Special Needs Policy

 At Howe Park we are fully committed to meeting the needs of all children, including those pupils with Special Educational Needs.  Howe Park has due regard to the SEN Code of Practice 2001 and the Disability Discrimination Act 2001.

 Definition of Special Educational Needs

The 2001 SEN Code of Practice defines Special Educational Needs 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:

a)    have significantly greater difficulty in learning than the majority of children of the same age; or

b)   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.

c)    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.

Special educational provision means- provision which is additional to or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LEA, other than special schools in the area.

(312, Education Act 1996)

Howe Park School recognises that there are gifted and talented children who also have a right to have their individual needs met.  A separate policy on gifted and talented children addresses this further.

Principles and Values 

In providing for those pupils defined as having Special Educational Needs (SEN) at Howe Park we aim to-

• Ensure that all pupils are valued equally

• Ensure that all pupils make progress

• Ensure that all pupils’ needs are met

• Ensure that all pupils have access to a broad and balanced Curriculum

• Ensure that Special Educational Needs are identified and assessed as early as possible

• Work proactively with the Local Education Authority, the advisory services and other outside agencies, including Social Services, parent support groups, psychologists and medical services, in identifying and meeting the needs of the children with Special Educational Needs.

• Maintain and develop a range of expertise in the school

• Monitor, review and evaluate the SEN policy and provision annually.

• Work in close partnership with parents/carers and children.

• Be committed to the long term involvement of children in their own learning programme.

Partnership

At Howe Park, we believe that to successfully meet the needs of children with SEN, requires strong partnership between all those involved- parents/carers, the LEA, children, staff and other agencies.  We realise the importance of a clear understanding of roles and responsibilities, including clarity of information and good communication.

Partnership with pupils

All pupils need to be a part of the SEN process, to know they are listened to and that their views are valued.  Where appropriate children should be enabled to and encouraged to participate in all decision-making processes that occur in education including:

• Setting learning targets and contributing to IEPs

• Contributing to the assessment of their needs

• Contributing to the annual review

Partnership with Parents/Carers

When a child is in care, the carers have the same rights and responsibilities as parents.

At Howe Park we value and accept the positive role and contribution parents/carers can make.  We make every effort to work in full co-operation with parents, recognising and respecting their roles and responsibilities.   Parents are encouraged to work with the school and other professionals to ensure that their child’s needs are identified properly and met as early as possible.  In order that parents play an active part in their child’s development, the school endeavours to provide relevant information so they can reinforce learning in the home.

Both parents and teachers can request meetings to speak to each other about pupil progress.  Parents are encouraged to speak to teachers about any concerns they have and appointments can be made at a mutually convenient time.

Parents evenings are held once a term and written reports to parents about pupil progress are annual.

At Howe Park we endeavour to support parents so that they are able to:

• Recognise and fulfil their responsibilities as parents and play an active and valued role in their child’s education

• Have knowledge of their child’s entitlement within the SEN framework

• Understand procedures and documentation

• Make their views known about how their child is educated

• Have access to information, advice and support during assessment and any related decision-making process about special educational provision.

Where necessary parents can seek help, advice and information from the LEA and other advisor services.

The school informs the parents when special educational needs are first identified.  Regular meetings will follow to discuss pupil progress and how the child’s needs are being met.  Parents will be encouraged from the outset and throughout their child’s educational time at Howe Park to be involved.

We recognise the difficulties parents can face when their child is identified as having special educational needs and we aim to provide support and understanding for the parent at this time.

Parents are informed of the Special Educational Needs Policy implementation and any changes to the policy in the Annual Report.  This policy is available to parents on request.

Roles and Responsibilities

Provision of pupils with SEN is a matter for the school as a whole.  In addition to the Governing Body, Head Teacher and SENCO, all members of staff have important responsibilities.

