Special Educational Needs and Disabilities (SEN) Policy
Name of School: Ridgeway High SchoolDate of Policy: July 2014Date for review: July 2015Person responsible: Miss S Pelter (SENCo)
Ridgeway High School is an all-ability mixed school for students aged 11 to 16. At Ridgeway High School, we recognise our responsibility for ensuring all students with special needs, including all forms of disability, achieve their full potential.
Ridgeway High School supports an ethos of entitlement for all students. However, in very exceptional circumstances, guidance is followed to ensure flexibility in meeting individual needs, for example through literacy/numeracy interventions, alternative provision, vocational courses or reduced curriculum.
Teachers at Ridgeway High School teach all students, including those with SEN and disabilities, and are responsible and accountable for the progress and development of all students in their classes. As such, all staff understand that high-quality teaching, differentiated for individual students, is essential in meeting the needs of all students and that their teaching will be regularly reviewed through performance management.
SPECIAL EDUCATIONAL NEEDS & DISABILITIES
SPECIAL EDUCATIONAL NEEDS (SEN)The SEND Code of Practice: 0-25 (June 2014) states:
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she:• has a significantly greater difficulty in learning than the majority of others of the same age, or• has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 provision (Introduction, paras. xiii and xiv)DISABLED CHILDREN AND YOUNG PEOPLEThe SEND Code of Practice: 0-25 (June 2014) states:
Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is “… a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities”. This definition provides a relatively low threshold and includes more children than many realise: “long-term” is defined as a year or more and “substantial” is defined as “more than minor or trivial”.
This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Where a disabled child or young person requires special educational provision they will also be covered by the SEN definition.
(Introduction, para. xviii)
The Equality Act 2010 sets out the legal obligations that must be met by education providers and local authorities. Further information can be found in the school’s “Equal Opportunities” policy.
This policy complies with the statutory requirement laid out in the SEND Code of Practice: 0 – 25 (June 2014) and has been written with reference to the following guidance and documents:
• Equality Act 2010: advice for schools DfE (Feb 2013)• SEND Code of Practice: 0 – 25 (June 2014)• Schools SEN Information Report Regulations (2014) • Statutory Guidance on Supporting students at school with medical conditions (April 2014)• Data Protection Act (1998)• Admissions Policy• Accessibility Plan• Anti-bullying Policy• Concerns and Complaints Policy• Safeguarding Policy• Supporting Students at School with Medical Conditions Policy• Teachers Standards 2012
This policy is a DRAFT, written by the school’s SENCO in liaison with the SLT. The policy will be revised in consultation with the SEN Governor, school staff, students with SEND and their parents or carers in the autumn term 2014 before it is finalised. This will ensure that all stakeholders are involved in the production of the policy, in keeping with the spirit of the current SEND reforms which place a greater emphasis on the views of students with SEND and their parents.
SECTION 1: Aims and Objectives
AIMAt Ridgeway High School we are committed to raising the aspirations of and expectations for all students with SEND and providing them with the support they need to fulfil their academic potential, achieve their aspirations, become confident young people and make a successful transition into the next stage of their lives.
OBJECTIVES• To establish clear procedures for identifying a student’s special educational needs through liaison with primary schools and the effective use of assessment data and diagnostic tools • To provide a flexible but systematic approach to meeting the needs of students who have special educational needs and disabilities• To work within the guidance provide in the SEND Code of Practice: 0-25 (June 2014)• To raise awareness of the wide range of special educational needs and disabilities via whole school training, student profiles and support plans• To operate a whole school approach to the management and provision of support for special educational needs• To provide a Special Educational Needs Co-ordinator (SENCO) who will coordinate the school’s approach to SEND provision and oversee the day-to-day operation of the Learning Support department• To provide support and advice for all staff working with special educational needs students and encourage the sharing of good practice.
SECTION 2: Roles and ResponsibilitiesThe Governing BodyThe Governing Body has identified a governor who will oversee the provision for students with SEND and keep the full governing body informed of how the school is meeting the statutory requirements. At Ridgeway High School, this role is undertaken by Mrs Jacqui Kearney (Vice Chair).
