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School Policy
Special Educational Needs |
Text last issued/revised: November 2005 (unconfirmed)
 View/Print
this Page as a Word Document [.doc
file] |
| This web page
is provided for information only and is an adaptation from the
original Policy Document maintained by Comberton Village College.
Where differences exist in text and/or presentation between
the two versions, it is the wording and presentation of the
original Policy Document that shall prevail in any dispute. |
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  Introduction |
| At Comberton Village College we aim to work with
all pupils in ways that enhance self-esteem and confidence and
encourage them to take responsibility for themselves and their
learning. It is our objective to identify pupils who may have
special educational needs (SEN) as swiftly as possible, to assess
these needs and to work from the pupil's strengths in order
to meet identified needs and address weaknesses. We accept that
children have SEN if they have significantly greater difficulty
in learning than the majority of their peers, or they have a
disability that prevents them from making use of the educational
facilities generally provided for pupils their age in the college.
We recognise that pupils with SEN do not form a fixed group
and that the SEN of individual pupils may vary over time. |
| We hold that individual needs are best addressed
by thinking about how we present the curriculum. We value differences
between pupils and recognise that the school should employ a
range of flexible responses to accommodate their diversity and
to meet the many and various needs they present. We recognise
the potential of factors within the school environment to prevent
or exacerbate problems and we are committed to maintaining an
inclusive culture that does not discriminate against any pupil,
regardless of disability or special educational need. We are
committed to taking all reasonable steps to ensure that the
inclusion of a pupil with learning difficulties is not incompatible
with the efficient education of other pupils. |
| It is our objective to seek and take into account
the views of the pupils during the process of identification
and assessment of SEN, when designing individual educational
plans and when drawing up individual programmes to address SEN.
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| Furthermore, we recognise the importance of genuine
communication and partnership between school and parents, we
respect the validity of differing perspectives and we acknowledge
the importance of parental knowledge and expertise in relation
to their own child. |
| We recognise that pupils with SEN may include
a cohort of pupils described as Gifted and Talented. The school
has a separate policy in place governing its work with these
pupils. Please refer to that policy for more detailed information. |
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| Principles |
| Our SEN policy is founded on the following principles: |
| Worth: |
All pupils are of equal worth regardless
of their ability, gender, race or background. |
| Inclusion: |
Children have an entitlement to be
educated alongside their peers in their local community. The
school setting and facilities should assist access for disabled
pupils. |
| Opportunity: |
All pupils should have equal access
to the resources and opportunities available in the school. |
| Entitlement: |
All pupils should be offered high
quality, well-planned and well-organised teaching that offers
them access to a broad, balanced and relevant education. Every
teacher is responsible for teaching each child within his/her
class. All pupils should follow the National Curriculum wherever
possible, with tasks and resources differentiated to match their
individual ability. All pupils should be given opportunities
to have their achievements accredited, and they should be encouraged
to transfer to further education on leaving the College at the
end of Key Stage 4. |
| Growth: |
The education we provide should contribute
to the individual's emotional, physical, intellectual and spiritual
growth so that pupils can develop and test their personal values
and attitudes. |
| Progress: |
Where current rates of progress are
inadequate, we should intervene to ensure that SEN are swiftly
identified and assessed. We should adopt a graduated response
to meeting individual SEN. Work for pupils should be selected
and planned to ensure that their skills and understanding progress
at an appropriate pace. |
| Continuity: |
There should be continuity of learning
for each individual. When pupils move on to new courses or change
teachers, details of their previous work and development should
inform the planning of their future programmes. |
| Participation: |
Pupils should be given opportunities
to develop their understanding of their own learning processes
and be encouraged to develop problem-solving skills and explore
ways to express themselves. They should be able to express their
views and wishes about their individual educational needs. 'The
views of the child should be given due weight according to the
age, maturity and capability of the child.' (see Articles 12
and 13, The United Nations Convention on the Rights of the Child) |
| Evaluation: |
Pupils' SEN, the action taken to address
these needs and the outcomes of any interventions should be
recorded. This information should be shared with the child's
teachers and with his / her parents. Pupil progress should be
monitored carefully and evaluated regularly. The evaluation
process should be used to inform planning for individual pupils. |
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| Objectives |
| Comberton Village College aims to develop the
full positive potential of every individual pupil in its care
and it recognises that this means the full development of the
different parts of individuals' lives. It is the duty of the
College to provide opportunities, through its mainstream academic
and pastoral organisation, that ensure that the skills and understanding
of all pupils may progress at an appropriate pace, and we are
committed to raising the achievement of all our pupils. To this
end, we have drawn up the following objectives that relate specifically
to SEN: |
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to work within our own setting and with other professionals
to ensure that SEN are identified early and assessed carefully.