The Governing Body

The Governing Body, with the Head Teacher and staff at Howe Park has agreed the procedures for meeting the needs of those pupils with Special Educational Needs, with or without a Statement.  The Governors determine the staffing and funding arrangements and generally oversee the school provision and work.

The Governing Body as a whole and in particular the named SEN Governor m onitors the schools work closely on behalf of the children with SEN.  The Governing Body reports annually to parents on the schools policy on SEN.

The Governing Body of Howe Park aims to follow the guidelines as laid down in the Education Act 1966 and included in the Code of Practice 2001 in order to:

• Do its best to ensure that the provision is made for any pupil who has SEN

• Ensure that where the head teacher or the appropriate governor has been informed by the LEA that a pupil has special educational needs, those needs are made known to all who are likely to teach them

• Ensure that teachers in the school are aware of the importance of identifying, and providing for, those pupils who have special educational needs

• Consult the LEA and governing bodies of other schools, when it seems to be desirable in the interests of co-ordinated special educational provision in the area as a whole

• Ensure that a pupil with SEN joins in the activities of the school together with pupils who do not have special educational needs, so far as is reasonably practical.

• Report to parents on the implementation of the school’s policy for pupils with special educational needs

• Have regard to the Code of Practice when carrying out its duties towards all pupils with SEN

• Ensure that parents are notified of a decision by the school that SEN provision is being made for their child

• Liaise with the SENCO on a regular basis for briefing meetings, about the work in school

Head Teacher

The Head Teacher has responsibility for the day to day management of all aspect of the school’s work, including provision for children with Special Educational Needs.  The Head Teacher will keep the Governing Body fully informed on SEN issues.  The Head Teacher will work closely with Kathy Warne (the SEN co-ordinator) and where necessary, will liaise closely with outside agencies and parents.

SENCO

The SEN co-ordinator, with the Head Teacher, play a key role in determining the strategic development of the SEN policy and provision in the school in order to raise the achievement of children with SEN.

The SENCO takes day to day responsibility for the operation of the SEN policy and co-ordinates the provision for individual children, working closely with staff, parents, carers and other agencies.  The SENCO provides relevant professional guidance to colleagues with the aim of securing high quality teaching and learning for the children with SEN.

Through analysis and assessment of children’s needs, by monitoring the quality of teaching and standards of pupils’ achievements and by setting targets, the SENCO develops effective ways of overcoming barriers to learning and helps develop sustained effective teaching.

The SENCO collaborates with Curriculum Co-ordinators so that the learning for all children is given equal priority.

At Howe Park School the principle responsibilities for the SENCO include-

• Overseeing the day to day operation of the SEN Policy

• Co-ordinating provision

• Liaising with, and advising teachers

• Managing specific learning assistants

• Overseeing the records of all children with SEN

• The administration of reviews, IEPs and the SEN register

• Liaising with parents of children with SEN

• Contributing to the in-service training of staff

• Liaising with external agencies, including the LEA/other Advisory Bodies

• Attending the West Flank Liaison group meetings in order to address cross-phase issues and develop common practices throughout the local area

• Liaising with the SENCO Governor on a regular basis

• Buying resources that match the needs of specific children

At Howe Park we acknowledge the importance of this role and half a day a week will be allocated to the SENCO for administration and monitoring.

All teaching and Support Staff

All staff should be involved in the development of the school’s SEN policy and be fully aware of the procedures for identifying, assessing and making provision for pupils with SEN.

Class teachers are fully involved in providing for the needs of the children in their care in the Pre-SEN, Early Years Action, Early Years Action Plus, School Action and School Action Plus Categories, in writing IEPs and the collection of additional information for the SENCO and other agencies.

Class teachers are responsible for setting suitable learning challenges, responding to pupils’ diverse needs, for overcoming potential barriers to learning and for monitoring progress.

