SEN (Special educational needs) Policy, EAL (English as additional language) Policy And Supporting More Able pupils Policy

See below for EAL policy and Supporting More Able pupils policy

SEN policy

1) SEN. Staff and Governor
SEN Co-ordinator (SENCO) - Mrs. J. Bickerton
SEN Governor - Mrs. L Dixon

2) Philosophy
The Code of Practice for Special Education Needs 2001 states that “a child has special educational needs if he/she has a learning difficulty/disability which calls for special educational provision to be made for them.”

A learning difficulty is defined in the following ways:

• significantly greater difficulty in learning than the majority of children of the same age.
• have a disability which prevents or hinders the child from making use of educational facilities of a kind generally provided for children of the same age in schools within the local area.

It is important to remember that children must not be regarded as having learning difficulties solely because the language or form of language of their homeland is different from the language in which they will be taught.

3) Aims
New Life Christian Academy aims to:

• give all children education that is appropriate to their ability in order that they achieve their potential to participate in the life of the community;
• meet all the needs of pupils with disabilities/S.E.N. within their care;
• work in partnership with the parents to secure effective provision for their child;
• use the expertise of professionals and other agencies and work closely with them

4) Objectives
• For work in the ACE curriculum, all children will be tested before they begin at New Life Christian Academy and workbooks will be provided at the level they attain in these tests.
• Children will be able to work at their own pace with work at their own level of ability.
• Children’s confidence will increase as they achieve success at this level.
• Work during the afternoon creative curriculum will be differentiated according to age and ability. Where adaptations are required the school will ensure that children still have access through differential activity to essential areas of learning and provide opportunity for the development of those skills that will allow children to become active and responsible citizens.
• Staff will emphasise achievements rather than difficulties and will have high, realistic, expectations that help all children to reach their full potential.

5) Identification and Assessment

5a) Assessment
Early identification is important. Staff will use the following to assess students progress:
• Teacher assessments and observations;
• PACE test results

Other standardised testing may also be used.

5b) Pupil Referral
The first step in identifying individual needs is the Pupil’s Referral Form which is completed by the class teacher, which registers concern. This is then handed to the SENCO and is followed by a short period of time whereby the class teacher closely observes the child and gathers information on those children who have begun to need greater differentiation within the child’s normal class work. At this stage the class teacher is responsible for addressing the child’s needs. The class teacher will keep evidence of work, test results and concerns which will be used to inform further action, i.e. entry onto the SEN Register. A meeting will then be held between the class teacher and SENCO to discuss further action/support. The child will then either enter onto the SEN register, continue to be monitored, or, if progress has been made and there is no further concern, monitoring will cease and the child will be catered for through normal differentiated class work.

5c) SEN Register
Should concern still remain, at this stage the SENCO will place the child’s name on the SEN register following consultation with the class teacher and parents. This is characterised by the production of an ISP(Individual Support Plan). IN the first instance provision will come from differentiated class tasks and may also include more focussed support, in class, small groups or one to one. It may also involve specialists from outside the school. Although the primary responsibility for provision remains with the Class Teacher the SENCO will be responsible for co-ordinating the provision and will ensure smooth working with parents, the child’s class teacher, support staff or outside agencies.

5e) Education, Health and Care Plan (EHC)
Where progress is still of a concern the school will request a formal assessment of special educational needs to be carried out by the Local Educational Authority (LEA). The school would secure the agreement of the Educational Psychologist before proceeding to this stage. Appropriate testing/assessment/risk assessment will have been carried out by the school and the Educational Psychologist prior to this request.
The LEA, having gathered advice from parents and professionals, determines whether an an EHC Plan is required.

Provision for children with an EHC plan is the responsibility of the school, who are accountable to the Local Authority through an Annual Review. Typically this may involve the allocation of funding and/or one to one support. Any Learning Support Assistant (LSA’s) time is directed by the class teacher with guidance from the SENCO.

6) Provision
The school policy ensures that children with special educational needs are identified at an early stage so that appropriate provision can be made for them.

Class teachers are made aware of the necessity for accurate assessment of these needs. Class teachers use QCA schemes of work to plan work in subject areas. Each plan contains provision for children with special needs as part of quality first teaching.

The Special Needs Co-ordinator is responsible for overseeing the day to day provision for pupils with special educational needs.

The SENCO has designated time when required to organise/co-ordinate S.E.N. throughout the school.

Children identified as requiring further support by being placed n the SEN Regoster are given Individual Support Plans (I.S.P.’s) or Individual Behavioural Plans (I.B.P.’s) which set out objectives at an individual basis. These will be known to the child at the appropriate age/understanding.

