- Teacher Training Day 20th April 2020
- School opens after Easter Holiday 21st April 2020 at 08:50
- Book fayre 23rd April 2020
We aspire that through the love of Jesus everyone should
“have life and have it to the full.” Jn. 10v10
Our Lady's School Special Educational Needs Policy
Special Educational Needs Coordinator – Angela Perkins
Tel: 01432 274814 Email: email@example.com
This policy is written with reference to the following guidance and documents:
Definition of Special Educational Needs
(Taken from SEN Code of Practice 2014)
“Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.”
All children may have special needs at some time in their lives
Children have a learning difficulty if they:
Admissions to the school follow the LA and Diocesan policies (please see Our Lady’s Admission policy).
Within the framework, children with SEN are admitted, as far as possible, after consultation with the appropriate authorities.
The ethos of the school is founded on Gospel values which mean that we live by the teachings of Jesus and the example he set us.
We ASPIRE that through the love of Jesus everyone should ‘have life and live it to the full’
Our aim is to build happy, confident children through:
We invite all parents to co-operate with us, under God, in our work for the spiritual, intellectual, moral and physical development of their children.
Aims of Special Educational Needs Policy
The Role of the Governors
The governing body must:
The governing body should:
The Role of the Head Teacher
The Role of the SENCO
The Role of the class teacher
The teaching of children with SEN is a whole school responsibility, since all teachers are teachers of children with special educational needs.
Teachers are therefore responsible and accountable for the development of all pupils in their class, including where pupils access support from teaching assistants or specialist staff.
The class teacher will:
The school recognizes the key role of parents/carers in enabling children to achieve their potential and will actively promote a positive and constructive partnership with parents/carers, ensuring that they are fully involved/informed and enabling them to contribute to decision-making and reviews.
Children will also be encouraged and supported to express their views and opinions, and to participate in decision-making/target setting processes where appropriate.
Other Roles and Responsibilities
Designated Safeguarding Lead – Mandy Flint
Deputy Designated Safeguarding Manager – Rachel Bryan
Person with responsibility for Pupil Premium- Mandy Flint
Designated Teacher for Looked-after Children- Angela Perkins
Person responsible for meeting Medical Needs – Angela Perkins
Identification, Assessment and Provision
For more information on how Our Lady’s seeks to meet the needs of SEN pupils please see the school website:
At Our Lady’s we strive to identify the needs of pupils by considering the whole child which will include not just the special educational needs of the child.
Special Educational Needs may occur in one or more of the following areas:
High quality teaching which is differentiated and personalised should be available for all pupils at Our Lady’s School. At the heart of the work of every class is a continuous cycle of planning, teaching and assessment which takes account of the wide range of abilities, aptitudes and interests of the children. The school has high expectations for all and progress is carefully monitored through on-going teacher assessment and the use of standardised tests. The majority of children will learn and progress within these arrangements. Those children whose overall attainments or attainments in specific subjects fall significantly outside the expected range may have a Special Educational Need. There may be other factors that may affect progress that may need to be taken in to account and addressed, for example, attendance and punctuality, health and welfare or English as an additional language. A child may also be ‘looked after’, from a ‘service’ family or qualify for the Pupil Premium grant.
Where it is judged that there is a problem with a child’s progress it is important to put effective support in place. Graduated support can be provided effectively using the model/process below.
Children who are not making expected progress will be identified through normal day to day classroom assessment, as well as through regular review in half-termly pupil progress meetings/monitoring. Where this is the case a graduated response will be put in place as out-lined below.
A number of pupils may experience a delay in their learning and may not make the expected progress for a variety of reasons. These children will have differentiated group work prepared for them by their class teacher. This may be in conjunction with support staff and will be additional to and different from the curriculum available for the majority of children of their age. Progress at this stage will be tracked half-termly using the school’s tracking system. Parents will be kept informed of progress mainly through Parent’s evenings and termly ‘mini’ reports, though extra meetings will be scheduled as necessary.
A number of children at Our Lady’s School receive an allocation of monies known as Pupil Premium (Entitlement is based on Free School Meals, a parent in the Armed Forces or if a child is ‘Looked After’) Specific interventions will be organised by Pupil Premium Co-ordinators for these pupils.
