E11-5 Special Educational Needs Policy June 2013

Reference Number: E11-5 Document Owner: Vice Principal, Inclusion Review Frequency: Governing Body Free to Determine (yet
to be determined) Last Review Date: July 2013
SPECIAL EDUCATIONAL NEEDS POLICY Every teacher is a teacher of special and additional educational needs or disabilities. Our challenge is to recognise and then to support the needs of all the students in our care. This policy should be read in conjunction with the policies on the academy curriculum and equal opportunities, and guidance on assessment, recording and reporting. The accessibility plan is an integral part of this policy.
Introduction
The most important law dealing with Special Education is the 1996 Education Act which consolidated the rights and duties contained in the Education Act 1993. Under the 1996 Act, the Secretary of State has issued a revised Code of Practice giving practical guidance on how to identify and assess Special Educational Needs. This code includes new rights and duties introduced by the SEN and Disability Act 2001. 1.1 A Definition of Special Educational Needs
A child has special educational needs if he or she has a learning difficulty which calls for special educational provision to be made for him or her. A child has a learning difficulty if he or she: has a significantly greater difficulty in learning than the majority of children of the same age. has a disability which either prevents of hinders the child from making use of educational facilities of a kind provided for children of the same age. A child must not be regarded as having a learning difficulty solely because the language of the home is different from the language in which he or she is or will be taught. Special Educational Provision means: educational provision which is additional to, or otherwise different from, the educational provision made generally for children of the childs age in maintained schools, other than special schools, in the area. The Code of Practice groups the areas of need in which students may experience difficulties into four categories. These are: Communication and Interaction; Cognition and Learning; Behaviour, Emotional and Social; Sensory, Physical and/or Medical. Under the Disability Discrimination Act 1995 A person has a disability if he has a physical or mental impairment which has a substantial and long lasting adverse effect on his ability to carry out normal day-to-day activities.
Reference Number: E11-5 Document Owner: Vice Principal, Inclusion Review Frequency: Governing Body Free to Determine (yet to be determined) Last Review Date: July 2013
The legislation for students with special educational needs does not specifically address the needs of able students. However, it is important that we recognise that able students also have very particular needs. 1.2 The Academys Philosophy The mission statement for this academy is: To enable our students and staff to achieve their best. Academy Development Plan: 2011-2014 The academy believes that as part of this mission statement: All students are valued equally and offered the best education possible regardless of race, age, gender, social background, disability or ability. All students are special and have different needs. These needs will be provided for effectively, as a natural part of the planned life of the academy, by offering a broad, wellbalanced and differentiated curriculum, which should include as much work as possible under the National Curriculum. We strive to provide a consistent approach to special educational needs, which is characterised by features such as: an inclusive environment with equality of opportunity; a recognition that all teachers are responsible f or meeting their students special educational needs; an ethos which combines a culture of praise, recognition of achievement and success within a disciplined and caring environment; varied approaches to learning and teaching which incorporate differentiation and develop the students academic confidence and self-esteem; early identification, assessment and intervention; recording and regularly reviewing students progress and needs; whenever possible, the integration of students into all aspects of school life; clearly established links between schools and with specialist resources and external agencies; opportunities for effective and open partnerships with parents; whenever possible, opportunities for students to participate in the decision making process regarding their education.
2 2.1 2.1.1
Organisation of Special Educational Needs Roles and Responsibilities The Governing Body . the governing body should, in co-operation with the principal determine the schools general policy and approach to provision for children with special educational needs, establish the appropriate staffing and funding arrangements and maintain a general oversight for the schools work. Code of Practice 1.39 The Governing Body must ensure that: the necessary provision is made for any student with SEN; all staff are aware of the need to identify and provide for students with SEN;