Speed and pace of work is adapted for children on an I.S.P, tasks are simplified and extra support may be given, where appropriate.

All children will follow a broad-based, creative curriculum.

Where reading is a problem, instructions for other subject areas (e.g. mathematical problems etc.) may be read aloud or recorded onto tape.

Although we do not employ specific Learning Support Assistants, staff are aware of the academic needs of students and class sizes are small. Children are given one to one support as directed by their ISP.

Pupils with special educational needs participate in all the school’s subjects with extra support and supervision being provided where necessary, aiming at the effective integration of these pupils with their peers.

There is no specialist unit within the school.

Admission arrangements for pupils with special educational needs make no distinction between pupils of different abilities. Children joining the school who are already identified as having Special educational needs will automatically be put on the SEN register then progress monitored and adjustments made accordingly.

There is disabled access to the school via a specially built ramp and a fully equipped and adapted toilet is available.

Appropriate resources will be provided that enable the child to meet their targets and develop their skills further.

At present children who fall below the norm, as determined by our testing, are entered on the SEN Register. Teachers also use their professional judgement when deciding if a child needs to be entered on to the SEN Register.

It is then, at the review and on the evidence that has been gathered, when the teacher, parent and the SENCO decide whether the child has made sufficient progress to be removed or needs further support.

Once placed on the special needs register a child will have an ISP which identifies the areas in which she/he needs support and sets specific targets for the child. All members of staff involved in working with the child should be aware of the information contained within this.

The SEN register will be updated at least twice a year.

Assessment should be on-going and evidence of the child’s attainment and of work
covered should be collected through PACE test results, differentiated planning, teacher
assessments and records.

Records for each child with SEN. will be in a locked filing cabinet in the office. A copy of the working documents for each child will be kept in the teachers’ planning file so that those adults working with the child have easy access. Parents will be informed of every review and invited to give their comments.

At all times throughout the S.E.N. procedures the child’s views will be taken into account and, where possible they will be consulted about their reviews and IEPs.

7) Roles and Responsibilities

The SENCO is responsible for:

• The day to day operations of the school’s special needs policy
• Liaising with and offering advice to colleagues where necessary
• Co-ordinating provision for pupils with special educational needs
• Liaising with parents
• Maintaining the school’s SEN register and overseeing records of pupils
• Contributing to the training of staff
• Liaising with external agencies
• Consulting with the Headteacher or SENCOs from previous school’s of new students
• Keeping the Headteacher updates

The Class Teacher is responsible for:

• Providing differentiated planning
• Providing appropriate resources
• Using support effectively
• Assessing accurately and thoroughly so as to be aware when a child is falling behind
• Following the procedure for identification and pupil referral
• Communicating and working closely with the SENCO, parents and outside agencies
• Keeping accurate, up-to-date records
• Ensuring other members of staff working with the child are aware of the ISP targets
• Attending meetings, when necessary
• Building confidence and helping the child to achieve and make progress

Parents can also express concern over their child’s progress and everything is done to follow up this concern with professional and careful assessment of the child’s individual needs.

8) Evaluation of the S.E.N. Policy
The success criteria for this policy are as follows:

• children benefit from their SEN provision and make progress against the targets set for them;
• class teachers are using differentiated learning objectives and activities in their planning and delivery of the curriculum;
• accurate records are in place which provide teachers and other relevant agencies with useful information;
• there is a two way communication between parents and the school;
• regular reviews are carried out;
• all staff are aware of procedures for transition across the stages;
• governors are aware of the SEN policy and its effectiveness

9) Arrangements for Complaints
Any parental enquiries about the S.E.N. identification and provision will primarily be dealt with by the child’s teacher and if not resolved, then by the SENCO.
If the problem still remains unresolved then it will be addressed by the Head teacher. Should the complaint still remain pending at this point then it should be referred to the Governing Body who will follow their Complaints Procedure.

10) Staff Development
There will be on-going training for the staff through review meetings, in-house advice, dissemination of information and staff meetings on relevant issues from the SENCO. The SENCO will keep up to date with current changes and procedures and attend any training provided by CEE or by other bodies if necessary.

11) School and the Wider Community
The school will develop its links with personnel whose role it is to help and advise professionally, e.g. doctors, nurses, Ethnic Minority Services, EWO, County Psychological Service, Children’s Social Care, Speech and Language therapists and E.S.P.D.

