ASHLEY C OF E PRIMARY SCHOOL
SPECIAL EDUCATIONAL NEEDS and DISABILITIES (SEND) POLICY
Agreed: March 2015
Review: March 2016
Introduction
This policy was written in partnership with the SLT, the SEND Governor, SENCO, staff, parent
representatives and pupils with SEND in KS2. The policy reflects the statutory guidance set out in the Special
Educational Needs and Disability code of practice 0-25 years (July 2014)
The SEND policy is available on the school web site. Printed copies, including enlarged font, are available
from the office on request.
Our Mission Statement
To provide a happy, caring, Christian environment where our children develop independence and selfconfidence whilst achieving their full potential.
Aims of the School
At our school and in partnership with parents, we aim to:
Ensure children acquire the progression of skills necessary for them to be independent learners.
Ensure all children experience success and reach their full potential by maintaining consistently high but
achievable expectations.
Develop the ‘whole child’ in mind, body, spirit and imagination to ensure positive self-image and selfconfidence are secure.
Promote the values of a Christian faith and help children to find their place in the communities and
societies within which they live.
Ensure all members of the school community feel valued, happy and secure in their role within the school,
regardless of ability, race, gender or creed.
Our Ethos
At Ashley School we believe that the ethos is in the detail. It’s a smiling face. It’s a cheerful ‘Good Morning’.
It’s a culture that says thank you and well done. It’s about holding a door for someone or caring for a friend
when they are hurt or upset. It’s about thinking before doing and making the right choice to do things
right. It’s about a quiet prayer in reflective time as well as a cheer of encouragement on the sports field.
It’s about remembering that detail every day, and correcting it when it goes awry. It’s a striving to get it
right.
SEND Vision
Ashley school respects the unique contribution which every individual can make to the community and
seeks to place this contribution within a clear structure which both embraces the highest possible
academic aspirations and accepts individual differences in ability, aptitude and level of skills.
At Ashley school every teacher is a teacher of every pupil including those with SEND.
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Definition of SEN
At our school we use the definition for SEN and for disability from the SEND Code of Practice (2014).
This states:
SEN: A child or young person has special educational needs if he or she has a learning difficulty or disability
which calls for special educational provision to be made for him or her. A learning difficulty or disability is a
significantly greater difficulty in learning than the majority of others of the same age. Special educational
provision means educational or training provision that is additional to, or different from, that made
generally for others of the same age in a mainstream setting in England.
Disability: Many children and young people who have SEN may have a disability under the Equality Act
2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect
on their ability to carry out normal day-to-day activities.
Key Roles and Responsibilities
SENCO
The SENCO has day-to-day responsibility for the operation of SEND policy and co-ordination of specific
provision made to support individual pupils with SEND, including those who have EHC plans. Part of the
role of the SENCO is to co-ordinate arrangements with the class teacher regarding those pupils with SEND
and disabilities.
The role of the SENCO in schools is set out in sections 6.84 to 6.94 of the Special educational needs and
disability code of practice: 0 to 25 years July 2014.
SENCO: Maggie Rebbeck
Contact details: [email protected] 01932 227695
National Award for SENCO: February 2014 (Reading University)
SLT Member: Jackie Stevens, Deputy head teacher
Contact details: [email protected]
Class Teacher
The class teacher has a key role in identifying children with Special Needs and in planning differentiated
lessons and activities for them. The Class Teacher liaises closely with the Teaching Assistants (TAs) and
Special Needs Assistants (SNAs) in the class to map provision where necessary.
Governing Body
SEND Governor: Anne Nash
Governing body responsibilities:
 To comply with the provisions of the SEND Code of Practice when carrying out its duties to all
pupils with SEND
 To seek continuous improvements to the school’s facilities to improve access/ arrangements for
a child with disabilities
 Be aware of current legislation.
