SEN policy/report

 

 

A POLICY FOR ADDITIONAL LEARNING NEEDS.

 This is a statement of Additional Learning Needs Provision at

Golftyn C.P. School and the procedures for its implementation.

DEFINITION OF ADDITIONAL LEARNING EDUCATIONAL NEEDS:

The 1996 Education Act determines that a child has Additional Learning Needs if:

 “…he/she has a learning difficulty which calls for special educational provision to be made for him/her.”

A child has a learning difficulty if –

“…he/she has a significantly greater difficulty in learning than the majority of children his/her age.”

“…he/she has a disability which prevents or hinders him/her from the use of educational facilities… for children of his/her age.”

Additionally:

“A child is not regarded as having learning difficulties solely because the language of the home is different from the language in which he/she will be taught.”

STATEMENT OF INTENT

As a school, we recognise that we have approximately 20% of children who have additional educational needs and this fact is borne in mind when teachers plan the curriculum for their class.  It is the aim of this school to provide every child with the best education possible.  This policy is designed to outline practices and procedures relating to all pupils who have an additional learning need.

AIMS

We aim to:

  • identify additional needs at an early stage and to follow the Code of Practice.
  • provide support where necessary in order that all pupils achieve success and progress according to their potential.
  • provide a relevant and broad based curriculum within a caring environment in which all pupils, including those with additional learning needs, can develop and grow towards their full potential regardless of ability.
  • maintain a partnership with parents, school, the Local Authority and any outside agencies involved.
  • include pupils and their views at each stage.
  • ensure that staff receive up to date training and are aware of research and developments in the area of additional learning needs.

OBJECTIVES

(Following the Special Needs Code of Practice)

  • To identify a pupil’s additional learning needs as soon as possible, and to follow the Code of Practice for a graduated response.
  • To use assessment data and tracking to inform decision making.
  • To ensure appropriate resources are allocated to ensure the needs of pupils are appropriately met.
  • To ensure children with additional needs are given full and equal access to a broad and balanced curriculum.
  • To keep parents informed, actively encouraging involvement in meeting the needs of their children in partnership with the school, along with involvement in any decision making concerning their child’s learning provision.
  • To use teachers, other professionals, facilities and resources from inside school and externally where appropriate.  A Multi- disciplinary co-operative approach is needed.
  • To regularly assess and review set targets (a minimum of twice yearly).
  • To include all children in decision making if appropriate with regards to their targets and individual education plans (IEP).
  • To acknowledge and support Flintshire County Council’s Inclusion Policy.  It is:

“The expected right of every child to access the equality of choice in a safe and secure environment to help each individual fulfil their potential regardless of age / gender or additional needs”.

It is the policy of the school to follow the fundamental principles as outlined in the Special Needs Code of Practice.

THE ROLE OF THE ADDITIONAL LEARNING NEEDS CO-ORDINATOR (ALNCo) – non-teaching

The school ALNCo – Mrs Justine Hewitt who is employed full-time by the school, working 0.4 in Additional Needs and 0.6 teaching in class.

The named governor for AN is Mrs Jenny Grey

The ALNCo will:

  • Up-date the ALN policy.
  • Co-ordinate the day to day provision for pupils with additional learning needs including the co-ordination of review meetings.
  • Provide guidance and support to all staff.
  • Co-ordinate the deployment of the ALNTA supporting pupils with ALN.
  • Ensure that the Code of practice staged response is followed regarding identification, assessment and intervention.
  • Help and support teachers in establishing IEPs in line with EYA/School Action, EYAP/School Action Plus.
  • Work with class teachers to ensure that regular reviews are in place to monitor progress.
  • Ensure that liaison with parents takes place both formally (reviews) and informally.
  • Ensure that the pupils at School Action or above are included on the ALN Register (SIMS).
  • Attend Group Consultation meetings with an Educational Psychologist and other ALNCos to discuss pupils at SA/SAP where progress remains a concern.
  • Ensure that Additional Learning Needs are included in any curriculum development in school.
  • Keep up-to-date with new developments by attending courses provided by the Local Authority and other organisations.
  • Liaise with parents where necessary.
  • Liaise with external agencies.
  • Work with feeder or transition schools.
  • Provide the Head Teacher with a termly report to be presented to the Governing Body concerning ALN information.
  • Providing the LA with detailed information regarding the ALN provision concerning SAP pupils.
  • Ensure confidentiality of all sensitive information and keep relevant records in the ALN room.

