SEND Policy & Report
- Downloadable copy below
- Translatable copy below this
Special Educational Needs & Disabilities (SEND)
SEND Information Report
This policy was reviewed and updated in October 2020.
The next anticipated review date will be Spring 2022.
Rednal Hill Junior School
Special Educational Needs & Disabilities (SEND) Policy
SEND Information Report
- Glossary of abbreviations 2
- SEND information report 7-6
- Policy Aims 6-7
- Legislation and guidance 7
- Definitions 7
- Roles and responsibilities 7-8
- Monitoring arrangements 8
- Links with other policies and documents.8-9
- Glossary of abbreviations
- SEND – Special Educational Needs and Disabilities
- SENDCo - Special Educational Needs and Disabilities Co-ordinator/Leader
- EHC plan – Education Health Care Plan
- IDL - Indirect Dyslexia Learning
1. SEND Information Report
Rednal Hill Junior School has an inclusive ethos and works in partnership with children, parents and other agencies to provide the best possible educational outcomes. We have high expectations of all our children and put support in place at the earliest possible stage where it is needed.
1.1 The kinds of SEND that are provided for
Our school currently provides additional and/or different provision for a range of needs, including:
- Communication and interaction, for example: Autistic Spectrum Condition, Asperger’s Syndrome, speech and language difficulties
- Cognition and learning, for example: moderate learning difficulties, Dyslexia, Dyspraxia, ADHD
- Social, emotional and mental health difficulties
- Sensory needs, for example, visual impairments, hearing impairments, sensory processing difficulties
- Physical needs, for example, wheelchair users, hypermobility
1.2 Identifying pupils with SEND and assessing their needs
We will assess each pupil’s current skills and levels of attainment on entry to our school, which will build on previous settings’ and Key Stages’ assessment where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:
- Is significantly slower than that of their peers starting from the same baseline
- Fails to match or better the child’s previous rate of progress
- Fails to close the attainment gap between the child and their peers
This may include progress in areas other than attainment, for example, social aspects of learning.
Slow progress and low attainment will not automatically mean a pupil is recorded as having SEND.
When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something ‘different or additional’ is needed.
1.3 Consulting and involving pupils and parents
We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that:
- Everyone develops a good understanding of the pupil’s areas of strength and difficulty
- We take into account the parents’ concerns
- Everyone understands the agreed outcomes sought for the child
- Everyone is clear on what the next steps are
Notes of these early discussions will be added to the pupil’s record
We will formally notify parents when it is decided that a pupil will receive SEND support.
1.4 Assessing and reviewing pupils' progress towards outcomes
We will follow the graduated approach and the four-part cycle of assess, plan, do, review.
The class teacher will work with the SENDCO to carry out a clear analysis of the pupil’s needs. This will draw on:
- The teacher’s assessment and experience of the pupil
- Their previous progress and attainment and behaviour
- Other teachers’ assessments, where relevant
- The individual’s development in comparison to their peers and national data
- The views and experience of parents
- The pupil’s own views
- Advice from external support services, if relevant
The assessment will be reviewed termly with all key people.
All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the provision and/or support required, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.
1.5 Supporting pupils moving between phases and preparing for adulthood
We will share information with the school, or setting the pupil is moving to. We will seek consent from parents to share SEND records for individual pupils with any new setting.
The Inclusion Team (SENDCo, Inclusion/SEND Teaching Assistants and Pastoral Team see 5.8 & 5.9) organise enhanced transition opportunities for both incoming and outgoing pupils with identified SEND. Examples include:
- Accompanied ‘Very Important Person’ (VIP) visits to new setting
- Extended transition programme for identified children
- Staff from new setting invited to our setting to ‘meet and greet’ pupils
- Pupil centred transition/review meetings
1.6 Our approach to teaching pupils with SEND
Teachers are responsible and accountable for the progress and development of all the pupils in their class.
High quality teaching is our first step in responding to pupils who have SEND. This will be differentiated for individual pupils.
We will also provide the following recognised interventions:
- Precision Teaching
- Paired Reading
- Cued Spelling
- IDL, dyslexia intervention https://www.idlcloud.co.uk/
- Read, Write Inc phonics programme in Y3 & Y4
- Lego Club
- Fine motor and gross motor activities
- Pre-tutoring of language and Language for Thinking.
