SEN&D

The SEN Code of Practice defines SEN as follows:

 

Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.

 

Children have a learning difficulty if they:

  • Have a significantly greater difficulty in learning than the majority of children of the same age; or
  • Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority
  • Are under compulsory school age and fall within the definition at a) or b) above or would do so if special educational provision was not made for them.

Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.’  SEN Code of Practice 2014, Section 1:3.

 

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St George’s Academy

SEN Policy Contents

 

 

  1. Objectives
  2. SEN/D Specialism
  3. Organisation of SEN/D
  4. Assessment and provision for pupils with SEN/D
  5. Training for staff in SEN/D
  6. Dealing with Complaints
  7. LA/ external agency support
  8. Partnership with parents
  9. Policy Review Arrangements
  10. SENCO Letter to Parents

 

 

 

 

 

 

 

 

 

 

 

 

 

SEN Policy

Objectives

At St George’s Academy pupils with special educational needs are part of our community and we will ensure that all pupils for whom main stream education is not appropriate have equal opportunity to engage in the curriculum. This will be identified through a statement or via the referral form.

 

The school reserves the right not to admit pupils with particular SEN requirements that the school cannot provide for. These include pupils with, for example, severe physical disabilities or those with significant loss of hearing or sight. Each young person will be assessed on a case by case basis.

 

  • We will provide a curriculum which is accessible to the individual needs of our pupils, and recognise that some pupils will need additional support. If additional specialist support is necessary we will contact the appropriate external agencies. The following procedures will ensure that pupils are supported.
  • All pupils will have an allocated tutor and Family Support Worker.
  • Looked After Children (LAC) will be identified and prioritised.
  • Students are baseline assessed on admission and ongoing assessments track progress and inform planning and delivery of the curriculum.
  • When appropriate, as many pupils as possible will be returned to mainstream.
  • Parents/carers will be kept fully informed about a pupil’s progress.
  • Assessment, intervention and support will be supported by the school’s team of Educational Psychologist, School Nurse, Wellbeing Co-ordinator and Family Support Workers.
  • The views of the child will always be sought and taken into account.
  • We will work effectively with all external support agencies.
  •  Parents/carers will be encouraged to attend all review meetings.
  • The school will ensure that all requests for Statutory Assessment are fully supported by evidence – rich paperwork.
  • We will enable pupils to modify their behaviour appropriately in an educational setting.
  • Procedures will be reviewed on a regular basis with external agencies.
  • Organisation and management of Special Educational Needs will be of paramount importance.
  • A pre – CAF checklist will be completed on admission where we are the sole education provider and a CAF raised where appropriate.

 

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SEN Policy

SEN/D Specialism

The specialism of all staff is the management of pupils with behavioural, emotional and social difficulties.

 

St George’s Academy is committed to the integration of students into mainstream school, wherever possible.  Our programmes are set up and supported by appropriate staff, and managed via meetings, reviews and liaison with our partner secondary schools.

 

Following our detailed discussions with our commissioning schools and the Local Authority agents we are clear that the SEN priority group for our Admissions Policy for the St George’s Academy (TPTS) is:

  • Young people at Key Stages 3 and 4 (Years 9, 10 and 11) and ‘on-roll’ at local schools in the North West Birmingham in particular but not exclusively, who are at risk of permanent exclusion

 

In addition, the school may also admit:

  • Young people at Key Stages 3 and 4 (Years 9, 10 and 11) and ‘on-roll’ at local schools in North West Birmingham in particular but not exclusively,  who are currently on a fixed term exclusion from a commissioning school
  • Young people at Key Stages 3 and 4 (Years 9, 10 and 11) who have been permanently excluded from schools in North West Birmingham in particular but not exclusively,  but are unable to access local authority provision due to a lack of available capacity and who may be referred by the Local Authority

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SEN Policy

Organisation of SEN/D

Titan Partnership School will organise SEN/D provision through the SENCO, who will:

  • Maintain the SEN/D register and oversee the records on all pupils
  • Track pupil progress through staged intervention – advising on actions
  • Contribute to the in-service training of staff
  • Liaising with external agencies, including educational psychologists, etc
  • Co-ordinate SEN/D paperwork
  • Advise colleagues to ensure consistency of practice in order to define and meet the full nature of pupil individual needs.
  • Fulfil the role of designated person for LAC pupils.
  • Keep a register of the School’s Gifted and Talented pupils.
  • Ensure that all governors, particularly the SEN/D Governor, receive routine and regular reports on SEN students at Governing Body meetings and are up to date and knowledgeable about the School’s SEN/D provision.
  • Line-Manage support staff
  • Co-ordinate the work of the wider support staff team

 

The SENCO will be line managed by the Vice Principal.

 

Each Tutor and Family Support Worker has responsibility for allocated pupils.

