SEND Policy


POLICY STATEMENT

This policy is in line with the Special Educational Needs and Disability (SEND) Code of Practice 0 -25 (January 2015) and is designed to provide a clear framework for its implementation in our school.
The school is committed to equality of opportunity and intends to provide full access to the National Curriculum for all pupils, including those with special educational needs.
The school recognises that children with special educational needs may need support in one or more of the following categories:
Those who have difficulties in the following four areas:
  • Communication and interaction
  • Cognition and learning
  • Social, mental and emotional health
  • Sensory and/or physical needs
The Disability Discrimination Act identifies the fact that some pupils with disabilities may have learning difficulties that call for special educational provision. However, not all children defined as disabled will require this provision. A child with asthma or diabetes, for example, may not have special educational needs, but may still have rights under the Disability Discrimination Act. We still assess each child as required, and make appropriate provision for their individual needs.



AIMS OF THE SCHOOL

  1. To identify through appropriate assessment those pupils with special education needs.

  2. To ensure that all pupils have access to a broad, balanced and relevant curriculum and a range of educational opportunities.

  3. To ensure that all pupils receive an education appropriate to their age, aptitude and ability.

  4. To ensure that SEN provision in the school is effective in meeting the needs of pupils with SEN, with emphasis given to the outcomes of that provision, not just it’s implementation.

  5. To ensure that every effort is made to allow all pupils with SEN to experience educational success and for each to be confident he or she is a valued member of Whitley Lodge First School.

  6. To ensure that all pupils enjoy quality of educational opportunity through the planning, organisation and implementation of an appropriately modified curriculum.

  7. To recognise and allow for individual differences between pupils, understanding that:

     Children develop intellectually, emotionally and physically at different rates.
     Children’s needs change with time and circumstances.
     Educational provision must be adapted to keep pace with these changes.

  8. To ensure that children with placements in the Additionally Resourced Place Provision are fully included within the mainstream population and all aspects of school life. 
    To maintain and further develop links with partnership schools.


OBJECTIVES

At Whitley Lodge we believe that every teacher is a teacher of every child, including those with additional needs. The staff will work together as a team with collective responsibility to achieve the above aims by:
  • Prompt identification of those pupils who may have special educational needs
  • Assessing the pupil’s individual needs as soon as cause for concern has been raised
  • Monitoring and reviewing pupils’ performance and progress, implementing agreed targets in the education plan and evaluating these each term.
  • Reviewing Support plans and Provision maps as outlined in the Code of Practice.
  • Providing appropriate support and additional resources to those children with special educational needs.
  • Working in partnership with parents by liaising and supporting parents/carers to ensure that they play an active and valued role in the education of their children.
  • Working in partnership with appropriate outside agencies to ensure a multi-disciplinary approach to planning and implementing appropriate and effective support.
  • Working in partnership with pupils to ensure that they play an active and valued role in their own education, including setting targets, monitoring and reviewing their own progress.



A GRADUATED APPROACH TO SEN SUPPORT

The “Graduated Approach” is a four-part cycle of action: ASSESS, PLAN, DO and REVIEW, where each stage is continuously revisited, refined and revised. At the centre of this cycle is the child, parents or carers and class teacher, with the SENCo to advise and support.

ASSESS

Class teacher and SENCo establish a clear analysis of the child’s needs using teacher assessments, and the views of the child and family. At this point referrals may be made to external services such as Speech Therapy or the Educational Psychologist as appropriate. Such referrals are made by the SENCo in collaboration with parents. The views of any external professionals will then be considered alongside all other assessments.
Pupils will be identified and assessed by means of observations, consultation with parents, screens and diagnostic assessments.
Whole class screening is followed by individual or group diagnostic assessments as appropriate.
The following methods are used to identify, assess and monitor pupils with special educational needs.
  • Teacher assessment
  • Key Stage 1 SATS
  • QCA testing
  • Salford Sentence Reading Test
  • Spar Spelling Test
  • Medium Frequency words check list
  • Pre –literacy/Early Literacy Screens
  • Year 1 phonics screen
  • 1st Class Maths Screening Assessment
  • PIVATs data.
All assessments/tests screens can be found in the individual pupil’s files and copies in the school assessment file.