Special learning support assistants employed to support a child with special needs have appropriate responsibility for the child’s specific needs during their time with that child.  The support worker is responsible for implementing the plan agreed by the class teacher and SENCO.  Monitoring records must be updated by the LSA after sessions with the child.  It is the class teacher’s responsibility to ensure that the monitoring sheets are filled in, to read and evaluate them and alter the learning plans accordingly.  This SENCO will liaise with the class teacher and LSA on planning, pupil response and progress.

Early Identification

At Howe Park we believe that children are entitled to have their needs identified, assessed and addressed at the earliest possible stage.  We are aware however, that children in the Early Years Unit are very young and come to school with very different experiences.  Children must be given time to settle into their new environment and become used to the routines and expectations of school life.  During the first term many of the teacher’s initial concerns about a child may be resolved as they become used to the school situation.  This procedure is also followed when children transfer from another school where no SEN have been identified and concern is expressed by the new class teacher at Howe Park.  This allows for the settling in period, previously explained, before further action is taken.

However if the child is experiencing considerable difficulties immediate action may be taken to place the child at the appropriate stage.

The admission of all pupils To Howe Park School is in line with the school admission policy, outlined in the Parents information booklet.

Sometimes the school is aware that the child has Special Educational Needs before they enter school, every effort will be made to liaise with the early educational setting, other agencies and the parents to enable the school to develop an IEP and provide additional support if necessary and practicable.

If a child is identified as having a Special Educational Need, the school will endeavour to:

• Use information from the child’s previous educational experience to provide starting points for the development of an appropriate Curriculum for the child

• Identify and focus attention on the child’s skills and highlight areas for early action to support the child within the class

• Provide learning situations that support the child’s needs, either in a large group, small group or on an individual basis

• Use Curriculum and assessment procedures to allow the child to show what they know, understand and can do, as well as to identify any learning difficulties

• Ensure that ongoing observation and assessment provide regular feedback to teachers and parents about the child’s achievements and experiences and that these form the basis for planning the next stages of learning

• Involve parents in developing and implementing a joint approach at home and in school

Howe Park School is open and responsive to expressions of concern by parents and takes account of any information that parents provide about the child.

Record Keeping

At Howe Park we acknowledge the importance of keeping records to meet the needs of individual pupils.  The following procedures are followed:

• Class teachers have responsibility for keeping records of concerns, intervention and progress of the class

• The SENCO is responsible for ensuring that comprehensive records are kept properly and are available as needed

• If the school refers a child for statutory assessment to the LEA, a record of the child’s work, including the resources or special arrangements already used are made available.

• Howe Park uses the Milton Keynes West Flank agreed format for Early Years Action, Early Years Action plus, School Action and School Action Plus forms

• On transfer to another educational establishment, the school provides full pupil records to the receiving school.  Such records include all the information held by the SENCO, including IEPs (where appropriate)

• Copies should be kept in school for future reference in the SEN file

• A record of the child’s progress and behaviour is kept in the teacher’s assessment file.

Monitoring Children’s Progress

At Howe Park the progress of all pupils is monitored throughout the school by the class teacher, who will keep records and provide differentiated work, if appropriate.  Where the teacher is concerned about a child’s progress, the following procedures should be followed

Pre-SEN Category: Teacher Concerns

In order to meet the needs of individual children and gain additional support from other agencies, it is necessary for the class teacher to monitor the progress of the pupil closely in the first instance, before providing a range of intervention strategies and support to meet the needs of the child.

The concerns will be logged on the agreed form (see appendix 1-on pink paper or on computer disc) and a copy given to the SEN co-ordinator.

The child’s parents should be kept informed of the teacher’s concerns and be encouraged to contribute their knowledge and understanding of the child and raise any concerns they may have.

Detailed records of observations, knowledge of a child’s strengths and weaknesses, intervention strategies used for those specific children and concerns expressed must be maintained.  These strategies should run for a reasonable length of time.

Using this evidence, the class teacher might come to feel that the strategies in use are not resulting in the child learning as effectively as possible.  In these circumstances, the SENCO should be consulted.

