Special Educational Needs

Policy

Buckler’s Mead

Academy

Buckler’s Mead Academy Special Educational Needs (SEN) Policy ______________________________________

The Special Educational Needs policy takes careful account of the Education Act 1996, the revised Code of Practice, implemented in 2002, the Special Educational Needs and Disability Act 2001, the policy of the Local Authority and the aims of the academy as outlined in academy documentation. All children have skills, talents and abilities and as an academy we have a responsibility to develop these to the full. SEN is a whole academy provision; every member of staff in the academy is involved in providing the best possible provision for SEN students, setting suitable learning challenges, responding to students’ needs and thus overcoming barriers to learning and social development. The Special Needs policy sets out a clear commitment to improving outcomes for children with learning difficulties and disabilities and to addressing their needs across each of the Every Child Matters outcomes. OBJECTIVES OF THE POLICY

The recognition that all students are of equal value.

The recognition that the concept of SEN is broad and encompasses those with physical, sensory, cognitive, specific, medical, emotional, behavioural and communication differences. That Special Educational Needs lie on a continuum between mild and severe and that there is not a clear dividing line between those who do and do not have SEN. There will be students who require specialist teaching and resources, those who need careful monitoring and those who move in and out of the status of having SEN.

To encourage confidence and self-respect.

SEN provision should be an integral part of a fully inclusive approach to education and therefore part of the academy’s development plan.

To ensure that all students have an entitlement to a broad and balanced and relevantly differentiated curriculum.

The identification, support, monitoring and review of students with SEN.

To involve parents fully in the decisions made about their child.

To involve students in decisions about how they should be supported.

The recognition that all teachers are teachers of SEN and to continue to support staff to improve their professional expertise regarding SEN.

To use available resources to effectively and efficiently support students and teachers in responding to SEN.

WHOLE ACADEMY POLICY INTO PRACTICE

Students with SEN are present throughout the academy. The whole academy community should aim to create a positive learning environment for all students.

Care is taken to promote an academy climate that recognises the right of those with SEN not to be separate from the rest of their peers.

All staff accept responsibility for all students in their charge and for differentiating the curriculum to ensure that all students have the opportunity to be successful.

Staff on the SEN team will act as learning consultants to departments and the Pastoral Management Group, involving them in a collaborative process looking at curriculum, resources, assessment and teaching and learning styles through a liaison process.

THE MANAGEMENT OF SEN The SEN Co-ordinator is Mr Stuart Lambert (Assistant Head) and he has the responsibility for the day-to-day operation of the SEN policy. As SENCO he will:

Oversee the running and provision for students with SEN including general class, small group and individual student support.

Organise and manage the work of the academy’s Personalised Learning Tutors.

Keep records on all students who have Special Educational Needs and ensure their progress is regularly monitored and reviewed.

Maintain the required documentation for students with SEN.

Liaise with teachers, parents and external agencies to support students effectively.

Ensure annual and transition reviews for statemented students are completed.

Organise meetings as appropriate with designated teachers at regular intervals in respect of SEN issues.

Regularly review and monitor SEN provision within the academy.

Take part in formal meetings with external agencies regarding individual students to be assessed.

Liaise with the Pastoral Management Group regarding students with SEN.

Liaise with Heads of Department and subject teachers to ensure the needs of students with SEN are met throughout all subjects of the curriculum. This will include advising staff how they might deploy department based Teaching Assistants in SEN matters.

In line with the academy’s professional development policy, provide access to in-service training to meet the needs of the academy and individual members of staff.

Meet with the SEN team on a regular basis, thus providing opportunities to discuss students causing concern.

The SENCO is supported by a Learning Support department, which comprises 2 Senior Personalised Learning Tutors (PLTs), 8 Personalised Learning Tutors and an EBD Teaching Assistant, as outlined below: Senior PLT (Key Stage 4) Leasa Cory Senior PLT (Key Stage 3) Jackie Coate Year 7 PLT Janet Clegg/Louise Tucker Year 8 PLT Lisa Hallett Year 9 PLT Ali Witham Year 10 PLT Dominic Archer ASD Intervention PLT Jarrod Parkhurst SLCN PLT Lyn Crane

EVERY CHILD MATTERS (ECM) AGENDA In response to the ‘Every Child Matters’ (ECM) agenda, we aim to demonstrate that the collaborative partnerships developed both within and beyond Buckler’s Mead Academy add value and improve ECM outcomes for SEN students. We believe effective partnership with outside agencies is paramount and is based on an agreed shared vision which is based on the five ECM outcomes:

Be healthy

Stay safe

Enjoy and achieve

Make a positive contribution

Achieve economic wellbeing ADMISSION ARRANGEMENTS The academy adheres to the admission policy of the Local Authority and therefore has no special provision under admission arrangements for limiting or promoting access for students with SEN who are without statements. It does, however, endeavour to provide appropriate support for students with a range of Special Educational Needs. The academy believes that the admissions criteria should not discriminate against students with SEN and has due regard for the practice advocated in the Code of Practice CoP, in that “All schools should admit students already identified as having special educational needs, as well as identifying and providing for students not previously identified as having SEN. Students with special educational needs but without statements must be treated as fairly as all other applicants for admission.” (CoP 1:33) In addition to this, the academy has specialist provision for students experiencing specific language impairment in the Communication Base (see Appendix 1) and will therefore have placements for a small number of students to be enrolled in this provision at any one time. ACCESS FOR THE DISABLED The academy is on a large site with some buildings up to 200 metres apart. The Directors are working with the Local Authority to ensure that the academy provides adequate access for disabled people. DISABILITY EQUALITY DUTY Definition of Disability The Disability Equality in Education (DEE) recommends that all students with SEN and those with long term medical needs be treated as disabled for the purpose of the Act for equality. The Disability Discrimination Act 2005 (DDA) defines a disabled person as someone who has ‘a physical or mental impairment which has substantial or long-term adverse effect on his or her ability to carry out normal day-to-day activities’. The Disability Discrimination Act 2005 places a general duty on schools/academies which need to have due regard for the following when carrying out their functions:

Promoting equality of opportunity between disabled people and other people;

Eliminating discrimination that is unlawful under the DDA;

Eliminating harassment of disabled people that is related to their disability;

Promoting positive attitudes towards disabled people;

Encouraging participation in public life by disabled people;

Taking steps to meet disabled people’s needs, even if this requires more favourable treatment.

This is also known as the Disability Equality Duty (DED) and applies to all disabled students, staff and those using services provided by schools/academies. For further information regarding Buckler’s Mead Academy’s commitment to Disability Equality, refer to the Academy’s Disability Equality Scheme. SPECIAL EDUCATIONAL NEEDS BUDGET ALLOCATION AND ANALYSIS IN RELATION TO THE DELIVERY OF SEN SUPPORT Regarding the annual allocated budget as set out in Local Authority documentation and in line with the aims and beliefs of this policy document, the following information outlines the basis on which the academy plans for the delivery of SEN support. Analysis of Best Value The SENCO and the academy leadership team use both quantitative and qualitative analysis in the evaluation of SEN provision. The following can be used to establish best value:

Students on the SEN list have made progress according to staff records.

Annual reading and spelling assessments demonstrate an individual’s progress.

Comparative data from standardised tests are used – CATs and Teacher Assessment are used to assess students’ ability in working to their full potential.

Lesson feedback to assess suitability of curriculum materials, delivery and use of support allocated for students with SEN.

Monitoring of SEN provision via a range of pro forma to gather information on students, staffing and systems in place.

Future Planning Future planning on SEN takes place in accordance with:

Ongoing evaluation of best value

Annual SEN budget allowance

Ongoing Local Authority and Government directives

The academy and department development cycle. FRAMEWORK GOVERNING THE INTERPRETATION OF THE SEN CODE OF PRACTICE (implemented in 2002) IN SOMERSET 1. Basic Entitlement (Academy Awareness)

This is academy provision made available to all students, which recognises that all teachers are teachers of SEN. This includes the National Literacy, Numeracy and Social Inclusion initiatives to raise achievement.

2. School Action

School Action is additional to and different from basic entitlement. A student will be placed on School Action when their needs require strategies and interventions that are

additional to and different from the academy arrangements for groups. Features of the provision at School Action may include the following:

Detailed academy based assessment of student’s needs, learning and behaviour

Personal/Group Learning Plans

Individual Pastoral Support Plans

Referral to the Pupil Support Base

Referral to Pastoral staff

Consultation with parents

Further assessment and collection of information

Links to outside agencies

Access to support services for short term indirect or direct intervention

Further differentiated learning materials

Specialist equipment

Group and/or individual extraction support

Consultation meetings

Learning Mentors

Urban Warriors support 3. School Action Plus

School Action Plus is for individual students that have severe, multiple and complex needs meeting the SEND Plus criteria. SEND Plus is the student specific funding system dependent on individual need and determined by audit criteria. SEND Plus resources are made available without the need for statutory assessment.