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to provide opportunities for all pupils to take an active role
in their own learning. |
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to encourage an active partnership with parents in their children's
learning. |
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to offer every pupil the special educational provision she/he
requires, so that the continuum of need in the school is matched
by a continuum of provision. |
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to provide continuity of learning for every pupil and to use
regular evaluation of pupil progress to inform future planning. |
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to co-ordinate support for pupils with SEN across the College
and to undertake regular monitoring and review of our allocation
of resources, the provision made for individual pupils and the
progress of pupils with identified SEN. |
|
| The
School's SEN Department |
| The school's Special Educational Needs Co-ordinator
(SENCo) is Lil Davies. She is also the school's Designated Teacher
for Child Protection and the Designated Teacher for Looked After
Children. The SENCo has responsibility for co-ordinating SEN
provision across the school and for managing the SEN Department,
known as 'The Centre'. Members of the Centre staff include learning
support teachers (LSTs), teaching assistants (TAs), teacher-counsellors
and administrative support staff . It is the SENCo's responsibility
to manage the LSTs and TAs, as part of the school's Performance
Management Programme. |
| The main SEN specialisms to be offered by the
department are: |
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teaching pupils with specific learning difficulties; |
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developing fine and gross motor skills and appropriate social
skills; |
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developing communication / language skills; |
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supporting and counselling pupils with emotional, behavioural
or other difficulties, including social difficulties. |
| One of the LSTs is able to carry out assessments
and submit requests for special examination arrangements for
Key Stage 3 SATs. For GCSE examinations assessments are carried
out by CAIST. |
| The Centre is housed in a suite of rooms comprised
of two classrooms, three interview rooms and an office. |
| The school Governors present a report to parents
on the SEN provision at school as part of their Annual Report
to Parents. |
|
| In-Service
Training |
| All teachers have responsibility to teach all
pupils within their classes. At the start of each academic year,
every member of the teaching staff is given detailed information
about pupils with identified SEN. This information includes
a description of the pupil's areas of weakness and relative
strengths, general objectives, useful strategies and proposed
provision. |
| As part of Performance Management, staff are asked
to identify their training needs, and this includes any training
needs related to teaching pupils with SEN. Courses and training
opportunities are then matched to individuals within the context
of the school's development plan. In-service training in SEN
is offered to all members of staff through a range of activities
and approaches. These include presentations by members of external
agencies, such as educational psychologists, health workers
and specialist teachers from support services such as the Visual
or Hearing Impairment Services. They also include presentations
at staff meetings and department meetings by members of the
school's SEN Department, and written information about particular
issues of concern. |
| The school has established a group of teachers,
drawn from all curriculum areas that meets each half term to
share good practice in addressing SEN and to raise matters of
concern. This group is called the LINKS group. Representatives
gather information from their departments prior to meetings,
and share information and insights gained at the meetings with
departmental colleagues. |
| Furthermore, the Centre is represented by the
SENCo, learning support teachers and / or learning support assistants,
(TAs), on various school working parties, committees and management
groups, including Pastoral Heads and Heads of Departments and
these forum provide opportunities for the dissemination of good
practice and the communication of matters of concern. |
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| Admission
Arrangements |
| Admission arrangements for pupils with SEN are
the same as for all other pupils. Pupils will be admitted into
Year 7 without reference to ability or aptitude. The admissions
criteria to be applied if places are over-subscribed are : |
| 1. |
The attendance of a brother or sister
at the school at the time of admission. The brother or sister
must have been admitted on or before 8th September 1999. |
| 2. |
Proven medical grounds requiring certification
by an appropriate doctor that explains why it is essential
for the pupil to be admitted to Comberton Village College on
medical grounds. |
| 3. |
Children living in the designated
catchment area named in criterion 4. |
| 4. |
Pupils from the following schools:
Barton, Bourn, Caldecote, Comberton Meridian, Coton, Haslingfield,
Hardwick, Monkfield Park (Cambourne), The Vine (Cambourne).