The starting point will be a review of the strategies used and the way these might be developed.  This review might lead to the conclusion that the child is making satisfactory progress and therefore will continue to be monitored at this level.   However it might be decided at this point that the pupil requires help over and above that which is normally available within the class.  Consideration should then be given to helping the pupil through Early Years Action(for foundation stage children) or School Action (for year one plus stage).

At this point the child will be placed on the School’s Special Educational Needs Register.  The school has a duty to inform the child’s parents that special educational provision is being sought for the child because the child might have SEN.   The relevant form (See appendix 1-on blue form) will be filled in as part of the monitoring and record keeping.

Progress

The principle test for the need for action is evidence that the current rates of progress are inadequate, it is necessary to take some additional, or different, action to help the pupil learn more effectively.  Whatever the level of pupils’ difficulties the main test of how far their learning needs are being met is whether they are making adequate progress.

Adequate progress can be defined in a number of ways, it might, for instance be progress that:

• Closes the attainment gap between the child and the peer group

• Prevents the attainment gap growing wider

• Is similar to that of peers starting from the same baseline, but less than that of the majority of the peer group

• Matches, or betters, the child’s previous progress

• Demonstrates an improvement in self-help, social or personal skills

• Demonstrates an improvement in the child’s behaviour

Early Years Action or School Action

When a class teacher or the SENCO identifies a child with SEN, the class teacher should provide interventions that are additional to, or different from, those provided as part of the school’s unusual differentiated curriculum.

Code of Practice Triggers for Early Years Action or School Action

The triggers for intervention through School Action could be the teacher’s or others’ concerns.  This must be underpinned by evidence about a child who, despite receiving differentiated learning opportunities:

• Makes little or no progress even though the teaching approaches are targeted to areas of weakness

• Continues working at levels significantly below those expected for children of a similar age in certain areas

• Shows signs of difficulty in developing literacy and mathematical skills, which result in poor attainment in some curriculum areas

• Presents persistent, emotional or behavioural difficulties that are not ameliorated by the school’s behaviour management techniques

• Has sensory or physical problems and continues to make little or no progress despite the provision of specialist equipment

• Has communication and/or interaction difficulties and continues to make little  or no progress despite the provision of a differentiated curriculum

If a child’s class teacher, in consultation with the parents concludes the child might need further support to make progress:

• The teacher should seek help from the SENCO

• The teacher, together with the SENCO, considers the reasons for concern, referring to any information already in school

• Additional information is sought from parents

• The school liaises with other agencies if they are involved with the child

The SENCO should take the lead in:

• assessing further the strengths and weaknesses of the child
• planning future support for the child in discussion with colleagues
• monitoring and reviewing the action taken

The child’s class teacher should remain responsible:

• for working with the child on a daily basis
• planning and delivering and Individual Educational Plan (IEP) after consultation  with the SENCO

• Parents are always consulted and kept informed of the action taken to help the child, and the outcome of this action

• The information collected about the child and details of extra help given should be incorporated in the child’s records

Nature on Intervention

It is Howe Park School’s responsibility at this stage to provide any support

The SENCO and the class teacher should decide on the action needed to help the child to make progress, consulting with the Head Teacher if extra resources are required.

Intervention strategies should include:

• Deployment of staff to enable one-to-one tuition (Depending on financial resources and staff availability)

• Provision of different learning materials or special equipment

• Staff development and training

• SENCO time spent on devising the nature of planned intervention

• One-off or occasional advice from the LEA/other Advisory Body support services 

Individual Education Plan

All children on the Register at the Early Years Action or School Action stage are entitled to an Individual Education Plan (IEP).  At Howe Park we are using the computer programme IEP writer.  For some children the Pupil Friendly IEPs may be more appropriate.  (See appendix 2- colours vary depending on the stage of assessment- Blue for School Action and green for School Action Plus).

It is the responsibility of the child’s class teacher to draw up and review the plan, the SENCO must have been informed and consulted at this stage.

