Review May 2021
Named SENDCo: Miss K Jepson
Headteacher: Miss E Bullock
We constantly strive to be the best teachers and best learners we can be in order to make positive contributions to our local and global community.
We learn to live healthily and happily and love to learn in a fun and caring environment to secure successful futures for all.
This policy was developed with regard to the SEND Code of Practice 2014. The policy is shared with the whole school community and is available to all stakeholders who request a copy.
Definition: What is Special Educational Needs?
A learner has SEND where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that usually available to learners of the same age.
The SEND Code of Practice 2014 outlines 4 broad areas of need:
• Communication and Interaction
• Cognition and Learning
• Social, Emotional and Mental Health Difficulties
• Sensory and/or Physical Needs.
At Moorhouse staff are aware of the fact that a learner’s needs may span one of more of these needs. The purpose of identification of needs is to work out what action we need to take as a school and not to fit a learner into a category. It is acknowledged that a learner’s needs may change over time.
The overall philosophy of Moorhouse ‘s Special Educational Needs whole school policy is to enable and to encourage all learners who differ from their peers academically, physically, socially or emotionally to have access to a well-balanced and a broad-based curriculum and to achieve their full potential with confidence and self-esteem within a caring environment.
More detailed information about these needs can be found in the SEN Code of Practice 2014 (6.28)
School Ethos with regards to Special Educational Needs and Disability (SEND)
At Moorhouse we aim to educate all our learners to their full potential within a broad and balanced curriculum. All learners are a unique part of our school community and are treated equally and fairly. We take full account of the rights of everyone to be treated with respect, honesty, justice and security.
We strive to create the best possible learning opportunities for all our learners to achieve. We ensure consistency of approach in a positive, caring and encouraging atmosphere within which all our learners can thrive, educationally and emotionally.
We support those learners who struggle with learning & behaviour and also those for who learning comes easily. We challenge all our learners to be the best they can be.
We are realistic and understand that some learners may need extra support to reach these high aspirations.
At Moorhouse every teacher is a teacher of every learner including those with SEND and as such each teacher is accountable for the progress and attainment of every learner in their class including those who receive specialist support outside of the classroom.
At Moorhouse we aim to ensure all learners regardless of need or ability reach their fullest potential.
1. To work within the guidance provided in the SEND Code of Practice, 2014.
2. To provide a SENDCO who will work within the SEND Policy.
3. To identify and provide for learners who have special educational needs.
4. To involve parents at all stages of identifying, assessing, developing, monitoring and evaluating provision for their learners. Helping them to understand and give appropriate help and support and promoting an effective partnership, obtaining the support of other agencies when necessary.
5. To encourage the learner’s involvement in the provision for their own learning, listening to learner’s views and taking account of them.
6. To provide support and advice for all staff working with learners with special educational needs.
Identifying Special Educational Needs
At Moorhouse we believe in early identification. Prior to starting Nursery or Reception staff carry out home visits with all families as part of Rochdale LA Early Help Strategy. The questions asked should highlight any possible SEND or other underlying concerns. Parents are asked to provide information about early development and any other services that may be involved with the family. If a SEND is identified by another service or setting a transition meeting will be held gaining as much information as possible to ensure the best possible support is provided on entry to school.
A Graduated Approach to SEND Support.
High quality teaching, differentiated for individual learners, is the first step in responding to learners who have or may have SEND. Additional intervention and support cannot compensate for a lack of good quality teaching.
Special educational needs and disability code of practice 2014
The first step in responding to learners who may have SEND is high quality teaching. At Moorhouse every teacher is a teacher of SEND and as such is expected to provide differentiated activities to meet the needs of all learners in their class. All teachers are responsible and accountable for the progress and development of learners in their class including those who are supported by teaching assistants, specialist teachers or outside professionals.
Pupil progress meetings are carried out each term and as part of these meetings learners whose progress or attainment is causing concern are highlighted. If progress or attainment is a concern then the first action is selecting appropriate intervention with Senior Leadership Team and/or the SENDCo. Targets should be time limited and specifically related to the area of need.
