SEND Policy

Redstart Learning Partnership SEND values, beliefs and Aims:

Rationale

To raise the aspirations and expectations of all pupils, including those with Special Education Needs and Disabilities (SEND), by focussing on outcomes; providing a learning environment in which the skills needed for further learning and preparation for life are central. We aim to provide a stable and stimulating environment, ensuring that all children with SEND have access to all areas of school life and maximum integration with their peers. In addition we:

• will help each child to maximise his / her potential – whatever their ability or starting point
• will ensure that every teacher is a teacher of every child, including those with Teachers prepare and plan for all children,
• taking all needs into account and thinking carefully about next steps for each child’s development and any reasonable adaptations children need to ensure progress
• will understand and respond to the needs of all children, from the earliest possible time

Please note this SEND vision statement is compliant with the SEND Code of Practice 2015 (https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398 815/SEND_Code_of_Practice_January_2015.pdf)

Objectives:

• To identify and provide for pupils who have SEND
• To work within the guidance provided in the SEND Code of Practice 2015 and Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEND and 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 and policy
• To operate a ‘whole pupil, whole school’ approach to the management and provision of support for children with SEND with strengths and successes being celebrated in addition to needs being identified and met
• All schools will appoint a SENDCo who will ensure the delivery of the SEND Vision Statement
• All schools with a nursery provision will identify a nursery SENDco, who will liaise with and report to the school SENDco
• To provide support and advice for all staff working with pupils with SEND
• To comply with our funding agreement and articles of association

Definitions

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

Roles and Responsibilities

The Trust SEND Lead (Nominated Trustee)

The SEND Trustee will:

• Help to raise awareness of SEND issues through Teaching and Learning Committees, Education Committee and Trustee board meetings
• Monitor the quality and effectiveness of SEND and disability provision across the schools via information from the TLCs and the Education This will be reported to the main Trust Board.
• Work with the Head of School and SENDCos to determine the strategic development of the SEN policy and provision in the school.
• To ensure that the TLCs show a commitment to embedding SEND in all aspects of school life

The Head of School

The Head of School will:

• Work with the SENDCo and Trust SEND Lead 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
• Report to the Education Committee on an annual basis on SEND provision in each school

The SENDCo:

The SENDCo (Special Educational Needs and Disabilities Co-ordinator) will:

The length of time allocated to this role will vary according to the needs of each individual school. Some SENDCOs may also have a teaching responsibility. Our Trust SENDCo, spends time between the schools prioritising the proportion of her time to ensure that those schools with greater numbers of children with SEND receive appropriate provision and that SENDCos are supported in seeking the best outcomes for all children.

• Work with the Head of School and Senior Leadership Team, as well as senior leaders of the Redstart Learning Partnership, to determine the strategic development of the SEND policy and provision in the school.
• SENDCo to be a member of SLT in all schools
• Have day-to-day responsibility for the operation of the SEND policy and the co-ordination of specific provision made to support individual pupils with SEND, including those who have EHCPs (Education, Health and Care Plans) and those whose progress is causing concern.
• 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
• 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, including the local authority and its support services
• Liaise with potential Secondary and Nursery providers to ensure pupils and their parents are informed about options and a smooth transition is planned
• Work with the Head of School and the local Teaching and Learning Committees (TLCs) 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

Class teachers

Each class teacher is responsible for:

• The progress and development of every pupil in their class.
• Giving clear guidance to 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 that they communicate effectively with parents, sharing progress and targets with them
• Ensuring they follow the SEND policy.