students with SEN join in academy activities alongside other students, as far as is reasonably practical and compatible with their needs and the efficient education of other students;
they report to parents on the implementation of the schools SEN policy through the annual report to parents; they have regard to the requirements of the SEN Code of Practice (2001); parents are notified if the academy decides to make special educational provision for their child; they are fully informed about SEN issues, so that they can play a major part in the academy self-review; they set up appropriate staffing and funding arrangements, and oversee the academys work for students with SEN; they, and the academy as a whole, are involved in the development and monitoring of this policy; SEN provision is an integral part of the Academy Development Plan; the quality of SEN provision is regularly monitored.
2.1.2 The Principal has responsibility for: the management aspects of the academys work, including provision for students with SEN; keeping the governing body informed about SEN issues; working closely with the SEN personnel within the academy; ensuring that the implementation of this policy and the effects of inclusion policies on the academy as a whole are monitored and reported to governors. 2.1.3 The Special Needs Co-ordinator The Special Educational Needs Co-ordinators (afterwards referred to as the SENCO) role is to underpin the work of all areas of study and this is reflected in their teaching load. The SENCO will be responsible for: the day-to-day operation of this policy; co-ordinating provision for students with special educational needs; ensuring that an agreed, consistent approach is adopted; liaising with and advising fellow teachers; helping staff to identify students with special educational needs; carrying out assessments and observations of students with specific learning difficulties; supporting teachers in devising strategies and drawing up Individual Education Plans (IEPs), liaising with parents of students with special educational needs; liaising with external agencies including the LAs support and educational psychology service, the Connexions PA, health and social services and voluntary bodies. overseeing the records on all students with special educational needs; assisting in the monitoring and evaluation of progress of students with special educational needs through the use of existing academy assessment information; contributing to the in-service training of staff; managing the SEN team; liaising with the SENCOs of feeder schools;
attend LA in-service training.
2.1.4 All Teaching Staff are responsible for: creating an inclusive classroom for students with SEN; making themselves aware of this policy and the procedures for identifying, assessing and making provision for students with special educational needs. giving feedback to parents of students with SEN. They will be in possession of a copy of this policy via FROG (See Appendix 1 The Roles of the Teaching Staff) 2.2 Admission Arrangements The academy will admit students with identified special educational needs in accordance with the Authoritys admission policy provided their assessed needs can be met and subject to the receipt of their SEN records. 2.3 Facilities and Physical Access Our students have a variety of difficulties and although we have no facilities for particular types of special educational needs, we welcome all students and do our best to ensure that appropriate provision is made. A lift provides access to part of the academy, there are disabled toilet facilities, handrails inside and outside the buildings and some entrances are ramped but several areas of the academy are inaccessible for wheelchair users. 3 Resource Allocation See Appendix 2. 4 Planning for Progress 4.1 Organisation of teaching groups Effective management, disciplinary and pastoral arrangements and policies in our academy can help prevent some special educational needs arising and minimise others. Differentiation of classwork within the setting organisation will be a key aspect in meeting the learning needs of all students. Students on entry to The Mirfield Free Grammar will vary considerably in their overall potential and attainment. Our aim must be to extend every individual to achieve their full potential. Students and parents should expect equality of opportunity and access to the curriculum but this does not mean, however, that all students must be treated in exactly the same manner. We must give special help to the less able, show proper concern for the average and above, and at the same time cater for the gifted and talented. To achieve these aims, students will be placed in ability teaching groups or sets. A full description of how each year group is organised can be found in Appendix 3, however, it must be stressed that the progress of each student will continuously be reviewed and movements between teaching groups and sets will be made when appropriate. Academic grouping and setting arrangements will take into account the following:
information received from the Primary School related to students achievement and potential - information will include National Curriculum Key Stage 2 teacher assessment; NFER CATs standardised test scores; National Curriculum Key Stage 3 teacher assessment and test scores; results of assessments and tests carried out by departments; recommendations of the teaching staff.
These arrangements will therefore allow for a degree of differentiation but their existence does not remove the need for all teachers to ensure that they cater for the individual needs of all students within their care. It is very important to remember that research indicates that a major contribution to students progress and achievement is the expectation of the teacher. Teachers may underestimate the ability of students and fail to realise that some are late developers. It is vital, therefore, that we are aware of this danger and that it is our duty to identify potential and encourage achievement. For this reason, it is the academys policy to make available to all teachers, information concerning the NFER CATs scores including the predictions they give for National Curriculum Key Stage 3 levels and GCSE grades. This information is to be used as only one indicator of a students potential. 4.2 Identification and Assessment of Special Educational Need The Governing Body accepts and supports the following statement from the 2001 Code of Practice: The continued importance at secondary level of early identification assessment and provision for any pupil who may have special educational needs cannot be overemphasised. The earlier the action is taken, the quicker appropriate help can be provided without unduly disrupting the organisation of the school, and the more responsive the pupil is likely to be. Initial concern about whether the child has a learning difficulty may arise because: a child expresses a concern; a parent expresses a concern; a Form Tutor, Achievement Co-ordinator, subject teacher or Head of Department or member of the SEN team expresses a concern; another professional such as a health, social or psychological worker expresses concern. Methods used for early identification and assessment of Special Educational Need will include: information from previous schools; informal observation by subject teachers/Form Tutor/Achievement Co-ordinator in a variety of situations. information from parents; National Curriculum levels; NFER CATs standardised scores; data obtained from formal tests (see Appendix 4); information provided by the operation of the academys Behaviour Policy. Information and data obtained from the above will then be considered against criteria (see Appendix 5) to decide whether or not a student has special educational needs.
4.3 Special Educational Needs Register Although not required by the Code of Practice, the school will keep a register of all students with special educational needs using SIMS. The SENCO will take responsibility for ensuring that the register is kept up to date and that staff are informed of additions, deletions and changes of response. 4.4 Provision for Students with Special Educational Needs 4.4.1 The graduated response The academy has adopted a graduated response that includes a wide range of strategies to meet the needs of students with special educational needs as recommended by the Code of Practice and in line with LA policy. This is illustrated in Appendix 6. 4.4.2 Access to the Curriculum All students with special educational needs will have access to a broad and balanced curriculum including the National Curriculum. a) Management Arrangements to achieve access to the Curriculum: All staff take responsibility for students with special educational needs within their classes and they are encouraged to: adapt the curriculum and/or lesson delivery to accommodate students learning difficulties by for example: increasing differentiation; simplifying instructions and tasks; using alternative methods of recording; varying tasks to increase motivation and/or on task time; improving the accessibility of tests; make provision for a variety of learning styles; plan to enhance the students self esteem and confidence in the learning situation. The SENCO is responsible for managing the production of Individual Education and Behaviour Plans for students on the SEN register, but Form Tutors, Achievement Coordinators, subject teachers and Heads of Department have particular responsibilities within this process (see Appendix 1). Heads of Department have the responsibility of monitoring SEN policy and practice within their own departments, liaising with staff regarding the setting of appropriate classwork, homework and examination papers. b) In Class Support to Achieve Access to the Curriculum: Support for Learning Assistants (SLAs) are required to work with students across the curriculum or within a specific faculty. Over time SLAs will become integral member of the faculty teams and hence they will contribute to many aspects of the departments work including planning. SLAs may support students with special educational needs by: Drawing on knowledge of various forms of special educational needs, to develop an understanding of the specific needs of the students concerned. Taking into account the special needs involved, to aid students to learn as effectively as possible both in group situations and on their own by, for example: - clarifying and explaining instructions; - ensuring the student is able to use equipment and materials provided;
