St. Paul’s College
Special Needs Policy
Rationale
St. Paul’s College is committed to the provision of a broad and balanced curriculum that offers
equality of access for all children. As a school we recognise that some pupils have special educational
needs and/or a disability that can prevent their access to the curriculum. It is our responsibility to
remove these barriers to their learning. As a college we are committed to making every possible
arrangement to provide for their individual needs so that they can achieve and make progress in line
with their ability.
Aims
As a school we aim to ensure full entitlement and access for pupils with SEN/Disability, to high
quality education within a broad, balanced, relevant and differentiated curriculum, so that they can
reach their full potential as learners. In order to set up appropriate provision for pupils and enhance
their understanding, we believe it is necessary to identify children with SEN/Disability quickly and
effectively in consultation with appropriate agencies and/ or personnel. It is also essential that we
ensure that all children with SEN/Disability feel valued and have a strong and positive self-image. As
a school we appreciate the importance of parental involvement in the assessment and support of
SEN pupils. Parents and pupils need to be committed to the process if an Individual Education
Plan/IEP /Behaviour Plan (IEBP) is to be effectively implemented.
As a school we strive to meet the individual needs of pupils. We try to educate pupils with
SEN/Disability, wherever possible, alongside their peers within the normal curriculum of the school.
In order for that to be effective it is essential to monitor and record each child’s progress and have
an awareness of their strengths and areas for improvement. This will help stimulate and maintain
pupil interest and enjoyment in their education. At a whole school level we encourage the use of a
range of teaching strategies which incorporate different learning styles and ensure effective
learning.
As a school we are strongly committed to Pastoral Care. We aim to create a caring and supportive
environment in which pupils can contribute to their own planned provision, in relation to their own
individual learning needs. We will make every effort to develop and utilise all resources in support
of pupils with SEN/Disability so that we enable pupils with SEN/Disability to be familiar with a body
of knowledge, skills, principles and vocabulary which will help them to lead full and productive lives.
Pupils need to develop a range of skills that will develop them as individuals and prepare them for
independent life and the world of work.
Identification and Assessment of Special Educational Needs
In St.Paul’s College the following forms of assessment will be used to identify pupils’ needs:
MIDYIS

Standardised tests

Whole school assessment

Information from transferring school

Parental information

Teacher observation

Class assessment

Diagnostic assessment
On some occasions it may be appropriate to include information from social workers, health visitors,
doctors and therapists.
Roles and Responsibilities
The SEN provision is the overall responsibility of the Board of Governors and Principal of the school.
It is their responsibility to ensure that all pupils’ special educational needs are addressed and that all
teachers have regard for the Code of Practice in the classroom. In addition they will ensure that all
teachers have regard for the school’s SEN and Inclusion Policy and that the policy is kept under
review in the college.
Role of the Principal
The principal has a responsibility to keep the Board of Governors informed about SEN issues. She
works in close partnership with the SENCO to support young people with Special Educational Needs.
Where necessary she liaises with parents and external agencies and delegates and monitors the SEN
budget.
Role of the SENCO
The SENCO, Ms Leonard, co-ordinates the day to day provision of the school’s SEN and Inclusion
Policy. She advises teaching and non-teaching colleagues on the implementation of the Special
Educational Needs policy and procedures and co-ordinates provision for children with Special
Educational Needs. She maintains the school’s SEN register, oversees the records of all pupils with
special educational needs and organises necessary reviews and referrals. She liaises with parents
and relevant external agencies to ensure pupils have an appropriate level of support. She
contributes to the in-service training of staff and evaluates and reviews SEN at a whole school level.
Role of Class Teacher
All class teachers should be aware of current legislation and the whole school focus on SEN. They
have a responsibility to gather information on pupils with special educational needs through
observation and assessment and plan for their learning. They should access, monitor and review
IEPs in consultation with the SENCO and work closely with Learning Support Assistants and
Behaviour Support Assistants to support each individual’s learning. They should develop an inclusive
classroom where pupils are supported and valued.
Role of the Classroom Assistant
The Learning Support Assistant should work under the direction of the class teacher to support and
assist the children in their care. They should be involved in planning for learning and support the
child by celebrating his or her strengths and abilities. All Learning Assistants should provide pupils
with practical support, provide opportunities for listening to their voice and speak to staff on the
child’s behalf about issues which are causing them concern. In terms of behaviour, they should also
explain boundaries and operate these consistently and fairly. Keep records and attend meetings and
assist with access arrangements during examinations.
Role of the Pupil
Pupils should have the opportunity to contribute to the assessment of their needs and to their IEPs.
The targets they are working towards should be discussed and agreed with pupils. They should have
the opportunity to contribute to the review of IEPs, annual reviews and the transition process.
Role of the Parent
It is the school’s responsibility to inform parents of their child’s special educational needs when the
child’s name is placed on the SEN register. In order to do so parents should meet with staff to
discuss their child’s needs and attend review meetings/ Parent-Teacher Meetings. It is the
responsibility of parents to inform staff of changes in circumstances and support pupils in meeting
their targets on IEPs.
The Code of Practice.
As a school we recognise that there is a continuum of Special Educational Needs and that the
requirements of the majority of pupils with SEN lie at Stages 1, 2 or 3. This means that their needs
are met by the school with the help of outside agencies and/or specialists as required.
Stage 1
When an initial concern is expressed following observation of classroom practice and ongoing
assessment and/ or a concern is expressed by a parent or health professional.