PLAN

High quality, differentiated classroom teaching forms the basis of every child’s education at Whitley Lodge. The first stage of planning is always to consider how a child’s needs can be met every day, in his or her classroom, and what sort of adaptations and additional resources might be required to facilitate this.
In addition, consideration is given to the targeted provision, such as small group or individual support, that may best support a child, and the specific intervention programmes that would be most effectively used during this time. At all times the focus is on expected outcomes for the child from the intervention, not that the intervention is simply put in place. If this kind of targeted provision is deemed appropriate, it will be recorded in the form of an IEP (Individual Education Plan), or, where the needs of the child are more complex and varied, a Support Plan, both to be written and discussed with parents and the child. Children with an IEP or Support Plan are included on the school’s SEN register.

SEN Support

When a child has been identified as having some additional needs:
The pupil’s class teacher will:
  • provide the SENCO with as much information as possible
  • discuss with the pupil’s parents/carers the SENCO’s involvement
  • liaise with the SENCO, parents/carers and pupil to plan and implement an IEP
  • make sure that the IEP/Support Plan focuses on 3 or 4 targets
  • make sure that the IEP/ Support Plan records only strategies additional to or different from the normally differentiated curriculum
The SENCO will:
  • make sure pupil’s parents/carers are aware of the LEA’s Parent partnership Service
  • collate all the relevant records about pupil including NC records, SATS results and any information from parents
  • liaise with any external agencies involved and collect information
  • decide with main teacher(s) and parents/carers an IEP or Support plan with targets and strategies
  • Make sure that all relevant records/information are up to date and available for external specialists
  • liaise with external specialists and make sure advice and support are available to teachers and parents/carers
DO (ie Action to be taken)

The class teacher, with support from the SENCo, will oversee the implementation of the additional provision, with appropriately trained and experienced Teaching Assistants often being responsible for delivering specific intervention programmes and supporting the child in class.
Please refer to the school’s “Local Offer” on our website for further details of resources and provision made for children with Additional Needs.

REVIEW

The TAs and class teacher will work together to monitor the effectiveness of any intervention, and specifically whether outcomes for the child are being improved in the classroom, rather than just during small group or individual work.
The impact of interventions is monitored continuously on an informal basis, and more formally on a termly basis. IEPs and Support Plans are consequently updated, and adjustments to levels of support or changes to specific interventions made as necessary, and only after consultation with the child and their family.
The aim of the “Graduated Approach” is to create a continuous cycle of progress and improvement, where the outcomes for the child remain a focus throughout.
If, during the review stage, family, school staff and the child agree that individual, targeted intervention is no longer required, the child will be removed from the SEN register after a further term of monitoring.
After the involvement of external services it may be agreed that a request to the Local Authority for Statutory Assessment is appropriate. Such assessment is only undertaken when a child has a high level of complex needs that cannot easily be met within a mainstream placement, even with significant additional support and resources. (Please refer to North Tyneside’s SEN policy for further information on this Statutory Assessment process.)



THE SEN CO-ORDINATOR

The designated teacher responsible for the day to day operation of the SEN policy is Mrs Elkin.

Mrs Elkin can be contacted through the school office telephone number 0191 2008781, by letter or by personal appointment. Mrs Elkin is happy to discuss the special needs of any pupil with their parents/carer.

Mrs Elkin is an Assistant Headteacher at Whitley Lodge and has many years’ experience working with children who have a wide range of special educational needs



THE ROLE OF THE SENCO

  • To co-ordinate the provision for pupils with special educational needs and promote inclusion throughout the school
  • Oversee the day to day running of the school’s SEN policy.
  • Liaise, advise and support fellow teachers with SEN related issues.
  • Co-ordinating information and reports involved in the staged assessment process, including Support Plans and Annual Reviews.
  • Liaise with multi-disciplinary agencies involved in the education and welfare of pupils with SEN.
  • Liaise with parents/carers of pupils with SEN, keeping them fully informed and involved at all stages of their child’s education.
  • Liaise with pupils with SEN keeping them fully informed of their targets/programmes of work/progress/monitoring and reviews where appropriate.
  • Preparing and assisting in the development of differentiated support materials.
  • Identifying appropriate training for support assistants.
  • Responsibility for the day to day management of support assistants.
  • Liaising with partner middle schools, feeder schools to the ARP, and partnership schools, ie Benton Dene, Woodlawn and Beacon Hill schools.