The Governing Body are responsible for:• having regard to the SEND Code of Practice, overseeing the implementation of reforms and providing strategic support to the head teacher;• publishing information on the school’s website about the implementation of the school’s policy for students with SEN (SEN Information Report);• ensuring that there is a qualified teacher designated as SENCO;• cooperating generally with the local authority, including in developing the local offer and when the school is being named in an Education Health and Care (EHC) Plan;• ensuring that arrangements are in place to support students at school with medical conditions;• publishing information about the arrangements for the admission of disabled children, the steps taken to prevent disabled children being treated less favourably than others, the facilities provided to assist access of disabled children, and their accessibility plans.
The HeadteacherThe Headteacher, Mr Tony Taylor, has overall responsibility for the educational provision of all students at Ridgeway High School, including the special provision made for students with SEND.
The Headteacher is responsible for:• ensuring the implementation of SEND reforms;• involving the SENCO in strategic decisions about SEN;• ensuring the wider school community understands the implications of SEND reforms for whole school improvement (from governors to classroom teachers and teaching assistants);• putting in place arrangements to ensure parents are regularly engaged in discussions about the progress of their child (at least three times a year);• ensuring a process is in place for involving parents and young people in reviewing provision and planning for those identified as having special educational needs;• developing relationships with post-16 providers and ensuring support for students with SEN with their transition to post 16 education.
The SENCOMs S Pelter is the school’s SENCO and is responsible for co-ordinating the provision of support for students with special educational needs and disabilities. Miss Pelter is newly appointed to this role and has not yet completed the National Award for SENCOs. (This award must be completed by new SENCOs within 3 years of appointment – Clause 67: Regulation 3a, Children & Families Act, 2014.) She is supported by Ms S Long (former SENCO), who has completed the NASENCo award and is a member of the school’s Senior Leadership Team, and line-managed by Mrs Williams, Deputy Head.
Contact email: email@example.com
The SENCO works with the Senior Leadership Team and the Governing Body to determine the strategic development of the SEND Policy and provision at the school to raise the achievement of students with SEND across the curriculum, ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements and ensure that the school meets its duty under the Children and Families Act (2014) to make arrangements to support students at school with medical conditions.
The SENCO will:• develop SEND policy and procedures that comply with statutory requirements and review their effectiveness regularly• line manage the Deputy SENCO (HLTA) and team of Teaching Assistants (Levels 2 and 3)• promote the importance of the Learning Support department in the school and ensure that its work is high profile and valued by staff, students and parents/carers• contribute to whole-school INSET, ensuring that all staff are aware of policies and procedures, have an overview of the needs of students with SEND so that they are able to plan to meet those needs and are provided with strategies for supporting students with SEND• be actively involved in the induction programme for new staff, Newly Qualified Teachers and trainee teachers to ensure that they are familiar with the SEN procedures of the school and are confident in their ability to meet the needs of students with SEN• advise on the graduated approach to providing SEN support• advise on the deployment of the school’s delegated budget and other resources to meet students’ needs effectively• oversee the KS2/3 and KS4/5 transition for students with SEND by liaising with primary schools and post-16 providers, in conjunction with Pastoral Support Leaders and the Safeguarding and Attendance Officer, to ensure a smooth process for all stakeholders• oversee the identification and assessment of students who may be entitled to special access arrangements for external examinations • monitor the progress of students with SEND and use data to plan effective support.