Strategies employed to enable the child to make progress should include information about the short-term targets set for the child, the teaching strategies to be used, the provision to be put in place, the review date, success and/or exit criteria and outcomes.  (Recorded at the review).

The IEP should only record what is different from, or additional to, the differentiated Curriculum.  It should focus on three or four targets that match the child’s needs.  These targets should be measurable so it can be clearly judged if the child has met them or not.

IEP Review

IEPs should be reviewed when necessary, depending on specific children and their needs, however a review meeting should be at least termly.  The review meeting should be arranged by the class teacher.  Parents are invited to the review meeting and their views on the child’s progress sought.

Early Years Action Plus or School Action Plus Category

Early Years Action Plus or School Action Plus is the nest stage in the SEN support and assessment process, when external services become involved.  The school or parents approach specialist consultants.  These consultants usually see the child in school, if that is practicable, so that they can give advice to teachers on new IEPs with fresh targets and accompanying strategies.  The support could include assessment and writing reports or advice as well.  The kinds of advice and support vary according to the needs of the child.

Code of Practice Triggers for Early Years Action Plus or School Action Plus

The triggers for Early Years Action Plus or School Action Plus could be that, despite receiving an individual programme and/or concentrated support under School Action, the child:

• Continues to make little or no progress in specific areas over a long period

• Continues working at National Curriculum levels substantially below that expected of children of a similar age

• Continues to have difficulty in developing literacy and mathematical skills

• Have emotional or behavioural difficulties that interfere, substantially and regularly, with the child’s own learning, or that of the class group, despite having an Individual Behavioural Management Programme

• Has sensory or physical needs and requires specialist equipment or regular advice or visits by a specialist service

• Has continuing communication or interaction difficulties that have impeded the development of social relationships and caused substantial barriers to learning

External Support Services Intervention

Where the school seeks help from external support agencies, the parents must be informed about this decision.   At this stage the following points are taken into account

• The support agencies need to see the child’s records to establish which strategies have been employed and which targets have been set and achieved.

• The support agencies can advise on new and appropriate targets for the child’s IEP and accompanying strategies to achieve them.

• The targets set might require specialist assessment arrangements to gage progress.  If so, outside specialists, for example, Educational Psychologists could be required for this.

• The SENCO, class teacher, Literacy and Numeracy Co-ordinators and the external specialists consider a range of teaching approaches, appropriate equipment, and teaching materials, including ICT.

• The external specialists might act in an advisory capacity, assess the child or teach the child.

• In some instances improved management, based on advice from health professionals, might reduce the child’s Special Educational Need considerably.

• The IEP will be drawn up by the SENCO and the Class Teacher with the help of the external specialist.

• The strategies specified the IEP should be implemented as far as possible in the classroom setting.

• The delivery of the interventions drawn up in the IEP are still the responsibility of the class teacher.

• If the SENCO and the external specialist consider that the information gathered about the child is insufficient, and that more detailed advice should be obtained from other outside professionals, then the consent of the parents is sought

The SENCO should note in the child’s records:

• what further advice is being sought
• the support to be provided for the child pending receipt of the advice.

Statutory Assessment Category

The Special Educational Needs of the majority of the children at Howe Park should be met effectively through Early Years Action, Early Years Action Plus, School Action and School Action Plus stages.  However, in a small number of cases, where the child remains a significant cause for concern after intervention in Early Years Action Plus or School Action Plus, the school will ask the LEA for a statutory Assessment.

Statutory assessment constitutes consideration by the LEA working co-operatively with parents, the child’s school and as appropriate, other agencies, to decide whether a Statutory Assessment of the child’s educational needs is necessary.  If so, the assessment is conducted in close collaboration with the parents, school and other agencies.  The school is aware that Statutory Assessment does not always lead to a statement.

The LEA seeks evidence from the school that strategies and programmes implemented over a period of time have been unsuccessful.  They need information on the child’s Educational Needs and the action taken to deal with these needs.