1.7 Adaptations to the curriculum and learning environment
We make the following adaptations to ensure all pupils’ needs are met:
- Differentiating our curriculum to ensure all pupils are able to access it, for example, teaching style, content of the lesson, independent tasks/activities, by grouping, 1:1, etc.
- Adapting our resources and staffing
- Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, task boards, Clicker 8 software etc.
- Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.
1.8 Additional support for learning
- We have a dedicated Inclusion Team consisting of a SENDCo, 2 Learning Mentors and 5 teaching assistants. Teaching Assistants are trained to deliver interventions such as: Precision Teaching; Paired Reading; Cued Spelling; IDL; Read, Write Inc, etc. Learning Mentors are trained in the delivery of interventions such as: Lego Club; Lego Build to Express; Drawing and Talking; Nurture; social skills groups; Boris Can Beat It (Anxiety) etc.
- Teaching assistants/Learning Mentors will support pupils on a 1:1 basis when delivering precision teaching, a specific speech and language therapy programme or a therapeutic intervention.
- Teaching assistants/Learning Mentors will support pupils in small groups when delivering: Paired Reading; Cued Spelling; IDL; Read, Write Inc or a social skills/therapeutic support group.
We work with the following key agencies to provide support for pupils with SEND:
- Pupil and School Support Service
- Educational Psychology Service
- Communication and Autism Team
- Sensory Support Service
- Birmingham Child Development Centres
- Birmingham & Worcestershire Speech and Language Therapy Services
- Physical Difficulties Support Service
- Birmingham Occupational Therapy Service
- School nursing
1.9 Expertise and training of staff
Our SENDCO, Mrs Jones, has 9 years of experience in this role and has achieved the National SENDCo Award.
She is allocated 4 days a week to manage SEND provision alongside her other roles within school.
We have a team of 4 Teaching Assistants, including 1 dedicated Inclusion TA (Mrs. J. Hayes) who are trained to deliver SEND provision alongside their other roles and responsibilities in school. We have 3 dedicated Pastoral staff members, two are trained learning mentors and the other a teaching assistant who specialises in supporting pupils with social, emotional and mental health needs.
We use specially trained staff for one to one speech and language therapy when required and when specific needs have been identified and assessed by a qualified Speech and Language Therapist.
1.10 Securing equipment and facilities
The school is funded on a national formula per pupil. Schools are expected to fund the first £6000 from within the school’s budget to support pupils with SEND. The school can apply for ‘top up’ funding, based on strict criteria. If it is felt that a child’s needs exceed that which can be provided through the £6000, the school uses the funds to put appropriate support in place to meet the child’s needs. The SENDCO takes advice from all professionals involved with the child, alongside the views of the parents to decide on the best support plan.
1.11 Evaluating the effectiveness of SEND provision
We evaluate the effectiveness of provision for pupils with SEND by:
- Reviewing pupils’ individual progress towards their goals each term
- Reviewing the impact of interventions
- Collecting pupils’ views on a termly basis
- Monitoring by the SENDCO
- Using provision maps to measure progress alongside the school’s assessment data tracking system.
- Holding annual reviews for pupils with Education Health Care (EHC) plans (children with significant and complex needs).
1.12 Enabling pupils with SEND to engage in activities available to those in the school who do not have SEND
All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs.
All pupils are encouraged to go on our residential trip to Condover.
All pupils are encouraged to take part in sports day/school plays/special workshops etc.
No pupil is ever excluded from taking part in these activities because of their SEND or disability.
1.13 Support for improving emotional and social development
We provide support for pupils to improve their emotional and social development in the following ways:
- All children are provided with weekly ‘check-in’ and ‘check-out’ opportunities as part of their class community development;
- Pupils with SEND are encouraged to be part of the school/eco council and stand for house captain roles;
- Pupils with SEND who are struggling to manage during recreational times can access additional support where appropriate and if staffing allows;
- Pupils with SEND are also encouraged to be part of specific clubs to promote teamwork/building friendships etc.
We have a zero tolerance approach to bullying.
