Children with Special Educational Needs & Disabilities
Hunter’s Bar Policy for Special Educational Needs and Inclusion
Catherine Carr, The Head Teacher has an overview of all aspects of Inclusion.
Sandra Doyle ,Inclusion Manager, takes the lead role in relation to SEND and is part of the Senior Leadership Team.
Contact details – email@example.com
SEND Governor- Jeff Wilkinson
The member of staff responsible for meeting the medical needs of pupils is Sandra Doyle
Purpose of school approach to SEND
- To raise the aspirations and expectations of all children with SEND.
- To focus on outcomes for children and not just hours of provision or support. Objectives 1. To provide a Special Educational Needs Co-ordinator (Inclusion Manager) who will promote policy and practice specified in the SEND Inclusion policy. 2. To identify and provide for pupils who have special educational needs and additional needs through early identification. 3. To work within the guidance provided in the SEND Code of Practice 2014. 4. To operate a ‘Whole pupil, whole school’ approach to the management and provision of support for special educational needs, ensuring a caring and inclusive environment. 5. To use the ‘Assess, Plan, Do, Review’ approach (in line with the SEND Code of Practice 2014) in order to reach a high level of achievement for all. 6. To provide support and advice for all staff working with SEND pupils. 7. To work in close partnership with class teachers, support staff, outside agencies, parents/carers and the pupils themselves sharing support and advice. 8. To ensure that SEND and inclusive provision is positively valued and accessed by staff and parent/carers Section 3Identifying SEN Early Identification We believe that pupil’s needs should be identified and met as early as possible. We identify the needs of the pupils by considering the needs of the whole child, not just the SEND needs. Members of staff or parent/carers may raise an initial concern, or the school tracking data may identify pupils needing additional support. Pupil Progress meetings are held termly with the Head Teacher and class teachers to closely monitor progress and identify pupils’ needs. Within the SEN 2014 Code of Practice there are 4 main categories of need which are considered as SEND needs.
- Communication and interaction
- Cognition and learning
- Social emotional and mental health needs
- Sensory and/or physical needs The following are considered not to be SEND but may impact on progress and attainment:
- Attendance + punctuality
- Health + welfare
- English as an Additional Language
- Being in receipt of Pupil Premium grant
- Looked after children
- Child of Service man or woman Identifying behaviour as a need is no longer an acceptable way of describing SEND in the Code of Practice 2014. Any concerns relating to behaviour will be described as a response to one of the main 4 categories of need described above.Quality First teaching
Our school provides ‘Quality First Teaching,’ which includes personalising learning to meet individual needs through differentiated tasks, provision of support through modifying learning objectives, teaching styles and access to resources.
A Graduated Approach to Interventions
SEND Register and Monitoring Pupil Progress
Pupils are identified as having SEND needs if they do not make adequate progress once they have had all the interventions/adjustments and good quality personalised teaching. (p.88 Section 6.37 Code of practice 2014)
Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.
All pupils’ progress is monitored closely by class teachers and the Senior Leadership Team. If teachers/parents/carers have concerns about the progress a child is making, the teacher will complete an Initial Note of Concern.
I’m so pleased with the progress my daughter has made. This I’m sure is the direct result of the attention and care given to her by the staff.