GOVERNOR RESPONSIBLE FOR SEN

The governor with responsibility for SEN is Mrs Jackson. Mrs Jackson is very experienced in the field of SEN, having previously been a teacher for many years. She can be contacted through the school office at Whitley Lodge First School. Mrs Jackson works closely with the SENCO on development and evaluation of the policy.
The SENCO provides an annual written report presented by Mrs Jackson to the Governing Body. This report is based on the SENCOs progress tracking records and the effectiveness of SEN provision within the school. This information is also included in the school brochure.
The Governing Body is responsible for ensuring that a complaint has been dealt with through the schools specified complaint procedure.
  • Any parent unhappy with the SEN provision in school should first discuss their concerns with the class teacher.
  • If parents remain concerned further discussion should take place with the SENCO and head teacher.
  • Further representation can then be made to the SEN Governor who can consider appropriate action with other members of the Governing Body.
  • If parents still remain concerned they can refer to the LEA.



ADMISSION ARRANGEMENTS

All children will be admitted to Whitley Lodge First School irrespective of their needs, where a placement is deemed appropriate by family and school staff. Further details on admission arrangements can be found on the school website, or via the school office.



TRANSFER FROM/TO OTHER SCHOOLS

The school makes every effort to ensure a smooth transfer from one school to another for all pupils. In order to affect this smooth transfer for pupils with special educational needs. Whitley Lodge First School will:
  • Ensure that all pupils are given the opportunity for an extended transition period prior to entry. Special visiting arrangements are made for those pupils with SEN on request from the parents/carers or feeder schools.
  • Ensure that all relevant information/records are sent promptly to receiving schools.
  • Ensure that all teachers are given relevant information on pupils with SEN when they enter school.
  • Carry out appropriate screening assessments on entry to the school.
  • Ensure that appropriate opportunities are given to children coming into the ARP, and their parents, to visit Whitley Lodge prior to the start of their placement.
  • Arrange out-reach visits to feeder schools by staff from the ARP.


SPECIAL FACILITIES

Whitley Lodge has an Additionally Resourced Provision for 5 children with Moderate Learning Difficulties. Through this provision Whitley Lodge provides:
  • Additional staff trained to meet the needs of children with Moderate Learning Difficulties.
  • Extra teaching space to be used with small groups made up of children from the resourced provision as well as some mainstream children.
  • A room for speech therapists, educational psychologists and other specialists to work with individual children.
Requests for a place within the ARP at Whitley Lodge should be made to the Local Authority’s SEN panel. However, visits to the ARP and meetings with the SENCo can be arranged at any time by contacting the school. Further information is available on the school’s website, or in the form of a leaflet from the school office.



INCLUSION

The school does not prioritise admission on the grounds of ability. If a child has a learning difficulty or physical disability for which specialist teaching or equipment is essential, but not available within the school’s resources, then the school will liaise with the LA to secure the best possible resources so that, on admission, there can be immediate access to a broad and balanced curriculum.

The school operates a highly inclusive policy that endorses and supports the LA for Equal opportunities and Inclusive education. The school seeks to provide effective learning opportunities for all pupils taking the National Curriculum as the main structure for our planning. Programmes of study are modified as necessary so that all pupils are offered appropriately challenging work according to their diverse learning needs.

At Whitley Lodge we have supported many children with complex medical needs, enabling them to access a mainstream school by providing additional adult support, resources, and working alongside Health Professionals such as Physiotherapists, Occupational Therapists, Paediatric nursing teams and Dieticians. Individual plans for medication, feeding and personal care are made in collaboration with parents and specialised medical staff, and school staff are given appropriate training to implement these. Recent building work has provided us with a purpose-built, accessible entrance and community area. In addition, there is an accessible toilet with adjustable bed for changing, and we also have a lift for access to the first floor.

During the academic year beginning Sept 2006 Whitley Lodge applied for the Inclusion Quality Mark. Following rigorous assessment we were successful in our application and became one of the first schools in the borough to receive this award in July 2007. Following further re-assessments we were awarded the IQM in March 2010 and again in July 2013.

More recently, in March 2014, Whitley Lodge was the first school in North Tyneside to receive the Dyslexia Friendly School Award, after a lengthy cycle of audits, action plans and adjustments to teaching practices and resources. We feel this award acknowledges and celebrates our whole school approach to meeting the needs of every child within our mainstream environment.