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| 5. |
The distance between home and school
as measured in a straight line. |
| We accept our duty to ensure that the school's physical environment
facilitates the inclusion of disabled students. |
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| Identification
and Assessment |
| We will work with primary feeder schools, well
in advance of transfer, to gather information about pupils.
At the start of the school year this information is shared with
staff who will work with the pupils. |
| We will encourage parents to discuss concerns
and insights about their children with the school, so that information
about a pupil can be shared and ideas exchanged. |
| We will encourage pupils to request support if
they feel that they are not making adequate and appropriate
progress. |
| We will employ a variety of assessment methods
to establish the nature and scope of SEN, including the use
of assessment tests as appropriate and the careful monitoring
of individual progress including progress towards agreed targets,
in keeping with a graduated approach of action and intervention
to help pupils with SEN. |
| We will foster good liaison with outside agencies,
to ensure that assessments of SEN are carried out thoroughly
and professionally. The external agencies include the following: |
The Educational Psychology Service;
The
Secondary Support Service;
The
School Medical Service;
The
Hearing Impairment Service;
The
Visual Impairment Service;
Speech
Therapy;
Occupational
Therapy;
Physiotherapy;
Child and Adolescent Therapy Centres;
Youth
Workers;
The
Connexions Service;
The
Educational Welfare Officer (EWO). |
|
| Provision
for Pupils |
| We will provide a graduated response to meeting
SEN. This response, outlined in the 'SEN Code of Practice',
(DfES, November 2001), contains a wide range of strategies,
actions and procedures and is described in the following section
of this policy, headed 'Information about the Graduated Response
to Meeting SEN.' Differentiation will take place in all curriculum
areas, to ensure that tasks set in class and for homework are
well-matched to the individual ability and preferred learning
style of each pupil. |
| We will take reasonable steps to ensure that the
inclusion of pupils with SEN is compatible with the education
of all pupils, including: |
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developing good self-esteem through acknowledgement of a pupil's
strengths and achievements; |
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using flexible classroom grouping arrangements; |
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extending good practice when working with pupils with SEN to
all pupils; |
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ensuring that communication between teachers and pupils takes
into account the language development of all pupils. |
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matching teaching and learning styles; |
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using individual target setting to ensure that small steps of
progress can be noted as well as progress towards externally
determined goals |
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reviewing pupil progress regularly, communicating the results
of reviews with pupils and their parents and using information
gathered through the review process to assist planning the next
stage of the programme. |
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| Graduated
Response |
| In many cases, action taken in response to concerns
about pupil progress leads to the pupil's difficulties being
resolved. However, there may be triggers for intervention that
require a more sustained approach and interventions may be designed
that are additional to or different from those provided as part
of the school's usual differentiated curriculum. These interventions
are known as 'School Action' or 'School Action Plus'. In addition,
for a very small number of pupils with very persistent SEN,
a Statement of SEN may be provided. The school has a duty to
inform parents that special educational provision is being made
for their child. |
School Action |
| The triggers for School Action occur when, despite
receiving differentiated learning opportunities, a child fails
to make adequate progress because of : |
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little or no progress in his / her area of weakness; |
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difficulty developing functional literacy or mathematical skills; |
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persistent emotional or behavioural difficulties; |
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sensory or physical problems that have an adverse affect on
learning; |
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communication or social interaction difficulties |
| At this stage, information about the child is
gathered. Subject teachers are briefed about the nature and
extent of individual needs as well as successful strategies
that have been used with the pupil in the past, to promote consistency
in setting learning and teaching objectives for each pupil.
Subject teachers and pastoral staff remain responsible for working
with the pupil on a daily basis. They take an active part in
the planning and delivery of an individualised programme. The
views of the child are taken into account and parents are informed.