Subject teacher informs SENCO and together they will decide if the child’s name should be
recorded on the Special Needs register

Subject teacher completes and returns Stage 1 Referral Form to SENCO

SENCO discusses the situation with subject teachers

SENCO will remove pupil’s name from register/move to Stage 2
Stage 2
Following Stage 1 review or when a concern is expressed by several teachers, parent,
Health or Social Services professional.
• SENCO registers child’s needs and ensures that Stage 2 support is appropriate.
• SENCO and relevant teachers work together using all available information to agree
a way forward.
• SENCO will meet with relevant personnel
• Pupil will continue at Stage 2 or move to Stage 1 or 3
Stage 3
Following Stage 2 review or when further concern is expressed by teachers, parent,
Health or Social Services professional
• SENCO registers child’s needs and agrees, having consulted with parent and
Principal that intensive action and specialist support is required
• SENCO reviews available information, consults Support Services and contacts
Education Board
• Stage 3 Referral Form is completed following consultation with parent, pupil and
Educational Psychologist
• Stage 3 assessment is carried out and recommendations made
• IEP is drawn up, implemented and reviewed with all involved.
• Issues are discussed with Principal
• Following review, pupil remains at Stage 3/reverts to Stage 2 /Principal requests
Statutory Assessment
Stage 3 Support Services
• ASD (Autistic Spectrum Disorder) Team
• Audiology
• Behaviour Support (Sunlee)
• LTSS (Literacy Teaching & Support Service)
• Speech and Language
• Visual Impairment
• CAMHS (Child & Adolescent Mental Health Services)
Stage 4
If the school feels that the pupil cannot be supported without further assistance and specialist help
the school will submit form SA1 to Special Education who will decide whether or not to proceed with
a statutory assessment. The Board will consider
• The degree of the child’s difficulty
• The nature of the provision required
• Whether the child’s needs can reasonably be met by the resources normally available to the school
Stage 5
Once the statement has been finalised:
• Provision and /or support will be arranged to meet the pupil’s needs
• A Stage 5 Education Plan will be drawn up and implemented
• The Annual Review process will take place
In most cases any movement through the 5 Stage process will occur in a smooth linear fashion.
However, in exceptional circumstances, pupils may demonstrate such significant or unforeseen
difficulties that with multi-professional and parental agreement a move to a further stage is
necessary immediately.
Accessibility
At present pupils with Special Educational Needs and /or Disabilities have equal access to the school
building. There is a lift for pupils with physical disability and specialist toileting and showering
facilities. This will be reviewed on an annual basis and contact made to NEELB/CCMS as required.
Complaints
All complaints with regard to SEN/Disability will be dealt with in line with school’s existing
complaints procedures.