Worsbrough Common Primary School

and Rising Stars Daycare

SEN Policy December 2017

School SENDCo - Mrs Jenny Chambers

Daycare SENCo – Miss Gemma Shaw
Teacher in charge of Resourced Provision (SLT) - Nicky Astle
Head teacher (SLT) - Louise Dring
 This policy was produced in consultation with the school’ Leadership team, parents and governors.
And reflects the revised SEND code of practice 0-25 guidance (DfE 2015)

Worsbrough Common Primary School and Rising Stars Daycare are committed to ensuring that it
values the abilities and achievements of all children and adults who access it and iscommitted to
providing, for each individual, the best possible environment for development and learning.

The SEN aims of the School and Daycare Provision are;

‘Our vision for children with special educational needs and disabilities is the same as
for all children and young people – that they achieve well in their early years, at school
and in college, and lead happy and fulfilled lives’ (SEND Code of Practice, July 2014)

• To ensure that all children have access to broad and balanced learning opportunities.

• To provide differentiated opportunities and/or curriculum appropriate to the individual’s needs

and ability.

• To ensure the early identification of all children requiring SEN provision.

• To ensure that children with special educational needs take as full a part as possible in all activities.

• To ensure that parents of SEN children are kept fully informed of their child’s progress and/or
attainment.

• To ensure that SEN children are involved, where practicable, in decisions affecting their
future SEN provision and learning.

• To ensure that all children despite SEN are able to achieve their full potential.

Definition of Special Educational Needs;

A child or young person has SEN 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 or mainstream post-16 institutions

A child is classed as disabled if:-

 Many children and young people who have SEN may have a disability under the Equality Act 2010 –
that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on
their ability to carry out normal day-to-day activities’. This definition provides a relatively low
threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’
and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory
impairments such as those affecting sight or hearing, and long-term health conditions such as
asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not
 necessarily have SEN, but there is a significant overlap between disabled children and young
people and those with SEN. Where a disabled child or young person requires special educational
provision they will also be covered by the SEN definition.

There are four broad categories used when identifying a child’s needs. These are;

 Communication & Interaction

 Cognition & learning

 Social, emotional and mental health

 Sensory and/or physical needs

If you feel that your child falls into any of the above categories then please make your child’s class
teacher aware in the first instance. A meeting with the SENDCo can then be arranged.
Admissions

The Governing Body believes that the admissions criteria should not discriminate against
pupils with SEN and has due regard for the practice advocated in the Code of Practice, in that
The Equality Act 2010 prohibits schools from discriminating against disabled children and
young people in respect of admissions for a reason related to their disability’. (COP, 1.28)
 must consider applications from parents of children who have SEN but do not have an EHC
plan on the basis of the school’s published admissions criteria as part of normal admissions
procedures

• must not refuse to admit a child who has SEN but does not have an EHC plan because they do
not feel able to cater for those needs

• must not refuse to admit a child on the grounds that they do not have an EHC plan.

Identification, Assessment and Provision

At Worsbrough Common Primary School and Rising Stars Daycare we have adopted a whole-centred
approach to SEN policy and practice. Children identified as having SEN are, as far as is practicable,
fully integrated into all activities. Every effort is made to ensure that they have full access to
learning opportunities and/or the National/EYFS Curriculum and are integrated into all aspects of
the setting.

The SEND Code of Practice 2014 makes it clear that all teachers are teachers of children with special
educational needs. It is ultimately the responsibility of the class teacher to ensure each child receives
appropriate learning opportunities. All teachers/practitioners are responsible for identifying children
with SEN and, in collaboration with the SENCO, will ensure that those children requiring different or
additional support are identified at an early stage.

It is school’s policy to ensure high quality teaching and learning for all pupils. The school leadership
team regularly conduct lesson observations and planning scrutiny to ensure that teaching and learning
is of a high standard and differentiated to an appropriate level for each child. Based on the outcomes
of these observations support is planned in the form of staff development and INSET to ensure that all
staff (including LSA’s) are up-skilled in their understanding of strategies to support vulnerable pupils or
those that have/may have SEN.

The first step in responding to pupils who have/may have SEN is when a need has been identified by
the adults who work with the child; this could be the parent/class teacher or LSA or member of the
SLT.

The graduated approach to identifying special educational needs;

The purpose of identification is to work out the action the school needs to take, not, to fit a pupil
into a category.