 Decide the school’s general policy and approach to meeting children’s special educational needs
 Make every effort to ensure that the necessary special arrangements are made for any pupil
with SEND by setting up appropriate staffing and funding arrangements and overseeing the
school’s work
 Ensure that all children with special needs take part in the everyday activities of the school as
far as practical
 Consult the Local Authority when necessary and other Governing bodies where appropriate
 To report to parents on the implementation of the school’s policy for pupils with SEND.
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Headteacher
 The Headteacher has responsibility for the day-to-day management of all aspects of the
school’s work including provision for children with SEND.
 The Headteacher is responsible for keeping the Governing Body fully informed and works with
the SENCO to fulfil that responsibility.
 The Headteacher/Deputy Head meet regularly with the SENCO to discuss children’s progress
and address current issues.
 The Headteacher attends reviews and multi-professional team meetings at the request of the
SENCO / external agencies where it is felt his advice and support is required.
Designated Persons with specific Safeguarding responsibility:
Lead: Jackie Stevens (Deputy head)
Deputies: Maggie Rebbeck (SENCO), Joanne Hart (HLTA), Louise Athersuch (Teacher).
Members of staff responsible for managing Pupil Premium/Looked After Child funding:
Richard Dunne, Maggie Rebbeck, Jackie Stevens, Aileen Widdowson.
Members of staff responsible for managing the school’s responsibility for meeting the medical needs of
pupils:
Jackie Stevens, Maggie Rebbeck, Aileen Widdowson, Kylie Porter.
Context
This policy complies with the statutory requirement laid out in the SEND Code of Practice 0 – 25 (July 2014)
3.65 and has been written with reference to the following related guidance and documents:
Equality Act 2010: advice for schools DfE Feb 2013
Schools SEN Information Report Regulations (2014) (see 14 questions which follows the model devised by
the SE7 Pathfinder)
Statutory Guidance on Supporting pupils at school with medical conditions April 2014
The National Curriculum in England Key Stage 1 and 2 framework document Sept 2013
Safeguarding Policy
Accessibility Plan
Teachers Standards 2012
Aims and Objectives
Aims
At Ashley school all pupils, regardless of their particular needs, are provided with inclusive teaching which
will enable them to make the best possible progress in school and feel that they are a valued member of
the wider school community.
We expect that all pupils with SEND will meet or exceed the high expectations set for them based on their
age and starting points.
We will use our best endeavours to give pupils with SEND the support they need.
Ambitious educational and wider outcomes will be set for them in partnership with children and their
parents/carers.
We want all pupils to become confident individuals who will be able to make a successful transition on to
the next phase of their educational journey and into adulthood.
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Ashley School is committed to removing any potential barriers to learning and participation. We welcome
and value all children and strive to deliver a fully accessible social and academic curriculum. The staff work
alongside parents and professionals to adapt our systems and structures, curriculum, building, attitudes
and values to make our school an inclusive and welcoming environment.
Ashley School has a commitment to a whole school approach to SEND whereby all who participate in the
day-to-day life of the school recognise their collective responsibility for children who are experiencing
difficulty in their learning and/or behaviour, and children who have physical or sensory difficulties.
We aim to ensure:
 Compliance with the Special Educational Needs and Disability Code of Practice: 0 to 25 years,
July 2014.
 Quality first teaching for all children.
 All children have access to a broad and balanced curriculum, differentiated as appropriate to
meet individual needs.
 All children are given equality of opportunity to participate fully in school activities.
 All children have opportunities to meet personal standards of excellence.
 Early identification of special educational needs.
 Removal of barriers to learning and achievement.
 Effective assessment and monitoring of needs.
 A relevant graduated response to pupils’ needs.
 Appropriate provision for children with SEN.
 Opportunities for effective inclusion throughout the school to develop children’s independence,
as appropriate to their level of need.
 Close and effective partnership between parents, school and outside agencies.
 Children’s views are valued and listened to.
 Delivery of relevant In-Service Training.
