Special Educational Needs Policy - Daneswood Junior School

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23 févr. 2014 (il y a 3 années et 4 mois)

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SPECIAL EDUCATION NEEDS POLICY


The purpose of this policy is to bring all staff togeth
er around the needs of the child in order
to create an

inclusive

environment in which children can achieve their full potential and feel
equally valued.


This policy describes the provisions we make for children who have


significantly greater difficulty
in learning than the majority of children the same age or

who have a disability which prevents or hinders them from making use of educational
facilities of the kind generally available in schools.


Special educational provision is
that which is additional to, or otherwise different from, the
educational provision made generally

for children of the same

age
.

Children must not be regarded as having a learning difficulty solely because the language or
form of language of their home is

different from the language in which they will be taught”


(Special Educational needs Code of Practice

2001 1:3).


A person is disabled if



he is blind, deaf or dumb or suffers from a mental disorder of any kind or is substantially
and permanently handic
apped by illness, injury or congenital deformity or such other
disability as may be described


(Children Act 1989, Section 17 (11)).


A person has a disability if


he has a physical or mental impairment which has a substantial and long
-

term adverse
effec
t on his ability to carry out normal day
-
to
-
day activities”
(Disability Discrimination Act
1995, Section 1 (1)).




As a school we recognise three principles for inclusion:


a.

Setting suitable learning challenges

We aim to give every pupil the opportunity to

experience success and to achieve as high a
standard as possible. However, we acknowledge that there are times when teachers may
need to choose knowledge skills and understanding from a previous key stage so
individual pupils can make progress and shows
what they can achieve.


b.

Responding to pupil’s diverse learning needs.

We are aware that pupils bring to school different experiences, interests and strengths,
which will influence the way they learn.


We seek to;
-


1.

C
reate effective learning environments wh
ere the contribution of all pupils is
balanced.

2.

Activate motivation and concentration.

3.

Provide equality of opportunity

4.

Use appropriate assessment approaches

5.

Set

targets for learning

6.

Take into account the views of the child and parents.


c.

Overcoming potentia
l barriers to learning and assessment for individuals and groups of
pupils

A minority of pupils

have particular learning needs which go beyond the provision
described in a
.

and b. If these are not addressed they can create
barriers to learning.



Objectiv
es




All children at Daneswood Junior

School

will have equal access to the curriculum of the
school. This will enable all children to function at appropriate individual levels/pace and
make the greatest possible progress.





The parents of every child with
special educational needs will be informed, consulted and
where possible form a part of the support system their child requires.




The wishes of the child are taken into account having regard to their age and level of
understanding.




When considered appropr
iate and in agreement with a child’s parents, professional advice
and help will be sought from agencies outside of our school. This will ensure everything
is done to establish a meaningful support programme for each child.




Our attitudes to children with
Special Educational Needs will remain positive and
constructive. We will treat their difficulties with understanding and acknowledge and
celebrate their success.



Admission Arrangements for Pupils with Special Educational Needs


All children will be admi
tted to Daneswood Junior School according to the school admission
policy. No child will be discriminated against because of disability or special educational
need.


Facilities which assist

and enhance access to school for

children with SEN’s.


Daneswood Ju
nior School is

a single storey building which is accessible to wheelchair users.

We have a toilet for the disabled.

We have an additional storage area for any special equipment which may be required for an
individual pupil.

We have implemented a Signs and
Symbols environment.

We can provide a go
od acoustic setting as we have

carpeted classrooms

and are able to screen
off classrooms
.


We have some separate small teaching areas which can be closed.

We have an extensive range of special educational needs resou
rces to which we are
continually adding. These cover all types of learning and access to school life

curriculum,
social and emotional, physical
, outdoor play
.

Our Teaching Assistants have identified areas of specialism for which they have attended
additio
nal training


these cover: speech/communication, emotional intelligence, behaviour,
play therapy.

The SENCo has attended training on a number of areas of SEN and has a specialist
qualification in Dyslexia.






Allocation of Resources
.


Most

general

reso
urces within school can be adapted to support

children with SENs. The
collection of
additional
resources purchased by the school for use with

children who have
SEN’s is

kept in the
S
N

Resource areas.

Resources necessary to increase an individual pupil’s
a
ccess to the curriculum are highlighted in their Pupil Profile and will be provided by the
Teaching Assistant.