motivating and encouraging the student as required; assisting in weak areas eg language, behaviour, reading, spelling, handwriting/presentation etc. - helping students to concentrate on and finish work set; - meeting the physical needs as required whilst encouraging independence; - liaising with the subject teacher to devise complementary learning activities. Establishing a supportive relationship with the students concerned. Encouraging acceptance and integration of the students with special educational needs. Developing methods of promoting/reinforcing students self esteem. c) d) e) f) Individual or small group withdrawal to develop literacy skills. Care being to ensure that this does not conflict with National Curriculum entitlement. Key Stage 3 Foundation For Learning Group to develop the key literacy, numeracy & social skills in a more nurturing environment. At Key Stage 4 departments are implementing courses other than GCSE to meet students needs. At Key Stage 4 students have access to the Student Support Centre for extra support with specific subjects.
4.4.3 Teaching resources and materials Students with Special Educational Needs have access to: IT equipment STAR reading programme; computer programmes for maths concepts and skills; a variety of spelling/reading programmes for use on PCs; pocket spell checkers; specialist reading schemes and a wide variety of age appropriate reading books for students with low reading ages; a variety of teaching resources to facilitate multi-sensory teaching for students with specific learning difficulties; four learning support rooms. 4.5 Recording, Monitoring and Reviewing The SENCO has responsibility for ensuring that records are properly kept and available as needed. Day-to-day monitoring arrangements for students with special educational needs are outlined in appendix 1. All Individual Education and Behaviour Plans (IEPs and IBPs) include a date for review that is normally within a term of the IEP being written and half a term after the IBP has been written, although the frequency of reviews can vary according to the needs of the student. IEPs & IBPs are reviewed three times a year.
Reviews can take a variety of forms: Parents are invited to come into the academy to review the progress made by their child, the effectiveness of the IEP and to determine future action. Meetings are arranged at convenient times for parents and any relevant outside agencies to attend. For students with Statements, a LA review is carried out annually, although if considered necessary, additional reviews can be convened at any time. The SENCO will invite relevant agencies to attend the meeting and to submit written advice. Parents and students will also
be invited to attend. Once this meeting has been held the SENCO writes the Annual Review Report, which summarises the meeting, sets out educational targets for the coming year and comments on the appropriateness of the statement. The SENCO then circulates the report to all involved in the review and a new IEP is written and circulated. The annual review in Year 9 and any subsequent annual review until the student leaves school must include the drawing up and subsequent review of a Transition Plan. This plan should draw together information from a range of individuals within and beyond the academy in order to plan coherently for the students transition to adult life. Parents, Social Services, NHS Trust, Educational Psychologist and any other outside agency are invited to attend and requested to submit reports. These reports, along with information gathered from within the academy, are circulated two weeks prior to the meeting. Following the Year 9 review, the SENCO writes a Transition Plan and a report that reviews the students statement. These are circulated to all those who were invited to the review. In subsequent years, a report that reviews both the statement and the transition plan is circulated. 4.6 Integration All students with special educational needs play a full part in the daily life of the academy and are encouraged to join in all activities. 