Special Educational Needs & Disabilities
We have two experienced members of staff who coordinate support for children with special needs. Mrs Brocklebank and Mrs Wilde work closely to coordinate all this work. They may be contacted via the school office.
Please click here to see our existing school policy on this subject.
Pupils With Additional Needs
Each term the Governors receive information from the Headteacher about the number of children at each stage on the Special Educational Needs register. They also receive information about how the needs of these pupils are being met through 'Provision Mapping' and about any training, which members of staff may have accessed in order to meet the needs of pupils with Special Educational Needs. Each year the Governors are also informed of any updates to the Federation SEN policy and procedures.
The School Leadership Team which includes the SEN Co-ordinator collects and analyses school performance data related to all identified groups of pupils to ensure that their needs are being appropriately met and that progress is being made.
At the point of transition each year staff meet to pass on important information and to ensure that receiving staff are aware of the needs of their new intake in readiness for the new academic year.
(Section 317(5) of the Education Act 1996 duties of governing bodies in relation to special educational needs.)
Definition of Special Educational Needs (SEN)
“A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:
- have a significantly greater difficulty in learning than the majority of others of the same age; or
- have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.” SEN Code of Practice 2014
Definition of Disability
‘A physical or mental impairment which has a substantial and long-term effect on the ability to carry out normal day-to-day activities’ Equality Act of 2010
The purpose of this document is to ensure that all stakeholders, including parents, teaching staff and governors understand and use a consistent approach in implementing support for young people with special educational needs.
1. Special Educational Needs for Which Provision is Made
Mrs Wilde and Mrs Brocklebank currently support children who have a range of special educational needs (SEN). The Code of Practice 2014 describes four broad areas of SEN
- Communication and Interaction, including speech, language and communication needs (SLCN) and Autism Spectrum Disorder (ASD).
- Cognition and Learning, including severe learning difficulties (SLD), profound and multiple learning difficulties (PMLD), Specific Learning difficulties (SpLD), including Dyslexia.
- Social, mental and emotional health, including attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), as well as other issues that are rooted in mental health.
- Sensory and/or physical needs, including a range of physical difficulties (PD) as well as hearing impairment (HI), visual impairment (VI) and multi-sensory impairment (MSI).
The school has direct experience of supporting children with all of the above, with the exception of SLD & PMLD.
2. Policies for the identification and assessment of pupils with SEN.
- Ongoing assessments are made on entry to the school, as well as during the school year on a year group/Key Stage or whole school basis. This may include tests in reading, writing and maths, as well as standardisation testing at the end of each Key Stage and in reading; for children in foundation stage assessments are made against the early years’ foundation stage curriculum and measured against specified milestones.
- If it is believed a child may have additional special educational needs, further assessments may be carried out in order to support requests for further support; these would always be on an individual basis and following consultation with the child’s parents/carers.
- Teachers and other adults working closely with the children in school are encouraged to raise concerns with the Inclusion Leaders/SENCos regarding the performance of pupil who they suspect of having special educational needs. Referrals are then discussed in more detail in order to plan the best way forward in order to meet the additional needs of the child concerned. This may include referral to more specialist services or for further assessment.
- All staff including teaching and support staff are given regular training on various aspects of SEND provision to help them identify such children and to offer appropriate support and provision; this is delivered through a graduated approach.
- Pupils who do not make adequate progress through the graduated approach may be further assessed by external agencies, such as the Educational Psychologist, IPASS and Speech and Language Therapy Services.
3. Policies for making provision for pupils with SEN
The policies outlined in this section apply to all pupils with SEN, whether or not they have EHC Plans.
- The school closely monitors the progress of all pupils, including those with special educational needs. The effectiveness of the provision for these pupils is regularly evaluated to ensure that these pupils make adequate progress. This will be reviewed termly by class teachers in collaboration with parents, the Inclusion Leader/SENCo and the pupils themselves.