Funding


Staffing

Staffing

for SEN is

funded

in the school budget

from the Primary Formula Budget allocation
,
pupils receiving support from

this funding stream are described as having Additional School
Need (ASN)
.



Further funding can be

accessed from the Quarrydale Family
of schools
S
EN allocation
(Additional Family Need
-

AFN)
.

The
school
SENCo is responsible for submitting a bi
d

once
a ye
ar for

pupils with more complex needs than can be provided for under ASN.
The
se

bids
are discussed and moderated by the
Quarrydale
Family Heads and SENCos at regular
meetings.


Any pupil

having a much greater level of need can also be supported through Hi
gh Level

Need

(HLN)

funding. Decisions to proceed at this level are made by the Qarrydale Family
Senco following discussion at Family SEN meetings.

An individual HLN bid is

applied for

by
the

school

SENCo

to the Local Authority

HLN panel.


Resources

Within

school t
he SEN
Co has

a sum of money allocated by negotiation annually from the
school’s delegated budget. Thi
s is used to purchase resources, books and general equipment
to aid access for and teaching of pupils with SENs.


All curriculum coordinators hav
e a similarly allocated budget and consider inclusion issues
within the monitoring of their subject area.


The Physical Disability Support Service (PDSS) will provide equipment necessary to
facilitate the inclusion of a pupil with specific physical needs
.


The Inclusion Support Service (ISS) is able to help the school to access high cost equipment
(ICT based) to increase learning opportunities for pupils with specific learning or physical
needs.




Identification


We recognise that effective identificatio
n, assessment and record keeping are essential in:
-




ensuring
the
effective use of resources from within sc
hool and from external support
agencies



ensuring there is continuity of response when t
he child moves from one class

to
another
, or moves school



ensu
ring that parents are involved early on in dis
cussions about the best way to
support the child



providing the school with information about areas of the curriculum or teaching

methods which may be c
reating difficulties for pupils


Early in the academic year

the SENCO will prepare an annual summary which highlights
pupils with Special Educational Needs throughout the school in the following areas:



a)

behaviour, social and emotional


b)

cognition and learning


c)

sensory and physical


d) c
ommunication and interaction


Pupils are identified at t
he appropriate stage

of the Special Needs Code of Practice. These are
School Action, School Action Plus, Statutory Assessment or Statement of Special
Educational Needs.


This information constitutes
the school Special Needs Register.



Methods of Identification


Pre

admittance


Before a child is enrolled at Daneswood
, special educational

need is identified via:
-




consultation with the Headteacher and class teachers of the feeder Infant School



National

Curriculum assessments

for children from the feeder infant school



parents when completing the admission form



information and r
ecords passed on when a child is admitted from a different school

(not always available before the child is admitted)


If a pupil

admitted to the school has already been placed on the Special Needs Register at a
previous school they will automatically be entered on the school SN Register.



School Action


Yr 3.


Early in the new academic year the SENCO

and Teaching Assistants

will
administer a

Quest
Screening Assessment in L
i
teracy and Numeracy for

the new Year 3 intake. Those
pupils
who score within a specified band in either area will be given a

further

Quest Diagnostic test
by the SENCO

or Teaching Assistants
.

Taking these resul
ts
and additional information about
the pupil
,

such as National Curriculum levels
,

into consideration and in consultation wi
th the
class teacher he/she may

be placed on the Special Needs re
gister.
During the second term
all
Year 3 p
upils will undertake a C
AT
(Cognitive Ability)

test
, which may highlight areas of
weakness, difficulty or Special Educational need.
Year 3 parents are usually consulted
initially at the first Parent Evening when they will talk to class teachers and SENCO.



During the Key Stage


If
the educational progress, behaviour or physical development of
any child causes concern
during the school year the class teacher wi
ll undertake to refer the child to the

SENCO

using
the School Referral Form based on the indicators of ASN need
.

(Appendix

1
).

Concerns

will

be

consider
ed

in the light of a variety of evidence ie,

a)

A child
who
,

despite differentiated learning opportunities
,

makes little or no
progress.

b)

A child s
hows signs of difficulty in developing literacy or numeracy skills which
result i
n poor attainment in some curriculum areas.

c)

A child who h
as poor progress s
cores in O
ptional SAT
s.


