Introduction
Every Child Matters
St Benedict's School embraces Every Child Matters (the Government's vision for children's services) and the following 5 outcomes underpin the broad, balanced, relevant and differentiated curriculum available for all children:-
- Be healthy
- Stay Safe
- Enjoy and achieve
- Make a positive contribution
- Achieve economic well being.
St. Benedict's Catholic High School provides a broad, balanced, relevant and differentiated curriculum for all children.
At some stage during their educational life, 20% of children experience some form of learning difficulty. This policy seeks to ensure that curriculum planning and assessment takes account of the type and extent of learning difficulty some students may experience.
The 2001 Revised Code of Practice will form the backbone of our approach towards these children involving teachers, parents, the students themselves and external specialists as and when necessary.
Aims and Objectives
The aims and objectives of this policy are:
•· To identify students with special educational needs as soon as possible
•· To support these students in an environment which enables access to a broad, balanced, relevant and differentiated curriculum.
•· To foster an environment which encourages the students to assume responsibility for their own learning and subsequently develop their confidence and self esteem.
•· To make clear the expectations of all partners in the process and provision of special needs.
•· To ensure parents are fully informed and encouraged to engage in effective communication about their child's special educational needs.
Roles and responsibilities
•· St. Benedict's Catholic High School believes that provision for students with special educational needs is the responsibility of all members of staff.
•· Mr. M. Gaffney the Special Educational Needs Co-ordinator (SENCO) is responsible for the day-to-day operation of the SEN Policy.
His main duties are:-
- overseeing the day to day operation of the school's SEN Policy
•- liaising with and advising fellow teachers
•- managing the SEN team of teachers and learning support assistants.
•- co-ordinating provision for pupils with special educational needs.
•- overseeing the records on all pupils with special educational needs.
•- liaising with parents of pupils with special educational needs.
•- contributing to the in-service training of staff
•- liaising with external agencies including the LEA's support and educational psychology services, the Connexions PA, health and social services and voluntary bodies.
(Code of Practice 6:35 Nov 2001)
•· The Learning Support Department is staffed by the following people
•- Mr. M. Gaffney (SENCO)
•- Mr. E. Monaghan (Second in department)
•- Mrs. P. Harvey (In school Specialist for children with EBD)
•- Mrs. K. Bell
•- Mrs K Blowes
•- Mrs. F. Houghton
•- Mrs L Johnston
•- Mrs D McKee
•- Mrs J Melcalf
•- Mrs. S. Ritson
•- Mrs P Wells
•- Mrs S Wightman
•· The teaching staff in the LSD are well qualified with the SENCO having received approved teacher status as recognised by the British Dyslexic Association and having recently been awarded an M.Ed in Special Educational Needs at the University of Wales Bangor.
•· Mr. E. Monaghan has completed a Specialist Certificate Course regarding children with EBD.
1.1.7
•· Mrs. P. Harvey has qualified as a Reading Intervention Tutor, has completed a Specialist Certificate Course regarding children with EBD and also has a CPD Certificate in teaching children with Autism.
•· From September 2006, the Learning Support Assistants have been employed directly by School.
•· The LSA's have completed a Care Control and Physical Intervention In-Service course.
•· The Specialist Teaching Service provides regular In Service training during departmental meetings.
•· The Governing Body ensures that all teachers are fully aware of their responsibilities towards students with special educational needs. They consult the LEA and report annually to parents on the success of the schools policy for provision for students with special educational needs.
•· The Governing Body has agreed with the LEA admissions criteria which do not discriminate against students with special educational needs. The admissions policy has due regard for the guidance in the Revised Code of Practice (paragraph 1:33)
Inclusion
At St. Benedict's Catholic High School, we are fully committed to inclusion and recognise that
•· Inclusion is a process
•· Inclusion is a means to an end.
•· Inclusion is about education for all.
We believe that no child is an inferior species and that our students:-
•· Have varied educational and behavioural needs and aspirations.
•· Require different strategies for learning.
•· Learn at different rates.
•· Require a range of different teaching strategies and experiences.