If a child transfers to/from another school we will seek to liaise effectively with their SENCO to ensure accurate and up-to-date records are passed on and relevant information about the child’s special education needs is shared.

12) Review of S.E.N. Policy
This policy will be reviewed annually, unless a change of legislation requires an earlier review.

This policy has links to the following school policies and procedures:

• admissions policy
• complaints procedure
• anti-bullying policy
• assessment policy

English as an Additional Language (EAL policy)

    New Life Christian Academy provides an education for all, which acknowledges and is enriched by the diversity of ethnicity and culture of its pupils. We believe that successful education is achieved by sharing the experiences and cultural backgrounds of all children.
    Equality of access to the curriculum for all pupils, including those for whom English is an Additional Language, is by an individualised programme of work and good classroom practice.
    This leads to a learning environment that encompasses a varied range of teaching and learning strategies, multicultural resources and whole school celebrations that embrace a wide range of world cultures and events. Thus allowing all children to experience, understand and celebrate diversity.
    Aims and Values
    • To ensure that the language and learning needs of individual pupils are clearly identified and provided for.
    • To enable pupils to gain full access to the Curriculum and develop strategies to overcome any obstacles that might prevent pupils from achieving their full potential.
    • To raise achievement of pupils who have English as an additional language through a clear system of targeting tracking and monitoring individual progress.
    • To work in partnership with parents and support learning at home, by encouraging attendance of special assemblies and parents evenings and participation in workshops.
    • To recognise and value the home language of bilingual children and plan for activities which allows opportunities for using first language in the classroom.

    Assessment and Provision
    The policy of New Life Christian Academy is to treat each student as an individual and work out a programme to meet his/her needs. This same principle will apply to any student learning English as a second language.

    Since research shows clearly that students learn a second language most easily in an environment that is stress-free, we work continually with the present student body to develop an awareness of different countries and cultures, and the intrinsic value of all people as creations of a loving God. We trust that this means that when students from other countries or cultures join the school they are greeted with warmth and acceptance, and that conversation grows naturally amongst peers.

    Our first task is to determine the present level of competence, and then provide a programme that will help to develop the student’s language proficiency. We need to take into consideration the student’s age, cultural background, previous experiences and future requirements before devising a programme. A key will be to encourage the student to talk/write in a relaxed environment one to one. We will liaise with parents to use past experiences to help build relationships and point of contact with the students.

    The English ACE language programme is clearly structured and builds grammatically, so its structure is helpful for students needing to learn a second language. Because the students’ personal work programmes are individualised it is easier to establish students of a similar age in different PACE levels without that difference carrying a stigma of failure or inability. Clear guidance on the differences between American/English pronunciation and spelling will also be given.

    Staff will monitor carefully the progress of a student learning English as a second language, following an action plan (an Individual Educational Plan) with targets, deadlines, and reviews.

    Resources

    - Use of main ACE programme English PACEs from 1001, and Word Building from 1013

    - Option: Videophonics course (designed for ESL – English as a second language – students)

    Classroom Practice
    - Teachers have high expectations of all pupils regardless of ethnicity and wherever possible tasks are based around the same curriculum area as the rest of the class.
    - The demands of the supplementary curriculum are analysed and support provided appropriately.
    - Access to meaning is provided by presenting and introducing topics with visual support for key concepts whenever possible. (Videos, pictures, objects)
    - Planning includes some opportunities for first language activities in the classroom.
    - Practise and development in language skills is encouraged through collaborative activities that involve talk.
    - New children are paired up with a buddy in the classroom and at playtime, different children could be placed with the child during different times of the day to avoid the buddy losing interest.
    - Children are grouped strategically for different activities (supportive writers in each group, mixed/like ability, same home language).
    - Displays and resources in the classroom and around school reflect linguistic and cultural diversity.
    - Teachers keep parents regularly informed about pupil’s progress both informally and during parent’s conferences. Parents are invited to share achievements through letters home, certificates and rewards during assembly.

    EAL and SEN
    The EAL Co-ordinator will assess the progress of newly arrived pupils. The school recognises both the importance of and the difficulties involved in, the early recognition of SEN in EAL pupils.
    Pupils are initially given a year to settle into school routine before such assessment takes place, however if there is a concern regarding progress after that period, further provision will be decided upon through consultation with the class teacher and parents. This will involve a more in-depth IEP to be written in conjunction with the SENCO. This provision will be jointly reviewed on a regular basis.