1.14 Working with other agencies
School is able to access the specialist support of a number of agencies (see 5.8) in order to meet specific needs. We have a variety of outside agencies who work closely with our children and support staff to meet the needs of children. We have working partnerships with Occupational Therapy, Physiotherapy, and the School Nursing service to meet the needs of children with additional medical requirements. Where specific learning needs are identified, we may make referrals to the Access to Education team.
1.15 Complaints about SEND provision
Complaints about SEND provision in our school should be made to the class teacher or SENDCO in the first instance. They will then be referred to the school’s complaints policy.
The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SENDD tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:
- Provision of education and associated services
- Making reasonable adjustments, including the provision of auxiliary aids and services
1.16 Contact details of support services for parents of pupils with SEND
SENDIASS - https://www.kids.org.uk/sendiass
IPSEA - https://www.ipsea.org.uk/
Contact - https://contact.org.uk/
1.17 Contact details for raising concerns
Concerns about your child’s SEND learning needs and/or provision in our school should be made to the class teacher or SENDCO. Tel: 0121 453 2520
1.18 The local authority local offer
Birmingham’s local SEND offer is published here: https://www.localofferbirmingham.co.uk/
Our SEND policy and information report aims to:
- Set out how our school will support and make provision for pupils with special educational needs (SEND)
- Explain the roles and responsibilities of everyone involved in providing for pupils with SEND
- Ensure all teachers are teachers of special educational needs and that all pupils are entitled to an education that enables them to achieve their full potential.
- Enable all pupils to develop, learn, participate and achieve the best possible outcomes.
- “Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.”
- High quality class based teaching that is differentiated and personalised to meet the individual needs of the majority of pupils.
- Identified SEND pupils receive educational provision that is additional to or different from the above. This is special educational provision under Section 21 of the Pupils and Families Act 2014.
3. Legislation and guidance
This policy and information report is based on the statutory Special Educational Needs and Disability (SENDD) Code of Practice and the following legislation:
- Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEND and disabilities
- The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEND coordinators (SENDCOs) and the SEND information report
A pupil has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them.
They have a learning difficulty or disability if they have:
- A significantly greater difficulty in learning than the majority of others of the same age, or
- A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools
Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.
5. Roles and responsibilities
5.1 The SENDCO (Special Educational Needs and Disabilities Coordinator)
The SENDCO is Mrs. Jessica Jones, email@example.com, Tel: 0121 453 2520
- Work with the Headteacher and SEND governor to determine the strategic development of the SEND policy and provision in the school
- Have day-to-day responsibility for the operation of this SEND policy and the co-ordination of specific provision made to support individual pupils with SEND, including those who have EHC plans
- Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEND receive appropriate support and high quality teaching
- Advise on the graduated approach to providing SEND support
- Advise on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
- Be the point of contact for external agencies, especially the local authority and its support services
- Liaise with potential previous and next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned
- Work with the Headteacher and governing body to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements
- Ensure the school keeps the records of all pupils with SEND up to date
5.2 The SEND governor
The SEND governor is Mrs. Charlotte Bull and she will:
- Help to raise awareness of SEND issues at governing body meetings
- Monitor the quality and effectiveness of SEND and disability provision within the school and update the governing body on this
- Work with the Headteacher and SENDCO to determine the strategic development of the SEND policy and provision in the school
5.3 The Headteacher
The Headteacher will:
- Work with the SENDCO and SEND governor to determine the strategic development of the SEND policy and provision in the school
- Have overall responsibility for the provision and progress of learners with SEND and/or a disability
5.4 Class teachers
Each class teacher is responsible for:
- The progress and development of every pupil in their class
- Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching
- Working with the SENDCO to review each pupil’s progress and development and decide on any changes to provision
- Ensuring they follow this SEND policy
6. Monitoring arrangements
This policy and information report will be reviewed by Mrs. J Jones (SENDCo) & Mrs. C Bull (SEND Link Governor) every year. It will also be updated if any changes to the information are made during the year.
It will be approved by the governing body.
7. Links with other policies and documents
This policy links to our policies on:
- Accessibility plan
- Behaviour and Anti Bullying Policies
- Equality Information and Objectives Statement
- Pupil Equality Information Statement
- Supporting Pupils with Medical Conditions
- Safeguarding Policy
- Complaints Procedure