An Individual Education Plan (IEP) is usually drawn up. IEPs
are used to record only that which is additional to or different
from the differentiated curriculum. The plan includes information
about objectives for the child, short term targets, teaching
strategies to be used, the provision being put in place for
the child and the review date. At the time of the review, the
outcomes of the programme are recorded and parents are informed.
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| Interventions that may be used at this stage include: |
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inclusion in small groups such as Breakfast Literacy or Numeracy; |
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tuition outside the classroom in a pair / small group to address
a particular issue; |
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inclusion in a lunchtime group, such as Reading Club or Social
Skills; |
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use of special resources or equipment. |
|
School Action Plus |
| The triggers for School Action Plus occur when,
despite receiving an individualised programme and or concentrated
support under School Action, the child: |
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continues to make little or no progress in specified areas; |
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continues working at national curriculum levels substantially
below that expected of the peer group; |
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continues to have difficulty developing functional literacy
or mathematical skills. |
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has emotional or behavioural difficulties that substantially
and regularly interfere with their own learning or that of their
class; |
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has sensory or physical needs and requires additional specialist
equipment or regular input from a specialist service; |
|
has ongoing communication or interaction difficulties. |
| At this stage external support services are usually
consulted about the child. The SENCo and teaching staff consider
a range of different teaching approaches, equipment and teaching
resources. A new IEP is drawn up. General objectives for the
child are reviewed and possibly amended, and new and appropriate
targets are set. The child's teachers continue to have responsibility
for delivering the curriculum and for implementing the IEP as
far as is practical in the classroom, but the level of intervention
is usually increased: the level of support in class may increase,
and / or the child may be offered an individual programme delivered
outside the mainstream classroom. The child is consulted and
the child's parents are encouraged to share their understanding
of their child and insight into his / her learning needs. Progress
is reviewed in relation to targets and objectives at least twice
a year and parents are informed. |
| Interventions that may be used at this stage include: |
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individual tuition; |
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counselling; |
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inclusion on the Personal Challenge Project; |
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inclusion in a small group, such as Sports Skills, to follow
a specialised programme; |
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an individual programme designed by a professional from an external
agency. |
|
Statutory Assessment and Statements of Special Educational Need |
| For a very small number of children, the help
provided through School Action and School Action Plus may not
be sufficient to enable adequate progress. In consultation with
parents and external agencies, the school may ask the LEA to
carry out a Statutory Assessment of the pupil. This assessment
may in turn lead to the provision of a Statement of Special
Educational Need. If the LEA accepts the request for a Statutory
Assessment, the school undertakes to gather records and information
about the child's history of learning difficulty, including
the school's action through School Action and School Action
Plus, IEPs for the child, records of reviews and outcomes, National
Curriculum levels, assessments carried out and any involvement
from other professionals. The school also provides educational
advice to the LEA. |
| When a Statement of SEN has been written for a
child, the school ensures that teachers are informed about the
objectives for the child contained in the Statement, and the
child's progress is monitored throughout the school year. IEPs
are drawn up, targets are set for the child, and resources,
specialist equipment and teaching strategies are described.
Outcomes are noted and the IEP is reviewed at least twice a
year, and more frequently if there are significant changes in
the child's circumstances. The school involves parents and the
child when planning ways to address the child's SEN, target
setting and reviewing outcomes. The school adheres to LEA procedures
for conducting Annual Statement Reviews. |
|
| Provision
of Education when Absent from School |
| We recognise that all pupils should have access
to as much education as their medical condition allows. A pupil
who is unable to attend school because of illness or injury
should have his / her educational needs identified and be offered
educational support swiftly and effectively. We will work with
parents, Health Authorities and the Educational Welfare Officer
to ensure early identification of absence on account of health
problems. |
| For absences that are expected to last for 15
days or less, we will liaise with the pupils' parents to provide
them with homework as soon as they become able to cope with
it. For absences that are expected to last for more than 15
days, the SENCo will ensure that a Personal Education Plan (PEP)
is drawn up within five working days to safeguard the pupil's
entitlement to receive the same range and quality of educational
opportunities as he / she would have done in school. A key person
will be nominated to liaise with parents and outside agencies.
