We hope that you enjoy your visit to our website, and that you find any information you are looking for. Please feel free to contact the school direct with any queries you may have. Thank you for visiting!
Keep up-to-date with what's happening.Swipe content
Special Educational Needs and Disability Policy
Written in line with the revised SEND Code of Practice (September 2014) and LA guidelines
At Spring Meadow Primary school we aim to provide equality of opportunity for all our pupils irrespective of gender, age, cultural background or ability.
Definition of Special Educational Needs
Children have special educational needs if they have a learning difficulty that calls for special educational provision to be made for them.
Children have a learning difficulty if they:
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.
For children of two or over, educational provision is that, which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LA, other than special schools, in the area.
This SEND policy details how Spring Meadow School will do its best to ensure that the necessary provision is made for any pupil who has special educational needs and or disabilities and those needs are made known to all who are likely to teach them. The school will use its best endeavours to ensure that teachers in the school are able to identify and provide for those pupils who have special educational needs and or disabilities. To allow pupils with special educational needs and a or disability to join in the activities of the school together with pupils who do not have special educational needs, so far as is reasonably practical and compatible with the child receiving the special educational provision and the efficient education of the pupils with whom they are educated. This policy supports the aims set out in our SEND Strategy and SEND Information Report.
Principles of Special Educational Needs (SEND)
The SEND policy objectives are:
Parent Partnership Working /Parent Views
Partnership with parents plays a key role in enabling children and young people with
SEND to achieve their potential. The school recognises that parents hold key information and have knowledge and experience to contribute to the shared view of a child’s needs and the best ways of supporting them. All parents of children with special educational needs and or disabilities will be treated as partners and supported to play an active and valued role in their children’s education.
Parent Partnership work and parent views contributions are planned for through the ‘One Planning Process’. This is an approach adopted within Essex following the introduction of the new SEND Code of Practice 2014.
Children and young people with SEND often have a unique knowledge of their own needs. Their views about what sort of help they would like to support them to make the most of their education will be sought. They will be encouraged to participate in all the decision-making processes and contribute to the assessment of their needs, the review and transition processes.
Pupil views are collected through the ‘One Planning’ process and presented with the views of parents as a ‘Pupil One Page Profile’. These are then made available to all those teaching and supporting the pupil.
The ‘Pupil One Page Profile’ is to be reviewed each term at a review meeting and adjustments made as needed.
The SENCo is involved with the pupil SEND reviews of those pupils with more complex needs and for whom an application for an Education Health and Care Plan (EHCP) may be required at a future date and or where other agencies are involved in the pupil’s support. For other pupils on the SEND register the review will take place with the parent and class teacher.
Responsibilities of the SENCo:
a). Produce a detailed annual SEND strategic action plan that can be incorporated into the School’s Development Plan (Action Plan)
b). Through And with the SLT to provide the Governors with the information they need to carry out their monitoring and evaluation role and to be able to report to parents about the success of the SEND policy via the Annual Report to Parents
In order to achieve these aims we must have in place procedures to enable the following to happen. E.g.
Staff are aware of their responsibilities in relation to SEND pupils (inline with the current Teacher Standards guidance)
Concerns and Complaints procedure
In service training
School Development Plan
Arrangements for coordination of SEND provision
Termly reports to the Governing Body.
Annual report to the parents
SEND Strategic development action plan
Monitoring of this policy will form part of the ongoing monitoring of SEND provision. A yearly evaluation and review of practice takes place. It is at this time that the policy is reviewed by the SENCo and any changes or amendments to the policy are made in consultation with the teaching staff. The policy forms part of the review cycle in the Governors’ Curriculum Committee meetings where any changes in policy are shared. The SEND Strategic Development plan highlights areas of future focus
Responsibility for SEND provision
The person responsible for overseeing the overall provision for children with SEND is Mrs Nicky Patrick (Headteacher)
The person co-ordinating the day to day provision of education for pupils with SEND is Mrs E Donegan (SENCo)
The Governor with responsibility for SEND is Mrs Bayley
All teachers are teachers of SEND and therefore responsible for meeting the needs of all individuals through:
Learning Support Assistants
Senior Leadership Team
Governors (SEND Governor provides the lead on these areas for the Governing Body)
In addition to the admission arrangements outlines in the general school policy the following procedure will operate for children with SEND:
Pupils who cause concern to teachers and parents will be identified as soon as possible and placed on the Class Action school monitoring system. A SENCo referral may also be completed during this time. Action at Quality First Teaching Level may be necessary at this stage to support the identified pupil. This alongside a meeting between the parent and teacher and in some cases with the SENCo attending.
The following criteria for identification of a pupil with SEND may be used as appropriate:
Pupils who are working at ‘P’ Scales /National Curriculum Levels significantly below those designated for their Key Stage in literacy and numeracy. Evidence based on school assessment. There is a comprehensive checklist
Pupils who are developmentally delayed and as such are identified as part of the assessment process as they enter the school.
Pupils identified by Outside agencies e.g Speech and Language therapist, Occupational therapist etc.