The SENCO, with the support of the Deputy SENCO, will:• oversee the day-to-day operation of the school’s SEN policy• provide advice and support to subject teachers • liaise with teaching and support staff with regard to the identification and assessment of students with SEN• produce and regularly review the school’s SEN register (including those at a “monitoring” stage) and provide this information to all teaching and support staff by year group and by need• provide all teaching and support staff with provision maps which detail the support available to students with SEND• plan for and coordinate the additional provision for students with SEN and disabilities• oversee the provision of literacy and numeracy support programmes in conjunction with the English and Maths departments• oversee individual and small group interventions (e.g. social skills programmes, anger management support, counselling, specialist teachers)• coordinate the support for students with medical conditions and produce Individual Health Care Plans, where required, in conjunction with health care professionals• contribute to the statutory assessment process for students who meet or may meet the criteria for an Education, Health and Care Plan (EHCP)• coordinate and lead Annual Review meetings for students with a Statement of SEN or an EHCP• ensure that the school keeps accurate and up-to-date records for all students with SEN• liaise with the relevant staff and authorities where a looked after student has SEN• liaise with the parents and carers of students with SEN and disabilities• liaise with educational psychologists, health and social care professionals, the local authority and other external agencies in the best interests of all students with SEN and disabilities• oversee the administration of medicines for students with SEND, keeping accurate and up-to-date records.
Subject TeachersTeachers at Ridgeway High School teach all students, including those with SEN and disabilities, and are responsible and accountable for the progress and development of all students in their classes. All subject teachers will:• be committed to providing high-quality first teaching to all students• secure good behaviour for learning so that teaching and learning is effective• set high expectations for every student, whatever their prior attainment• assess student progress regularly, using appropriate methods of assessment, and set targets which are ambitious (formal assessment will take place at least once per half term)• identify areas of difficulty and plan differentiated lessons to address these difficulties• use assessment to identify students making less than expected progress given their age and individual circumstances (i.e. progress that is significantly slower that than of peers starting from the same baseline, fails to match or better the student’s previous progress, fails to close or widens the attainment gap between the student and peers)• liaise with the SENCO/Deputy SENCO in the identification and assessment of SEN• use information provided by the Learning Support department to plan effectively for and manage the behaviour of students with SEND • implement adjustments, interventions and support outlined in a Student Passport (document outlining strengths, difficulties and support strategies)• provide information to the SENCO for the production and review of plans for students who require SEN Support or those with high needs (who have a Statement of SEN or EHC Plan).
Teaching AssistantsThe school employs 7 teaching assistants with a wealth of expertise and qualifications to support students with SEND.Teaching assistants will:• actively support good behaviour for learning in the classroom• liaise with subject teachers to remove barriers to learning and support progress• ensure curriculum access by adapting resources• ensure access to task e.g sloping board, scribing, laptops etc.• support students learning and check understanding • support the class teacher in differentiation of tasks for identified students• work with individual or groups of students, as directed by the teacher, within the classroom or outside the main teaching area.• encourage independence when appropriate• encourage interaction and cooperation between students• monitor progress of key students or groups of students within a specific task• monitor student responses and encouragement further depth, rigour or thoroughness• support whole-school literacy and numeracy interventions• praise and encourage students • support students with disabilities in moving around the school building, including with emergency evacuation plans.
Senior Designated Teacher with specific Safeguarding responsibility: Ms S Long (Assistant Headteacher)Safeguarding and Attendance Officer: Mrs A HodgsonDesignated Teacher for Looked After Children: Ms S PelterDesignated Teacher for Health & Safety: Mr D Griffiths (Assistant Headteacher)Person responsible for managing support for students with medical needs: Ms S PelterPerson responsible for managing Student Premium funding: Mrs R Edwards
SECTION 3: Identifying Special Educational Needs
The SEND Code of Practice: 0-25 (June 2014) describes 4 broad categories of need:
• Communication and interaction• Cognition and learning• Social, emotional and mental health difficulties• Sensory and/or physical need
Communication and interactionChildren and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives.
Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
Cognition and learningSupport for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
Social, emotional and mental health difficultiesChildren and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
Sensory and/or physical needs some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or rehabilitation support. Children and young people with an MSI have a combination of vision and hearing difficulties.
Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.
These four broad areas give an overview of the range of needs that schools should plan for. The purpose of identification is to work out what action the school needs to take, not to fit a student into a category.
At Ridgeway High School, the identification of SEN is built into the whole school approach to monitoring the progress and development of all students.