Guidance from parents will be sought and advice taken on appropriate
strategies to promote the pupil's educational welfare. Support
will be sought quickly from relevant services such as the Secondary
Support Service, Health and Social Services. |
| The PEP will include a description of the pupil's
special circumstances, relevant key dates, outside agencies
involved with the pupil and a description of the support they
are able to offer, an individual plan for ensuring continuity
of education, including the provision of assessment and curriculum
plans, arrangements for liaising with parents and home/hospital
teachers, including regular review meetings and a re-integration
programme. Copies of this plan will be provided to the pupil,
their parents and home/hospital teachers. The over-riding aim
of every individual plan will be to provide a continuum of high
quality education. The school will work closely with parents
and external agencies to ensure reasonable and adequate progress
is maintained as far as possible, and that the pupil is enabled
to rejoin his/ her peers in mainstream school and to work at
appropriate levels across the school curriculum when his / her
health permits. The nominated key person for the pupil will
undertake to liaise with the home or hospital tuition service.
The school will supply course outlines and programmes of work
to be undertaken by the pupil whilst he / she is away from school,
and work returned to school will be assessed. Information and
Communication Technology (ICT) will be used wherever possible
to aid communication. The school will assist the pupil to prioritise
work demands during the period of absence. The school will monitor
progress. |
| Reintegration into school will be prepared for
thoroughly. The school will consult with parents and home and
/ or hospital tutors and the pupil to discuss concerns, medical
issues, timing and pace of return. The school will maintain
an appropriate, positive relationship with the pupil throughout
the period of absence from full-time attendance. A support plan
will be drawn up and agreed prior to reintegration, to help
the pupil adjust to the rigours and demands of daily school
life. Copies of this plan will be provided to the pupil, their
parents and home/hospital teachers. Support will be provided
to help with social integration and to ensure that any apparent
gaps in learning are addressed quickly. Pupils approaching public
examinations will be offered targeted help to complete coursework
requirements. Special examination arrangements may be requested
and special consideration may be sought, if appropriate. Preparation
for transition to Post-16 education will be carefully undertaken,
e.g. the Connexions Service may work with the young person to
assist them to make a good transition. Once the pupil has returned
to school, the school will work to promote the full physical
and mental health of the pupil. Steps that may be taken to achieve
this include: |
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positive classroom management techniques to promote positive
behaviour, social development and self-esteem; |
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additional support in class and / or individual support for
the pupil; |
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additional therapeutic work delivered by health specialists
or by school staff under the direction of health specialists; |
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counselling; |
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support with medication; |
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effective links with parents. |
| The school will monitor its own performance in
this area. |
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| Parent
Participation |
| Communication with parents about SEN will be open
and designed to promote positive home-school partnerships. |
| Information about SEN for parents will be presented
in a variety of ways: the school web-site will include information
about SEN; parents will be contacted by telephone or e-mail
as well as by letter, and parents will be invited to attend
meetings with key members of staff or special events along with
other parents to talk about particular issues or concerns. We
recognise the pressures that parents may be under because of
their child's SEN and we will endeavour to remove barriers to
communication that might contribute to this pressure. The Centre
may, for example, act as a clearing house to disseminate information
from parents to a number of individual members of staff. |
| We will actively encourage parents to share their
knowledge and experience of their child with us. We will accept
that parents' views and insights may differ from those held
in school, and we will acknowledge the value of differing perspectives
when considering the SEN and strengths of a child. |
| We will gain parental permission before referring
a pupil to an outside agency for assessment or support. |
| We will inform parents about the LEA Parent Partnership
service and if they wish, offer them help to contact support
groups in the voluntary sector connected to SEN. |
|
| Pupil
Participation |
| We will use a range of approaches to facilitate
pupil participation, including developing self-assertiveness
skills through the school PSHE programme. Other strategies to
promote and monitor inclusion and participation will include
the peer mentoring programme, the school council and the pastoral
support system. |
| We will regularly consult pupils about their SEN.