Support at SA and above (for learning) is provided by an experienced Additional Learning Needs Teaching Assistant (ALNTA) who has received training in providing appropriate support for ALN pupils. The support is provided individually (SAP) or within a small group (SA) for weekly sessions outside the classroom. The teaching sessions are held in the purpose specific ALN room to enable pupils to develop their confidence as learners.

THE ROLE OF THE GOVERNOR

The nominated governor will:

  • work closely with the Head Teacher and the ALNCo;
  • play a full part in the development of the ALN policy;
  • review through consultation, the implementation of the policy;
  • report to governors and to parents.

THE ROLE OF PARENTS

We encourage parents to:

  • work closely with the school in order to develop a partnership that will support additional needs pupils;
  • take part in the review of IEPs;
  • attend multi-agency meetings where necessary.

THE ROLE AND RIGHTS OF PUPILS

We encourage pupils with additional learning needs to:

  • understand their rights and to take an active role in assessing their needs;
  • take part in devising and reviewing their IEPs;
  • set learning targets.

RANGE OF PROVISION

The school aims to provide a variety of provision by way of:

  • in-class support either individually or in small groups with learning support assistants;
  • withdrawal support either individually or in small groups with the ALNTA.
  • accommodate pupils with physical difficulties.

IDENTIFICATION, ASSESSMENT AND LEVEL OF INTERVENTION

It is vital that pupils with additional learning needs are identified at an early stage.  It is the responsibility of every teacher in this school to identify pupils with additional learning needs.  Along with the class teachers, early identification can be by parents, medical services or social services.  When identifying an additional learning need, the class teacher will consider the child’s progress, measured against age appropriate standards, progression compared to peer group and scores in standardised tests and other assessments.  A meeting is then held between all relevant parties.

Schools are required to make a response to any literacy difficulties in line with the Graduated Response of the Special Educational Needs Code of Practice for Wales (2002).

Classroom Action

At this stage the class teacher will:

  • provide a differentiated curriculum;
  • observe and assess the child’s level of knowledge and understanding (Baseline/NC);
  • provide on going classroom assessment and observation to provide feedback for planning;
  • discuss any concerns with the child’s previous teacher to gain relevant information;
  • adapt their teaching style to provide a carefully structured approach;
  • review with regular progress checks.
  • gather information on all interventions and support offered within the classroom.
  • involving the ALNCo and other specialists within school in planning for individual needs.
  • complete an Initial Concern Form (see below);
  • Meet the needs of pupils with ALN through the SEN Graduated Response.

Initial Concern Form

If the concern is ongoing, the class teacher will:

  • complete an Initial Concern Form (Appendix A);
  • meet informally with parents to discuss the Initial Concern Form and gain home support;
  • ensure parents sign the form to show their understanding and agreement;
  • review progress within six weeks;
  • meet with parents to discuss the review and any further action;
  • if progress is being made, continue with monitoring at class action;
  • if progress is still a concern, the school will intervene through either Early Years Action/School Action or Early Years Action Plus/School Action Plus, it is to be discussed with the ALNCo.

Early Years Action/School Action

At this stage, an Initial Concern Form will already have been completed and reviewed, along with a meeting with parents.  Despite receiving differentiated teaching, pupils:

  • make little or no progress;
  • work at levels significantly below others of a similar age;
  • show persistent emotional/behavioural difficulties:
  • experience communication or interaction difficulties, which require an individual specific intervention in order to achieve access to learning;
  • show difficulty developing literacy or numeracy skills;

The class teacher will:

  • meet with the ALNCo to discuss targets and extra support;
  • use the Learning Support Service Literacy Assessment Pack to identify specific difficulties and strengths – this will then help to inform the particular approaches as set down in the IEP;
  • draw up an IEP/IBP with 3-4 targets;
  • use extra staff and the ALNTA to work closely with the pupil;
  • review progress at least twice a year with parents and discuss next steps.