All interventions should be recorded on the class Provision map or if necessary an Individual Education Plan (IEP). Class provision maps and IEPs are updated and reviewed on a termly basis.
Interventions should be reviewed at least once per term to ensure learners are receiving the most appropriate support. If there has been no progress then teachers must inform the SENDCo outlining what steps have already been taken and what impact has been seen.
A learner may be placed on the SEND register if they have an identified condition or learning difficulty which impacts on their ability to access a differentiated curriculum or requires support from specialist staff in school or from an external agency.
A learner may be placed on the SEND register for progress if, despite high quality teaching and appropriate intervention:
- Progress is significantly slower than that of their peers starting from the same baseline.
- Progress fails to match or better the learner’s previous rate of progress.
- Progress fails to close the attainment gap between the learner and their peers.
- A lack of progress widens the attainment gap.
If there is a significant lack of progress or an increase in concerns advice may be sought from external professionals. These may include:
- Healthy Young Minds
- Educational Psychology Service
- Rochdale Additional Needs Service
- Speech and Language
- Community Paediatrics Service
Where it is determined that a learner does have SEND (in partnership with families) the learner will be added to the SEND register by the SENDCo. The code K will be used on SIMs to identify that SEND support is being provided, a Primary Need will be selected taking into account the 4 broad areas of need. The aim of formally identifying a learner with SEND is to help school ensure that effective provision is put in place and so remove barriers to learning. The support provided consists of a four – part process:
This is an on-going cycle to enable the provision to be refined and revised as the understanding of the needs of the learner grows.
Class teachers will use teacher assessment and/or formal assessments to identify the attainment of the learner comparing results to national averages and expected rates of progress. Family’s concerns and where appropriate the views of the learner will be sought and noted. The assessments and recommendations of external professionals will also be taken into account.
Planning will involve consultation between the teacher, SENDCo, other professionals and where appropriate, families/learners to agree short term clear and concise targets linked to learner progress. The targets should be time limited and a review date should be set.
All those working with the learner, including support staff will be informed of their individual needs, the support that is being provided, any particular teaching strategies/approaches that are being employed and the outcomes that are being sought through.
The class teacher remains responsible for working with the learner on a day-to-day basis. They will retain responsibility even where the interventions may involve group or one-to-one teaching away from the main class teacher. They will work closely with teaching assistants and to plan and assess the impact of support and interventions and links with classroom teaching.
Reviews of a learner’s progress will be made regularly. The review process will evaluate the impact and quality of the support and interventions. It will also take account of the views of the learner and where necessary their families. Targets should be evaluated and new targets set. Reviews may also take place during learner progress meetings to determine future interventions and support. If an intervention strategy is deemed to be not working i.e. the learner is not making progress, then alternative provision should be considered.
If it is decided that school-based provisions are not meeting the needs of the individual learner then an Education, Health and Care Plan (EHCP) may be requested from the Local Authority.
Managing the SEND Register.
All learners identified as requiring SEND Support will be tracked by the SENDCo using teacher assessments and Data input. The SENDCo will attend pupil progress meetings across school to offer support.
All records relating to the individual learner will be kept by the SENDCo with the current class teacher/ assessment lead holding records that are currently relevant in the class Pupil Progress File.
Each learner on the SEND register will receive appropriate intervention and will be tracked through the provision map or through individual education plans. The class teacher will retain accountability for the progress of all learners.
There are three levels of support for learners with SEND:
Wave One: Whole class differentiation through Quality First Teaching. (Access to multi-sensory equipment to support learning)
Wave Two: Small group targeted support with teacher or teaching assistant.
Wave Three: 1:1 targeted support from teacher or teaching assistant.
Criteria for Exiting the SEND Register.
If it is felt that learners are making progress that brings their attainment in line with national expectations then they may be taken off the SEND register (following discussion with all stakeholders). All records will be retained by the SENDCo and passed on to the next setting at points of transition e.g. primary / high school. The learner will continue to be monitored through Learner Progress meetings. If further support is required then they may be placed back on the SEND register.
