Welcome to the SEND department at Ash Manor School. The school is committed to a policy of inclusion in which the teaching, learning, achievements, attitudes and well-being of all students matter – including those identified as having special educational needs. The management and deployment of the school’s resources are designed to ensure that all students’ needs are met. Every teacher is considered a teacher of SEND and the school aims to meet the needs of all students, including those with special educational needs. The department reflects the new SEND Code of practice and has been shared with all staff and parents.
New Code or Practice
Recent government reforms have meant that SEND has undergone a few changes to last year and you might find that this impacts on your child. Below is a brief list of some of the changes this year:
· The Code of Practice (2014) covers the 0-25 age range
· There is a clearer focus on the views of children and young people and on their role in decision-making
· It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health services and social care
· For children and young people with more complex needs a co-ordinated assessment process and the new 0-25 Education, Health and Care Plan (EHC plan) replace statements and Learning Difficulty Assessments (LDAs)
· There is a greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood.
Key Individuals, Ash Manor School
Miss C Nicholls
Special Needs Co-ordinator (SENCO).
Tel: 01252 353 900
Status of National Award for SEND: In progress
Other key individuals and responsibilities:
Governor with responsibility for SEND; Mr S Barratt
Head Teacher; Ms A Bailey
Deputy Head Teacher, advocate for SEND on the Senior leadership team, Mr M Duffield
SENCO Administrator. Mrs J Allman-Talbot
The role of the SENCO
The role of the SENCo is to co-ordinate the school’s strategy for SEN and to support governors and fellow teachers in delivering quality first teaching to meet the needs of all students. The responsibilities of the SENCO include:
· Managing the day-to-day operation of the school’s SEN policy;
· Co-ordinating provision for students with special educational needs;
· Liaising with the parent(s) / carer(s) of students with special educational needs;
· Maintaining the records of all students with special educational needs;
· Liaising with the Senior Leadership Team, Heads of House and Social Inclusion Officer
· Liaising with and advising Heads of Department and teaching staff;
· Managing the Learning Support staff;
· Contributing to the continuing professional development of staff;
· Liaising with partner schools over new admissions and with local Colleges over 16+ progression;
· Liaising with external agencies including the Local Authority’s Multi-Professional Team, health services and voluntary bodies.
Definition of Special Educational Needs
The SEND Code of Practice 0 – 25 (2014) defines Special Educational Needs as follows:
A child or young person has SEN if they have a learning difficult or disability which calls for special educational provision to be made for him or her. A child of compulsory school age or a young person has a learning difficulty or disability is he or she:
· Has a significantly greater difficulty in learning than the majority of others of the same age, or 16.
· Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for other of the same age in mainstream schools or mainstream post-16 institutions” (SEND Code of Practice, 2014).
In addition, educational settings should examine carefully all aspects of a child’s learning and development to establish whether any delay is related to learning English as an additional language or if it arises from SEN or disability. Difficulties related solely to learning English as an additional language are not considered SEN.
Types of Special Educational Needs
The new SEN Code of Practice (2014) identifies four broad areas of need. These areas of need a summarised as follows:
1) Communication and Interaction: includes children and young people who experience difficulties in speech, language and communication with others. This may range from difficulty understanding instructions or lacking the ability to understanding or using social rules of communication. The profile for every child with communication and interaction needs is different and it will constantly change with individual’s development and time. Recognised needs within this area include speech, language and communication needs (SLCN) and needs relation to Autistic Spectrum Disorder (ASD), including Asperger’s Syndrome.
2) Cognition and Learning: includes learning difficulties which result in children and young people progressing at a slower rate to their peers, even with appropriate differentiation. Recognised needs within this area are hugely varied including moderate learning difficulties (MLD) and specific learning difficulties (SpLD) including a range of conditions such as dyslexia, dyscalculia and dyspraxia.
3) Social, Emotional & Mental Health: child and young people may experience a wide range of social and emotional difficulties throughout childhood which manifest themselves in many ways. This may result in a young person becoming withdrawn or isolated, displaying challenging behaviour, experiencing anxiety or depression, self-harming or other physical symptoms that are medically unexplained. Other recognised needs within this area include attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD) or attachment disorder.