If intervention is considered necessary the following action takes place;

a)

Information

required by the Code of Practic
e is gathered including that from
paren
ts, child, social services, health,

etc.

b)

Parent
s

will be invited into school to di
scuss their child’s needs and for school to

outline th
e support on offer. Parents

will be encouraged to form part of the
learning support for their child.

c)

The SENCo
,

Class T
eacher a
nd TA

will prepare an I
ndividual
E
ducation
P
lan
(IEP)

and the child will be placed on the Spe
cial Needs Register at School Action
.


IEP’s will be rev
iewed at least twice a year

involving Clas
s Teacher, SENCO, Support Staff
,
pupil
and pa
rents. When
possible r
eviews will take place at Parents Evenings. If parents are
unable to attend reviews the SENCO will contact them informally through Home School
Diary or a phone call to keep them up to date with their child’s progress.


If after two reviews unsat
isfactory progress has been made advice will be sought from outside
agencies an
d the child will move to School Action Plus
.

Outside agencies include: Inclusion
Support Service (learning), Educational Psychology Service (emotional/behaviour),
Behaviour Supp
ort Service, Physical Disability Support Service, Speech and Language
Therapy.


A
lternatively, if a child is responding well to the support given at School Action, the

child
will be kept on
the Special Needs register unless

their

progress no longer causes
concern and
they are achieving objectives in line with their year group.


School Action Plus


The SENCO and Headteacher will decide which outside agency is appropriate and will make
the necessary referral
.


Outside agencies will make contact visits to the
school to observe, work directly with the
pupil and offer advice to the school through a report or discussion. The SENCo will
incorporate this advice into the pupil’s IEP and communicate it to all staff working with the
pupil.


Adaptations to the pupil’s I
EP may include:



Range of different teaching approaches



Use of appropriate equipment and teaching materials



Use of ICT



Use of Teaching Assistant in small group teaching


Parents will be kept informed

and may be
asked to attend meetings with outside agencies
.
Some agencies may request additional information of the parents regarding the early
development of the pupil or family history.





Statutory Assessment


A request for a Statutory Assessment by the LA can be made, using the appropriate referral
forms, by

the school, pupil’s parents or by another agency.


The school will provide detailed reports as requested by the LA and will liaise with the
pupil’s parents and outside agencies. These reports will follow the guidelines and timelines as
set out in the Spec
ial Educational Needs Code of Practice 2001.


The request for a Statutory Assessment may result in the pupil being issued with a Statement
of Special Educational Needs.



Statement of SEN


Following the
request for
Statutory Assessment some children receiv
e a Statement. This is a
collection of information from all other agencies involved with the child, drawn together to
make clear sta
tements about the child’s needs and the provision which may be necessary to
meet those needs.

Children

with a Statement
of S
pecial Educational Need
s

will be reviewed termly
. There

will,
in addition, be
an annual statement review
meeting

to

which all agencies involved with the
pupil will be invited. The SENCo will arrange this meeting and invite all parties to submit a
report to

be shared at the meeting. Discussion will be around progress made by the child,
changes in the child’s circumstances or needs and if the school provision is continuing to
meet the child’s needs. It will be a consideration of every annual statement review
meeting
whether the statement should continue to be maintained.


IEPs


The SENCo will gather information to write a pupil profile which forms part of the Individual
Education Plan. This profile highlights the child’s strengths and weaknesses, behaviour,
ph
ysical or social areas of need
, and contains teaching and management strategies for the
classteacher to address. The profile is updated annually by the SENCo.


Each classteacher is responsible for planning for their pupils with SEN. Teachers and
Teaching A
ssistants have a weekly

or fortnightly

joint planning session when they discuss
and review targets for individuals and groups of pupils with SEN. Teachers supply the
le
arning objective and the TA

record
s

on the Target sheet the activities they will provide

for
the pupi
ls in aiming to meet the objecti
ves.

The TA will provide activities across the range of
different learning styles.

The TA adds feedback weekly to indicate progress made or
continuing difficulties. This then informs the next weekly target sheet
.


The Teaching Assistants review each child’s progress in their targets at the end of every term.
This review is used by the SENCo to inform parents about their child’s progress at the next
parent’s evening or IEP review meeting. Reviews are also include
d in reports to outside
agencies where required.





A
ccess

to a balanced curriculum


Provision for Special Needs is

built into the school’s
development plan through all

curriculum
areas
.