Objectives
1. To ensure a clear process for identifying, assessing, planning, providing and reviewing for pupils who
have special educational needs and disabilities with pupils and their parents/carers at the centre
2. To develop effective whole school provision management of universal, targeted and specialist support
for pupils with special educational needs and disabilities
3. To deliver a programme of training and support for all staff working with pupils with special educational
needs and disabilities, which develops our practice within the guidance set out in the SEND Code of
Practice, July 2014
4. To develop a parent/carer reference group to ensure effective communication and co-production of
policies and practice relating to pupils with SEND
Identification of Needs
We monitor regularly the progress our pupils make in all areas of the curriculum. This includes tracking
pupils’ progress termly in core subjects and in foundation subjects. In Reception classes, teachers carry out
on-going formative assessment throughout the year. The Early Years Foundation Stage profile assessment
is carried out during their final term. As well as tracking our pupils’ progress in class groups, we also
identify other groups such as children with Special Educational Needs, English as an Additional Language or
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those receiving Pupil Premium through our group tracking system. Parents/ carers are encouraged to
speak to the class teacher, the head teacher, deputy or Special Educational Needs Coordinator (SENCO)
about any concerns that they have. We have staff with specialist expertise in a range of areas of special
educational needs, and they are encouraged to share their knowledge with other members of staff.
The Code of Practice outlines 4 possible areas of need (Sections 6.28 to 6.35).
1. Communication and interaction
2. Cognition and learning
3. Social, emotional and mental health
4. Sensory and/or physical
Supporting Children with SEN
At Ashley school we will identify the needs of each pupil by considering the needs of the whole child which
are broader than just the special educational needs.
The interventions used in school are monitored to measure progress and impact. Screening tools are used
to identify needs for some children. There is 1:1 tuition by a qualified teacher in place for up to 5 children
per term, as well as lunchtime nurture clubs. All our additional support programmes are overseen by the
Deputy Head or SENCO.
A Graduated Approach to SEN Support
Quality first teaching
The class teacher provides differentiated expectations for all pupils by providing good quality personalised
teaching. 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.
Progress and outcomes for all pupils are checked using a pupil tracking system and termly pupil progress
meetings. The school regularly and carefully reviews the quality of teaching for all pupils, including those at
risk of underachievement. Good quality teaching is balanced with additional intervention where required
by pupils.
INSET and training for staff on SEND is planned on a termly and as needs basis.
The school decides whether to make special educational provision based on:
Class assessments, internal staff moderation of progress, provision management outcomes and specific
assessments and advice from specialist agencies
Placing pupils on the SEND register:
Pupils will be placed on SEN support, which is the first tier of support, with reference to the Surrey SEND
14 Pathway Guidance.
Assess: We ensure that we regularly assess all pupils’ needs so that each child’s progress and development
is carefully tracked compared also to their peers and national expectations. We will listen to the views and
experience of parents/carers and the pupil. In some cases we will draw on the assessments and guidance
from other education professionals e.g. EPs, PSS and from health and social services where appropriate.
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Plan: Where SEN Support is required the teacher and SENCO with the parent/carer will put together a plan
outlining the adjustments, interventions and support which will be put in place for the pupil as well as the
expected impact on progress and outcomes, including a date when this will be reviewed. Targets for the
pupil will be shared with her/him using child friendly language. All staff who work with the pupil will be
made aware of the plan. Parents will be asked to share in the monitoring of progress through any home
learning.
Do: The class or subject teacher is responsible for working with the pupil on a daily basis. She/he will also
liaise closely with TAs or specialist staff who provide support set out in the plan and monitor the progress
being made. The SENCO will provide support, guidance and advice for the teacher.
Review: The plan including the impact of the support and interventions will be reviewed each term by the
teacher, SENCO, parent/carer and the pupil. This will inform the planning of next steps for a further period
or where successful the removal of the pupil from SEN Support.
For pupils with an EHCP the Local Authority must review the plan at least annually.
