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Special Needs

Special Educational Needs Policy
 
Rationale:
 
Stoke Damerel Primary School is committed to providing an appropriate and high quality education to all the children in our school community. We believe that all children, including those identified as having special educational needs, have a common entitlement to a broad and balanced inclusive and accessible academic and social curriculum.
 
We believe that all children should be equally valued in school and will strive to develop an ethos and environment where all children can flourish and feel safe.
 
In line with our commitment to inclusion, we will adopt policies and practices that include all learners, regardless of ability, responding to their individual and diverse needs
 
We recognise that pupils learn at different rates and that many pupils, at some time in their school career, may experience difficulties which affect their learning.
 
At Stoke Damerel Primary School, we aim to identify these needs as they arise, and provide teaching and learning contexts which enable every child to achieve to his or her full potential.
 
All members of the school staff have a responsibility for supporting and developing the policies and practices within the school.
 
 
The SEN Coordinator is Mrs Jane Maddison.
 
 
Objectives
 
1.       To ensure the SEN and Disability Act and relevant Codes of Practice and guidance are implemented effectively across the school.
2.       To ensure equality of opportunity for, and to eliminate prejudice and discrimination against, children with special educational needs.
3.       To continually monitor the progress of all pupils, to identify needs as they arise and to provide support and intervention as early as possible.
4.       To provide full access to the curriculum through differentiated planning by class teachers, SENCO, and support staff as appropriate. 
5.       To provide specific intervention, matched to individual needs, in addition to differentiated class room provision, for those pupils with an Individual Education Plan .   
6.       To ensure that pupils with SEN are perceived positively by all members of the school community,
7.       To involve parents/carers at every stage in planning to meet their children’s needs.
8.       To involve the children themselves, at a level which is appropriate, in planning to meet their needs.
 
Arrangements for coordinating the SEN provision .
The SENCO will be responsible for overseeing the day to day running of SEN provision within the school including
·          The co-ordination of referrals for pupils suspected of having SEN.
·          The assessment of pupils suspected of having SEN
·          The management of IEPs for children with SEN.
·          The management of provision mapping for pupils with SEN.
·          The monitoring of the effectiveness of provision for pupils with SEN.
·          The management of the SEN team within the school.
·          The coordination of outside agencies for pupils with School Action Plus or Statements of SEN.
·          The monitoring of progress of pupils with SEN.
·          The conducting of IEP reviews and Annual statement reviews.
·          The overseeing of transition arrangements for pupils with SEN
·          The support of colleagues within the school in delivering provision for pupils with SEN .
 
Identification and Assessment Arrangements, Monitoring and Review Procedures
The school’s system for regularly observing, assessing and recording the progress of all children is used to identify children who are not progressing satisfactorily and who may have additional needs.
 
Through the school’s internal referral system, the SENCO will coordinate assessment, and provision for children suspected of having SEN.
 
Based on some or all of the above, the child may be recorded as needing either:
                1. Differentiated curriculum support within the class
                2. Additional support through School Action provision
3. Additional support through School Action Plus provision
 
Pupils with SEN will have their needs catered for through a programme of differentiated planning , individual and small group withdrawal and targeted teaching .
 
A child receiving support at School Action or School Action Plus will have an Individual Education Plan.
 
 
Monitoring will be carried out by all those involved with the child on a regular basis in line with the school’s monitoring procedure for all children.
Individual Education Plans will be reviewed twice a year, although some pupils may need more frequent reviews. The SENCO will take the lead in the review process. Parents/carers and, where appropriate, children will be invited to contribute and will be consulted about any further action.
In the case of School Action Plus, the SENCO will be responsible for coordinating the views of outside agencies.
 
Arrangements for partnership with parents/carers
Parents of children with SEN are encouraged to participate fully in partnership with the school and support services, where appropriate, in meeting the needs of their children.
Parents/carers will be involved at all stages of the education planning process. 
IEP targets will include targets to work towards at home, and parents/carers are always invited to contribute their views to the review process. Regular communication between school and home is encouraged in a variety of ways, both formal and informal.
 
Evaluating the success of the School’s SEN and Inclusion Policy
 
The SENCO will meet with the SEN governor to discuss Inclusion and current SEN concerns and will lead governor monitoring of the SEN policy.
 
The effectiveness of the school’s SEN provision will be evaluated using a range of data relating to pupil progress including academic achievement ,and progress in meeting IEP targets , academic ,social and b

Stoke Damerel Primary School, Collingwood Road, Stoke, Plymouth, Devon, PL1 5PA, 01752 567686