Suggestions for different learning style appr
oaches across the curriculum are contained in
the child’s IEP Profile.


We try to ensure that all children can access the full curriculum by adjusting:
-


a.

the difficulty of the tasks given to different groups of children within the same broad


scheme of
work.


b.

the initial input for the task e.g. by repeating instruc
tions and providing them visually

as

well as verbal
ly
.



c.

the learning resources

within the task e.g. use of key word dictionaries, visual clues etc.


d.

the ways in which children can re
spond and give evidence of their learning e.g. use of


ICT
, diagrams, pictorial representations
, models
.






Arrangements for Supporting Children with SENs.


Support is considered as those activities which increase the capacity of a school to respond to
p
upil diversity.


Children are supported in the following ways:
-


o

Through the criteria provided by the Additional Lit
eracy Strategy, Key Stage One SA
T’s
and Quest Baseline Assessment, identified child
ren in lower school will be supported by the
ALS strategy

in the independent part of the Literacy hour where appropriate


o

In N
umeracy
,

lower school children are taught in their year groups. Where appropriate
Springboard will be provided to an identified group.


o

Children with SEN
are supported in their Literacy
and Numeracy hours


sometimes
working on different

objective
s to their class,

often from a lower age group and
,

when
deemed appropriate
,

a different Key Stage.


o

In some cases
, such as severe or complex Special Educational Need,

it is felt appropriate for
a pupil to work on an alternative curriculum to the rest of the year group
.


o

In cases where the Special Need is of a physical
nature a pupil will be supported in P.E and
Games lessons. They may also be supported in movement around school if necessary.


o

Spe
cific learning disorders, such as dyslexia, may require short but regular focussed
activities to promote particular skills. Pupils with specific learning disorders will be
allocated short timetable slots at appropriate times when the rest of their class ar
e working
on a similar activity, eg. Guided reading or spelling.


o

Pupils with SEN may have a different homework package to the rest of their year group
.




Integration


Through our P.S
.H
.E. programme we seek to promote an acceptance of one another’s
differ
ences and have a commitment to inclusion rather than exclusion for those we perceive as
different from ourselves. Children with SENs are integrated into Daneswood in a variety of
ways:
-


-

t
hrough in
-
class support from Teaching Assistants
,

-

lunchtime sup
ervision for children with physical disabilities and whose


safety may be

thr
eatened in a playground setting,

-

differentiated work
,

-

gradual and supportive integration

into Daneswood
of a child
with complex needs
from


feeder or a different school
where possible
.



Emotional and Behaviour Difficulties




We aim to respond sensitively, flexibly and consistently to a child who presents

with

behav
iour

or emotional
problems. In order to support the child, information is gathered
by Headteacher and SENCo from a variety of sources i.e. Social Services, Medical
Services, Parents, and previous schools. The information is shared with class teacher.




At

School Action the class teacher, Learning Mentor, Headteacher and SENCo liase to
devise a Behav
iour Plan, which sets realistic

targets which are stated explicitly and have a
clear structure of rewards. If the child’s behaviour has presented problems at p
lay or
lunchtimes all teaching and non
-
teaching staff are informed of strategies being used to
support the child. Parents are updated on the progress of their child’s behaviour through
Home/School Diary.




The Learning Mentor and Teaching Assistants are ab
le to provide play therapy sessions to
pupils for whom this may be appropriate.





If, as a school we feel we need advice and support we contact, with permission from
parents, the Educational Psychology Service (EPS) and/or Behaviour Support Service
(BSS).

The child then moves to School Action Plus. A Behaviour Plan is devised using
advice from outside agencies in collaboration with Headteacher, Learning Mentor,
SENCo and class teacher. An agreement is reached on the level and duration of
involvement from

E.P.S./BSS and reviewed as appropriate. Agencies involved with the
child are invited to reviews.






ROLES AND RESPONSIBILITIES OF THOSE WHO SUPPORT CHILDREN


WITH SPECIAL EDUCATIONAL NEEDS.



Arrangements for co
-
ordinating educational provision for pup
ils with SEN's is demonstrated
through the roles and responsibilities of the following:
-


a)

Governing Body.


b)

Head Teacher


c)

SENCO.


d)

Class Teacher.


e)

Teaching Assistants.



a)

GOVERNING BODY


The named governor for Sp
ecial Educational Needs is J
ennie

Marriott.