Each and every intervention will be benchmarked, undertaken and evaluated alongside the school tracking system. A full report on the spend of this funding along with other pupil premium interventions for those children not having special educational needs will be presented to the governors on an annual basis and reported to parents on line on the school website.
Children who continue to make slow or no progress will have differentiated individual work prepared for them by their class teacher. This is likely to be in conjunction with support staff and will be additional to and different from the curriculum available for the majority of children of their age. There may be additional measures put in place in the classroom to address the barriers to learning experienced by the child.
The individual programmes and specific measures put in place will be recorded in a reviewable document known as the Pupil Passport which will be managed by the Class Teacher with support from the SENCO. The Pupil Passport is a working document that is updated termly in response to ongoing assessment.
These children will be recorded as ‘Causing Raised Concern’
Progress at this stage will be tracked half-termly using the school’s tracking system. Parents will be kept informed of progress mainly through Parent’s evenings and termly ‘mini’ reports, though extra meetings will be scheduled as necessary.
Classroom Teachers and the Pupil Premium Co-ordinator will have evidence that certain children are still not making good progress despite interventions at the levels above and will refer children to the SENCO who will arrange further assessment and Intensive Additional Support where necessary in any or all of the four areas.
Communication and Interaction
Cognition and Learning
Social, Mental and Emotional Health
Sensory and/or physical
Specialist Teachers and teachers with additional qualifications may be called upon to make further assessments of the child and provide intensive specific programmes to be followed by adults coming into active learning situations with the child. The SENCO will make referrals to the appropriate agency. These may include:-
Learning Support Partnership
Behaviour Support Service
Educational Psychology Service
Speech and Language Therapy Service
Physio/Occupational Therapy Service
CAMHS (through educational psychology or other approved route)
As above, the individual programmes and specific measures put in place will be recorded in a reviewable document known as the Pupil Passport which will be managed by the Class Teacher with support from the SENCO. The Pupil Passport is a working document that is updated termly with planned outcomes in response to regular assessment.
At this stage, following a review meeting and with agreement of the parents (and child where appropriate), the child will be placed on the school SEN register with the category SEN support. The SENCO will write formally to the parent in order that they can acknowledge their agreement that this should happen.
Where a pupil is receiving SEN Support, the class teacher/SENCO will contact the parents at least termly to set goals, discuss the activities and support that will help achieve them, review progress and identify the responsibilities of the parent, pupil and the school.
Individual pupil progress at SEN Support Level will be intensively monitored half termly by the school’s tracking system and by a Senior Manager in conjunction with parents and the SENCO.
A full report on the progress of children will be presented to the Governing Body once per year and the identified SEN Governor is encouraged to take a full challenging role regarding the progress of these children with both the SENCO and the Head Teacher.
If children continue to experience significant difficulty and are still not making appropriate progress, then formal procedures for an Education Health and Care Plan will be started by the SENCO in conjunction with the Parents and other Specialist Services following the legal assessment procedures outlined in the Local Offer by Herefordshire Council.
For information about the Herefordshire Local offer, please see https://www.herefordshire.gov.uk/education-and-learning/local-offer
This may lead to the development of an Education Health and Care Plan. An Education Health and Care Plan will be completed within the regulation time set out in the Code of Practice.
Children with an Education Health and Care Plan will have their provision planned for and their progress will be monitored as with Stage 4 above. The individual programmes and specific measures put in place will be recorded in a reviewable document known as the Pupil Passport which will be managed by the Class Teacher with support from the SENCO. The Pupil Passport is a working document that is updated termly with planned outcomes in response to regular assessment.
There is also a requirement for the Education Health and Care Plan to be reviewed annually.
Children who have an Education, Health and Care Plan may have a designated Teaching Assistant. The Class Teacher will meet on a weekly basis with the Teaching Assistant and record the agreed outcomes for the pupil on a document called the Pupil Provision Planner. The Pupil Provision Planner will be reviewed weekly and new planned ‘outcomes’ recorded.