In deciding whether special educational provision is required, the school will use all information about a student’s progress and development to develop a good understanding of the student’s areas of strength and difficulty and will agree desired outcomes with the student and parents before determining what support is needed and whether it can be provided by the school or if something different or additional is needed.
The following information will be used in the identification of SEN:
At transition• transition information from primary schools• information provided by parents and carers• information from Year 6 review meetings• Key Stage 2 SATs results
At the start of Year 7 or at the point of transfer into the school• Cognitive Ability Tests – verbal, non-verbal and quantitative ability• NFER reading tests – reading age• Vernon spelling tests – spelling age• teacher observations• TA observations• Pastoral Support Leader observations• SENCO observations
Throughout Key stages 3 and 4• half-termly assessment data• NFER reading tests – reading age• Vernon spelling tests – spelling age• referrals from teaching staff• referrals from support staff• student concerns• parental concerns• specialist assessment from other professionals and external agencies (e.g. Specialist Dyslexia Teacher, SENAAT, School Nurse, health care professionals, Educational Psychologist, CAMHS, ASC Team, Speech and Language Therapy, Occupational Therapy, Physiotherapy, Kilgarth Outreach)• Please noteThe following may have an impact on attainment and progress but ARE NOT special educational needs:
• Disability (The Code of Practice outlines the “reasonable adjustment” duty under current Disability Equality legislation, but a disability alone does not constitute SEN)• Attendance and Punctuality Issues• Health and Welfare Issues• EAL• Being in receipt of Student Premium• Being a Looked After Child• Being a child of Serviceman/womanSECTION 4: A Graduated Approach to SENPlease note: SEN Support has replaced School Action and School Action Plus under the 2014 SEND reforms. All students entered on the SEN Register at SA or SA+ before July 2014 will be reviewed by January 2015 and those who continue to require special educational provision will be recorded as SS (SEN Support).Before adding a student to the SEN Register, we consider what is being done by subject teachers to address the needs of the student.
Before adding a student to the SEN Register, we consider what is being done by subject teachers to address the needs of the student.
The SEND Code of Practice:0-25 (June 2014) states:
Teachers are responsible and accountable for the progress and development of the students in their class, including where students access support from teaching assistants or specialist staff. (6.36)
High quality teaching, differentiated for individual students, is the first step in responding to students who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching. (6.37)
Ridgeway High School regularly and carefully reviews the quality of teaching for all students, including those at risk of underachievement. This includes reviewing and, where necessary, improving, teachers’ understanding of strategies to identify and support vulnerable students and their knowledge of the SEN most frequently encountered.
Students will only be identified as having SEN if their progress is still significantly below expected levels of progress once they have had all the intervention/adjustments available and good quality personalised teaching. Where a student is identified as having SEN, we will endeavour to remove barriers to learning and put effective special education provision in place using the following process:
ASSESSThe SENCO, along with subject teachers and Pastoral Support Leaders, considers all of the information gathered from within the school about the student’s progress and development, comparing it to prior attainment and progress, national data and age-related expectations of progress and development.
For students with higher levels of need, the school draws on more specialised assessments from external agencies and professionals, such as SENAAT, Specialist Dyslexia Teacher, School Nurse, health care professionals, Educational Psychologist, CAMHS, ASC Team, Speech and Language Therapy, Occupational Therapy, Physiotherapy, Kilgarth Outreach. Parents/carers will be involved in any decisions to employ the services of external agencies or other professionals.
Students and parents/carers are consulted and their concerns recorded. The SENCO ascertains what type of support they would like and their expected outcomes.
A clear analysis of the student’s needs is made so that support and intervention can be matched to need and barriers to learning can be overcome.
PLANInterventions for most students placed on the SEN register at SEN Support are plotted on a provision map which is shared with all members of staff.
Parents are formally notified where it is decided to provide a student with additional personalised support and are invited into school to discuss the provision to be made.The SENCO consults with teaching staff, the student and parents to make a plan of adjustments, interventions and support that will be put in place, including support at home. Expected outcomes – that is an impact on progress, development or behaviour – are recorded and a date for review will be agreed.