4. Local Authority Action (LA Action)

LA Action is determined through statutory assessment and the issue of a statement of SEN where the Local Authority decides the SEN provision on an individual basis.

The Local Authority makes such arrangement for students who require a placement in special provision (Special School or Unit) or require a highly co-ordinated multi-agency provision to support a mainstream placement.

IDENTIFICATION, ASSESSMENT, RECORD KEEPING AND REVIEW 1. The academy has adopted the procedure recommended by the revised Code of Practice

implemented in 2002 on the identification and assessment of SEN using the Local Authority framework governing the interpretation of the SEN Code of Practice in Somerset.

2. Primary liaison is used to identify students already on the Code of Practice in Year 6.

Key Stage 2 points score of 21 or less is considered for further testing, early in Year 7. Early identification of students with SEN is a priority. The academy will use appropriate screening and assessment tools and ascertain student progress through:

- Evidence obtained by teacher observation/assessment - Their performance in National Curriculum judged against level descriptions - Student progress in relation to objectives in the National Literacy/Numeracy

strategies - Standardised screening or assessment tools.

On entry to the academy, each student’s attainment will be assessed. This will help to inform the academy of a student’s aptitudes, abilities and attainments and will be used to

improve continuity in learning. The records provided help the academy to design appropriate differentiated learning programmes. For students with identified SEN records, these will be used to:

- Identify the need for support within the class - Assess learning difficulties - Ensure on-going observations/assessments provide regular feedback on

achievements/ experiences, for planning next steps in learning - Involve parents in a joint home-school learning approach - On entry to the academy, each student’s prior attainment will be assessed in order to

ensure continuity of learning from primary school, or transference from another secondary school

3. The English department assesses the spelling and reading ages of Year 7 and Year 8

students using the WIAT Spelling and Reading Tests. Those who score significantly below chronological age and who are not already on the Code of Practice will be reviewed and reassessed prior to a decision being made about inclusion at School Action.

4. Year 7 – Year 11 students causing concern will be identified via SEN team and

department meetings and referred to either the link Personalised Learning Tutor or SENCO to be assessed at the next available Buckler’s Mead SpLD clinic. Evidence from this diagnostic assessment will be analysed and measured against entry criteria before deciding whether a student should be placed on School Action.

5. Concerns from parents or outside agencies are always considered fully and the

highlighted student will be assessed at the next available Buckler’s Mead SpLD clinic. Outcomes of this assessment will be discussed with parents or the referring outside agency.

ACCESS TO THE CURRICULUM Learning support is allocated in order to best meet the needs of students as defined in their PLPs. It will be flexible and reviewed regularly by the SEN team. Support can take the form of:

In class intervention (Urban Warriors/subject specific, Teaching Assistant)

Individual and small group teaching programmes designed to meet the needs of each particular child: - Basic Skills - SAIL - Arrow - Emotional Literacy - ASD intervention - Social Skills

Individualised timetables to accommodate specific needs (this has involved disapplication from National Curriculum subjects as agreed through formal requests) and liaison with the Deputy Head

Learning Support Co-ordinator mentoring EVALUATING SUCCESS

SEN Records The academy SEN records will collate and record the academy’s responses at all stages and information collected at review meetings will be included. An appropriate combination of the following information regarding individual students will be available in the academy for scrutiny at any time:

List of students at School Action, School Action Plus and Statement

Description and nature of student’s difficulty

Strategies adopted

PLPs

PLP reviews

Annual Reviews (Statement/School Action Plus)

Reports from outside agencies Monitoring of Provision The following information is available within the academy in respect of the effectiveness of the support available for students with SEN. It is gleaned from monitoring and evaluation via observations. Individual Level:

Annual Reviews for School Action Plus (SAP)

Annual Reviews for Statements

Personal Learning Passports (PLP) reviews involving Support Services

Consultation meetings

Advice from SEN Officers and staff visiting

Monitoring of SEN Performance Indicators

Whole class/group teaching

Small group/individual teaching

In-class support (Subject TA, Urban Warrior, ASD intervention)

Use of differentiated teaching/resources/specialist equipment

Practical use of PLPs

Target setting

Student progress At Academy Level:

Number of statements

SAP academy data

School Action (SA) academy data

Performance Scales (P Scales) data

Ofsted reports

Area Base meetings Value Added The notion of ‘value added’ is an important one to Buckler’s Mead Academy and is monitored by student achievements in relation to assessments and results in the following ways: 1. Examinations/tests – both academy based and external 2. Academy reward schemes 3. Extra-curricular activities