 Assess
Following the initial concern around a special educational need, a clear analysis of the pupil’s needs
would be carried out in partnership with the class teacher, SENCO and Wellbeing Principal. This
will draw on the teacher’s assessment and experience of the pupil, their previous progress and
attainment, as well as information from our core approach to pupil progress around attainment,
behaviour, attendance and emotional wellbeing. It will also draw on where relevant, the
individual’s development in comparison to their peers and national data, the views and experience
of parents, the pupil’s own views and, if relevant, advice from external support services. Any
referrals to any outside agencies will be made with parental consent.

We take seriously any concerns raised by a parent and will keep a record of these.

These assessments will be reviewed regularly in line with the schools assessment policy. This will
help ensure that support and intervention are matched to a child’s particular need, reducing
barriers to learning as well as identifying the impact of the intervention or support in place. For
some types of SEN, the way in which a pupil responds to an intervention can be the most reliable
method of developing a more accurate picture of need.

In some cases, outside professionals from Health or Social Services may already be involved with
the child. These professionals should liaise with the school to help inform the assessments. Where
professionals are not already working with school staff the SENDCO will contact them.

 Plan
Where it is decided to provide a pupil with SEN support from an outside agency, the parents will
be notified. The teacher and the SENCO will agree in consultation with the parent and the pupil
the adjustments, interventions and support to be put in place, as well as the expected impact on
progress, development or behaviour. At this point in the process the school will decide the level
of support required and whether an IEP needs to be in place in addition to the assess, plan, do,
review cycle. These interventions are indicated on the class provision map and reviewed termly, in
line with the school assessment policy.

All teachers and support staff who work with the pupil will be made aware of their needs, the
outcomes sought, the support provided and any teaching strategies or approaches that are
required. This will also be recorded on the school’s provision map.

 Do
The class or subject teacher will remain responsible for working with the child on a daily basis and
carrying out the agreed plan. Where the interventions involve group or one-to-one teaching away
from the main class teacher, they will still retain responsibility for the pupil.

Review

The effectiveness of the support and interventions and their impact on the pupil’s progress will be
reviewed in line with the agreed date. This discussions usually take place during pupil progress
meetings in partnership with the Class Teacher, SENDCO and Wellbeing Principal. Following this,
feedback is then discussed with both pupils and their parents/carers at Parents Evening. Following
review of provision, next steps will be agreed.

Where a pupil has an EHC plan, the local authority must review that plan as a minimum every
twelve months. The school will co-operate by holding these annual reviews, in line with the
guidance. Annual Reviews are carried out in partnership with school, the family and wider
agencies involved.

At all times the teacher holds the responsibility for evidencing progress according to the outcomes
described in the plan.
Managing pupils needs on the SEN register (What does this look like?)

Wave 1 quality first teaching

Concerns raised through assessment/parents/pupil progress meetings.

Start the assess, plan, do, review process. (In most cases this will happen during autumn 2, spring 2
& summer 2 and will be documented on the schools provision map.)
Needs will them be monitored for 1-2 terms before a decision is made to add the child to the SEN
register.

Concerns remain about a child’s progress/need.

Identify child as requiring SEN support. Referrals made to outside agencies if not already in place.
Parental consent is required here. The class teacher is then responsible for implementing
strategies and recommendations from wider agencies.

Repeat assess, plan, do, review process. Depending on a child’s needs this process may need to
be repeated with various strategies being implemented.

Request for EHC plan

*If at any point during this process it is felt that the child no longer requires SEN support e.g. they have
made accelerated progress and their attainment is now in line with their peers, then the school will
remove them from the SEN register.
English as an additional language;
Particular care will be needed with children whose first language is not English. Their progress will be
closely followed ascertain whether any problems arise from uncertain command of English or from
special educational needs. It will be necessary to assess their proficiency in English before planning
any additional support that might be required. School also have access to a specialist EAL and Traveler
Achievement Team. This team will use their specialist knowledge to help school improve educational
outcomes, raise attainment and close the performance gap for ethnic minority children, including
those learning English as an additional language (EAL).

Record Keeping
The school/Daycare Centre will record the steps taken to meet children’s’ individual needs. The SENDCO
will maintain the records and ensure access to them. These will be kept securely in line with school
policy.

Accessibility
The school is accessible to all regardless of SEND. There are wheelchair friendly ramps and lifts to allow
access to all areas of the school building. For further information see our schools Accessibility policy.

Transition
All children access 'shuffle up' days with their class. In some cases children may require additional
transition time, this will decided by school in consultation with parents.
Transition may include:-
 Meetings between teachers.
 Children meeting their new class teacher.
 Development of a package that will follow your child through to their next classroom. E.g. A
communication package- upskilling of staff in child's preferred communication mode.
 Home visits by school prior to start date.
 Visits to new setting.