This will involve –

  • Setting up and reviewing IEPs and IBPs in conjunction with the home school
  • Liaising with other teaching staff regarding targets and strategies
  • Liaising with parents/carers
  • Liaising with other agencies

 

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SEN Policy

Assessment and provision for pupils with SEN/D

  • Funding for pupils with SEN/D is through the EFA, with top up funding agreed with partners (schools and LA) who are commissioning individual placements.
  • Pupils who have statements of SEN/D will require additional resources, which will be specified within the statement. The effectiveness of resource allocation will be reviewed at Annual Review.
  • Pupil needs will be assessed through a baseline assessment during school induction and an IEP and IBP established. Targeted intervention will be reviewed on a regular basis by the SENCO. Progress reviewed formally with parents/ carers and commissioning schools and LA on a termly basis.
  • The SENCO will be responsible for planning the formal annual review for pupils who have a statement of SEN/D.
  • The curriculum is planned and differentiated to meet the range of individual needs of all pupils.
  • Resources will be carefully matched to need to maximise pupil progress.
  • Staff will further modify the curriculum on a short term basis to meet specific individual’s SEN/D.
  • Extra support will be made available to facilitate access to the curriculum.
  • Disabled access and facilities are available at the school.

 

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SEN Policy

Training for staff in SEN/D

  • SEN/D provision is an integral part of the school’s teaching and learning policy.
  • All staff will be expected to have SEN/D expertise. Staff induction will include training in SEN/D.
  • There will be regular SEN/D input during staff INSET, delivered by both the SENCO and external agencies. Effective practice for teaching pupils with SEN/D will be modelled by experienced staff and specialists to improve practice.
  • Established links with local special schools will be maximised as sources of specialist advice and support. Training opportunities for staff through local special schools will be part of staff CPD.

 

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SEN Policy

Dealing with Complaints

The Code of Practice recognises the important contribution of parents/carers and pupils. Titan Partnership School aims to work in effective partnership with families. However, if parents/carers wish to make a complaint they should contact the Principal who will inform them of the centre complaints procedure and arrange a meeting to discuss the situation. Parents / carers can also address concerns and complaints to the SEN Governor. If this does not resolve the situation then the complaint will pass to the first level of the school’s general complaints procedure.

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SEN Policy

LA Support Services/ external agency support

  • St George’s Academy will have strong links with the LA’s support services for SEN/D, the Educational Psychology Service and other specialist services for pupils with statements.
  • Other external links will include child health services, social care and health, Integrated Family Support teams and any voluntary organisations which work on behalf of pupils with SEN/D.
  • The school will build a directory of supporting external agencies.
  • Reintegration is a central focus for the school, so managing transition between schools will be a crucial indicator of success. Valuable SEN/D information will be passed on to receiving schools via a ‘learning passport’ which will contain all relevant information about the pupil’s SEN/D records, and there will be a meeting at the receiving school.

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SEN Policy

Partnership with parents

  • St George’s Academy recognises that parents / carers understand their child’s needs most and therefore their views and contributions will always be valued and listened to.
  • The school will operate an ‘open door’ policy, so that parents / carers can approach relevant staff whenever they have a concern and be confident that meeting time will be made available to them.
  • Parents / carers will be informed of their child’s progress via weekly reports, which will also detail IEP and IBP targets. Parents / carers will also be encouraged to attend termly reviews and other interim progress meetings.
  • Parents /carers will be supported with transition into new settings. School staff will accompany parents / carers on visits to new provisions and support with questions about how the new setting will support the child’s SEN/D
  • Family Support Workers will ensure that all parents / carers will have opportunity to attend support groups and other social opportunities to benefit from specialist support.
  • A dedicated ‘Family Support Room’ will be available during and after the school day for meetings and support purposes.
  • St George’s Academy will ensure that all parents / carers are made aware of the LA Parent Partnership Service in order for them to obtain the advice and information they need. Parent Partnership can help to prevent difficulties from developing into disagreements.
  • Parents / carers will also be informed about the availability of disagreement resolution services at the time a proposed statement or amendment notice is issued.

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SEN Policy

Policy review arrangements / monitoring requirements

  • The policy will be formally reviewed on an annual basis by an appointed sub-group of the Governing Body and ratified by the whole Governing Body. There will be full Governing Body involvement in the future development and monitoring of this policy.
  • The responsible Governing Body Committee will receive regular reports from the Principal, SENCO and the named SEN/D Governor on the practical implementation of this policy, highlighting any issues of concern and follow up actions.
  • The appointed governor for SEN/D will play a vital role in ensuring that SEN/D stays on the Governing Body agenda, and will make every effort to ensure that the necessary special arrangements are made for pupils with SEN/D.
  • Policy and practice are part of St George’s Academy’s on-going self-review process. All stakeholders will review the success of identification and assessment, and how effective the school is in supporting pupil progress.

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