They will also be consulted about target setting and provision
when IEPs are being drawn up, they will be encouraged to monitor
their own progress and they will be consulted when IEP outcomes
are under review. |
| We accept that pupils make most progress when
they feel that their curriculum is relevant and meaningful,
and we will therefore endeavour to engage pupils in thinking
about their own learning and about the significance of the curriculum.
|
| We recognise that pupils with sensory impairments,
physical disabilities or communication needs may need help in
order to communicate their thoughts and needs and to participate
fully in the life of the school, and we will make the arrangements
that are necessary for this to happen. We will be careful to
avoid creating or maintaining barriers to inclusion. |
|
| Transition
Arrangements |
| Prior to transfer to Comberton Village College
at the start of Key Stage 3, parents and teachers are usually
consulted about the SEN of the new intake and arrangements are
made for additional visits to the college by identified pupils,
either individually or in small groups, and for staff from the
college to visit the children in their primary schools. These
visits are in addition to the Open Evening and New Intake arrangements
offered to all pupils at this stage. |
| Work is done to ensure pupils with SEN make a
successful transition at the end of Key Stage 4. We work closely
with members of the Connexions Service to ensure that pupils
who are likely to need additional guidance and information are
identified early. Work begins in Year 9, around the time pupils
are making their Option choices for Key Stage 4. They and their
parents are offered appointments with personnel from the 'Connexions'
Service to explore their interests and help them to develop
an awareness of possible courses of action. All pupils take
part in two weeks of work experience towards the end of Year
10. Some pupils need sustained guidance and support at this
stage, in order to develop self-confidence and extend their
life skills. During years 10 and 11, arrangements are often
made for a pupil to visit a college of Further Education to
taste a particular course before she / he has to make a final
choice. For a relatively small number of pupils an extended
work experience placement may be considered, or even part-time
placement on a course at a college of Further Education. |
| Some pupils are offered the opportunity to take
Core Skills, a non-exam subject at Key Stage 4. These pupils
generally have identified SEN and a history of support at either
School Action or School Action Plus. They are offered support
with coursework and revision, and are encouraged to develop
effective study skills within a small group. |
| A number of curriculum areas offer pupils who
may be having difficulty managing all the requirements of a
full GCSE subject, the opportunity to work at Certificate of
Achievement level. |
| Pupils who may need to have special examination
arrangements, either for their Key Stage 3 National tests or
for GCSE / end of Key Stage 4 assessments, are assessed and
the relevant examining bodies are consulted about appropriate
and fair arrangements. |
| Pupils who have a Statement of Special Educational
Need are given a Transition Plan at the Annual Statement review
held during Year 9, and at subsequent review meetings this plan
is reviewed and updated. |
|
| Complaints
Procedure |
| The complaints procedure for any matter concerning SEN provision
is the same as for any other curriculum area. In the first instance,
a complaint should be taken to the Head of the SEN Department.
If the issue cannot be resolved by reference to the SENCo, it
can be referred on to the Principal and if no resolution is
possible there, then on to the Chair of the Governing Body. |
Complaints Procedures: School Policy. 
LEA
Recommended Complaints Procedure (17 page
.doc file) LEA Policy |
|
| Criteria
for Evaluating SEN Policy |
| The progress of pupils with SEN is adequate, using
one or more of the following measures: |
|
the attainment gap between them and their peers closes; |
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the attainment gap is prevented from growing wider; |
|
their rate of progress resembles that of their peers starting
from the same attainment baseline; |
|
their rate of progress matches or betters the pupil's previous
rate of progress; |
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access to the full curriculum is ensured; |
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an improvement in self-help, social or personal skills is demonstrated; |
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the child's behaviour demonstrates improvement; |
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their rate of progress is likely to lead to accreditation; |
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their rate of progress is likely to lead to participation in
further education. |
|
the proportion of pupils with SEN who have a good relationship
with one or more teachers or TAs. |
|
the number of pupils with Statements who are maintained successfully
at CVC. |
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the proportion of pupils and their parents who are satisfied
with the provision made to meet their SEN. |
|
the extent and quality of differentiation taking place across
the curriculum, including differentiated resources, differentiated
tasks, differentiated behaviour management and differentiated
language of instruction. |
|
the proportion of pupils who move from School Action Plus to
School Action, and from School Action to normal differentiated
provision. |
|
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This page was last updated on: Wednesday 12 July, 2006 |
|