Managing the medical needs of pupils

Where a child has both SEN and a medical health condition the EHC plan will specify the type and level
of support required to meet their needs. For further information see the Supporting pupils at school
with medical conditions policy.
SEN Team;

SEND Coordinator (SENDCO); Jenny Chambers

SEND Coordinator Daycare : Gemma Shaw
SEND Governor; Kath Mitchell
Teacher in Charge of Resourced Provision; Nicky Astle
Head teacher; Louise Dring

The role of the SENCO/Teacher in Charge;

The key responsibilities of the SENCO may include:

• overseeing the day-to-day operation of the school’s SEN policy

• co-ordinating provision for children with SEN

• liaising with the relevant Designated Teacher where a looked after pupil has SEN

• advising on the graduated approach to providing SEN support

 advising on the deployment of the school’s delegated budget and other resources to meet
pupils’ needs effectively

• liaising with parents/carers of pupils with SEN

• liaising with early years providers, other schools, educational psychologists, health and social
care professionals, and independent or voluntary bodies

• being a key point of contact with external agencies, especially the local authority and its support
services

• liaising with potential next providers of education to ensure a pupil and their parents are
informed about options and a smooth transition is planned

• working with the headteacher and school governors to ensure that the school meets its
responsibilities under the Equality Act (2010) with regard to reasonable adjustments and
access arrangements

• ensuring that the school keeps the records of all pupils with SEN up to date

 working with the school leadership team provide relevant CPD for all staff.

The role of the Governing body

The Governing Body’s responsibilities to pupils with SEN include:

• Ensuring that provision of a high standard is made for SEN children.
• Ensuring that SEN children are fully involved in school activities
• Having regard to the Code of Practice.
• Being fully involved in agreeing the SEN policy
• Reporting to parents on the school’s SEN Policy including the allocation of resources from
the school’s devolved/delegated budget?

The role of the Headteacher;

The headteacher’s responsibilities include:

• The day-to-day management of all aspects of the school including the SEN provision
• Keeping the Governing Body well informed about SEN within the school
 • Working closely with the SENCO/SEN team
• Ensuring that the school has clear and flexible strategies for working with parents, and
that these strategies encourage involvement in their child’s education

Allocation of Resources

Funding nationally has been split into three elements as follows:

 Element 1 – in mainstream schools and colleges, all students bring a basic funding entitlement. In
schools this is called the Age Weighted Pupil Unit (AWPU) and applies whether or not a pupil has high
needs to pay for. For example, an element of a teacher, an element of premises etc.
 Element 2 – all mainstream schools and colleges are given funding to make further provision of up to
£6,000 per pupil with special educational needs (SEN). This is in addition to Element 1.
 Element 3 (high needs funding) - SEN costs above this £6,000 are met from top-up funding from the
Local Authority. The top up funding is to meet the assessed need of the pupil and is in addition to
Elements 1 and 2.

The schools leadership team will make decisions on how the element 1 & 2 funding is spent in order to
be most effective. Allocated funding for children with SEN will be closely linked with the assess, plan,
do, review cycle and may consequently change throughout the year. Those children requiring extra
funding from the element 3 will have/or will be in the process of receiving an EHC (educational health
and care plan).

Children with an EHCP can apply for a personal budget, which may contain elements of
education/local authority, social care and health funding. Partners must set out in their joint
commissioning arrangements. This is currently under review in Barnsley.
SEN policy review

The setting considers the SEN Policy document to be important and, in conjunction with the
Governing Body, undertakes a thorough review of both policy and practice each year. The
outcomes of this review are used to inform the School Development Plan.

Useful links
Barnsley Local Offer- Look here to find out about services available in your area.
http://fsd.barnsley.gov.uk/kb5/barnsley/fisd/localoffer.page
School SEND Information report- Look here to find out what the school offer for your child.
http://send.worsbroughcblogs.net/
The SEND Code of Practice 0-25 years (July 2014)- Statutory guidance for all organization
working with children/young people with SEND.
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/342440/SEND
_Code_of_Practice_approved_by_Parliament_29.07.14.pdf
Supporting pupils at school with medical conditions-
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/306952/Statu
tory_guidance_on_supporting_pupils_at_school_with_medical_conditions.pdf

Contact details for Parent Partnerships- This service provides independent support and advice to
parents of children with SEND. Telephone: 01226 773377 Email: parentpartners@barnsley.gov.uk