If a pupil makes progress they can return to class action.  If a pupil makes little or no progress in spite of receiving an individualised programme under School Action (at least two reviewed IEPs), then the pupil should move to School Action Plus.

Early Years Action Plus/School Action Plus

Action at this stage will always involve consultation with outside agencies, including strategies recommended from their reports.

The ALNCo will:

  • consider an appropriate approach at School Action Plus (this will be for pupils with more considerable specific / complex difficulties);
  • arrange specialist consultation/assessment which helps to identify the child’s main needs;
  • request SAP support from the Educational Psychologist, Behaviour Support, LEA or other relevant outside agency if appropriate;
  • collect all relevant information and liaise with the appropriate agency at SAP.

The ALNCo and the Class Teacher will:

  • write an IEP/IBP following the recommendations of specialist advice;
  • provide support that is additional to or different from the usual in class support;
  • review progress on a regular basis and discuss next steps with all concerned;

Following the graduated response in the Code of Practice, a Statutory Assessment may be requested from the Local Authority if the child still continues to make no progress and remains a cause for concern.  This involves consideration by the LEA, working cooperatively with parents, the child’s school and, as appropriate, other agencies, as to whether a statutory assessment of the child’s additional learning needs is necessary.

Statement/Service Level Agreement

A statement of Special Educational Needs will outline the details of the Local Authority’s assessment of the child’s additional needs and state the additional provision which will be made to meet those needs.  It will also identify the provision is to be provided.

The reviews for those pupils with a Statement or Service Level Agreement (SLA) are held every six months or annually (this is decided by the LA).

The ALNCo will:

  • be responsible for co-ordinating meetings and reviews with outside agencies and parents;
  • liaise with the class teacher to write an IEP/IBP to reflect information in the statement and appendices;
  • agree a date for the annual review.

The ALNCo and the class teacher will:

  • ensure the pupil receives extra support in addition to the differentiated curriculum;

The annual review will:

  • assess the progress of the pupil in relation to the IEP targets;
  • review the provision made for the pupil;
  • consider ending, continuing or amending the existing statement;
  • set new targets for the following year.

Intervention

As outlined in the Code of Practice, most ALN interventions will take place in the classroom.  The Code of Practice states that once pupils have been identified as having ALN, the school will intervene through either Early Years Action/School Action or Early Years Action Plus/School Action Plus.  As the Code of Practice states:

“There should be differentiation between the stages which should aim to match the action taken on behalf of a child to his or her needs.”

TRANSFERS:

Class transfers: there needs to be close liaison between class teachers regarding the transfer of ALN pupils. All information is shared to ensure the appropriate interventions continue.

School transfers: when a pupil on the Additional Needs Register leaves the school, records of their work, IEPs, reviews etc are forwarded to the receiving school together with the pupil’s other records. There is a section on the Pupil Transfer Form to identify pupils with ALN.

The admission of pupils with a statement of ALN will be decided by the Local Education Authority. All applications for admission, at any age, will be referred to the Statementing Officer of the Authority. It will be their responsibility, following consultation with the Head Teacher, to decide if this school can meet the requirements of the pupil.  The school’s normal admissions policy will also apply to pupils with a statement.

Transfer to High School: all documentation is transferred to the High School and discussion about individual needs takes place between the ALNCo and the ALNCo from the High School.