SEND Provision

The kinds of SEND that are provided for

Our schools currently provide additional and/or different provision for a range of needs, including:

• Communication and Interaction (CI), for example, autistic spectrum conditions, speech and language difficulties, difficulties with social communication
• Cognition and Learning (CL), for example, dyslexia, dyspraxia, learning difficulties, developmental delay
• Social, Emotional and Mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD), attachment difficulties, mental health difficulties arising from abuse/neglect
• Sensory Processing Difficulties (SPD) and/or physical needs, for example, visual impairments, hearing impairments, medical needs depending on diagnosis

Identifying pupils with SEN and assessing their needs

• Some children’s needs are identified before they start school and their pre-school they attend will make sure we are aware of these. This may mean that we hold a ‘School Entry Planning (SEP) Meeting’ to discuss how the school can best prepare to meet the needs of the child involving any agencies involved
• Once at school, class teachers will monitor each child’s progress every half term. If extra advice is required about a child not making the expected progress, they will talk to the child’s parents / carers, previous teachers (if applicable) and the school SENDCo.
• All teachers are regularly trained in identifying a wide variety of needs, so that early identification and support is quickly and effectively provided.
• Assessments to identify the barriers to learning may be completed by teachers and teaching assistants who have been appropriately trained, the SENDCo, or other professionals working for the Education/Learning Support Services or the NHS.
• If Parent / carers have any concerns about the development or progress of their child needs they are welcome to discuss these with teachers and / or the SENDCo by appointment.
• Where particular and ongoing needs are identified, a child’s name may be added to the School’s Register for Children with SEND, enabling all adults working with them to understand the child’s needs and ensure appropriate provision is in place.
• If a child is placed on (or removed from) the School’s Register of Children with SEND, parents will be notified, usually through a meeting with the SENDCo and/or Class Teacher.
• We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where 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
  • Widens the attainment gap

This may include progress in areas other than attainment, for example, social or emotional needs.

Slow progress and low attainment will not automatically mean a pupil is immediately recorded as having SEND. For example there may have been illness, poor attendance or evidence of trauma which has impacted on progress for an individual in the short term.

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 how this can be provided.

Consulting and involving pupils and parents

• All teachers and SENDCos, are always happy to discuss concerns with parents / carers and to provide support and advice where appropriate.
• Most schools can also provide the services of a Parent and Family Support Advisor (PFSA) through a referral process. The PFSAs have a greater focus on family and There can be a waiting list for this service.
• Teachers and the school SENDCo have the responsibility for ensuring that access arrangements for pupils who need additional support for statutory assessments, are applied for and provided
• Transition between classes and different key stage settings are carefully supported, ensuring that children can approach these with security and When necessary, additional planning and visits will be arranged by the class teachers and / or SENDCo
• The SEND Vision Statement and the Annual SEND information report offers guidance to parents about SEND within each school.
• Information about admissions can be found on each school website
• Somerset LA also provides information on additional support on their Local Offer page: https://beta.somerset.gov.uk/education-and-families/the-local-offer/
• The Special Education Needs and Disabilities Information and Advice Service (SENDIAS) is available for parents and offers independent advice and support.
• We will have an early discussion with parents, and where appropriate pupils, to identify whether they need additional support and intervention. These conversations will make sure that:
  • Everyone develops a good understanding of the pupil’s areas of strength and difficulty
  • Parent and Pupil voices are heard and supported
  • Everyone understands the agreed outcomes sought for the child
  • Everyone is clear on what the next steps Notes of these early discussions will be added to the pupil’s record and shared with their parents and a review booked.

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 or subject 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, observation and experience of the pupil
• Their previous progress and attainment and behaviour
• Other teachers’ and SENDCo’s 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 regularly. All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. Through the use of Pupil Passport or Individual Education Plans (IEPs) (some individual naming in each school) we will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.

