Sturminster Marshall First School

Sturminster Master First School

Tel: 01258 857348        

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SPECIAL EDUCATIONAL NEEDS AND DISABILITY (SEND) POLICY

Adopted: 12/11/2019     Staff Lead: Mr A Joyce     Governor Lead: Mr D Watt

Governor Committee: Curriculum & School Improvement (CSI)

COMPLIANCE This policy complies with the statutory requirement laid out in the SEND Code of Practice: 0 to 25(July 2014), and has been written with reference to the following guidance and documents:

 Equality Act 2010: Advice for schools – (DfE May 2014)  SEND Code of Practice 0 to 25 (July 2014)  Schools SEND Information Report Regulations (2014) This policy was developed in conjunction with staff, parents and governors. SPECIAL EDUCATIONAL NEEDS AND DISABILITY – SCHOOL

INFORMATION The Headteacher, Andrew Joyce, has overall responsibility for Special Educational Needs and Disability in Sturminster Marshall.

He can be contacted at Sturminster Marshall First School, 78 High Street, Wimborne BH21 4AY Tel: 01202 857348, Email: office@sturminstermarshall.dorset.sch.uk

The designated teacher responsible for coordinating SEND and Inclusion provision for children is Nina Charman (Assistant Head teacher). She can be contacted at Sturminster Marshall First School, 78 High Street, Wimborne BH21 4AY Tel: 01202 857348, Email: office@sturminstermarshall.dorset.sch.uk

The Governor with oversight of the arrangements for SEND and disability is Mrs Penny Ross. She can be contacted at Sturminster Marshall First School, 78 High Street, Wimborne BH21 4AY Tel: 01202 857348, Email: office@sturminstermarshall.dorset.sch.uk

SCHOOL ETHOS

At Sturminster Marshall First School we believe in Learning for Life.

AIMS AND OBJECTIVES

At Sturminster Marshall First School we believe that each child is unique and we strive to promote an inclusive and caring community within our school, especially when it comes to SEND. We value each child equally and understand the importance of showing flexibility and adaptability to our teaching approaches to ensure that we can remove the barriers to learning that children with SEND may face. We aim to ensure that every child is able to access the learning they need to be successful.

AIMS

 To develop happy, confident children who thrive in a secure and vibrant atmosphere.

 To provide every child with the opportunity to access the curriculum and achieve their full potential.

 To ensure early identification of children who require additional support to help them succeed during their school life and beyond.

 To equip each child for their future by nurturing the development of the whole child emotionally, physically and socially.

 To create a spirit of collaborative teamwork involving pupils, parents, staff, and governors to support children’s learning and health needs.

 To ensure that all staff receive quality and relevant training to help them to support children with SEND. OBJECTIVES

 To ensure all staff understand and work within the guidance provide in the SEND Code of Practice, 2014.  To create a warm, bright, stimulating learning environment.

 To provide a robust system for early identification of children who have additional needs.

 To employ an Inclusion Leader who has a qualified Teacher status and a National Award in Special Educational Needs Co-ordination and who will ensure the SEND Policy is adhered to throughout the school.

 To encourage pupil’s persistence, resourcefulness and independence in all aspects of their learning.

 To provide access to regular support, training and advice for all staff who work with children with SEND.

ROLES AND RESPONSIBILITIES

Governing body The Governing body will exercise their duty and have regard to the Children and Families Act (2014), SEND Code of Practice 0 -25 (2014) and the Equality Act (2010). This will include ensuring that Sturminster Marshall First School’s arrangements for supporting disability and medical conditions, equality, school and SEND information pertinent to the SEND Policy are published. Governors have a duty to report to parents annually on the policy for children with special educational needs. The SEND Link Governor representing the Governing Body liaises with the school staff. They oversee the SEND provision and support the school in striving to make sure those children and young people with special educational needs get the help they need to be successful in lessons, in social situations, and to participate fully in the school community.

The SEND Link Governor responsibilities are:

• helping raise awareness of SEND issues at Governing Body meetings and giving up-to date information on SEND provision within the school;

• assisting in the regular review of provision for children / young people with SEND and ensuring that parents and children have confidence in this provision;

• having familiarity with the statutory elements of this policy and how they are implemented;

• understanding changes in law associated with the delivery of SEND within our school;

• challenging and holding to account those who coordinate SEND by reviewing SEND achievement data and seeking to reduce any SEND curriculum performance gap;

• reviewing the effective and efficient use of SEND funding delegated to our school.

The Headteacher

The Headteacher has responsibility for day-to-day management of all aspects of the school’s work, including the provision for children with SEND. The Headteacher keeps the governing body fully informed and works closely with the Inclusion leader and Senior Management Team. The Headteacher is responsible for all Looked After Children (LAC). The responsibility of all Pupil Premium and English as an Additional Language (EAL) pupils is jointly held between the Headteacher and Assistant Headteacher.