Evidence needed for Statutory Assessment

Howe Park School should provide:

• The school’s action through Early Years Action, Early Years Action Plus, School Action and School Action Plus

• Individual educational plans for the pupil

• Record of regular review and their outcomes

• The pupil’s health, including medical history where relevant

• National Curriculum levels

• Evidence of progress over time

• Attainments in literacy and mathematics

• Educational and other assessments, for example from advisory experts

• The views of the parent (and child where relevant)

• Evidence of the involvement of other professionals

• Any involvement of Social Services or Welfare Service.

The description of the child’s learning difficulty and progress with information about the specialist provision made, forms the basis on which the LEA can consider whether a Statutory Assessment is necessary.

In the meantime, whilst this is going on the child should be supported through the Early Years Action Plus or School Action Plus stage.

Immediate Referrals

Within the code of practice, provision has been made for immediate referrals for those children who demonstrate such significant difficulties that the school considers it impossible or inappropriate to carry out in full the chosen assessment procedures. If this is the case then immediate referrals to the LEA are made as the need arises.

Statements

When the LEA or other advisory body if appropriate, has completed its assessment of a child, it will decide whether to issue a Statement.  A Statement should specify clearly the provision necessary to meet the needs of the child.

Howe Park School endeavours to provide education in line with the statement recommendations, including appropriate facilities and equipment, staffing arrangements and Curriculum, any modifications to the application of the National Curriculum and any appropriate exclusions from the application of the National Curriculum and changes needed to maintain a broad and balanced curriculum.

All children with a statement should have short-term targets set out in an IEP.  At Howe Park, IEPs for pupils with Statements are prepared by the SENCO and the Class Teacher, with support from the outside agencies.

Where the LEA declines to provide a statement the school can request a reassessment after six months.  Parents, too have a right of appeal and may take their case to the SEN tribunal.

Annual Reviews

All statements must be reviewed at least annually, when parents, the LEA/other Advisory Body, the school and other professionals involved, consider the progress the pupil has made over the previous twelve months and whether any amendments need to be made to the Special Educational Provision.

The timing of the review should reflect the circumstances of the child, for example, if transferring to a new school.

The purposes of the review are:

• To assess the child’s progress towards meeting the objectives specified in the Statement.

• In the case of the first annual review, to assess the child’s progress towards the targets in the IEP.

• To review the special provision made for the child.

• To consider the appropriateness of the Statement in the light of the child’s performance.

• To consider if the Statement is to be maintained

Annual Review Procedures

At Howe Park School, the Head Teacher has delegated responsibility for the administration of Annual Reviews to the SENCO.  The Head Teacher assists with reviews where appropriate.

• The LEA/other Advisory Body notifies the school at the start of term with a list of those pupils who will require an annual review that term.

• The SENCO and Head Teacher should provide the LEA/other Advisory Body with a report following each annual review.

The SENCO and Head Teacher seeks written advice from:

• the child’s parents
• anyone specified by the authority
• anyone else that the school considers appropriate.

The Head Teacher circulates a copy of all advice received to those invited to the meeting, at least two weeks in advice.

The school’s advice should contain commentary on:

• the child’s progress towards meeting the objectives in the Statement
• progress towards short-term targets
• the application of the National Curriculum
• the progress in behaviour and attitude towards learning
• the continued appropriateness of the Statement.

Annual Review Meeting

The review meeting will normally be arranged in the school and should be chaired by the Head Teacher.

The Head Teacher will convene the meeting, inviting the child’s parents/carers (Parents should be encouraged to attend and contribute their views), a relevant teacher, the SENCO, a representative of the LEA, any person whom the LEA, Head Teacher or SENCO considers appropriate.

Agenda items should consider

• Whether the Statement remain

• Whether any amendments are required

• Whether the LEA/other Advisory Body maintain the Statement, or if the LEA/other Advisory Body should be recommended to cease the Statement and the child’s needs be met at Early Years Action Plus or School Action Plus?

