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Friskney All Saints Church of England Primary School

Enjoyment is the Key to Success

SEND Guidance

Friskney All Saints Primary School SEND Policy

Accessibility Plan

SEND Guidance Booklet:

Meeting the needs of students with special educational needs is a shared responsibility of all staff. Currently students whose names appear on the SEND Register are placed at School Action, School Action Plus, and Statutory Assessment or have a Statement of SEN. The majority of students on the Register have been identified on entry to school.

 

School Action
These are students who are judged to have one or more of the following:

MLD — moderate learning difficulties
SpLD — Specific learning difficulties (dyslexia, dyscalculia, dyspraxia)
BESD — Behavioural, Emotional and Social Development Needs (incl. ADD / ADHD)
SLCN — Speech, Language and Communication Needs
ASD – Autistic Spectrum Disorder
VI — Visual Impairment
HI — Hearing Impairment
MSI — Multi Sensory Impairment
PD — Physical Disability
SLD — Severe Learning Difficulty


School Action Plus
These are students who may have any of the listed problems at SA but the services of an outside agency have been sought. The outside agency may work 1:1 with the student, offer advice to the Special Educational Needs team and/or subject teachers, as well as working in liaison with parents where necessary.

 

Statutory Assessment
Some students who have had both the benefit of the wide variety of strategies implemented by teaching staff in lessons and the support of one or more outside agencies, may continue to make little if any progress. Evidence for this will be found from the review processes of IEP meetings, progress checks and reports from external agencies working with the student. In such case where progress is severely limited a referral will be made to the SEN County Services and a request for a Statutory Assessment is made. At this stage an Educational Psychologist must be involved. School must also show that strategies outlined in any of the IDP material (Dyslexia/SLCN, ASD and Behaviour) have been implemented and monitored.


If the Statutory Assessment is granted, the school, various outside agencies and the student’s parents/carers must provide detailed information about the student in order for them to be considered for a full Statement of Educational Needs.

 

Statements of SEN
Having gone through the processes at School Action and School Action Plus, some students are finally granted a Statement of Special Educational Needs and with this usually comes some financial provision to be used to meet the student’s learning or behavioural needs

School has the discretion to use this money to provide Teacher Assistant Support or to purchase specialised equipment to facilitate the learning of the named student; such equipment could be an Alpha Smart, personal copy of Toe by Toe etc. It is the responsibility of the Senco to ensure that all SEN statemented monies are used appropriately, provide Value For Money and are accounted for in a simple spreadsheet format.

 

Occasionally a Note in Lieu is issued, where the SEN Services acknowledge need but feel that additional financial provision is not necessary in order for the school to meet the needs of the student.


The Note suggests strategies to be employed and these will be notified to all staff via the student’s IEP.

 

What if you teach students registered on the SEN Register?

  • You should annotate your class lists (in your class files) so that you can see, at a glance, the students with SEN.
  • You need to read carefully the students Individual Education Plan (IEP). This will give you baseline information about the student including their strengths, weaknesses, current reading and spelling ages, CAT scores and any other relevant information.
  • The IEP will also list generic targets for the student to address. It is essential that you also set a subject specific target for students.
  • The IEP should be considered a confidential document as there may be information of a personal nature written. IEP’s are regularly updated (set at the start of a long term - September, January, May. They will be reviewed at the end of each long term – December, April, July) and are located in the SEN folder (located in the staff room in the SEN folder)
  • It is each teacher’s own responsibility to print off the relevant IEP’s for your class. A full copy of the SEN Register is also available in the front cover of the SEN folder.

 

Outside Agencies
The agencies that we are in partnership with offer expert support to the school and our students. These are:
Educational Psychologist (EP)
Specialist Teacher (STAPS)
Sensory Educational Support Service (SESS)
Speech and Language (SALT)
Teaching and Learning (Social and Emotional Behavioural Support)
Pathfinder Outreach including Social Communication
CAMHS (Student & Adolescent Mental Health Services)

 

What do these agencies do and how does it affect you?
During the school term these services may be involved in visiting the school to discuss students with Miss J. Booth.


However there will be occasions when they observe the student in your lesson, ask you to describe the student’s efforts, attitude and success, or in some cases work with the student outside of the lesson on a 1:1 basis.


The support from these agencies is essential in providing the best multi faceted approach to enhance the students learning and enable us to facilitate the philosophy of Every Child Matters.

 

How do you support Statemented Students?
As for students at School Action and School Action+ the student’s IEP will give you valuable information and set out clearly the generic targets which you are required to address. You may also receive the support of a Teaching Assistant from the Special Needs Department Team to help facilitate clearly chosen intervention programmes.

IEPs and your responsibilities


It is your personal responsibility to be familiar with the information on the IEP and put into practice any recommendations listed.