Inclusion leader

The Inclusion Leader at Sturminster Marshall First School is Nina Charman. The Inclusion Leader will lead the day-to-day management of the children placed on the SEND register. The Inclusion Leader coordinates the provision of any advice from outside agencies and School Support Plans for children who have specific difficulties, by working closely with the Headteacher, class teachers and all support staff.

Key responsibilities

 Overseeing the day-to-day operation of the school’s SEND policy.

 Identifying children with SEND in collaboration with professional colleagues, through discussion, observation and through the monitoring and evaluation of formative and summative assessment information.

 Maintaining a register of all children with SEND.

 Co-ordinating provision for children with SEND, including designation and supervision of support staff.

 Liaising with the relevant Designated Teacher where a looked after pupil has SEND and advising on the graduated approach to providing SEND support.

 Advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively.

• Liaising with parents of pupils with SEND and encouraging partnership working in the education and development of their child.

• Being a key point of contact with a range of external agencies, especially the local authority and its support services.

• Liaising with potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned.

• Working with the Headteacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements.

 Supporting teachers with recording strategies within a school support plan (SSP).

 Disseminating to colleagues, knowledge and research pertaining to SEND.

Teaching Staff

Teachers are responsible for the progress and development of the pupils in their class, including where pupils access support from Teaching Assistants or specialist staff. Teachers are also accountable in identifying, assessing and ensuring that provision is made for all the children in their classes through recording and monitoring progress. Class teachers create, monitor and review all School Support Plans for identified children. All teaching staff follow the school’s procedures to identify, assess, plan, do and review children with SEND and keep the class SEND file up-to-date. Class teachers will work closely with all the teaching and support staff in their year group to ensure a consistent approach to children with special needs.

ADMISSION ARRANGEMENTS

Sturminster Marshall First School uses the local authority arrangement for School Admissions. The agreement is mindful of national requirements supporting all children, including those who are disabled, in a fair and non-discriminatory way, when securing admission to school. In addition to this, Sturminster Marshall School makes appropriate reasonable adjustments to accommodate those who are disabled. Where adaptations are required to support physical or medical needs, Sturminster Marshall First School liaises with the local authority, health services and parents / carers to ensure that appropriate arrangements are made to meet individual medical conditions. More information can be found in the Local Offer information held on the local authority’s website.

FACILITIES FOR THOSE WITH SPECIAL EDUCATIONAL NEEDS / DISABILITY

The school has an Accessibility Plan that is monitored, reviewed and reported upon annually to the Governing Body in compliance with legal requirements. We are mindful of the duties under the Equality Act 2010 as amended in September 2012 to provide Auxiliary Aids and Services where appropriate as detailed in ‘The Equality Act 2010 and schools – (May 2014)’. We comply with the requirement to support children with disability as defined by the Act. Each child’s needs (depending on severity) will be individually assessed and catered for appropriately wherever possible, to ensure that they can achieve their best in all aspects of school life. Sturminster Marshall First School are able to accommodate children with hearing, sight and physical disabilities and have the following facilities

 Disabled toilet with alarm.

 Disabled shower room.

 Ramps (although all areas of school are ground floor and wheelchair accessible).

 Acoustic panelling within some classrooms to reduce peripheral noise. SEND INFORMATION AND LOCAL OFFER The school website holds information about SEND and specific information about how children with SEND are supported in the curriculum and around the school. We comply with the statutory requirement to publish a school SEND Information Report as specified in paragraphs 6.79 to 6.83 of the SEND Code of Practice: 0 to 25. This information is kept under review and updated regularly in liaison with parents / carers, governors and staff. We publish further information about our arrangements for identifying, assessing and making provision for children with SEND on the local authority’s website. This can be found at www.dorsetforyou.com/local-offer using the search engine to find our school or other Dorset schools. The local offer website holds a directory of facilities and resources available from many services within Dorset.