• Any new targets to meet the objectives set out in the Statement

• Whether any additions or amendments should be made to an existing transition plan.

After the annual review, the Head Teacher should prepare a report and submit it to the LEA/other Advisory Body no later than ten school days after the review of the end of the school term, whichever is the earlier.

Transfer to Junior School

When organising the annual reviews, Howe Park School will consider the following points before the child’s transfer to junior school:

• The move to the next school will be considered in the annual review when the child is in year two.

• In most cases, it is possible in the year two review to give clear recommendations on the type of provision the child will require at the  junior school stage.

• Parents will be encouraged to visit the possible choices of junior school to experience the choices on offer to them.

• The child’s place at junior school should be secured as soon as is possible.

• It is important for placements to be finalised as early as possible in order for arrangements to be made

• The SENCO of the receiving school will be invited to the final review.

Further advice on the annual review process can be found in the Code of Practice and the SEN Toolkit.

Resources

Funding for SEN is received through the LEA budget and from standards fund.  The separate budget allocated for those pupils with Statements is used to provide teaching, specialist support assistants and materials for the individual children.  Funding for administration, teaching support, other agencies and materials, is provided by the special needs element of the school budget share.  The standards Fund Special Needs element is spent on staffing and resources, SEN funding is reviewed annually and reported to parents in the Governor’s Report.

The Special Needs co-ordinator maintains detailed records of all pupils on the Special Needs Register.  All teaching staff have a copy on the SEN policy in their staff handbook.  They will also have copies of the SEN register and copies of IEPs for children in their care.  This information should be accessible to all support workers and supply staff.

A teachers resource file is available.  It contains information relating to the nature of various types of Special Educational Needs, the symptoms expressed and strategies for providing for the need. There will also be are also contact numbers and addresses for the support services, so the work on SEN can continue in the absence of the SENCO.

The school building is currently accessible for disabled pupils

The school building has a duty to prepare an Accessibility Plan for disabled pupils in order to :

• Increase the extent to which disabled pupils can participate in the Curriculum

• Increase the physical accessibility of school premises for disabled pupils

• Improve the delivery to disabled pupils of information provided in writing for pupils who are not disabled

This Accessibility plan will be reviewed and included in the Governor’s report.

Evaluation

 This policy will be the subject of continuous review by the Head Teacher, SENCO, SEN Governor, teaching and non-teaching staff.  It will be an agenda item on the full Governing Body meeting in the Summer term.

The following criteria are to be used in assessing the effectiveness of this policy-

• The school is meeting statutory requirements

• All staff know and understand the policy

• Detailed records are begin kept of the stages of assessment and the SEN file is up to date and accurate

• The policy is reviewed regularly by the staff and Governors

• Governors have an understanding of the SEN issues in the school and monitors provision in school

• School procedures are being adhered to and strategies for monitoring pupil progress are in place

• Teaching strategies are responsive to the needs of all children with the SEN allowing equal access to the whole curriculum

• ·Parents are fully aware of the actions taken by the school and of their role in supporting their child with SEN.  There is an absence of complaints and appeals

• Appropriate resources are available and used to support the needs of those on the SEN register

• Pupils with SEN are well integrated within the school community

• Pupils with SEN are making progress

• Pupils with SEN have good self esteem and confidence

• Pupils with SEN are valued as members of the community and their achievements praised and recorded

Complaints Procedures

In the first instance, parents’ complaints about the provision or organisation of SEN are dealt with through the procedures outlined in the Whole-School Complaints Policy.

If there continues to be a disagreement with regard to the SEN provision, the LEA should make arrangements that include the appointment of independent persons, with a view to avoiding or resolving disagreements between the parents and the school.  Parents have a right to appeal to a SEN tribunal at any stage.

More details on this can be found in the Code of Practice 2001.