An Education, Health and Care Plan will as it name suggests have input from a range of services beyond the school setting where appropriate.
Funding for SEN
It may be possible in some cases to access additional targeted funds to help to provide intensive specific programmes. (Please refer to Herefordshire Council High Needs Funding Matrix). The school is responsible for funding of provision for children with SEN up to £6000. If a child is identified as being in need of greater support it is possible to make a submission to LA High Needs Top-up funding panel which meets monthly. Such applications will be made by the school SENCO. Where a child has an Education, Health and Care Plan the LA will normally allocate an appropriate level of funding in line with the ‘High needs Funding Matrix.
Exiting the SEN register
Regular assessment/monitoring of a child’s progress is an integral part of the way in which the school seeks to meet the needs of its pupils with or without SEN. Sometimes intervention will lead to a child’s difficulties being mitigated and their achievement may then fall into the expected range for their age group. For example, intensive work may lead to a child with a speech and Language delay making accelerated progress and catching up with their peers. In cases such as these, following a review meeting with parents, and the child where appropriate the child’s name will be removed from the SEN register. The SENCO will write formally to the parent in order that they can acknowledge their agreement that this should happen.
Transition from class to class or Key Stage 1 to Key stage 2 will be covered during ‘handover’ meetings between the two teachers concerned. A separate meeting may be scheduled should more complex needs require discussion.
All records and other information regarding Special Educational Needs are forwarded to the receiving school upon transfer. The SENCO of the receiving school is invited to the Education Health and Care Plan Review Meeting of Year 6 pupils. The Year 6 teacher liaises with Head of Year 7 and at receiving Secondary schools.
The previous school or pre-school usually forwards records of pupils transferring to Our Lady’s. If records are not received, then contact will be made with the former setting to request the relevant information is forwarded.
Supporting Pupils with Medical conditions
The school recognises that pupils with Medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some children with medical conditions may also be disabled and where this is the case the school should comply with its duties under the Equality Act 2010
Some may also have Special Educational Needs (SEN) and may have a statement or Education, Health and Care (EHC) plan which brings together health and social care needs, as well as their special educational provision. Where this is the case the SEND Code of Practice (2014) is followed.
Please see the school ‘Medical Policy’.
Training and Resources
Pupil’s needs are first and foremost met through ‘Quality First Teaching’ and therefore all training aimed at developing Teacher’s skills to contribute to the progress of the pupils in their care will benefit pupils with SEN.
Staff are kept regularly updated with developments in SEN by the SENCO. Issues identified through the school self-evaluation cycle are addressed by SENCO at staff meetings or Teacher Training days. Training to address the specific needs of particular groups of pupils may be commissioned from outside specialist providers where a need is identified.
A bank of resources to promote inclusion is maintained by the SENCO in the SEN Intervention Room and is made available where a need has been identified or a request has been made. Where a resource is not currently available, this may be purchased by the SENCO (budget allowing) using SEN or Pupil Premium Funding.
Monitoring and Evaluation of SEN
As part of the school Self Evaluation Cycle the quality of provision we offer to all pupils is regularly monitored and evaluated. This is enhanced by sampling of parent, pupil and staff views. Pupil progress meetings and reviews of planned interventions enable us to make judgements on the value of the arrangements we put in place. Monitoring and evaluation help promote an active process of continual review and improvement of provision for all pupils.
All records/information regarding pupils with SEN are maintained and stored in line with the school’s Data Protection Policy.
If parents feel that there is a problem with the way in which their child’s needs are being met, they should initially raise their concerns with the class teacher, and SENCO.
If this does not provide a satisfactory resolution, they are encouraged to discuss problems with the Head Teacher.
If they are still not satisfied a meeting with the relevant governor appointed for Special Needs could be arranged. Formal complaints following this should be addressed to the Chair of Governors, Our Lady’s R.C. Primary School.
In the event of the complaint still being unresolved parents should write to the Director of Children’s Well-being at Herefordshire Council.
If parents feel they need further support with any special educational needs meetings they are encouraged to contact the Herefordshire Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS).
Policies to be read in conjunction with SEN Policy
School Medical Policy
School Accessibility Plan
Data Protection Policy