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Bolton Primary School

Caring - Inspiring - Enjoying - Excelling

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SEND Policy

  Introduction

 

This school provides a broad and balanced curriculum for all children, which is differentiated to meet individual needs and abilities and is designed to be inclusive.

 

Children may have Special Educational Needs (SEN) throughout, or at any time during their school career. This policy ensures that curriculum planning and assessment takes account of the type and extent of the difficulty experienced by the student.

 

It is our aim that every child should reach his or her full potential at Bolton Primary School. All children, whatever their individual needs are entitled to experience the same curriculum, including the full National Curriculum, and to have equal access to all the experiences and activities provided by the school.

 

  Aims and Objectives

 

The aims and objectives of this policy are:-

 

  • to identify students with SEN as early as possible;
  • to create an environment that meets the special needs of each student;
  • to ensure all students have equal access to a broad, balanced and differentiated curriculum;
  • to encourage students to develop confidence and self-esteem and to recognise the value of their own contributions to their learning;
  • to encourage students to be fully involved and find pleasure in their learning and to enable them to experience success;
  • to make clear the expectations of all partners in the process and provision of special needs;
  • to ensure parents are kept fully informed and are engaged in effective communication about their child’s SEN.

 

  Roles and Responsibilities

 

  • In this school provision for students with SEN is the responsibility of all members of staff;
  • Miss Jorysz is the nominated SEN Co-ordinator (SENCO). She consults the LA, and other schools, when appropriate and advises staff accordingly.
  • The Governing Body does its best to secure the necessary provision for any student identified as having special education needs and one governor – Jenny Hall - has special responsibility for SEN.They keep abreast of developments in SEN provision, and with staff, advise governors on SEN matters. Governors monitor provision within the school and assess the effectiveness of the provision.
  • The Governing Body has agreed with the LA admissions criteria which do not discriminate against students with special education needs. The Admissions Policy has due regard for the guidance in the Code of Practice. The ethos of the school is to offer each child an appropriate learning programme.
 

 

  Educational Inclusion

 

At this school we respect the fact that students:-

  • have different educational and behavioural needs and aspirations
  • require different strategies for learning
  • learn at different rates
  • require a range of different teaching strategies and experiences.

 

Teachers respond to students needs by:-

  • providing support in all curriculum areas
  • planning to develop student’s understanding through the use of all senses and experiences
  • planning for students full participation in learning, and in physical and practical activities
  • planning for students to manage their behaviour and attitudes, enabling them to participate effectively and safely in learning.

 

This policy ensures that teaching arrangements are fully inclusive. The majority of students will have their needs met through normal classroom arrangements and appropriate differentiation, which may include short-term support such as the Additional Literacy support or Springboard programmes.

 

  Specialist Provision

 

At present, we have no special facilities for children with physical difficulties, but should the need arise and financial support be available, we would wish to make such provision, in accordance with the school’s Single Equality Scheme.

 

Information about the school’s policy for identification, assessment and review for all students with Special              Educational Needs     

 

  • In addition to the points made above, the SENCO will work with all staff to

ensure students who may need additional or different support, to that normally found within the classroom, are identified as early as possible.

  • The progress made by all students at this school is regularly monitored and reviewed. Unless we are taking action that is additional to or different from that which goes on in the classroom as part of our differentiated approach, a child is not identified as having SEN.
  • Students who are not making adequate progress, or have a specific need at any one time, are identified as having SEN.
  • Staff consult with each other when the evidence gathered through the usual

assessment and monitoring arrangements gives concern about a student’s progress. Where concerns have been raised, the child is added to the registration of SEN. Parents are consulted and a plan of action is written.