- Pupils who are receiving support that is additional to or different from their peers, due to special educational needs, will be assessed on a termly basis in all their subjects in line with the whole school policy of termly assessment of progress. In addition, these pupils may be assessed in more specific terms using more detailed testing, to evaluate their level of progress in their specific area(s) of difficulty.
- The approach to teaching pupils with special educational needs varies, dependent upon the need of the particular child. Some of the interventions that are used at Stepney Primary are:
- In class support, where a teacher or Teaching Assistant may support one or more children to understand the content of the lesson.
- Occasional small group withdrawal, where a member of staff may deliver a short term literacy, numeracy or other intervention to a small group of pupils e.g. Lexia, a variety of Talk of the Town (TOTT) interventions and specific maths interventions.
- One to one withdrawal, where there may be a targeted support in their area of need.
- Children who are identified as having emotional, social and/or behavioural needs or children who are identified as being vulnerable may take part in nurture group sessions on an individual or small group basis, tailored to meet their specific needs.
- Lunch time clubs are offered covering a variety of activities for all pupils, but especially for pupils who find unstructured time difficult to manage.
- Additional support is provided for pupils requiring emotional and social development in the form of social skills groups, a pastoral system that operates for all pupils in the school including those with special educational needs.
4. Contact details of the Inclusion Leader/SEN co-ordinator.
Inclusion Leaders/SENCo name’s: Mrs K Wilde and Mrs R Brocklebank
Contact Telephone number: 01482 343690
5. Expertise and training of staff in relation to children and young people with special educational needs
All staff working in school have undertaken training in safeguarding and restorative practice. In addition we have an ongoing policy of CPD for all staff including teachers, teaching assistants and ancilliary staff, which regularly includes how best to identify and support children with special educational needs.
Staff will access training from outside support agencies when necessary including outreach and transitional support (see local offer for list of external agencies), to ensure they keep up to date with current policy and practice.
Staff will also attend training courses provided by the local authority.
6. Equipment and facilities to support children and young people with special educational needs.
All needs for equipment and facilities will be assessed for each pupil individually. Dependent upon the nature of the need, funding may be provided by the school or requested from other appropriate agencies.
These may include IPASS, who can provide specialist equipment for physical, visual, and hearing needs.
7. Arrangements for consulting parents of children with special educational needs about the education of their child.
Parents/carers are involved at each stage of the ‘assess, plan, do and review’ process. Parents/carers are invited to discuss with the Inclusion Leader/SENCo (and/or class teacher) the needs of their child in the first instance. This allows for parents to share knowledge about their child and engage in a positive discussion from which there will be agreed actions relating to how the child’s needs can be met. Therefore parents/carers have an active role in the planning and decision making regarding their child’s provision.
Subsequent to this, parents/carers will be kept informed of progress and outcomes as a result of the aforementioned actions in a number of ways:
- Liaison with the class teacher informally;
- Parents’ Consultations when advice and support in helping their child at home can also be given.
In addition to this:
- Formal review their child’s progress with the Inclusion Leader/SENCo (and/or class teacher) on a request or need basis.
During all of these meetings/discussions, a ‘person centred approach’ allows for professionals and parents/carers to contribute towards reviewing the effectiveness of provision in place for the child. Following this, decisions can be made regarding next steps.
8. Arrangements for consulting young people with special educational needs about their education.
- The child/young person is involved (as is appropriate) at every stage of the ‘assess, plan, do and review’ process:
- At the initial assessing and planning stage, in order to support a ‘person-centred approach’, the child/young person’s wishes and aspirations are taken into consideration, along with the outcomes they seek and the support they need to achieve them. These discussions enable individuals to feel that they have more control over decisions about their support;
- Where the child/young person may be unable to verbally communicate or provide a written input, observations of the child/young person may be made in order to gather information regards their likes, interests, dislikes and difficulties;
- The thoughts and opinions of parents/carers, and those who know them best, may also be sought;
- Any documentation used as a part of the agreed provision (for example, Individual Education Plans or similar) will have a ‘child friendly’ section which is shared with the child/young person so that they are able to understand all aspects of their support. The child/young person is able to discuss any aspect of their provision in a number of ways:
- Informally with their class/form teacher on a regular basis;
- Where appropriate, the child/young person will attend a more formal meeting to review their progress and provision;
- A child/young person may contribute to this meeting either by attending in person or by providing written input.