Parents, families and children
Parents/carers will be involved in meeting with the class teacher each term to set objectives and review
the progress made by their child. The pupil will also be involved (depending on age and stage of
development) in the process, and targets will be written in child friendly language. Pupils may also be
involved in inviting their parents or sharing some of their work.
SEND Provision
Additional Support (Developed from a discussion with a representative group of Year 6 children)
SEND support can include:
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a special learning plan
extra help from a teacher or a teaching assistant, for example help from a teaching assistant during
maths and English lessons
special materials and equipment, for example handwriting pens, enlarged print, visual resources
working in a small group, for example booster maths groups
observing and keeping records of a child
helping a child to take part in the class activities
making sure a child has understood things by encouraging them to ask questions and to try
something they find difficult
helping other children to work with a child, or play with them at break time, for example using a
buddy system
helping a child with physical or personal care difficulties, such as eating, getting around school
safely, toileting or dressing
helping a child with special programmes, for example speech or occupational therapy, or social
skills
providing special displays in the classroom
supporting a child to participate in school trips and after school clubs
Managing the needs of Pupils on the SEND Register
Each pupil in school is an individual and will have a programme to meet their needs.
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Roles and responsibilities of key staff: class teacher, SENCO, TA, specialist staff
The class teacher is responsible for planning and updating provision for individual children
Parents will be consulted at termly meetings, and additional meetings may be arranged for pupils with
more complex needs with the SENCO and other supporting professionals.
Meeting Pupils’ needs:
Strategies used to remove barriers to learning and provide access to learning are recorded in a Pupil
Pathway Plan. The Pupil Pathway Plan focuses on individual targets that match the child’s needs. The Pupil
Pathway Plan is reviewed termly and parents’ views on their child’s progress is sought. The review of
targets each term is an important opportunity to assess how a child is progressing : successfully achieved
targets over a sustained period may mean that a Pupil Pathway Plan is no longer necessary. The child
would continue to be monitored by the Class Teacher in order to ensure their progression within the
differentiated curriculum. However, a child who does not meet their targets would need their Pathway
Plan to be amended appropriately. Reviews ensure children’s needs are being most effectively provided for
and that they are identified at the appropriate stage within the Code of Practice.
Education, Health and Care Plans
All schools must be provide up to 13 hours of extra support for pupils with SEND where needed. If there
are particular concerns about a pupil, we can refer for help and advice from other agencies with parental
permission.
In a few cases, when there is a significant concern about a child, and the child’s needs cannot be met from
the school’s resources the decision is made that much more detailed information is needed. Following
collation of a range of evidence from parents, the child, school staff and outside professionals, a request
for Statutory Assessment is made to the Local Education Authority. The Local Education Authority will
arrange a ‘Team around the Family’ meeting in school to review the evidence. Following the meeting a
decision will be made as to whether the assessment is needed. If an assessment is carried out, it may lead
to a formal Education, Health and Care Plan.
Specialist services:
When a child’s needs cannot be met from within the schools resources, parents will be contacted to
discuss referral to additional and specialist services in Surrey. The type of support needed will be assessed
by the SENCO with advice from the class teacher, parents and specialist services and a referral will be made
to the relevant service. The service may offer an assessment of the child’s needs and on-going support as
well as advice and training for school staff. Following specialist advice there may be a special programme
of support for the child implemented in school by a trained Teaching Assistant.
Provision Management
Records of all additional individual and group interventions are kept up to date each term by class
teachers, and these are checked and added to the Surrey Provision Management Tool by the SENCO. This
Tool is an excel spreadsheet which shows provision across the school, and the impact of this intervention
on pupil achievement. It can also be used to cost the additional provision.
The SEND register
The SEND register is reviewed termly by the SENCO in collaboration with class teachers prior to the school
Census. If a decision is made to add or remove a child from the SEND register this will be done after
discussion with parents. The level of provision is determined by a pupil’s needs and by reviewing the SEND
Information Report (on the school website) and the Surrey Local Offer (Surrey website).