The SENCO consults with teaching staff, the student and parents to make a plan of adjustments, interventions and support that will be put in place, including support at home. Expected outcomes – that is an impact on progress, development or behaviour – are recorded and a date for review will be agreed.
A Student Passport is produced and issued to all teaching and support staff, parents and students.
DOSubject teachers remain responsible for working with all SEND student on a daily basis and implementing the support outlined in provision maps and Student Passports. In some cases, they are supported by a teaching assistant or specialist teacher. The SENCO supports subject teachers in further assessment of the student’s needs, problem solving and implementing the support outlined in the plan. Parents can contact the SENCO by telephone or email if they require additional support or have any further concerns.
REVIEWSupport and interventions described in Student Passports are reviewed 3 times per year and their impact evaluated. The analysis of needs is reviewed. Parents/carers will be kept informed of the impact of interventions and support so that they can be involved in planning the next steps.Where, despite the school having effectively implemented support and intervention to meet a student’s needs, he/she has not made expected levels of progress, the school or parents will request an Education, Health and Care needs assessment.
Where, despite the school having effectively implemented support and intervention to meet a student’s needs, he/she has not made expected levels of progress, the school or parents will request an Education, Health and Care needs assessment.
In some cases, where progress and/or development are significantly affected by medical conditions or by Social, Emotional and Mental Health Difficulties, alternative provision may be sought in agreement with parents/carers.
EDUCATION, HEALTH AND CARE PLANS (EHC PLANS)
Please note: Education, Health and Care Plans replace Statements of SEN under the 2014 SEND reforms. During the transition period local authorities will transfer children and young people with statements onto the new system. It is anticipated that all students that currently have Statements of SEN will be moved over to EHC Plans by 2018. IEPs will be produced for all students with a Statement of SEN and will be reviewed termly.
The purpose of an EHC plan is to make special educational provision to meet the special educational needs of the child or young person, to secure the best possible outcomes for them across education, health and social care and, as they get older, prepare them for adulthood. To achieve this, local authorities use the information from the assessment to:• establish and record the views, interests and aspirations of the parents and child or young person• provide a full description of the child or young person’s special educational needs and any health and social care needs• establish outcomes across education, health and social care based on the child or young person’s needs and aspirations• specify the provision required and how education, health and care services will work together to meet the child or young person’s needs and support the achievement of the agreed outcomes
SEND Code of Practice: 0-25 (June 2014); para. 9.2
An Education, Health and Care needs assessment can be requested by parents/carers or by the school. An EHC needs assessment will not always lead to an EHC Plan. When an EHC needs assessment is submitted to the Local Authority, the statutory processes and timescales set out in the SEND Code of Practice: 0-25 (June 2014) must be followed.
The school is responsible for:• requesting an EHC needs assessment where it feels the student’s needs cannot be met by the provision available at SEN Support• working with the Local Authority to gather information and provide evidence for an EHC needs assessment• contributing to the process of drawing up an EHC Plan• working with the Local Authority and health and social care professionals to implement provision where an EHC Plan is in place• attending/hosting formal reviews at least annually, providing evidence or progress towards the outcomes set out in the EHC Plan
The Local Authority is responsible for:• assessing each case on an individual basis• ensuring that the child’s parents/carers are fully involved from the start and that their views and those of the child are given due consideration• seeking information from parents and professionals when assessing the need for an EHC Plan• following the statutory processes and timescales set out in the Code of Practice• arranging for the child and his/her parents to be provided with advice and information relevant to the child’s SEN• notifying the child’s parents and all relevant education, health and social care professionals of decisions made relating to the child• giving reasons for its decisions• informing parents/carers of their right of appeal• ensuring that there is effective co-ordination of the assessment and development process for an EHC Plan• ensuring that the provision set out in an EHC Plan is implemented• co-ordinating the annual review process for students with an EHC Plan
PERSONAL BUDGETSA personal budget is an amount of money identified to deliver parts of the provision set out in an EHC plan. Families can request a personal budget as part of the EHC planning process (in drawing up the plan or at Annual Review). The personal budget can include funding from education, health and social care. In school, funding for personal budgets will be for more specialist or individualised provision, additional to that which the school can provide from its SEN notional budget. The local authority must secure a school’s agreement where any provision, bought by the parent/young person using a direct payment, will be provided on the school’s premises.