The exception to this will be learners with identified conditions such as Autistic Spectrum Condition or ADHD who may need intermittent intervention to address social, emotional or behavioural needs on an ‘as needed’ basis. Support staff will provide targeted support as and when needed.
Supporting Learners and Families.
As a school we positively encourage and welcome the involvement of families in our work for all our learners and recognise the vital role that parents play in supporting their learner’s education. As a result of this Moorhouse has appointed a Pastoral Manager (Mrs Howard) to support the SENDCo; meaning that families are able to access support whenever needed during school hours.
We support and gain the support of the families of learners with SEND so that this partnership can benefit the learners.
Where appropriate learner voice will be sought to build learner profiles. We encourage all learners to develop confidence and recognise value in their own contributions to their learning, giving them a high self-esteem.
Supporting Learners at School with Medical Conditions.
At Moorhouse we recognise that learners at school with medical conditions should be properly supported so that they can have full access to education. Some learners with medical conditions may also be disabled. Where this is the case the school will comply with its duties under the Equality Act 2010. Some may also have SEND and may have an Education and Health Care Plan which brings together health and social care needs as well as their special educational provision and the SEND Code of Practice 2014 is followed.
All health care registers and plans are held by the SENDCo and shared with the appropriate staff to be kept in their class vulnerable learners file.
Moorhouse School welcomes applications for admission from the parents of learners with mobility issues.
Training and Resources.
All staff are encouraged to undertake appropriate training to meet the needs of the learners in their class. This is provided either in house or through organised training providers such as Real Trust. Relevant SEND training is provided to the whole school every term by either the SENDCo or outside agencies. The SENDCo attends all Local Authority and IPLCN network meetings in order to keep up to date with local and national updates in the field of SEND.
Roles and Responsibilities.
Provision for learners with SEND is a matter for the school as a whole. The board of governors, in consultation with the head teacher, has a legal responsibility for determining the policy and provision for learners with special educational needs. It maintains a general overview and has an appointed representative who takes particular interest in this area.
The Head teacher is responsible for:
• The management of all aspects of the school’s work including provision for learners with special educational needs.
• Keeping the governing body informed of SEND issues.
• The deployment of school-based provisions including the allocation of funding.
The SENDCo is responsible for:
• Overseeing the day to day operation of the SEND Policy.
• Auditing resources and budgeting for SEND to ensure efficiency and effectiveness.
• Co-ordinating the provision for learners with special educational needs.
• Liaising with and advising school staff.
• Assisting with the identification of learners with special educational needs.
- Liaising with families of learners with SEND ensuring a family centred approach is adopted.
• Liaising with outside agencies providing a link between these agencies, class teachers and families.
• Assisting in the monitoring and evaluation of learners with SEND.
• Liaising with other SENDCOs in the local authority.
Class Teachers are responsible for:
• Providing Quality First Teaching for all learners.
• Assessing learner’s needs and planning appropriate adjustments, interventions and support to meet the needs of individuals or groups of learners.
• Completing a Provision Map and reviewing this at least every term.
• Reporting on the progress and attainment of all learners.
• Retaining responsibility for all learners.
• Making themselves aware of the schools SEND policy and procedures for identification, monitoring and supporting learners with SEND.
• Directly liaising with families of learners with SEND.
Teaching Assistants should:
• Be fully aware of the schools SEND policy and the procedures for identifying, assessing and making provision for learners with SEND.
• Use the school’s procedure for giving feedback to class teachers about learners’ progress.
Storing and Managing Information.
The SENDCo is responsible for maintaining all learner files relating to SEND electronically.
These files are passed on to the learner’s next setting if they leave. Electronic copies of files are kept on the school O:Drive under SEN and can be accessed by all staff. Confidential records are stored on CPOMS accessed only by designated members of senior staff.
Complaints should be made in line with the school’s complaints procedures. (see website)
Equality & Community Cohesion Policy
The SENDCo will monitor and evaluate this policy on an annual basis or more regularly if required.
The Local Offer and SEND Information Report will also be reviewed annually by the SENDCo.