EG: Mary has difficulty in completing complex tasks. Complex task should be broken down into small achievable steps.
You must also be aware of the targets set as some relate to parent/carer support, outside agencies as well as teaching staff and form tutors.
EG: Target - To improve the quality of all written work.
Method/Criteria For Success - Staff are asked to mark/monitor all written work ensuring the student always underlines headings/writes on the line / does not miss pages of parts of a page / rules off using a ruler.

 

REVIEW PROCESSES
You will also be asked to provide information when the student is due for their termly or annual review. Dates of review meetings will be discussed with SENCO. For each student on the SEN register will be asked to complete a short form asking for comments on Progress and Concerns. It is essential that the parent and pupil voice is captured at review. Please include any questions and issues raised during meetings.

 

Concerns about a student NOT on the SEN Register?
It is essential that as a school we endeavour to follow a set protocol for referring pupils to go on the SEN register. It is, as follows:

 

STEP 1 – DIFFERENTATED CURRICULUM
As a subject teacher you may find students who, although not on the SEN Register, are exhibiting learning difficulties in your lesson. This may be because of:
Repeated inappropriate behaviour
Failure to understand a new topic or concept
A change in home and social circumstances which may lead to the student being upset or disaffected.
Any reason which results in the student requiring additional/extra differentiated work and/or attention. Please note this is “above and beyond” the normal Quality First teaching, expected differentiation and support and the circumstances continue for some time.

 

STEP 2 – PUPIL REFERRAL
As a subject teacher, you need to implement strategies that will enable the student to access learning. Your SENCO will be happy to advise you here.


Discuss your concerns with your SENCO and if they agree with your perceptions complete an SEN referral form located within the SEN referral folder. Pass this form onto Miss J. Booth, SENCO, who will log this information. An arrangement for assessments to take place will commence. This may lead to the student being put on the SEN Register at School Action.

 

The learning support staff may operate in a number of ways to support the student:

 

  • General Class Support — This will mean the TA moves around the classroom offering advice, help and support to any of the students in the classroom. Their priority, however, must be with statemented students.
  • 1:1 Support — The TA will work primarily with a named student only and in most cases will need to sit next to them or near by in order to provide the most efficient support.
  • Withdrawn 1:1/Small Group Support — The TA will work with individual student(s) developing literacy or numeracy skills or working on a specific packages such as Speech and Language Therapy, Toe by Toe etc.

 

It is your responsibility to liaise with the TA and use them to their maximum potential. Our TA’s are a very experienced and flexible team. It is essential that you share your planning with them if they are to be utilised fully in a supportive learning capacity; likewise you need to identify how you use your TA’s in your planning.

 

STEP 3 – POSSIBLE NEED FOR OUTSIDE AGENCIES
If, both you and your TA, feel that intervention systems and general class support is still not impacting on the learner’s needs then a further referral will need to be made. You will need to document the various strategies you have tried and what educational impact they have had. Areas of weakness will be documented again and will need to be passed to your SENCO. Parents will be informed and a meeting will be set up between all adults and in most cases the child. It is possible that at this stage outside agencies are called upon and a clear IEP in put into place. This may result in the student being put on the register as School Action Plus.

 

STEP 4 – STATEMENT
If at this stage, the various strategies and programmes that have been implemented are still not having an impact a formal assessment may be requested from the Local Authority requested a statement.

 

Our responsilbities…
The Special Needs Department exists to support the educational, social, behavioural and emotional needs of students who are either on the Special Needs Register at School Action, Action Plus or Statemented level, or who need additional support for a specific period of time.

At present the Teaching Assistant Team work with students in a variety of ways; they are all highly motivated and dedicated individuals.

 

They:

  • Support learning on a one to one basis
  • Support learning within in the classroom
  • Differentiating tasks
  • Acting as a mentor to certain students
  • Implementing and monitoring Literacy and Numeracy Support Groups
  • Providing class teachers with feedback on progress
  • Reporting on students’ progress at review meetings

 

And Finally…….

 

“Every Student Matters”

 

It is our shared responsibility to ensure that the 5 Key Areas of this philosophy are covered:

  • Be healthy;
  • Stay safe;
  • Enjoy and achieve;
  • Make a positive contribution;
  • Achieve economic well-being.

 

The SEN Register is updated regularly. It is paramount you are aware which, if any, students you teach are on the Register so that you can familiarise yourself with their IEP.

 

Remember the SEN Register is a confidential document, additions and deletions to the register will occur frequently. The Senco will have a full updated copy. A new copy will be issued to staff termly.

 

You will need to have the IEPs for the students you teach readily available. If you are observed as part of the school’s monitoring procedure you should be able to refer to them if asked. Similarly OFSTED inspections will require familiarity with the documents and information.

Remember IEPs are a confidential document.

 

Special Needs in this school can be a complex issue. If in doubt about any information here or you have any questions, please come and ask. We are here to support you and teaching and learning in working effectively with students on the SEN Register. 
 

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