SEND POLICY

Thatto Heath Community Primary School

November 2016

SPECIAL EDUCATIONAL NEEDS AND DISABILITY POLICY OVERVIEW Any learner may have special educational needs at sometime during his/her time in school and therefore a wide variety of strategies will be used to meet these needs as they are identified. This policy will ensure that Thatto Heath Community Primary School meets the needs of learners identified as having Special Educational Needs and/or a disability. It will ensure that no learners, especially those with SEN or disability, are discriminated against. This policy will be used to ensure that funding earmarked by the governing body for special education provision, including staffing, is clearly identified and used effectively for its intended purposes. This policy has been revised in light of the statutory guidance laid out in the Special Educational Needs and Disability (SEND) Code of Practice July 2014. The 2014 Code of Practice covers the 0-25 age range and includes guidance related to disabled children and young people as well as those with SEN. The principles underpinning the Code of Practice aim to ensure that schools have regard to: 

the views, wishes and feelings of the child or young person, and the child’s parents

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the importance of the child or young person, and the child’s parents, participating as fully as possible in decisions, and being provided with the information and support necessary to enable participation in those decisions

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the need to support the child or young person, and the child’s parents, in order to facilitate the development of the child or young person and to help them achieve the best possible educational and other outcomes, preparing them effectively for adulthood

(SEND Code of Practice for 0-25 years, July 2014) At Thatto Heath Community Primary School “inclusivity permeates all aspects of school life and is at the core of the Whole School Ethos and Values.” (IQM Assessment Report, June 2014) OBJECTIVES 1. To ensure that all learners’ individual and special needs are met effectively so that they receive their educational entitlement and are given equal access to a broad, balanced and relevant curriculum. 2. To ensure that high quality provision for learners with individual and special needs is central to curriculum planning. Teaching and learning will be targeted and differentiated appropriately so that learners may achieve high standards and make good progress for their abilities. 3. To recognise and record students’ strengths and successes to encourage a positive self image. 4. To ensure that staff with management responsibility, and individual members of staff, accept responsibility for the planning, organisation, and provision of appropriate educational materials and resources for pupils with individual and special needs. 5. To ensure the safeguarding and well being of all children in the school in accordance with the school’s safeguarding policy. 6. To ensure that the child and their parents participate as fully as possible in decisions regarding the identification of Special Educational Needs and support implemented. 7. To collaborate fully with colleagues and agencies involved with children and families. 8. To focus on inclusive practice and removing barriers to learning. STRATEGIES 1. Regular monitoring, evaluation and review carried out by the Senior Leadership Team will ensure that our aims for learners’ individual and special needs are met to the highest standard. 2. Identification and referral of learners, considered as having special educational needs, will be the responsibility of every member of staff. 3. The Inclusion Manager will be responsible for managing the process of the identification and assessment of the specific educational needs and procedures will be put into place for formal assessment of SEN involving outside agencies where necessary.

4. The assessment of special educational needs will be diagnostic in nature and constructive in practice, with feedback to relevant members of staff, parents and guardians. Learners will be fully and actively involved at each stage. 5. The governing body will have a system in place to ensure that parents are appropriately involved at every stage when their child has been identified as having special educational needs. 6. INSET opportunities will be provided for staff, to raise awareness and provide practical examples of suitable curricular materials. 7. A flexible approach will be used, involving a variety of forms of intervention such as in-class support, short-term individual withdrawal, monitoring and production of appropriate teaching and specific advice to teaching and support staff. 8. The positive achievements of SEND learners must be recognized and celebrated, in line with the school’s policy of inclusive practice. 9. All teachers are teachers of special educational needs. 10. 1:1 support is in place for those pupils who need an adapted curriculum. 11. All SEND children identified as requiring support will have a group or individual education plan. 12. As well as individual support, target group provision is in place throughout the school, this provision is evaluated half termly. 13. We have a wide range of specialist interventions to support pupils with SEN such as Digismart, Socially Speaking and Precision Teaching these are outlined in our Provision Map. 14. To publish our ‘Local Offer’ – information for parents/cares of children who have SEND outlining the support and provision they can expect to receive whilst attending Thatto Heath Community Primary School. OUTCOMES In this school all learners, including those with special educational needs and disabilities will have their needs met fully so that they thrive, make good progress and achieve high standards. This policy will ensure that pupils with SEN are included, treated as favourably as others, and given appropriate access to the curriculum teaching and learning. Revised and adopted by the Governing Body …………….. Signed ……………………………