Pupils requiring greater attention than the majority of their peers in the classroom due to their learning which may be attributed to:
Behavioural difficulties do not necessarily mean that a child or young person has an SEN and should not automatically lead to a pupil being registered as having SEN.
Slow progress and low attainment do not necessarily mean that a child has SEN and should not automatically lead to a pupil being recorded as having SEN.
Persistent disruptive or withdrawn behaviours do not necessarily mean that a child or young person has SEN.
Identifying and assessing SEN for children or young people whose first language is not English requires particular care; difficulties related solely to limitations in English as an additional language are not SEN.
At Spring Meadow we feel that it is crucial that all children with Special Educational Needs and or Disabilities should be identified and assessed as early and as quickly as possible.
The special needs process will involve identification of strengths and needs through:
This will enable children to access the National Curriculum or Foundation Stage Curriculum as early as possible. In order to do this there is an Early Intervention Programme and it involves:
Some pupils may then be discussed with the SENCo and referred for further assessment if necessary.
As a result of this a pupil who is causing concern either to the class teacher or parents/carers or to any other school personnel may be referred to the SEND Coordinator formally via the school SEND concern sheet with evidence to support their concern.
All decisions with regard to whether children are placed on the SEND register and their progress will be decided upon in consultation between the class teacher, the SENCo, the parent(s) or carer(s), the pupil, teaching assistants and any other people who are able to contribute to the process such as educational psychologists and specialist teachers, health professionals.
This will be done in a number of ways through the ‘One Plan’ System:
Parents/carers will be notified each year through the school prospectus that they can have access to their child’s teacher through parents evenings. Class teachers are also available after and in some cases before school to discuss any concerns parents may have about their child. Appointments should be made via the school office. The SENCo will be happy to make appointments and will be available for consultations via the school office. Where the parents/carers feel that they are not happy with the arrangements made for their child they can ask the Head for a special appointment with either the SENCo or the class teacher or both. This will then be arranged at the earliest opportunity. For further details of the concerns and complaints procedure please refer to the Concerns and Complaints Policy.
The school personnel will work closely with all people who contribute to a child’s learning and welfare in order to ensure that the most effective assessment and provision will be secured.
Role of parents. This will be developed through:
This ‘partnership’ will extend to other organisations that are involved both within the Learning Services Directorate of Essex County Council (Educational Psychologists, Specialist teachers) and Outside agencies (Social Services and Child Health Services).
The following criteria will be considered when referring a pupil to either the Specialist Teacher team or the Educational Psychologist:
Links with other agencies.
There is a record of all medical, social and voluntary agencies in the Headteacher's office explaining procedures and reasons for contact. All contacts with other agencies will be made in consultation with parents following discussions between class teachers, the SENCo and the Headteacher. Referral forms can be obtained from the office and returned when completed.
The following is an example of how transition arrangements are already in place:
Opportunities for liaison between Year 6 and Year 7 staff continue to be developed The SENCo from the secondary school now visits to liaise with the SENCo re: year 5 &6 pupils on the SEND register. Other key personnel e.g. Head of year 7, Learning Mentors, Key worker LSAs are invited in during the year to discuss individuals and the support that is in place for them. On occasions staff from the secondary school will observe the work carried out to support these pupils.
Year 6 pupil transition visits also take place during the summer term with extra support for identified pupils with SEND.
The SENCo also supports parents of pupils with complex needs to meet with the SENCo at the Secondary placement, sometimes accompanying them.
Pre school pupils make visits in the term before they start school. School staff carry out home visits in line with the Foundation Stage Induction Policy. School staff visit pre school providers where possible. Where required the SENCo will liaise with pre-school providers concerning the needs of individual children where specific needs have been identified pre- entry
In order to meet the demands of the Code of Practice there is a commitment to the training of all school staff both in attending external courses, INSET provided in school and through a regular link with Special Educational Needs and Psychology Service personnel, with whom issues relating to the day to day management of the process can be discussed and implemented. An appraisal of staff strengths and weaknesses in the area of SEND will be carried out annually through staff performance management procedures.
The SEND Strategic Development Plan links into the School Improvement Plan. This is produced annually.
The LA and other agencies will work in partnership with the school to assess the needs of all SEND pupils and will ensure that the appropriate resources are available to enable pupils to have the greatest possible access to the ‘broad and balanced’ Curriculum and support. Information on this support is available through the ‘Local Offer’ and School Send information report.
Arrangements for the Co-ordination of SEND provision.
The SENCo works with the Head Teacher to oversee the day to day management of SEND provision. There are a number of learning support assistants with a range of skills who work to support SEND children in a variety of ways. The children are identified. The SENCo collates information across year groups and shares this with Headteacher and SLT to identify children to be included in the support and intervention groups. These interventions are then recorded in a the class SEND Provision map
All class teachers have a Class SEND file with up to date information on their children in relation to SEND and SEND reviews.
The SENCo maintains a master duplicate file for each class.
These are written by the SENCO and include information on:
To comment on the Termly Reports and the successes of the SEND policy.
Reviewed: Autumn 2021
Next Review: Autumn 2022