5 5.1 Partnerships With Parents: Partnership with parents plays a key role in promoting a culture of co-operation between parents, schools, LAs and others. This is important in enabling children and young people with SEN to achieve their potential Code of Practice 2.1 The academy strives to ensure that there is a close working partnership with the parents of students with special educational needs by: making them feel welcome when they visit the academy; acknowledging and drawing on their knowledge and expertise in relation to their child; respecting their perspectives, and recognising their personal and emotional investment and their feelings; recording and acting upon their concerns; ensuring that they understand procedures and are aware of how to access support; respecting their own various needs, such as disability or communication and language barriers; engaging their responsibility and support to help their childs progress; clearly incorporating their views in assessments and subsequent reviews; encouraging them to keep regular contact with the school so that their anxieties can be quickly addressed; The DFE Parents Guide to the Code of Practice is available in a variety of languages, in Braille and on cassette. 5.2 Complaints Procedure In the first instance, concerned parents should discuss their complaints with the SENCO or the member of the Senior Team with responsibility for overseeing SEN provision.
Should the concern continue, the general complaints procedure should be followed to raise the matter with the Principal and the Governing Body. Parents will be informed of the existence of the LAs independent mediation service and their right to make representation to it. With Students Children and young people with special educational needs have a unique knowledge of their own needs and circumstances and their own views about what sort of help they would like to help them make the most of their education Code of Practice 3.2
5.3
The Academy will strive to: ensure that when interactions take place between students and staff (including those in the classroom), they are conducted in a way that is most likely to enhance the students selfesteem and confidence in the learning situation; identify the students views, wishes and concerns about his or her current and future education; ensure that they participate in all the decision making processes including the assessment of their needs, the setting of targets and the review and transition process; discuss with the student the reasoning behind any intervention; help the student to track their own progress. However there is a fine balance here and students must not be overburdened with decisionmaking procedures in which they have insufficient knowledge or experience to make appropriate judgements 5.4 With Outside Agencies The Children Act 1989 and the Education Act 1996 place duties on schools, LAs, health services and social services to work in close co-operation with each other to establish a multi-disciplinary approach to the resolution of SEN issues. Kirklees LA also provide a wide variety of support services to assist in early identification of special educational needs and in advising schools on effective provision, which can prevent the development of more significant needs. Under the present funding arrangements all these services are provided without additional cost to the school. (See Appendix 7 for a list of the main available agencies.) 5.5 Links with Other Schools and Transfer between Schools Close links have been established and maintained with feeder Junior Schools in Mirfield: students with SEN and their parents are informally interviewed by the SENCO in the Spring Term prior to entry to Year 7; the SENCO is invited to attend Year 5 & 6 SEN review meetings; if thought desirable, students and their parents are invited to visit the academy again so that they can familiarise themselves with the buildings and observe the academy in session;
students with SEN have extra transition days to enable them to become familiar with the academy buildings & layout;
late in the Summer Term, all Year 6 students spend a day in the academy; the SENCO visits the Junior Schools during the last two weeks of the Summer Term to be updated on students SENs; the Mirfield Pyramid of SENCOs meet to discuss matters of common concern.
Also links with Secondary Schools to prepare for transition for Post 16 education to ensure we can meet a students needs Post 16. 6 Staff Development
The In-Service Training of all staff in relation to Special Educational Needs will remain a priority for the Academy Development Plan and the Professional Developmental Process. 7 Evaluation of the Policy
The broad principles set out at the beginning of the policy will lay the foundations for its evaluation. Criteria for monitoring the success of the policy: resource allocation to students and how they have been used; the number of students identified at each stage; progress made by students with SEN ie the extent to which reviews indicate that the students are achieving their targets; students enjoy a high level of self-esteem and confidence in the learning situation; informal and formal feedback from parents and staff; improvement in reading, spelling, comprehension and mathematical ages, and a comparison between NFER predicted and actual levels/grades achieved in Key Stage 3 SATs or GCSE examinations; use of outside support agencies and their perception of the schools success in meeting the objectives of this policy; details of in-service training and the extent to which it has contributed to the implementation of this policy and the confidence of the staff in managing SENs; academy self evaluation; termly monitoring of procedures and practices by the SEN governor; the Governors Annual Report/Academy Profile to parents, which contains the required information about the implementation and success of this policy; visits from LA personnel and Ofsted inspection arrangements.