 
  • Additional support is provided by the school, which could include some 1:1 withdrawn support work or small group support in class. This will be monitored and reviewed regularly through an Individual Education Plan (IEP)
  • The SENCO will consult with parents, students, carers, teachers and support staffs about the IEP to ensure all interested parties are aware of the learning targets and their contribution to its implementation.
  • All IEPs will be reviewed after an appropriate period of time to enable a judgement to be made about its effectiveness, but in any case at least once in six months. All review outcomes will be recorded. Parents and students will be invited to take part in the review and target-setting process.
  • If we have evidence that a student is making insufficient progress despite support the SENCO may seek further advice from external specialists in the LA, including specialist teachers, educational psychologists, school attendance and health professionals. The SENCO will keep parents and students fully involved and informed about any proposed interventions.
  • The range of support for students following intervention will be similar, but will reflect the advice given and may be necessarily more intensive.
  • Students with an Educational Health Care Plan (EHCP) will in addition to the on- going review of their progress and specific support through their IEP, be reviewed annually. A report containing recommendations will be provided for the LA which will consider whether to maintain, amend or cease the EHCP
  • Staff in school are trained to provide Reading Intervention when children are identified as having fallen behind their peer group in reading and writing. In other cases additional support will be provided by staff with special qualifications as appropriate.
  • For young children with difficulties in Maths, trained staff may use the Maths Recovery programme.
  • The school will liaise with the receiving school when a student with special needs is due to transfer and will forward to them, as early as possible, all relevant information to enable an effective transfer.

 

   Allocation of Resources

 

When funding is available:

  • the Headteacher is responsible for the operational management of the specified and agreed resourcing for special needs provision within school, including the provision for students with an EHCP.
  • the Headteacher informs the governing body of how the funding allocated to support SEN has been employed. The effectiveness of the resources for special needs will be monitored as part of the on-going process of self-evaluation in school.
  • parents of children with an EHCP will be offered a personal budget for the additional support the child or family may need. Parents will be able to choose whether they wish the LA, or a third party to manage the funds on their behalf or whether they would like direct payment and commission services themselves.
 

    Access to the Curriculum

 

  • All students have an entitlement to a broad and balanced curriculum, which is differentiated to enable students to:-
    1. understand the relevance and purpose of learning activities,
    2. experience levels of understanding and rates of progress that bring feelings of success and achievement.
  • Teachers use a range of strategies to meet students’ special educational needs. Lessons have clear learning objectives; we differentiate work and use assessment to inform the next stage of learning.
  • IEPs contain a small number of specific targets, ideally four or five, designed to enable the student to progress.
  • Wherever possible we do not withdraw students from the classroom; this reflects the schools acknowledgement that all students have an entitlement to share the same learning experiences as their peers. There are times however, when, to maximise learning, we ask the students to work in small groups or in a one-to-one situation outside the classroom.
  • Staff including teaching assistants meet to review the special needs provision. The named governor with responsibility for special needs meets regularly with the SENCO.

 

    Complaints Procedures

 

  • The school’s Complaints Procedures are set out in the school prospectus.

 

    Staffing and Partnership

 

  • The school undertakes regular audits of staff training needs as part of the Performance Management process, and meets these where possible, in conjunction with identified school priorities.

 

    Partnership with Parents

 

  • Class teachers work closely with parents throughout their child’s education. Parents should in the first instance contact the class teacher in case of any concern or difficulty.
  • At all stages of the SEN process the school keeps parents fully informed and involved.

We take account of the wishes, feeling and knowledge of parents and encourage them to make an active contribution to their child’s education.

 

    Links with Other Schools

  • The SENCO liaises with the SENCOs of Appleby Grammar School, Ullswater Community College and Queen Elizabeth Grammar School to ensure that effective arrangements are in place to support students at the time of transfer. This usually takes place in the summer term for Year 6 students or sooner if necessary.
  • When students move to another school their records are transferred within 5 days of ceasing to be registered at Bolton School.
 

Links with Other Agencies

 

The school works closely with all Specialist Teachers when identifying, assessing and making provision for special needs students. We aim to build up close relationships with those with whom we work on a regular basis such as the Educational Psychologist and the Speech and Language Specialist. For children with an EHC plan advice may be sort from social care and health professionals

 

  Success Criteria

 

The success of this policy is judged against the aims set out above. The policy is reviewed annually.

 

Additionally, the school will consider annually its provision for pupils with SEN as part of the Improving Learning Plan, and if appropriate, set specific targets.

 

 

 

Date reviewed: 01 Feb 2018

Date of next review: 01 Feb 2019

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