*

The Governing Body of Daneswood Junior will do its best to secure that the necessary


provision is made for any pupil who has special needs.


*

They will ensure that, where the Headteacher or the appropriate governor has been

informed
by the LEA that a pupil has special needs, those needs are made known to

all who are likely to teach him/her.


*

They will ensure that teachers in the school are aware of the importance of identifying

and providing for, those pupils who have special need
s.


*

They will report annually to parents on the SEN’s policy.


*

They will ensure that the pupil joins in the activities of the school together with pupils


who do not have SEN’s, so far as that is reasonably practical and compatible with the

pupil rece
iving the necessary special educational provision, the efficient education of


other children in the school and the efficient use of resources.


*

They will have regard for the Code of Practice when carrying out their duties towards


all pupil
s with SEN’s.






b)

THE HEADTEACHER


*

The Headteacher will maintain an overall view of special needs within Daneswood

Junior.


*

He will be involved with governors in determining appropriate staffing and funding

arrangements, advising and informing gov
ernors on SEN issues and ensuring that the

school meets its SEN responsibilities.



*

He will keep up to date with the progress of children with SEN’s through verbal and


written communication from teacher and/or SENCO.


*

He will liase formally with SENC
O on regular basis.


*

He will liase with parents and outside agencies when appropriate.


*

He will offer guidance, support and advice to SENCO and class teacher.




c)

SPECIAL NEEDS CO
-
ORDINATOR


The SENCO at Daneswood Junior

School

is Sally Richardson.
She works 4 days a week, a
day and a half of which are designated SEN management time.


The SENCO will be responsible for:
-



*

The day
-
to
-
day operation of the special needs policy.


*

Providing support, information and advice for the class teacher.


*

Pro
viding a Quest Baseline assessment in literacy and Numeracy for the Year 3 intake

in September of each year. This is in order to highlight any potential special needs


w
hich have not been previously identified by feeder schools.


*

Assessing identified children’s needs through the Quest Diagnostic Reading and

Numeracy Profile, pho
nic check and recognition of high frequency words.


*

Maintaining the school’s SEN register and overseeing the records of all children with

SEN’s.


*

Preparing Pupil Profiles and individual education plans in conjunction with the class
teacher and Teach
ing Assistants and minuting reviews. Keeping PIVATS records and
ensuring regul
ar updating.


*

Liasing alongside the Headteacher with external agencies.


*

Liasing with
feeder schools and Family SENCO
s.


*

Liasing with parents of children with SEN’s.


*

Ma
intaining and developing SEN

resources.


*

Attending suitable courses relevant to the development of


SEN

within the school.


*

Preparing HLN/AFN bids with the Hea
dteacher.


*

Monitoring the work of Teaching Assistants and non
-
teaching staff in relation to


their inv
olvement with children with SEN
s.


*

Overseeing the work of the Literacy volunteers.


* Evaluating the success of our provision and intervention.



d)

CLASS TEACHER
S


The class teacher is responsible for:
-




Ensuring that children wit
h SEN
s have full access to the National Curriculum.




Informing SENCO of any child they feel should be placed on SEN register through the
school’s referral system.




Supporting SENCO in the planni
ng and implementation of IE
P
s in collaboration with
Teaching A
ssistants.




Applying appropriate differentiation strategies.




Creating an appropriate learning environment taking into consideration strategies
outlined in pupils IEP profiles.




Being aware of all informatio
n concerning any child with SEN
s in their care.




Contributing to liaison with outside agencies by providing reports and updates on
individual children




Monitorin
g progress of children with SEN
s in the context of their class and recording
progress on the child’s PIVAT record.




Raising a child’s self este
em and confidence by praising effort and achievement.




Setting learning tasks, small steps and achievable
short term targets for children


with extreme needs to guide SEN provision.




Assuring parents of their in
terest in their child

and providin
g regu
lar
feedback of their
progress through informal conversation with parents and comm
unication via
Home/School Diary as well as at parent’s evenings.




Write individual reports for parents of pupils with SENs on a yearly basis.




e
) TEACHING ASSISTANTS


The

teaching assistants are responsible for:




Assisting the class teacher and SENCo in the planning a
nd implementation of the child’s

I.E.P.