RESOURCE ALLOCATION TO PUPILS WITH SPECIAL EDUCATIONAL NEEDS

  • The school employs a full time SENCO, who teaches in the ARP each morning.
  • The SEN budget funds resources and the SENCO who coordinates learning support throughout the school.
  • The school employs 6 classroom assistants/nursery nurses, and a further 2 support assistants. The staff support pupils with special educational needs in the following ways:
    • Preparing additional or adapting resources as appropriate.
    • Differentiating the learning task and/or resources as appropriate.
    • Small group/individual support (in-class/withdrawal) in core subjects.
    • Providing support in the general classroom environment
  • The school employs a .2FTE ICT technician for one morning and one afternoon per week. The technician also works as classroom assistant and is available to support SEN.



SEN STAFF/WHOLE SCHOOL TRAINING

The school recognises the importance of keeping abreast of new initiatives in SEN, and ensuring that all staff are given the appropriate training in order to support pupils with SEN to the best of their abilities.
The SENCO attends courses related to SEN issues run by the LEA. This includes network meetings. In addition, at least one national conference is attended each year. Relevant information is disseminated to the whole staff by the SENCO.
Teachers and classroom assistants are encouraged to attend SEN related training sessions.
SEN issues are addressed in whole school INSET days and staff meetings.
Specialist staff are brought in to give in-school training and support for specific needs. This includes Speech and Language Therapists, members of the Language and Communication Team, Teachers for the Visually Impaired, Teacher of the Deaf, and the ICT Development Officer for Special Needs.



PUPIL INVOLVEMENT

Pupils are involved in the target setting and development of their Individual Educational Plan (IEP) /Support Plan as appropriate. Pupils will have the strategies/resources set out in their IEP explained to them.

Pupils are involved in self-monitoring and are encouraged to take part in their own assessment and self-monitoring process.
Pupils with SEN are involved in their Annual Reviews in a manner appropriate to their maturity. Pupils are invited to attend at least part of the meeting if this is felt to be appropriate.
All pupils will be given the opportunity to outline their own strengths and weaknesses and set targets etc. prior to review.



PARTNERSHIP WITH PARENTS/CARERS

The school recognises parental involvement and input as an essential element in a child’s education, as well as an important part of the assessment, monitoring and reviewing process.

Once an initial concern has been registered by school parents/carers will be informed. This will be by letter from, or in person with the SENCO.

Concerns and views will always be actively sought and recorded by school at every stage.

School will always request parental permission before involving any outside agency.

Parents/carers views/contribution will be sought in the writing and implementing of IEP/Support plan targets.

Parents/carers are invited to attend termly review meetings to discuss provision/progress and set new targets.

Formal meetings with parents/carers are held once a year where parents/carers can discuss their child’s progress, share concerns etc with class and subject teachers. The SENCO also meets with parents/carers informally or by appointment to discuss SEN issues.

If parents/carers have concerns, they are welcome to make an appointment to speak to the Headteacher, their child’s class/subject teacher, or the SENCO at any time.
The school will inform parents/carers of the LEA’s Parent Partnership Service, which will provide parent/carers with advice and information on all SEN issues.



LINKS WITH SPECIAL SCHOOLS AND RESOURCE CENTRES

Historically Whitley Lodge shared a site with Glebe, a school for children with moderate learning difficulties. Visits between schools for special events such as Christmas performances, class assemblies, whole school exhibitions or Sports Days were welcomed enthusiastically by children from both schools. Over the years, successful inclusion developed further, with children from Glebe taking part in specific lessons at Whitley Lodge on a weekly basis. Glebe School is now part of the Benton Dene School Campus in Longbenton, but liaison between staff and the sharing of skills and resources continues.
In the past Whitley Lodge developed strong links with Percy Hedley Primary School in Forest Hall over a number of years in order to promote opportunities for social integration between pupils at the two schools.
More recently Whitley Lodge has also accessed outreach support from Woodlawn School in Monkseaton. This has proved particularly helpful with regards to trialling new ICT resources to support children with SEN, or with sensory and/or physical difficulties.
A robust transition programme has been developed between the ARPs at Whitley Lodge and Valley Gardens Middle School, to ensure successful progression from first to middle school for children with additional needs.



