and educational psychology services, health and social services and voluntary bodies.
  • Co-ordinating and developing school based strategies for the identification and review of children with SEND.
  • Making regular visits to classrooms to monitor the progress of children on the SEND record.

 

SEND Governor:

  • Challenge, question and support the school to ensure the needs of children with SEND are met.

 

Class Teachers:

  • To ensure that they are aware of, and fully understand, the special educational needs of the children in their class. The class teacher is accountable for planning and differentiating the curriculum for children on the SEND record and they are responsible for and accountable for target setting and educational outcomes including attainment and progress.

 

Support Staff:

  • To ensure that they are aware of, and fully understand, the special educational needs of the children in their class. To work with the class teacher to ensure that children with SEND are making progress towards achieving their individual targets.

                                           

 

In accordance with St Joseph’s Race Equality Policy we seek to ensure all pupils achieve their best, according to their capabilities and regardless of their disability, gender, race, culture, social, economic, ethnic, religious background and denominational diversity.

 

Further information regarding the school’s SEND provision can be found in the School’s SEND Information Report.

 

 

Prepared by S Fisher and D Weston

Date discussed by staff: May 15

Date reviewed by Curriculum Committee:

Date adopted by Governing Body: May 2015