IDENTIFYING SPECIAL EDUCATIONAL NEEDS

The SEND Code of Practice: 0 to 25 (July 2014) identifies SEND under four broad areas of need (sections 6.28 to 6.35): i. Communication and Interaction. ii. Cognition and learning. iii. Social, emotional and mental health difficulties. iv. Sensory and/or physical needs. Children may have needs in more than one category and we aim to ensure that individual plans match personal learning requirements. School staff use a wide range of tools to assess the amount, level and type of SEND support required. These include

 Helen Arkle Spelling Tests (HAST)

 Salford Reading Test

 Phonological Assessment Battery (PhAB)

 British Picture Vocabulary Scales (BPVS)

 Test of Visual-Perceptual Skills (non- motor) (TVPS)

 Diagnostic Reading Analysis (DRA)

 Dyslexia Early Screening Test (DEST -2)

 Dyslexia Early Screening Test Junior (DEST –J)

 Children’s test of non-word repetition (CNREP)

 Boxall Profiles

Learning needs are managed either through School Support Plans (SSP’s) or by having an Education, Health & Care Plan (EHCP). The majority of children with SEND will have their needs met by the school. High quality teaching, differentiated for individuals is the first step in responding to children who have or may have learning needs. This is known as a ‘graduated response’. We regularly review the quality of teaching for all children including those at risk of underachievement. Where it is clear that additional intervention is not resulting in progress, it is possible that a child may have special educational needs. If a child has been identified as having special educational needs a school support plan will be initiated and the school will keep a careful record of this in order to monitor progress. In consultation with parents, the child will be placed on the SEND register. Where it is decided that a child does have SEND, the decision should be recorded in the school records and the parents and carers must be informed that special educational provision is being made. The Inclusion Leader will use the school’s tracking system and comparative national data and expectations to monitor the level and rate of progress for children identified with SEND. Staff monitor the progress of all children to identify those at risk of underachievement. We recognise that needs are sometimes affected by other factors which are not educational but nevertheless impact on learning. These are identified as far as possible and addressed appropriately using additional processes and other strategies.

These can include:

 Attendance and punctuality

 Health and welfare

 English as an Additional Language

 Pupil Premium

 Looked After Children

 Service children

 Disability where there is no impact on progress and attainment.

 Behaviour where there is no underlying SEND

 Bereavement and family issues All staff follow the procedure to identify children with SEND.

MANAGING SEND CHILDREN IN OUR SCHOOL

Where a child is identified as having SEND, Sturminster Marshall First School adopts a process of “Assess, Plan, Do, Review”. This method is detailed in the SEND Code of Practice: 0 to 25 (July 2014) sections 6.45 to 6.56. The principle is firmly embedded in working closely with parents / carers and children to agree, action and monitor individual progress over time so that special educational needs for all children are addressed appropriately, effectively and with good outcomes. Sturminster Marshall First School’s Graduated Approach Procedure for the Identification of Special Educational Needs Teacher / Parent Concern Tracking shows poor progress Half-termly Pupil Progress Meetings / Termly Parent Consultation Meetings / or arranged appointment with NC (Inclusion Leader) Class Teacher to complete a Cause for Concern Form and collect samples of work / evidence Pupil’s views given Pass on to NC (Inclusion Leader) for discussion of next steps Initial conversation with parent / guardian to discuss next steps At end of Booster Programme (6 – 12 weeks) progress is measured Qualitative and Quantative data collected Programme reviewed Outcome discussed with parents / guardians Screening Assessment carried out following parental consent to determine strengths and weaknesses by KM (Specialist Teacher) eg DEST-2, DST-J Feedback to Class Teacher and parents Parents notified if pupil has special educational needs and support to be put in place Support Plan to be put in place Pupil to be added to SEN Register / SSP written If progress made return to Quality First Teaching or continuation of Booster Programme concentrating on another topic area If progress not made further assessment to be carried out including outside services If progress not made further assessment to be carried out including outside services If continued lack of progress, EHCP application procedure started EHCP agreed by County and outcomes agreed Yearly EHCP Review Meeting.

MONITORING AND EVALUATION OF SPECIAL EDUCATIONAL NEEDS & DISABILITY

At Sturminster Marshall First School we ensure that Quality First Teaching is provided to all children and targeted to support children’s specific needs. This includes clear differentiation and identification of any children with additional needs, within lessons plans. Individual, personalised support and small group work outlined on SSPs will also be put into place when necessary and in line with the needs of the children within the class. This provision is usually carried out by the class teaching assistant with close monitoring by the class teacher and Inclusion Leader. When external agencies are involved with a child then both the Inclusion Leader and the class teacher will meet with them regularly to ensure that appropriate targets are in place and the correct provision is being undertaken and regularly reviewed. Several small booster groups are also run by teaching assistants throughout the week to support any children (including those with SEND) to make progress in line with age related expectations (ARE). As well as the support offered to improve academic progress there is also provision in place to support behavioural, social and emotional development. This support consists of social skills groups which are led by specially trained and experienced ELSAs (Emotional Literacy Support Assistants.) These take place during afternoons. Governors receive regular updates about the attainment and progress of children including those in vulnerable groups.