OUTSIDE AGENCIES

The school makes full use of the advice and support available from all outside agencies. For a full list of services please see North Tyneside’s “Local Offer”. At Whitley Lodge we have accessed the following services for pupils with SEN:

Pupil and Student Services:

  • Educational Psychologist – the work of the educational psychologist is co-ordinated by the SENCO in agreement through the service level agreement.
  • Assessment Support and monitoring Team - A specialist team of qualified experienced teachers who provide advice, assessment, training and support on a wide range of SEN related issues.
  • Dyslexia Assessment Team – A specialist team of qualified experienced teachers of specific learning difficulties (Dyslexia)
  • Teachers for the visually impaired – Specialist teachers providing assessment, monitoring and advice for teachers, parents and pupils with hearing impairment.
  • Teachers for the hearing impaired – Specialist teachers providing assessment, monitoring and advice for teachers, parents and pupils with hearing impairment.
  • Teachers for Language and Communication Disorders – Specialist teachers providing assessment, monitoring and advice for teachers, parents and pupils with language impairments.
  • Educational Welfare – The educational welfare officer visits the school on a regular basis and is able to offer advice and support to parents and pupils.
  • English as an Additional Language – Specialist teachers work in school when support is needed for pupils who do not speak English at home.
  • More Able and Talented (MAT) – The Local Authority provide advice, and resources where appropriate to help teachers support children who have been identified as being more able and talented.
Social and Emotional Health

  • Social, Psychiatric and Emotional support team – Silverdale Outreach/ARP – Specialist teachers providing assessment, monitoring and advice to teachers, parents and pupils.

Health Service

  • School Doctor – The Health Service provides a school doctor and nurses who are available to give regular health checks and advise and support staff, parents and pupils.
  • Speech and Language Therapists – A specialist team able to offer advice, language therapy programmes, training, advice and support to teachers, parents and pupils with specific language difficulties.
  • Health Visitors – The SENCo liaises with Health Visitors on matters relating to individual children. This is particularly relevant in Early Years and is invaluable in establishing early intervention where appropriate.
  • Public Health Nurses – a “drop in” session is held monthly in school to offer confidential advice to parents on a range on child health issues. In addition, nurses give training and support on such issues as epipen use, toilet-training, and food allergies.
  • Child and Adolescent Mental Health Service (CAMHS) – The school has strong links with this service which provides specialist advice and support from a team of psychiatrists and counsellors. Referrals can be made through the Public Health Nurses, or the family GP.
  • Community Consultant Paediatrician – Liaison between school and North Tyneside General Hospital is very successful. The consultant paediatrician from North Tyneside visits school for a variety of information-sharing meetings.
  • Physiotherapy – A specialist team available to advise pupils, parents and teachers
  • Occupational Therapy – A specialist team available to advise pupils, parents and teachers.

Social Services - The school Education Welfare Officer (EWO) works with school and other relevant agencies to ensure good school attendance. The EWO has ongoing liaison with social services.

Parent Partnership – A parent partnership liaison officer is available to work alongside parents and pupils on issues related to SEN.
The SENCO or Headteacher will liaise with any outside agencies by letter, telephone or meetings in order to co-ordinate resources, gather information / evidence, request further assessment, provide support for pupils and the parents/carers of pupils with SEN.
Records of requests made to/information received from outside agencies are kept in individual pupils files.
For children who have been the subject of Statutory Assessments and/or have a Statement of Special Educational Needs, or Education, Health and Care Plan, the SENCO and/or Headteacher will ensure that they receive the appropriate provision from outside agencies.



DEVELOPMENT OF THE SEN POLICY

It is intended that this SEN policy will form the framework for special needs provision and inclusion within the school and that it will continue to be a practical working document.
It has been developed in collaboration with the Senior Management Team, SEN governors and parents.
All staff will be involved in implementing the requirements of the policy.
The policy will be monitored and reviewed annually to ensure its continued development.
The governors of this school are in full agreement with this policy and will be kept fully informed of any new SEN documentation/initiatives or amendments to the policy.



SEN POLICY DEVELOPMENT PLANS

The SENCO is responsible for producing a detailed Action Plan for SEN every year.

Updated December 2015 Review: December 2016