SENCo: Charlotte Faithfull
(Emma Cooper Acting SENCo for the academic year 2012-2013)
At Hart Plain Junior School we believe that each child is unique and that during his/her time at Hart Plain may be in need of special consideration or support, either in the long or short term. This support whether educational, physical or pastoral is monitored and updated continually in line with the school’s philosophy and statutory and Local Authority regulations and guidelines. We are committed to providing equal opportunity for all children to have access to the full benefits of a broad and balanced curriculum. They should have the support they need to be safe, healthy and enjoy school so that they achieve their potential and are able to maintain their economic well being in the future. They should be involved in the decisions made for them and have the self confidence to make a positive contribution in their lives. (Every Child Matters)
§ Arrangements made for coordinating SEN provision.
The SEN Code of Practice sets out a model of action and intervention that is designed to help children towards independent learning. In many cases the action taken will mean that the child’s needs are resolved. Only for those children whose progress continues to cause concern should additional action be taken. For children in the primary phase this Code recommends that when a child is identified as having special educational needs the school should intervene as described below at School Action and School Action Plus.
The interventions are a means of matching special educational provision to the child’s needs, and are therefore part of the continuous and systematic cycle of planning, action and review within the school to enable all children to learn and progress.
§ Please see our Admissions policy for details about admissions arrangements for pupils with SEN, but without a statement.
§ How resources are allocated to pupils with SEN.
For the start of every academic year, assessments are made regarding the number of pupils with SEN and the area of need that they require additional intervention. Learning Support Assistants are then allocated intervention time to work with pupils either in small groups or 1:1. This is in addition to the support the pupils have in lessons.
The SENCo is in charge of the SEN resources budget and decides annually on new resources needed as well as training required for teaching staff, including LSAs leading interventions.
§ Please see our SEN policy for details about how pupils with SEN are identified, their needs determined and reviewed and the arrangements for SEN pupils to access a balanced and broadly based curriculum. The policy also states the role played by parents of pupils with SEN.
§ How the Governing Body evaluates the successes of SEN pupils.
The SENCo presents data regularly to the Governing Body regarding progress of pupils with SEN. The Governing Body requests information regarding provision and the impact of this on pupils with SEN.
§ Please see our Complaints policy regarding arrangements by the Governing Body related to the treatment of complaints by parents with pupils that have SEN. Details of the complaints procedure can be found in the school policies section of this website.
§ Arrangements by the Governing Body relating to in-service SEN training for staff.
At Hart Plain Junior School, the SENCo leads termly twilight meetings to ensure staff are kept up to date with new initiatives and legislation regarding SEN.
In the past year, staff have had meetings regarding identification of SEN using SEN Code of Practice and Criteria documents, writing IEPs and supporting pupils with dyslexic tendencies.
§ Use of external teachers and facilities outside school, including links with support services for pupils with SEN.
Many children with special educational needs have a range of difficulties and the achievement of educational objectives is likely to be delayed without partnership in the child’s education between all concerned. Thus support for children with special educational needs requires a concerted approach from healthcare professionals, social services departments, specialist LEA support services and other providers of support services. All these services should aim to provide an integrated service for the child so that parents perceive the provision as ‘seamless’. They should keep one another fully informed about the action taken in support of the child. Under the Children Act 1989 and the Education Act 1996 schools, LEAs, the health services and the social services departments of local authorities are required to help each other in various ways.
Facilities that increase or assist disabled pupils access
The school has a number of accessible features, and a plan to increase accessibility in the future. As well as having a clearly defined plan, which forms part of our Single Equalities & Diversity policy, we have the following accessible features available in school. We have ensured the schools décor is contrasted to help pupils with visual impairments. We have a recently installed fully accessible toilet facility that exceeds the specification building regulations. The school site is able to accept pupils who are chair bound, with relatively little adjustment. The school site is environment is laid out to be as accessible as possible to allow every pupil, regardless of their ability, to be part of the school community. Members of staff are given training on how best to work with and what is appropriate for pupils with disabilities and impairments.
§ The provision made for the transition of pupils with SEN.
Secondary schools or a new primary school should receive the school records of all pupils identified by their primary schools as having special educational needs. When such a pupil is admitted to a new school, the school should be in possession of a good deal of useful information about the child, including any detailed background information collated by the primary school SENCO; copies of IEPs prepared in support of intervention through School Action or School Action Plus; and any statements of special educational needs.
With regards to transition for children with a Statement for Special Educational Needs:
All concerned with the child should give careful thought to transfer between phases.
Advance planning is essential. The move should initially be considered at the review meeting prior to the last year in the current school. Thus consideration of transfer from primary to secondary education would need initial consideration at the review in year 5.
At the review in year 5 it should be possible, in most cases, to give clear recommendations as to the type of provision the child will require at the secondary stage. It will then be possible for the parents to visit secondary schools and to consider appropriate options within the same or similar timescales as other parents.
In a very few cases the options may not be clear at the year 5 review, in which case it may be necessary to hold an interim or early annual review in the autumn of year 6. Very rarely a child’s needs may change after the year 5 review to such a great extent that the recommendations as to the type of provision will need amendment. This should take place through an interim or year 6 review.
It is good practice for the SENCO of the receiving school, where possible, to attend the final annual review in primary school of pupils with statements for whom the particular school has been named. It will then be possible for the receiving school to plan a differentiated curriculum response and an appropriate IEP to start at the beginning of the new school year. It will also enable the pupil and the parents to be reassured that an effective and supportive transfer will occur.
(Writing in Italic taken from the Special Educational Needs Code of Practice 2011)