Graduated Approach to SEND Support in our schools

• In all our schools the importance of high quality teaching for all children is paramount. This is monitored through learning walks, a robust performance management structure and continual monitoring of pupil progress. All teachers are responsible for ensuring that work is set at an appropriate level, for all of the children in their classes, and that individual needs are catered for. This is known as Quality First Teaching (QFT) and is the first step in supporting a child who may have
• When a child is not making adequate progress, teachers will discuss the most appropriate intervention and support to overcome their barriers to learning, and will put this support into place whilst keeping parents / carers informed
• A Pupil Passport or IEP, which recognises the child’s needs, will be produced and shared with parents and support staff – parents will be invited to contribute to this passport and provided with an updated copy termly.
• The child’s progress will continue to be If additional interventions are required of a more specific nature, parents will be kept informed through short termly review meetings with their child’s class teacher. This forms part of a school’s ‘ assess-plan-do-review’ cycle. This may include small groups or individualised intervention depending on the needs of the child.
• The Assess, Plan, Do, Review document should involve the evidencing of progress, difficulties / challenges, new information regarding the child (Eg medical / professional support) and identify next steps.
• Meetings between parents and class teachers should be set and planned for in advance, in order for them to be short, effective and purposeful.
• When a child has had appropriate support in class with effectively run interventions meeting the perceived needs, but progress continues to be inadequate, discussions will be held between the teachers, teaching assistants, parents and SENDCo in order to determine next steps in the graduated response. The needs of the child will be examined against the criteria for inclusion on the SEND register (see Appendix 1) and an EHA (Early Help Assessment) begun in order to receive support and advice from external professionals as necessary, with the agreement and consent of Parent/Carers.
• It may be necessary to conduct further assessments to determine a clear picture of the needs of the These may be conducted by staff at the school, or the SENDCo may refer the child to a specialist education or health professional following the Early Help Assessment process.
• If it is deemed that a child’s needs are severe enough to meet the new criteria for an Educational Health Care Plan (EHCP) then the school SENDCo will work with Parents/Carers to initiate a request for Statutory Assessment.

Supporting pupils moving between phases and preparing for adulthood

• We will share information with the school, college, or other setting the pupil is moving to or from. We will share with parents and pupils which information will be shared as part of this. For moves across key stages, wherever possible, all pupils have an induction session at their new school with additional support sessions planned for in advance according to need and through discussions between home and school.

Our approach to teaching pupils with SEN

High quality teaching is our first step in responding to pupils who have SEND. This will be differentiated for individual pupils.

• All teachers are teachers of all children and are therefore responsible for the children with identified SEND within their own They are supported by guidance from their colleagues, advice from the Senior Leadership Team including the school SENDCo and assessment and advice from specialist professional support agencies.
• Teachers are responsible for updating Pupil Passports and smart targets as part of the ongoing assess-plan-do-review process and for monitoring the progress of all children in their classes. All adults working with the child must be informed of the child’s needs and how best to support them through discussion and access to up to date Pupil Passports and other supporting documentation.
• Clear assessment and identification of barriers to learning will lead to carefully planned provision (Appendix 2 – Provision Map) both within class and through high quality small group or individual intervention and support, working on the next steps for the child.
• Details of the range of support on offer can be found in our Local Offer which comprises the SEND Policy, SEND information report and accessibility plan. These documents are all updated regularly and are available on the school website.
• We work with a whole range of professionals from the Somerset Support Services and the National Health Service. These can be accessed by EHA referral by the SENDCo in consultation with Parents/Carers, or via the child’s GP.
• Pupils requiring high levels of support, who are in receipt of High Needs Funding or an EHCP (or will be applying for an EHCP) will have an Annual Review Meeting attended (through invite) by parents / carers / support workers / class teacher and any other professionals for whom attendance would be of benefit. For transition Annual Reviews where Parents/Carers have a clear preference for placement, the SENDCo/Year Head of the receiving school may also be invited
• All annual reviews will discuss the child’s current needs, changes in those needs or life circumstances, provision currently in place, progress and next steps.
• All annual reviews will include opportunities for all voices to be heard , including the child and parents / carers.

5.7 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, by grouping, 1:1 work, teaching style, content of the lesson, scaffolded and adapted learning tasks etc.
• Adapting our resources and staffing
• Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
• Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.

Additional support for learning

We have number of teaching assistants who are trained to deliver specific interventions. Teaching assistants will support pupils on a 1:1 basis when medical / physical or additional SEND needs necessitating this have been professionally recognised. Teaching assistants will support pupils in small groups when it is felt appropriate and necessary by the class teacher, and under their direction, through discussions with parents / SENDCO and/or other professionals.