Appendix 1 THE ROLES OF THE TEACHING STAFF TO FACILITATE SPECIAL EDUCATIONAL NEEDS IDENTIFICIATION AND THE WRITING AND REVIEWING OF INDIVIDUAL EDUCATION PLANS Identification of Learning Difficulties Concerns regarding students who may be experiencing learning difficulties can be expressed by students themselves, their parents, and any member of staff (including SLAs) or by staff at schools the student has previously attended. These concerns will then be passed on to the SENCO who will ensure that appropriate standardised tests (see Appendix 4) are administered to ascertain whether the student meets with the criteria (see Appendix 5) for entry to the SEN register. If the student is to be placed on the SEN register parents will be informed and if they wish, invited to come into the academy to discuss the matter. Once on the SEN register the student will follow an Individual Education Plan (IEP) which will specify appropriate targets for the individual learning difficulties. Responsibility for Setting Targets Literacy (not for students with specific learning difficulties) and numeracy targets will be set by the students English and Mathematics teachers respectively. Literacy targets for students with specific learning difficulties will be set by the SENCO. . The target setting and review process (steps I & II) is repeated every term. Timings: HoD (other than one whose team have set the targets) should ensure that the IEP are reviewed during the next to the last week of the half term and by Tuesday (3.05pm) of this week, they have all been collected and given to the SENCO. Beginning of week before end of term the sheets will be collected and passed to the students English/Maths teachers. Early in the first week of the new term, an overview of the reviews will be written and new targets will be set by the students English/Maths teacher and given to the SENCO for printing. Start of second week of new term, IEPs circulated to staff. The target setting and review process (steps III & IV) is repeated every half term. Timings: Key workers should ensure that IBPs are reviewed during the next to the last week of half term and by Tuesday (3.05pm) of this week, they have all been collected and given to the SENCO. Beginning of week before half term the sheets will be collated and passed to ACs. Early in the first week of the new half term, an overview of the subject reviews will have been written and new targets will have been set by ACs and given to the Admin Team for printing. Start of second week of half term targets circulated to staff.
Appendix 1
English/Maths Teacher & SENCO as appropriate (i) To set the literacy or numeracy targets (ii) To explain to the student what it means to have their learning monitored (positive process to help them), what their targets are & how the process will proceed. A sticker with the targets on to be placed in planner. (iii) To regularly comment to the student on the progress he/she is making towards achieving their targets. 4. Using the reviewing synopsis, compile an overview of the students progress towards meeting their targets. Discuss with student. Reset targets. Give the overview and the new targets to Head of English/Maths (as appropriate). Teachers of subjects other English & Maths To reiterate the targets weekly & discuss with the student the progress they are making towards achieving them.
Step
Task
All Heads of Department To ensure that IEPs are circulated as soon as possible after they are produced.
Learning Support IEP produced and passed to HoDs for circulation. AC & Form Tutor will also receive a copy. Stickers produced. Copy of IEP sent to parents. LSA to make themselves aware of targets. 3. Produce synopsis of cross curricular reviews for English staff. 6. Print new IEP. Circulate overview and new IEP to FT, AC & parents. (Parents can request meeting). Circulate new IEP to subject teachers.
Student informed & targets set (IEP)
II
The reviewing process
1. Say whether the targets have been achieved. If not give some indication why not. Also give some idea as to what future targets should be what is it about the students learning that is presently causing concern.
2. Other than the HoD whose team have set the targets: To ensure that reviewed IEPs are collected in and passed to SENCO. This process can be delegated but it remains the HoD responsibility to ensure that it is done. 5. Head of English/ Maths (as appropriate) To ensure that overviews are completed & collected in and targets are reset. Hand both to SENCO.
Appendix 1
Step
Task