SECTION 5: Criteria for exiting the SEN registerWhere support and intervention have resulted in a significant closing of the gap in attainment and progress, a student will continue to be monitored for a period at least two terms. If the student continues to make adequate progress in this time, s/he will be removed from the SEN Register.
Parents will be notified in writing. SECTION 6: Supporting students and familiesThe LA Local OfferThe Local Offer will set out what is available for your child in your area if they have special educational needs and/or a disability. The Local Offer will:• Give you information about education and training, health and care services• Give you information about leisure activities and support groups• Hold all the information in one place• Be clear, comprehensive and accessible• Make service provision more responsive to local needs• Be developed and reviewed with service providers and service users.
Wirral LA’s Local Offer can be found at: www.localofferwirral.org
The SEN Information Report Regulation 51, Part 3, section 69(3)(a), Children and Families Act 2014Ridgeway High School’s SEN Information Report can be found at: www.ridgewayhighschool.co.uk
Other agencies to support the family and studentWirral SEND Partnership (WIRED) www.wired.me.uk/Parent-PartnershipWirral SEND Partnership (formally Parent Partnership) is an impartial, independent and confidential service which gives free information, advice and support about matters relating to Special Educational Needs or Disabilities (SEND) and is for parents or carers of children aged 0-15, and young people aged 16-25 with special educational needs and/or disabilities. They offer practical, factual and impartial information, advice and support to enable you to participate fully in decisions about education, health and social care.
The Wirral Family Forum www.wirralfamilyforum.orgParent Carer Forums are representative local groups of parents and carers of children and young people with disabilities who work alongside local authorities, education, health and other service providers to ensure the services they plan, commission, deliver and monitor meet the needs of children and families.
The Wirral Family Forum is Constituted and led by two co-chairs and has a steering group of parents. They are contracted by the Local Authority to deliver co-production across the SEND reforms. The Wirral Family Forum is a member of the National Network for Parent Carer Forums (NNPCF) and receives regular updates as well as meeting frequently with their North West representative.
Admission arrangementsAs a Foundation School the Governing Body is the Admissions Authority and is responsible for decisions on admissions into the school. Students with special educational needs will be admitted to Ridgeway High School in line with the school’s admissions policy, which can be found on the school website (www.ridgewayhighschool.co.uk). The school is aware of the statutory requirements of the Equality Act 2010 and will meet its requirements.
Access arrangements for public examinationsAccess Arrangements are pre-examination adjustments for candidates based on evidence of need and normal way of working. Access Arrangements are in line with JCQ regulations. Access Arrangements allow candidates with special educational needs, disabilities or temporary injuries to access the assessment without changing the demands of the assessment. For example, readers, scribes and Braille question papers. In this way Awarding Bodies will comply with the duty of the Equality Act 2010 to make ‘reasonable adjustments’. (www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration).
At Ridgeway High School, Mrs N Hubbert has responsibility for the assessment of students for access arrangements, supported by the SENCO. The SENCO, Pastoral Support Leaders and teaching staff may refer a student for assessment if they feel there is a need for special arrangements to be made. Parents may also raise concerns with the SENCO or Pastoral Support Leader. Evidence is collected across the curriculum and students are assessed by the SESS (Special Education Support Service). All staff are made aware of the access arrangements granted to individuals and are responsible for ensuring they are followed during classroom-based assessments.
During public examinations, students with special access arrangements are provided with alternative accommodation so that their individual needs can be met.
TransitionThe SENCO works closely with Pastoral Support Leader for Year 7 and Transition (Mrs G Johnson) and the Pastoral Support Leader for KS4 (Mrs N Roberts) to ensure the smooth transition of students with SEND between KS2/3 and KS4/5. Information is shared in the best interests of the child and in agreement with students and parents/carers.