This policy attempts to ensure that teaching arrangements are inclusive. The majority of students will have their needs met through normal classroom arrangements and routine differentiation. Those children identified as experiencing difficulties in accessing the curriculum may be placed on the Code of Practice, as outlined below.
Identification, assessment and review
•· St. Benedict's Catholic High School lives and breathes according to its Mission Statement, believing that all human beings are of equal value in the eyes of God. Each child will have access to a broad, balanced, relevant and differentiated curriculum.
•· The SENCO works with all staff to ensure students who may need additional or different support, to that normally found within the classroom, are identified as early as possible.
•· Progress made by all students is regularly monitored and reviewed. St. Benedict's School does not identify students as having SEN unless we are taking action that is different from that which occurs as part of a differentiated approach to the curriculum.
•· Students who are not making adequate progress are identified as having special educational needs and additional support will be provided through School Action, where an individual Education Plan will be drawn up to provide information on:-
•- the short term targets set for or by the pupil
•- teaching strategies to be used
•- provision
•- review details
•- success for exit criteria.
•· The SENCO will consult with parents, students, carers and teachers about the above IEP.
•· The IEP will be monitored and reviewed at least every 6 months.
•· If adequate progress is not made, despite the School Action, a decision may be made to provide alternative arrangements at School Action Plus. At School Action Plus we will seek further advice from external specialists within the Pupil and School support Service (PASS), in consultation with parents and students.
•· Students with a Statement of Special Educational need will be the subject of an Annual Review. A report containing recommendations will be provided for the LEA which will consider whether to maintain, amend or cease the statement.
(Code of Practice 9:34 Nov 2001)
•· When a student with special educational needs is due to transfer at Year 6 (or at any subsequent stage) St. Benedict's will liaise closely to ensure a smooth transition.
Resources
•· The SENCO is responsible for the allocation of statutory resources and liaises with the School Finance Officer to ensure provision for students with a statement of special educational need is in place.
•· The Head teacher informs the Governing Body of how the funding allocated to support special educational needs has been used.
•· Children registered at School Action/School Action Plus receive in-class support/withdrawal as and when necessary.
•· The SENCO meets with the Head teacher on a regular basis to ensure statutory and non-statutory resources are utilised in an effective manner.
•· Those children whose statement of special educational need is ceased to be maintained at the end of Year 6, will receive in class support provided by members of staff.
Access to the Curriculum
•· All students have access to a broad and balanced curriculum, which is routinely differentiated in an appropriate manner.
•· Teachers use a range of strategies to meet special educational needs, which includes routine differentiation as and when appropriate.
•· All students at SA and SA+ have an IEP which includes a small number of specific targets. These IEPs are reviewed on a regular basis.
•· If appropriate under the terms of their Statement of Special Education needs or IEP at SA or SA+ we will withdraw children to work on a 1-1 or small group basis otherwise their needs will be met in a mainstream class situation.
Complaints procedures
•· The School's complaints procedures are set out in the school prospectus.
•· Under the SEN and Disability Act 2001 parents can request the services of an independent disagreement resolution.
Partnership with Parents
•· Form tutors work closely with parents and are briefed by the SENCO (through the departmental handbook) regarding any individual need a child may have.
•· The school provides information about the Parent Partnership Scheme to all students/parents on request. Our local partnership co-ordinator is Phyllis Bowler who can be contacted at Union Hall.
•· St. Benedict's School informs parents at every level of the Code of Practice.
Links with other schools
•· The SENCO and Head of Year 7 liaise with all Feeder Schools to ensure that effective arrangements are in place to support students at time of transfer.
•· All students from feeder schools are invited to a ‘taster day' at St. Benedict's School during the summer term of their Year 6.
Links with other agencies
•· St. Benedict's School works closely with the LEA pupil and School Support Services when identifying, assessing and making provision for students with special educational needs.
Success criteria
•· The success of this policy is judged against the aims set out above. The policy is reviewed annually and the Governing Body's Annual Report will comment on its implementation.
M. GAFFNEY
SENCO
July 2007