REQUESTING AN ASSESSMENT FOR AN EDUCATION, HEALTH AND CARE PLAN (EHCP)

Where a child’s need is deemed to be significant, complex and long term and their needs cannot be sufficiently met within school, then a request for an EHC assessment may be made to the Local Authority. This request can be made the school or parents. Following a request for assessment, the LA will determine whether a statutory education, health and care assessment is necessary and communicate its decision to parents. In making its decision, the LA will consult with the child and his/her parent and take into account, their views, wishes, feelings and any information provided by them or at their request.

COMING OFF THE SEND REGISTER

A child will be removed from the SEND Record if it is decided that they have made sufficient progress over a period of time and are able to access the curriculum successfully. It is possible that some children may require support for particular aspects of their learning which may be due to their underlying learning issues. All children will be monitored and their progress carefully tracked so that staff will be alerted to potential learning issues. For some children it is possible that they will dip in and out of additional support throughout their school experience; parents will be consulted at each stage if support is provided or when it will cease. A child with an EHC Plan will follow the statutory guidance for ceasing an EHC Plan as set out in the Code of Practice. The ceasing of an EHC Plan is determined by the local authority where a child no longer requires the special education provision as specified in the EHC Plan. However a child’s progress will continue to be monitored by using the school’s tracking systems.

STORING AND MANAGING INFORMATION

All data including data stored electronically is subject to Data Protection law. All paper records will be held in line with the school’s policy/protocol on security of information.

SUPPORTING CHILDREN WITH MEDICAL CONDITIONS

Sturminster Marshall First School will work within the statutory guidance, Supporting Pupils at School with Medical Conditions – (DfEApril 2014). We will comply with the duties specified under the Equality Act 2010. We recognise that provisions relating to disability must be treated favourably and that Sturminster Marshall First School are expected to make reasonable adjustments in order to accommodate children who are disabled or have medical conditions. (See the school policy on “Supporting children at school with medical conditions and managing medicines”.)

TRANSITION ARRANGEMENTS

Sturminster Marshall First School is committed to ensuring that parents / carers have confidence in the arrangements for children on entry to our school, in the year to year progression and at the point of exit and transition to the next school. Staff will discuss these arrangements with parents / carers and agree the information that should be passed to the next phase of education. Sturminster Marshall First School have close links with surrounding schools and ensure that additional transitions sessions are planned for identified children. Where appropriate Team Around the Family (TAF) meetings will also be arranged before the child transitions. Within Sturminster Marshall First School transitions are carefully planned with joint meetings in place between staff to discuss and pass over relevant information. Identified children will also complete a passport, a social story on moving to a new class and have extra visits to their new classrooms. For children with a current Statement of Special Educational Need, the local authority aim to move all with Statements on to Education, Health and Care Plans by 2018. Children for whom a request for assessment is made for an EHC Plan, will be assessed using the SEND Code of Practice: 0 to 25 (DfE - July 2014) and if appropriate, issued with an EHC Plan. During this interim period, both documents will be respected and managed using the new SEND Code of Practice.

TRAINING AND RESOURCES

Training needs are identified through a process of analysis of need of both staff and children as and when required. The Inclusion Leader will provide information on specific needs for new staff and source external training where appropriate. The Inclusion Leader will also attend regular Local Authority briefings on SEND updates. Additional training may also be arranged to support specific medical needs and will be arranged in conjunction with medical professionals. SEND INFORMATION Sturminster Marshall First School presents its SEND information in three ways: i. by information placed on the school website which can be found at http://www.sturminster marshall.dorset.sch.uk/ ii. by following the link from the school website to the local authority’s Local Offer website; iii. through information contained in this policy which is also published on the school website. All information can be provided in hard copy and in other formats upon request. Alternatively, families without internet access may visit the school to use IT facilities to view the school and local authority’s websites.

ACCESSIBILITY

Sturminster Marshall First School publishes its Accessibility Plan on the school website; this information can be found at http://www.sturminstermarshall.dorset.sch.uk/ Further information about our school’s accessibility can be found on the local authority’s Local Offer website; this can be found at www.dorsetforyou.com/local-offer COMPLAINTS It is hoped that all situations of concern can be resolved quickly through discussion and early action. However, if a parent / carer feel that their concern or complaint regarding the care or welfare of their child has not been dealt with satisfactorily, an appointment can be made by them to speak and explain the issues to the Inclusion Leader/Headteacher. Sturminster Marshall First School publishes its Complaints Policy on the school website; this information can be found at http://www.sturminstermarshall.dorset.sch.uk/

REVIEWING THE SEND POLICY

This policy will be reviewed and updated annually in line with our policy review cycle.

LINKS TO OTHER RELATED POLICIES

Accessibility Plan Behaviour Child Protection Data protection Equality / equality information and objectives Pupil Premium Supporting children at school with medical conditions and managing medicines