The SENCO (supported by the PSL for Year 7 and Transition) visits each feeder primary school to discuss the individual needs of students with SEND with the class teacher. The SENCO and Deputy SENCO attend an annual Primary SEND Transfer meeting at which student files are passed on, allowing face-to-face discussions with primary SENCOs.
The SENCO is available to speak with parents/carers at all school Open Evenings and Induction Events. In addition, the SENCO can be contacted during school hours on 0151 678 3322 or by email (firstname.lastname@example.org) and is happy to meet with parents/carers prior to their child starting at the school.
The KS4 Academic Mentor and Teaching Assistants, as well as the school’s Connexions Advisor, support the SENCO in liaising with post-16 providers to support the transition of students with SEND. Where students have Education, Health and Care plans, these will be transferred to the student’s post-16 provider.
SECTION 7: Supporting students at school with medical conditions
Ridgeway High School recognises that students at school 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 be disabled and, where this is the case, the school will 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. The SEND Code of Practice: 0-25 (June 2014) and statutory guidance on “Supporting students at school with medical conditions” (April 2014) are followed.
Further information can be found in the school’s “Supporting students at school with medical conditions” policy.
SECTION 8: Monitoring and evaluation of SENDThe progress of students with SEND is monitored in the following ways:
• Ability to access to National Curriculum programmes of study• Use of standardised tests to measure improvement in literacy and numeracy skills in relation to their baseline ability• Regular assessments using National Curriculum levels and GCSE grades to track progress• Monitoring by subject teachers, teaching assistants and Pastoral Support Leaders• Half-termly analysis of reporting data by Heads of Department, Assistant Head Achievement and SENCO • Reviewing progress towards target grades with mentors• SENCO reviews of IEPs/Student Passports 3 times per year
The evaluation process takes account of the effectiveness of the school’s SEND policy and procedures in the following areas: • All student’ SEN are identified at the earliest possible time• The needs of students with SEN are accurately identified, through use of appropriate methods of assessment, including standardised tests, primary transfer documents, National Curriculum levels, CAT scores and progress made in relation to their peers• Adequate provision is made for students with SEN in the following ways: access for all to the National Curriculum programmes of study access to the support and resources of the school’s Learning Support Department and appropriate, effective and flexible support is provided for students with SEN good home/school links are established by the Learning Support Department the SENCO works closely with all subject teachers, teaching assistants, progress mentors and Pastoral Support Leaders in developing appropriate strategies for students with SEND• The attainment gap between students with SEND and those without is narrowing
SECTION 9: Training and resources
Staff DevelopmentRidgeway High School is committed to providing all staff with opportunities for CPD and sharing good practice.
The purpose of staff development for SEND is:• to demonstrate that ALL teachers are responsible for teaching students with Special Educational Needs and Disabilities.• to assist subject specialists in the implementation of support and intervention• to confirm and share good practice• to establish flexible and effective systems of support for students with SEN• to continue to consider alternative teaching and learning styles• to evaluate SEND provision• to actively keep abreast of local and nationally led initiatives
The SENCO contributes to staff development by providing whole-school INSET, ensuring that all staff are aware of policies and procedures, have an overview of the needs of students with SEND so that they are able to plan to meet those needs, and are provided with strategies for supporting students with SEND.
Training is provided for all new staff, Newly Qualified Teachers and trainee teachers on taking up a post at the school to ensure they understand the school’s policies and procedures regarding students with SEND and feel confident to plan to meet the needs of students with SEND.
Learning Support staff and teaching staff attend INSET, conferences and courses to update their knowledge and expertise in SEND procedures and improve their teaching and support of students with SEND.
The school’s SENCO and Deputy SENCO regularly attend the LAs SENCO network meetings in order to keep up to date with local and national updates in SEND. The school holds NASEN (National Association of Special Educational Needs) membership and receives regular updates on initiatives, resources and examples of good practice.
The Governor with responsibility for SEND (Mrs J Kearney) ensures that the Governing Body are kept fully up-to-date with their statutory responsibilities by attending training and receiving regular updates from the Headteacher and SENCO.