During these discussions/meetings a ‘person centred approach’ allows for professionals and parents/carers and the child/young person to contribute towards reviewing the effectiveness of provision. Following this, decisions can be made regarding next steps.
9. Any arrangements made by the governing body relating to the treatment of complaints from parents of pupils with special educational needs concerning provision made at the school.
Complaints about SEN provision within the school are first dealt with by the Inclusion Leader/SENCo during arranged meetings.
Where a satisfactory conclusion cannot be reached, the parent can then make an appointment to see the Head of School/Executive Headteacher during which further information can be exchanged and procedures altered as appropriate. If a satisfactory conclusion still cannot be reached then the Governing body must become involved.
The school participates fully if receiving requests for information for tribunals or assisting parents in formulating appeals etc.
10. How the governing body involves other bodies in meeting the needs of pupils with special educational needs.
Where a school has concerns that a child may require additional or external support to meet their special educational needs, then a request for advice, assessment and/or support can be made to the local authority service provider and / or other professional support service, or voluntary organisation. These may include:
- Educational Psychologists
- Speech and Language Support Agency
- ASD Team
- National Autism Society
- IPaSS – Integrated Physical and Sensory Service(Visual/Hearing/Physical)
- Social Care Team
- Children’s Centres
- CAHMS for Mental Health Needs
- Rowan Centre – Home Education Support
- Kids – Parent Partnership
- School Nursing Team
- Whitehouse Unit
- Cruze / Dove House Bereavement Support Team
- Sibling Support Services – Barnardo’s
- Traveller Education Team
- Northcott Outreach Service
Links to all of these can be found in the Hull Authority Local offer.
Advice may be sought from one or several service providers, when considering the initiation of a statutory assessment. Details of this may be found in the DFE SEN Code of Practice.
A Statutory Assessment is only usually required or conducted for children with complex or severe learning needs. This may include needs in:
- Cognition and Learning
- Communication and Interaction
- Sensory and/or Physical.
Throughout this process the local authority has a duty to request the opinions of parents, the school and other involved professionals.
This section is simply be a link to the local authority website where their local offer is published. Click on the relevant button for the age/stage of your child to find out where you can access further information and support
Following a Statutory Assessment, the local authority will make a decision whether an Education Health and Care Plan is considered appropriate for the child.
11. The contact details of support services for the parents of pupils with special educational needs, including those for arrangements made in accordance with clause 32.
All contact details are detailed in the links provided in the Hull Authority Local Offer.
12. Arrangements for supporting pupils with special educational needs in transferring between phases of education or in preparing for adulthood and independent living.
All children with special educational needs will require support and planning when they transfer between key stages from 0-25.
Preschool -> Nursery -> Foundation -> KS1 -> KS2 -> KS3 -> KS4 -> KS5 -> Higher Education/College -> Independent Living.
Where a child has a Statement of Special Educational Need or an Education Health Care Plan, a preference for educational setting should be made during the Annual Review process the year prior to the transition. This enables the local authority to consult and request placements at the preferred school. A request for a special school placement should be made early in Year 5 or Year 9 to determine that suitable provision can be considered. It is useful at this stage for the parent to visit some appropriate schools or colleges at the next key stage to help an informed choice to be made. The SEN Team will administer the process following any request by the parent.
Transition packages need to be planned carefully for children with special educational needs and many education providers now offer additional visit time, weekend schools and / or transition meetings to support all new pupils. Other consideration could also be given to the use of social stories, transition activities/ programmes and /or communication passports. All of these can help to support children and prevent vulnerability during their transition. Early admittance policies are also being used by some secondary providers to help children to settle earlier into new routines.
All children with a Statement of Special Educational Need / Education Health Care Plan, must have their secondary transfer placement confirmed by 15th February in Year 6.
13. Information on where the local authority’s offer is published.