We work with the following agencies to provide support for pupils with SEN:

• Speech and Language Therapy (SaLT)
• Occupational Therapy (OT)
• Physiotherapists
• EMAS (Ethnic Minority Achievement Service) including Diversity Voice
• Hearing and Vision services
• Educational Psychologists
• Physical Impairment and Medical Support Services (PIMSS)
• SEMH support services (Social and Emotional Mental health) via the Virtual School
• PFSA (Parent and Family Support Advisor)
• Learning Support Services via the Virtual School
• Traveller Education Service (TES)
• Paediatrician
• SENATAS (Special Educational Needs Assistive Technology Advisory Service)
• Autism and Communication Service (ACS)
• GPs
• Social Workers
• Foster Care Agencies
• School nurses
• Health visitors
• Outreach Teams from specialist provisions, including Pupil Referral Units and Specialist providers of education
• Continence Nursing Team

It is important to note that the following needs may also impact on progress and attainment, but are not always deemed to be SEND:

1. Disability (the Code of Practice outlines the ‘reasonable adjustment’ duty for all settings and schools provided under current Disability Equality legislation – these alone do not constitute SEND unless they present a barrier to learning and progressing, or ability to access learning alongside their peers)
2. Attendance and punctuality
3. Health and Welfare
4. English as an additional language (EAL)
5. Being in receipt of Pupil Premium Grant
6. Being a Looked After Child
7. Being a child of a Serviceman / woman

Expertise and training of staff

Most of our SENDCos have more than 2 years’ experience in this role and have worked for many years as class teachers beforehand. They have all either completed the NASENCO National SEND Postgraduate Certificate (at masters Level) or are working towards it. Those SENDCos with less experience receive additional support and guidance from the Trust SENDCo.

We have a team of teaching assistants, including a number of higher level teaching assistants (HLTAs) across the Trust who are trained to deliver SEND provision. Training is ‘needs led’ and updated regularly and includes intimate care, moving and handling and Team Teach support.

• In order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all pupils, all staff are encouraged to undertake regular training and development, built in through weekly Professional Development Meetings and externally delivered training courses.
• The school SENDCo regularly attends training and updates, provided by the Local Authority (LA) and any learning support /CAMHS services that are available in order to keep up-to-date with developments in SEND provision.
• Teachers and Teaching Assistants (TAs) are offered the training required to meet the specific needs of the children in their classes. This may be provided by experienced members of staff from within the Redstart Partnership, including SENDCos, or by external professionals from the LA, NHS or other experts in their field.

Securing equipment and facilities

We work closely with parents, pupils, staff and external support agencies in order to identify and procure any recommended specialist equipment.

Evaluating the effectiveness of SEN provision

We evaluate the effectiveness of provision for pupils with SEN by:

• Termly updates between teaching staff, pupils and parents / carers using the school’s Assess, Plan, Do, Review document
• Using pupil, parent and staff questionnaires
• Monitoring by the SENDCo and Senior Leadership Team
• Holding annual reviews for pupils with EHCPs or High Needs funding
• Regular learning walks and observations of lessons note the adaptations that are being made to provide for those children with SEND
• Termly meetings take place between the SENDCo and the Hub Council to review progress and provision
• Evaluation and monitoring arrangements promote an active process of continual review and improvement of provision

Enabling pupils with SEND to engage in activities available to those in the school who do not have SEND

We work hard to overcome any barriers to pupils with SEND enjoying the same activities as other pupils in our school. Sometimes this requires additional staffing or resources, and any specific needs would be considered and planned for in advance in consultation with the child and Parents/Carers. All of our extra- curricular activities and school visits are available to all pupils, including our before-and after-school clubs.

All pupils are encouraged to go on our residential trip(s).