    Equal Opportunities
    We will provide equal opportunities to all our children, regardless of gender, race or disability.
    For more information on equal opportunities, please refer to our “Equal Opportunities” policy.
    It is vital that every member of the School community is valued and that the teaching that each
    child receives should respect and support the child in every way possible.

    Monitoring and Review
    The EAL Co-ordinator will be responsible for monitoring the provision for children, their progress and implementation of this policy. This policy will be reviewed every three years.

    Policy for supporting the More Able pupils

    Named Governor: L. Dixon
    At New Life Christian Academy we believe that all children are entitled to make the greatest progress possible and reach their greatest potential.
    We believe that any special abilities or talents should be identified as early as possible and developed during their time at our school. This will then have an impact on learning and achievement not only for those individual children but for the whole school.

    “Meeting the educational needs of the gifted and talented is about building on good general school provision, not about providing something entirely different” Professor Deborah Eyre, NACE, 2001

    Aims
    • Identify More Able (gifted and talented) children and place on a register to monitor
    • Provide an education which is appropriate to the needs and abilities of such children
    • Develop skills through extended and enriched learning activities
    • Develop, as far as possible, the specific skills or talents of each child
    • Involve and encourage parents in meeting the needs of their More Able children
    • Be concerned for not only the academic abilities of each child but also their spiritual, moral and social well-being

    Definitions
    In accordance with government guidelines:
    ‘Gifted’ children are considered to be those with an academic ability significantly above those of children of a similar age.
    ‘Talented’ children are considered to be those with abilities significantly above those of other children of a similar age in the aesthetic areas of the curriculum.

    Identification
    Identification will occur through a variety of different approaches from which a register of children will be drawn up. Early identification is important to enable maximise the impact of provision. During the pupil admission process discussion is had to find out about the achievements and interests of children when they first join the school to inform staff of potential skills right from the start of their time at New Life Christian Academy. The following kinds of evidence will also be used:
    Quantitative data
    • Results from PACE tests
    • Attainment progress records, pupil-tracking information etc.
    • Records from previous schools
    Qualitative data
    • Teachers’ nominations based on teacher assessment/classroom observation
    • Evidence of work
    • Nomination by self, parent or peer
    • Sharing ‘out of school’ achievements
    • Profiles and information from any previous schools

    The More Able register will be a working document where children will be able to move on and off the register whenever deemed necessary, according to the development needs of the individual child. In addition the register will be reviewed at least once a year.

    Organisation and Provision
    In class approaches:
    Class teaching that responds to the needs of More Able children may involve strategies such as:
    • Grouping – grouping pupils of similar attainment levels
    • Differentiation – using a variety of strategies to ensure a class environment (both during PACE work and the supplementary curriculum) which is challenging and extend and enrich knowledge, skills and understanding by providing experiences which are interesting and stimulating in thought and action and may add breadth and range to children’s attainment progress.
    • Specialist teaching – utilising the particular skills and expertise of staff
    • Specific roles/responsibilities – pupils may be given roles/responsibilities according to their individual area of achievement
    Out of class activities may include:
    • Extra curricular Clubs
    • Special events eg field trips
    • Visits by experts

    These approaches may be used as a whole class with more able children being one element or can be used with one child or group of children specifically.

    Continuity of provision will be maintained throughout the school by producing planning in accordance with the Effective Teaching and Learning policy.

    Monitoring, Assessment and Evaluation
    The co-ordinator will be responsible for:
    • Collating and monitoring the register.
    • Supporting staff in the identification and setting up of provision
    • Disseminating training and keeping up to date with the current issues and requirements
    • Auditing the quality of provision and monitoring and evaluating the progress of both individual children and the school’s action plan, in partnership with the class teacher, Headteacher and the governing body.
    The class teacher will:
    • Fulfil their role in the identification and nomination of More Able children
    • Deploy the agreed professional approaches to the development of the children
    • Assess children as part of normal practice and keep records
    • Ensure that parents of the children are informed of their child’s place on the register and have opportunities to contribute to and receive feedback about their children’s progress.

    Inclusion
    The provision at New Life Christian Academy is available to all children according to their abilities in particular areas of the curriculum.
    We aim to ensure that any bias in other areas of the curriculum does not exist and that our resources and provision does not in any way present stereotypical portrayals, but serves to provide all children with an enriched opportunity to achieve their full potential.

    Evaluation Strategy
    Policy development is an on-going process, and the procedures and strategies laid out within this document are open to revision by the co-ordinator and as a result of consultation with colleagues, in either, response to the changing needs of the school or amendments to National guidelines but will be reviewed at least once every three years.