Financial ResourcesThe Governing Body ensures that resources are allocated to support appropriate provision for all students requiring support.
The Learning Support Department has a delegated budget each academic year. All school departments are provided with sufficient funds to allow a proportion of their budgets to be spent on students with SEND.
The DfE expect schools to meet the first £10,000. The school is flexible in its approach to the use of the notional SEN budget to ensure that needs can be addressed on an individual basis.
The current system, the Place Plus Approach, has been in place since April 2013.
There are 3 elements of funding:Element 1: Core funding – basic student element of funding provided for all students.Element 2: Additional support funding to be provided by the school from their notional SEN budget.Element 3: Top-up funding to be provided by the commissioners (the Local Authority) from the High Needs Block for students who require additional provision (i.e those with a statement of SEN or an Education, Health and Care Plan).
From September 2014, High Needs funding will be available to parents of students who are subject to an Education, Health and Care Plan in the form of a Personal Budget (see Section 4). This may be allocated to services or taken as direct payments. More information is available on the Local Authority website (www.localofferwirral.org).
SECTION 10: Storing and managing informationAccurate and up-to-date records are kept for each student with SEN in the SENCO’s office. These include primary transfer information, records of all assessments, reports on the child from other agencies, correspondence between the school and parents, other professionals and external agencies and IEPs/Student Passports with reviews. All files are stored in locked cabinets.
Data stored electronically on the school’s Admin network is done so in read-only format and is in line with the requirements of the Data Protection Act (further details can be found in the school’s Data Protection Policy).
Requests for personal data are covered by the Freedom of Information Act (FIA). Individuals can request to see what information the school holds about them. This is dealt with in line with the school’s Freedom of Information Act Policy.
Teaching and support staff can access the following documents (read-only) on the Staff drive:• the SEN Register• lists of students by need• IEPs / Student Passports• Pen Portraits / Individual Health Care Plans • Strategy Banks for different categories of need.
These documents are also provided in hard copy and kept confidentially in teacher planners.
All subject teachers, having identified students with SEN in their groups, keep records of the strategies employed to meet their needs and the progress made by them.
Supply teachers are provided with an Emergency Procedures sheet for students with medical conditions that could be life threatening. Information includes photographs of students and specific procedures to follow in the event of an emergency. These are given to temporary staff when they arrive on site and returned when they leave the same day.
SECTION 11: AccessibilityObjectives are set out in the school’s Accessibility Plan and Equal Opportunities Policy.
The school is equipped with a lift and wheelchair accessible ramps. EVAC chairs are provided on each staircase for emergency evacuation of disabled students.
An accessible toilet is situated near the Caretaker’s office.
Where possible, all students are involved in the full range of activities offered by the school, regardless of special educational need or disability. Activities are risk assessed, taking into consideration the recommendations made in Individual Health Care Plans. Additional adult support is provided for educational visits.
SECTION 12: Dealing with complaintsWe hope that informal discussion with the SENCO and/or the Pastoral Support Leader will resolve most issues of concern. Where, however, such concerns are not resolved, the Headteacher and other senior staff are readily available to discuss any matter with parents or carers.
The school’s Concerns and Complaints Policy, which involves the school’s Governing Body and/or the Local Authority can be found on the school website (www.ridgeway.wirral.sch.uk) or may be obtained from the Headteacher’s PA, Mrs J Lloyd.
SECTION 13: BullyingThe school recognises that students with SEND may be vulnerable to bullying. At Ridgeway High School, our aim is to provide an environment where every student is safe and happy and where everyone understands that bullying is never acceptable.
All students are encouraged to tell a member of staff if they are feeling vulnerable and the Learning Support area provides a safe and supportive environment for students with SEND at break and lunchtime.
Our Anti-bullying Policy can be found here.
SECTION 14: Reviewing the SEND PolicyThe school’s SEND policy will be reviewed annually, in order to:• consider its effectiveness on behalf of the children with SEND • make any necessary changes to the policy or procedures in line with national and local updates