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Supporting parents/carers and young people
Parents/ carers and young people can find further information about Special Needs and Disabilities from:
 The SEND Information Report (14 questions)
 Surrey’s Local Offer which includes other agencies who provide a service
 The Surrey Information, Advice and Support Service
 Ashley School’s admission arrangements
 Information regarding special arrangements for exams and assessments can be accessed through
the SENCO, the Year 2 or Year 6 teaching staff
 Transition between classes, key stages or to other schools will be arranged by the relevant class
teacher in collaboration with the SENCO
 The schools policy on managing the medical conditions of pupils
Supporting pupils at school with medical conditions
(See DfE guidance April 2014)
Ashley school recognises that pupils with medical conditions should be properly supported so that they
have full access to education, including school trips and physical education (Page 4 of guidance)
At Ashley school arrangements to support pupils at school with medical conditions will include individual
healthcare plans, access to any spaces including changing and toilet facilities and training for staff.
Where children with medical conditions are disabled the school will comply with its duties under the
Equality Act 2010 (page 5 of the guidance). Some children may also have special educational needs (SEN)
and may have a statement, or Education, Health and Care (EHC) plan which brings together health and
social care needs, as well as their special educational provision. For children with SEND, this guidance
should be read in conjunction with the SEND code of practice (page 6 of the guidance).
Monitoring and evaluation of SEND
We regularly monitor and evaluate the quality of provision offered to all pupils and that this informs future
developments and improvements. This includes:
Role of the SEND governor
Monitoring & review of SEND funding
SEND is kept under regular review through the various governor committees and Full Governing Body
Meetings
School Self evaluation
School Development Plan priorities
SEND reference groups composed of pupils, staff, governors and parents
Feedback from parents/carers and pupils
External audits, for example SEND Monitoring visits by Babcock4S and OFSTED inspections
Developing best practice, for example through moderation of pupil progress through SENCO networks and
local partnerships
Training and development
Ashley school ensures that all staff keep up to date with developments in teaching and provision to meet
the needs of pupils with SEND through:
 Recent in –house INSET and training for staff delivered by the SENCO and others e.g. Surrey
specialist teachers, EPs, health professionals, Babcock 4S consultants
 Individual staff (teachers and TAs) have developed specialist areas e.g. communication, literacy
interventions through attending training or received input at school from specialists e.g. Physical
and Sensory Support for pupils with Physical Development needs, Hearing or Visual Impairment or
MSI or via programmes from Surrey SEND Teaching School
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Induction led by the SENCO for new staff in school in relation to SEN policy and practice
The SENCO’s own professional development and membership of professional bodies e.g.
attendance at SENCO networks, courses, conferences
Individual teachers and teaching assistants are encouraged to attend courses relevant to the
current needs of the children in their class.
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Storing and Managing Information
Information will be securely managed within the school’s own data management system and according to
the confidentiality policy. Confidential documents are stored in locked cupboards. Paperwork with advice
on pupil targets and progression are stored by the relevant class teacher in a SEND file, shared with the
teaching assistant and passed on with the child to the next year group. SEND documents are stored at
Ashley School, until the child moves to secondary school or transfers to another school when these are
passed on to the new school. Parents have a right to ask to see their child’s SEND file, and should receive
copies of all specialist reports either from school or from the specialist team.
Policy Review
In line with all school policies the SEND policy will be kept under regular review by the SENCO.
It will next be reviewed in March 2016
Comments, compliments and complaints
Complaints Procedures
If a parent has a complaint or comment about the SEND provision for their children, they
should:
1. Firstly meet with the class teacher or SENCo at a mutually convenient time
2. A further meeting may be arranged with the class teacher and SENCO
3. If the situation remains unresolved, an appointment should be made with the headteacher.
We will endeavour to act swiftly and positively to address the issue directly,
Please see the Complaints Policy.
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