Achievement Coordinator To set the targets. Explain to the student what it means to have their behaviour monitored (positive process to help them), what their targets are & how the process will proceed. A sticker with the targets on to be placed in planner. Parts of this process might be delegated to DHoY or FT but it remains the responsibility of the HoY to ensure that it is done. 3. From the subject reviews compile an overview of the students progress towards meeting their targets. Discuss with student (could be done by FT). Reset targets. Keep a copy of the overview for students file and give the original overview and the new targets to SENCO.
Form Tutor
Head of Department To ensure that IBPs are circulated as soon as possible after they are produced.
Subject Teacher Comment either orally or on card (at least weekly) on the progress the student is making towards achieving their targets
Learning Support IBP produced and passed to HoD for circulation. AC & FT will also receive a copy. Copy of IBP sent to parents. LSA to make themselves aware of targets.
III
Student informed & targets set (IBP)
To reiterate the targets weekly and discuss with the student the progress they think they are making towards achieving them.
IV
The reviewing process
Could have some involvement. (see 3).
2. To ensure that all IBPs are collected in and passed to SENCO. This process can be delegated but it remains the HoD responsibility to ensure that it is done.
1. Say whether the targets have been achieved. If not give some indication why not. Also give the AC some idea as to what future targets should be what is it about the students behaviour that is presently causing concern.
4. Print new IBP. Circulate overview and new IBP to FT and parents. (Parents can request meeting). Circulate new IBP to subject teachers.
Appendix 2 RESOURCE ALLOCATION
The LA is presently providing additional funding of around 130,000 a year for about 12 statemented students and approximately 16,000 a year for students at School Action and School Action Plus. This funds the SLA faculty. The school also supports SEN students by having smaller class sizes in set 4 and in Year 10 by splitting each band into 5 sets for some subjects. This costs the school approximately 100,000 a year. Although not directly related to SEN, the school has established an Isolation Room to minimise the need for students to be excluded so reducing the disruption of their education. The academy has introduced a Foundation for Learning group in Key Stage 3 to focus on a maximum of 12 students literacy, numeracy & social skills in a more nurturing environment. The group is now running in Year 7 & Year 8 and will move into Year 9 for 2013-14 academic year. It is envisaged that the number of hours will reduce as the group moves through Key Stage 3. The academy has a Student Support Centre which predominately caters for a maximum of eight KS4 pupils every session who require additional support outside the normal classroom environment.
Appendix 3 YEAR GROUP ORGANISATION
Year Group 7
Organisation Two bands with mixed ability tutor groups; Each band is split into 4 teaching groups which operate in the following subjects: English, Mathematics, Science, ICT, History, Geography, Modern Foreign Languages and Integrated Studies.
8 and 9
Two bands with mixed ability tutor groups; Setting is used in English, Mathematics, Science, Modern Foreign Languages, Geography, History and Integrated Studies. Other subjects are taught in tutor groups. Two bands with mixed ability tutor groups; Setting is used in English, Mathematics, Science, ICT, Modern Foreign Languages and Integrated Studies. The other subjects are taught in option groups. Two bands each with mixed ability tutor groups; Setting is used in English, Mathematics, Science, Modern Foreign Languages and Integrated Studies. The other subjects are taught in option groups.
10
11
Appendix 4 FORMAL TESTS
Tests administered by The Mirfield Free Grammar will be selected from: NFER Verbal Reasoning Paper DE NFER Non-Verbal Reasoning Paper DH NFER Quantitative Reasoning NFER Group Reading test MacMillan Reading Comprehension 9-14 Neale Analysis of Reading Ability Schonell Graded Spelling Test Bangor Dyslexia Test
Appendix 5 GUIDANCE TO PLACEMENT ON THE SEN REGISTER
These criteria are designed to provide general guidance on the entry of students to stage 1 of a schools SEN register. They are not intended to be hard and fast criteria that schools should apply rigidly. Rather they offer a starting point for working towards greater consistency across Kirklees. The criteria has been discussed and developed with a group of SEN co-ordinators who are members of the SENCO network. This group represents a full range of schools and illustrates the different expectations and procedures which schools have prior to entry of students onto the SEN register. The notes that follow start to address these wide variations whilst at the same time accepting that special educational needs arise in a variety of contexts and that within this, schools will be very differently placed as to how they meet those needs. Children with Special Educational Needs : A Manual of Guidance Kirklees LA