• All pupils are encouraged to take part in sports day/school plays/special workshops, etc with adaptations being made as necessary to facilitate this
• No pupil is ever excluded from taking part in these activities because of their SEND needs
• We support pupils with all disabilities through consideration and adaptation of the school environment and resources (wherever reasonable and possible to do so).
• Through discussion with parents / carers, support workers and/or additional professionals involved with the child, we will ensure that full consideration of their needs has been made, and where possible, put into place before entry to the school through a School Entry Planning Meeting.
• We promote the theology that independence and acceptance are key to success and thereby endeavour to make whatever changes are necessary, to fully support the inclusion of any child with additional needs or disabilities in our educational settings.
• We are ensuring that there are accessible gates and bathrooms, including handrails for toilets used by any child with a specific disability requiring additional aids and that our sites are accessible for wheelchair users through the addition of sloped access points. Further information can be found in Schools’ Accessibility Plans located on the school websites.

Supporting Pupils at School with Medical Conditions

As a Trust we recognise that pupils at school with medical conditions should be properly supported, so that they have full access to education – including school trips and physical education. Some children with medical conditions, may be disabled and require further adaptations to be considered if possible / appropriate. Where this is the case, our schools will always comply with their duties under the Equality Act 2010

The new criteria for EHCPs in Somerset now determines funding provision; the school, in consultation with Parents, requests statutory assessment from the Local Authority. If this is granted, an Educational Psychologist will come to school to observe and work with the individual child, speak to staff and Parents and report their findings to a professional panel, who decide whether the criteria for issuing an EHCP have been met, and consult with local educational providers to ascertain which placement is best suited to meet the full needs of the individual within the funding parameters set, in line with Parental preference. The Local Authority has a statutory timeline of 26 weeks from receiving the request to carry out the assessment and issue an EHCP, if one is deemed appropriate.

Support for improving social and emotional development

In all our schools we are passionate about the wellbeing of the whole child. We understand that a child must have their social and emotional needs met first, before they can go on to achieve their full potential.

• We work extremely closely with SEMH teams, behavioural specialists, PFSAs and EPs in order to maximise our support for children experiencing social and/or emotional regulation difficulties.
• In some of our schools, where appropriate, we have Nurture Groups, providing structured, monitored support for individuals requiring extra development in areas such as self-esteem, emotional literacy, social skills and/or communication needs.
• We also have, across the Trust, some fully trained in-house ELSAs (Emotional Literacy Support Assistants) and all schools benefit greatly from regular guidance offered by our trust behaviour lead.
• We have a zero tolerance approach to bullying behaviours of any kind

Concerns about SEND provision

Concerns about SEND provision in our schools should be made to the class teacher / SENCO / in the first instance depending on the nature of the complaint, and every effort will be made to resolve the difficulty. If required, 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 SEND tribunal, if they believe that our school has discriminated against their children. Parents / carers can make a claim about alleged discrimination regarding:

• Exclusions
• Provision of education and associated services
• Making reasonable adjustments, including the provision of auxiliary aids and services

However, in all our schools we fully advocate that best practice is to talk through any concerns that parents have with the SENDCo or class teacher and then the Head of School if necessary.

The local authority local offer

Our contribution to the local offer is available on all our school’s websites Our local authority’s local offer is published here: https://www.somersetchoices.org.uk/family/information-and-advice/somersets-local- offer/

Monitoring Arrangements

This policy and every schools SEND information report will be reviewed by all SENDCos every year. It will also be updated if any changes to the information are made during the year. It will be approved by the Board of Trustees.

Links with other policies and documents

This policy links to our school policies on: ·

• Accessibility plan
• Behaviour policy
• Equality information and objectives
• Supporting pupils with medical conditions

Additional: Storing and Managing Information

 All staff are fully aware of the confidential nature of information held for children with SEND and follow the updated GDPR requirements.

APPENDICES

Appendix 1 – Criteria for placement on the School’s register of SEND
Appendix 2 – An example of a schools’ SEND Provision Map

Appendix 1 – Criteria for Inclusion on SEND Register

Appendix 2 – Provision Map for a Primary School SEND Provision Map