DYSLEXIA FRIENDLY SCHOOL STATUS (see Dyslexia Friendly School Policy)

  • The school has been accredited with Dyslexia Friendly School Status;
  • The school has a Dyslexia Friendly School Policy which outlines good practice for pupils with dyslexia.
  • All staff are aware of appropriate teaching methods and resources.
  • All staff are aware of the individual pupils in their class who have dyslexic tendencies.
  • The school has effective procedures for identifying and supporting pupils with dyslexia.
  • The multi-sensory teaching approaches outline good practice for all pupils with additional learning difficulties.
  • The school follows the County Council’s guidelines to meeting the needs of children with dyslexia.
  • There is no one agreed definition or description of dyslexia. Since 1999 the definition of dyslexia accepted by Flintshire County council has been:

“Dyslexia is evident when accurate and fluent word reading and/or spelling develops very incompletely or with great difficulty. (BPS definition 2005)

This focuses on literacy learning at the word level and implies that the problem is severe and persistent despite appropriate learning opportunities. It provides the basis of a staged process of assessment through teaching.”

It is considered that there is no single test which will indicate the presence of dyslexia rather a range of tools which can be used over a period of time. Hence the expected procedure (outlined by the LA) is that assessment and review of reading development will be ongoing.

AUTISM FRIENDLY
We have achieved whole school Autism Awareness Certification with all staff having completed the training.  Identification of autistic tendencies provides each child with the environment, teaching strategies and learning opportunities which will help them to succeed.

THE MORE ABLE and TALENTED CHILD (see More Able and Talented Child Policy)

The more able and talented child has a right to additional learning needs provision. Often they can be frustrated and behaviour problems may occur.

It is important that any child whose work in a particular curriculum area is far above the remainder of his/her age group should be identified and provided for as soon as possible.

MATHS

It is recognised by the school that children do not just have additional learning needs in Language, but also in other Curriculum areas – especially Maths.

There is early identification, in different year groups, requiring particular support in either literacy or numeracy. Appropriate support, in smaller groups, is then provided where funding and resources allow.

PHYSICALLY DISABLED PUPILS (see the Diversity and Equality Policy and the Accessibility Plan)

  • It is the school’s policy to provide a full curriculum for all pupils.
  • The main entrance of the school is accessible to wheelchairs. The nursery also provides wheelchair access.
  • The interior of the school does provide full access to wheelchairs.
  • There is a specific disabled toilet.

ADDITIONAL NEEDS RECORDS

Each teacher has an Additional Needs File containing copies of all relevant information concerning children in their class who are on the Additional Needs Register.  This information, which is regularly updated, includes:-

  • IEPs, evaluation of IEPs, revised targets, assessments from outside agencies and copies of statements from the LA,
  • IBPs, behaviour strategies and relevant information concerning pupils in their class,
  • ALN Guidelines for Staff,
  • Information available from previous schools and any external agencies.
  • Individual one page profiles.

All the information in the Additional Needs file will move with the child concerned to their next teacher. This will ensure continuity in the provision of additional learning needs.

COMPLAINTS PROCEDURE

Parents who have a grievance or complaint about the nature or amount of additional needs support that their child receives are encouraged to ask for a mutually convenient meeting with the school in order to resolve the issue.

EVALUATION AND REVIEW

The effectiveness of the ALN provision provided by the school will be undertaken annually by the Governing Body and reported to parents in the Annual Governors Report.  The ALN policy is a working document and is kept under constant review.

All relevant and updated ALN information is stored on Staff Common – ALNCo Folder.

 

Head Teacher: Mrs N Cooper Date:
Chair of Governing Body: Mr N Cottrell Date:

APPENDICES

Appendix 1 – Initial Concern Form

 

GOLFTYN C.P. SCHOOL

INITIAL CONCERN MONITORING FORM

 

Name of pupil……………………………………D.O.B………………  YR………

Concern expressed by…………………………………………….

Pupil information: include strengths / weaknesses, test results, teacher observations, attendance, parents’ and pupil’s views.

MAIN AREAS OF CONCERN.

 

COURSE OF ACTION / TARGET (including teaching strategies, class interventions, home support)

Parental involvement / views of parents.

 

Signatures of Parents……………………………………..Date………………….

REVIEW PROGRESS (after 6 weeks).

Date………………………

FUTURE ACTION