ENTRY CRITERIA FOR SEN REGISTERS 1A Reading Accuracy at Year 7 and beyond has a reading age of 8 years 6 months or below. (This academy considers it more appropriate to consider a reading age below 10 years.)
1B
Reading Comprehension reading comprehension measured by a standardised test is at least 2.5 years below the reading accuracy age.
2A
Writing Spelling At any age from year 2 and above: not able to spell cvc 3 letter words; not able to recall spellings of common words taught spelling age 3 years below reading age and in any case below the 10-year level.
2C
Writing Handwriting At any age from year 3 and above: majority of letters formed incorrectly; illegible handwriting; slow rate of writing (copy writing 10 letters per minute or less).
Number At the end of year 6: obtains level 2 or below on SATs.
Physical and Medical persistent and significant difficulties with co-ordination and balance; cannot run, skip, hop or jump; appears repeatedly clumsy; has physical problems with routine and self-help tasks; has problems with handling tools and equipment (pencil grip, use of scissors etc); shows very poor attention with no recognisable cause.
Seek further information from parents and medical personnel. 5 Hearing and Vision Where staff are concerned checks should be made with parents and medical records and information sought from hearing or visual impaired services. 6 Speech and Language Content Seek further information from parents, medical personnel including speech and language therapists. 7 Behaviour problems arise in a variety of settings; disruption is caused to other students; problems persist over a period of time; shows persistent distress in the academy; does not interact age appropriately with peers; attacks staff or students by hitting, kicking etc; is unable to concentrate (less than 10 minutes on a chosen task); persistently does not conform to the academys routines; student shows little independence.
Appendix 6 THE CODE OF PRACTICE THE GRADUATED APPROACH School Action: When staff identify that a student has SEN, subject and pastoral teachers, in consultation with the SENCO, devise interventions additional to or different from those provided as part of the academys usual differentiated curriculum. subject and pastoral teachers remain responsible for working with the student on a daily basis and for planning and delivering an individualised programme -an IEP will usually be devised. The SENCO could take the lead in planning future interventions for the student in discussion with colleagues and monitoring and reviewing the action taken.
School Action Plus: SENCO and subject/pastoral staff, in consultation with parents, ask for help from external services; Additional or different strategies to those at School Action are put in place an IEP will usually be devised; The SENCO should take the lead in : any further assessment of the student; planning future interventions for the student in discussion with colleagues; monitoring and reviewing the action taken.
Statutory Assessment: In a small number of cases the LA will need to make a statutory assessment of special educational needs and then consider whether or not to issue a statement. Statutory assessment involves: Consideration by the LA, working co-operatively with parents, the students school and, as appropriate, other agencies, as to whether a statutory assessment of special educational needs is necessary and if so Conducting the assessment, in close collaboration with parents, schools and other agencies
Statement of Special Educational Needs: Where in the light of the above assessment, it is necessary for the LA to determine the special provision which the students learning difficulty calls for, the LA shall make and maintain a statement of his or her special educational needs. Appendix 7
EXTERNAL AGENCIES
The following agencies are most regularly used:
Well being centre (In house external agency) School Psychology Service Connexions Single Point Referral system (LA coordinated) Attendance and Pupil Support Officer (APSO) Social Workers Medical Officers Therapists eg Physio, Speech, Occupational Hearing/Vision Impaired Service Northorpe Hall Home and Hospital Teaching

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E11-5 Special Educational Needs Policy June 2013

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Reference Number: E11-5 Document Owner: Vice Principal, Inclusion Review Frequency: Governing Body Free to Determine (yet

to be determined) Last Review Date: July 2013

attend LA in-service training.

Student informed & targets set (IEP)

The reviewing process

Student informed & targets set (IBP)

The reviewing process

Could have some involvement. (see 3).

Appendix 2 RESOURCE ALLOCATION

Appendix 3 YEAR GROUP ORGANISATION

Appendix 4 FORMAL TESTS

Appendix 5 GUIDANCE TO PLACEMENT ON THE SEN REGISTER

Number At the end of year 6: obtains level 2 or below on SATs.

The following agencies are most regularly used:

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