4. Work Experience success and the destinations at the end of the student’s school career (NEET statistics)

This information provides a valuable insight into the progress of students with SEN. The Role of Directors David Chambers, Malcolm Gulliver and Tracy Hanley are the SEN Directors. They will provide regular reports to the Board of Directors based on observations and evidence gained from a pre-planned rolling programme of visits. The Board of Directors has a responsibility to produce an annual report which states the number of students in the academy with SEN and comments on the academy’s effectiveness in the implementation of the SEN Policy in respect of:

Identification of needs

Notification to parents of a child who is deemed to have SEN

Assessment of need

Provision for meeting special educational needs

Provision of an inclusive environment for all

Methods of monitoring, recording and reporting

SEN funding and spending

Deployment of equipment, personnel and resources

The use by the academy of the outside agencies and support services

SEN as an integral part of the academy development plan PARENT PARTNERSHIP Contact with Parents The academy firmly believes in developing a strong partnership with parents and that this will enable children and young people with SEN to achieve their potential. The academy recognises that parents have a unique overview of the child’s needs and how best to support them and that this gives them a key role in the partnership. They will be contacted directly should there be any change in their child’s progress, behaviour or educational provision within the academy. The process for contact with parents in respect of students who have SEN will be: 1. SENCO to meet with parents to discuss student’s placement at School Action and

School Action Plus levels. 2. Part of the cycle of twice yearly reviews and also at scheduled Parents’ Evenings and

academic mentoring days. 3. SENCO to initiate additional meetings/reviews to take place where appropriate or where

there may be a concern over the students’ progress. 4. SENCO to meet with parents where a request for assessment is made. 5. In addition to the reviews/Parents’ Evenings, those parents who have a child with a

statement of special educational need will be invited to an annual review meeting. Further to this, the academy operates an open-door policy where parents are encouraged to request the opportunity for informal discussion or an organised meeting at any time of their asking. QUERIES AND COMPLAINTS

Parents are partners with the academy and are welcome to question decisions made by the academy through the academy’s designated channels as laid down in academy documentation. If, on pursuing complaints, the parents are not wholly satisfied with the response of the academy they may wish to seek further advice/assistance from the Board of Directors or the Local Authority. If at this point they do not agree with the academy and Local Authority’s decision, they have a right to appeal to the Authority’s SEN Tribunal. IN-SERVICE TRAINING In-service training is available in respect of SEN for whole academy, departments or individual members of staff. The provision of training will be allocated where there is deemed to be a recognised need and will be in accordance with the academy’s Professional Development policy. It will be delivered by one of the following:

SENCO

Individual members of staff within the academy who have a designated specialism

Local Authority support services

External consultants/trainers A copy of all SEN training delivered and subsequent evaluations will be kept by the Staff Development Co-ordinator and in the CPD folders of the staff involved. EXTERNAL AGENCIES/FACILITIES AND SUPPORT SERVICES The academy works closely with other agencies to focus on the identification and provision for those who have SEN. All services involved with the academy are regarded as being part of a working partnership whose aim is to provide, as highlighted by the Code of Practice, an integrated, high quality, holistic support which focuses on the needs of the child. The following agencies/services are involved with Buckler’s Mead Academy:

Educational Psychologist

Education Social Worker

Special Educational Needs Support Teams for: - Learning Support - Visual Impairment - Hearing Impairment - Ethnic Minority Achievement Service - Special Needs IT provision - Behaviour Support Team - Children Looked After - Home Tuition Service, including children in hospital - Speech and Language Therapy - CAHMS

Child and Family Therapy Service – Balidon Centre, referral via GP or external agency: - Occupational Therapist - Speech Therapist - Continence Adviser - Medical Agencies

- County Casework Officer - Pupil Referral Unit - Traveller Education - Parent Partnership

LINKS WITH OTHER SCHOOLS/ACADEMIES Our partner primary and junior schools (Birchfield, St Michael’s Academy (formerly Grass Royal) and Milford) are a supportive and welcome contact. Liaison takes place via the SENCO at regular Primary SENCO conferences and other extensive two-way information sharing to ensure adequate information is available regarding individual students and their particular needs. Links with Fairmead and Fiveways Special Schools are very well established as part of the academy’s drive towards a more inclusive society. Policy last reviewed: by Stuart Lambert SENCO