4) Sensory and/or Physical needs: some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. Children and young people with a physical disability (PD) may require additional ongoing support and equipment to access all the opportunities available. Other recognised needs within this area include vision impairment (VI), hearing impairment (HI) and a multi-sensory impairment (MSI).
Identifying students with SEND
The school identifies students with SEND through:
· Following an assess, plan, do and review model;
· Consultation with their former teacher(s) and/or the SENCO of their previous school;
· Examination of school records;
· Screening procedures on admission (such as CATs, MidYIS or individual assessments);
· Admission interviews with parents/carers and the student;
· Detailed observations during their first term at Ash Manor;
· Monitoring of progress, consultation with Tutors and subject teachers;
· Discussion with pastoral staff including Heads of House and mentors;
· Observation and feedback from support staff and external agencies.
In line with new government legislation as set out in the New Code of Practice (2014) and Surrey County Council (The Right Provision at the Right Time, April 2014), the school makes a judgement about the appropriate stage of each student on the SEND Register. Parents are encouraged to seek advice from the school or Local Authority for further information.
Need SEND Coding
· School Action and School Action Plus have been replaced by a single coding catering called SEN Support. This is sometimes displayed as a ‘K’ on SEN documentation.
· The Code of Practice (2014) advocates that the majority of students identified as having SEND will have their needs met through high quality inclusive teaching.
· Statements of Special Educational Needs will be replaced by educational settings within three years with Education, Health and Care plans.
· All new successful applications for Statutory Assessment will result in an Education, Health and Care plan being granted.
Assess, Plan, Do & Review – a graduated response
In line with the Code of Practice (2014) recommendations, Ash Manor School follows the assess, plan, do and review framework to support the educational provision for students identified on the SEND register.
· Assessment: Includes identifying the SEN support required to meet the need of the child/young person by carrying out an analysis of the child’s needs. This is done in collaboration with parents.
· Plan: Where it is decided a student is to be placed on the SEND register, appropriate levels of SEN support needs to be agreed with associated outcomes. The school formulates a plan in order to meet the needs of the child or young person.
· Do: Teachers remain responsible for the progress and outcomes of identified SEND pupils within their individual lessons. However it is the responsibility of the SENCO to co-ordinate the provision and interventions of students with identified SEND. When appropriate, the SENCO should advise staff on strategies and guidance on how to meet the needs of the pupils.
· Review: Following a systematic review schedule, the SENCO will monitor and review progress made by identified SEND pupils in conjunction with individual subject teachers and advise staff accordingly.
Parents are encouraged to contact the SENCO should they have any questions and/or seek further information regarding this process.
High Level Need
When students are identified as needing further support to meet their educational needs, the school may need to co-ordinate a response in conjunction with various external agencies and professionals such as educational psychologists, speech and language therapists, behaviour support and CAMHs. After careful consideration and assessment, if it is agreed that a statutory assessment should be applied for this should be co-ordinated through the SENCO. For further information, please contact the SENCO
Our School Offer
As part of the Local Authorities provision map every school is required to publish their school offer which outlines what provision if offered to SEND students. In addition to our provision map, the school’s SEN Information Report and SEN Policy can also be found on the school’s website.
Ash Manor School recognises the importance of key transition times at set points during a child’s/young person’s educational career. A member of the senior leadership team holds overall responsibility for successful transitions from primary to secondary school and from secondary to post 16 provision. Networks are set up with different schools and post 16 provision to ensure the process is co-ordinated effective. Special consideration is shown to the transition from Key Stage 3 to Key Stage 4 provision and transitional arrangements for SEND pupils with Statements are identified in Annual Review meetings. The SENCO contributes to this process in conjunction with other staff. Ash Manor School is committed to support SEND pupils and their families during these transitional times and encourage parents to contact the school with any concerns relating to this.
Our aim is to develop a partnership where professionals and parents work together in the best interests of the child. Ash Manor School recognises that positive attitudes, sharing of information, procedures and awareness of needs are all important. The views and wishes of the young person are also taken into consideration. Parents are informed when the school considers that a student’s needs are significant enough for them to be placed on the SEND register. The SENCO attends all Parents’ Evenings and is available then for consultation with or without an appointment.
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