Implementing work programmes with groups of identified children during the
independent sections of the Literacy and N
umeracy hour




He
lping the child develop skills
which will enable him/her to work independently without
the need for a high level of individual su
pport. This may involve the TA

working within
the class
context with groups of children

which do not always in
clude their specific child.




Preparing activities within the learning framework suggested by the classteacher. These
plans will be a weekly dynamic IEP. The activities will be influenced by the IEP profile
descriptor set up by the SENCo.




Weekly feedback o
n the child’s learning to the classteacher.




Provide a

termly summary report on pupil(s).




Systematically planning and recording her own work and the work and progress of

the
child or children with SEN
s with whom she works, contributing to P
-
level assessm
ents.




Supervising children at playtimes when necessary




Attending review meetings when required.




Performing such duties commensurate with her qualification that the Headteacher may
from time to time require.







Training


The SENCo

attends courses rel
e
vant to various aspects of SEN
s

and also attends an annual
conference.
Staff are kept informed of

the latest SEN developments
. Teaching Assistants

are
inclu
ded on courses dealing with SN

issues and attend

an annual conference.


The link governor for Specia
l Needs also attends training on SEN issues.



Outside Agencies


Outside agency
support is used in the following ways


a.

Supporting class teacher and providing strategies to improve

SN provision in the


classroom.

b.

Helping the SENCo

and cla
s
s teacher to devise

IEPs

c.

Working toward
s objectives highlighted on IEP
s

d. Liaison with services involved in the health and welfare of the child


Inclusion Support Service is involved for assessments and advice on learning issues. A referral
wi
l
l be made to the ISS by the SENC
o.


Educational Psychologist Service will be consu
lted for children at School Action

Plus

and
onwards. They may

talk to the child,
will meet with the
class

teacher and advise Headteacher

and SENCo

on future action. Educat
ional Psychologist will usually
attend

reviews

where
appropriate
.


School Nurse will be involved with any pupils who have short term or ongoing health concerns
and with pupils with Social Service involvement. The School Nurse will have regular contact
with

parents and other medical services.


Family Therapy will be
involved through referral by t
he child’s family GP or by the School
N
urse.


Education Welfare Officer will be contacted by the Headteacher when there are concerns about
absence or latenes
s


P
hysi
otherapist, Doctor, Speech T
herapis
t will be involved through the School N
urse.

Speech
Therapy may also be involv
ed directly through the SENCo.
Where required these agencies

are
used to advise staff and parents and work with

the

child.


Behaviour Suppo
rt s
ervice is contacted by the H
eadteacher

or SENCo
.


Social Services are contacted by the Headteacher.







Partnership with Parents


We ai
m to take account of the wishes and

feelings

of parents

and
the knowledge they have of
their child
.


Parents of all chi
ldren are encouraged to attend Parent’s Evening twice a year in addition to an
annual open week in the Summer Term.


Parents of children with SEN’s

are encouraged to see the SENCo

as well as the class teacher on
these occasions


At an initial meeting

the p
arent is encouraged to contribute any information about their child
which will be helpful in assessing their child’s needs.


When p
ossible parents attend

reviews when their opinions are sought and valued.


At

review meetings
the SENC
o

will talk through the

IEP with the parent and discuss ways in
which they can support their child’s learning.


The classteacher and SENCo

will, when appropriate, have informal discussions with parents
when they collect a child from school.


Parents are requested to write in th
e child’s Home/School diary regularly.


The Parent Partnership Service is an organisation set up for advice and support to help parents
of pupils with SEN, particularly through

transition and

the Statutory Assessment and
statementing process
es
. The SENCo w
ill advise parents of the availability of this service

and
can provide contact details.





Links


Daneswood is part of the Quarrydale Fa
mily. The Headteacher and SENCo

m
eet regularly
with
the ‘Family’ Heads and SENC
os
to discuss SENs concern
s.


During t
he final term before transition
,

pupils

with Special

Educational

Needs visit the
Comprehensive with th
eir peers and in some cases where it is felt necessary they may make

an
extra visit with the SENCo

or Teaching Assistants

to become

familiar with the

staf
f and

Special
Need facilities.


The
SENCos

from the Comprehensive
s

visit Daneswood and discuss individual needs with
class teacher
s

and SENCo

during the Summer Term.



Infant Transition


During the second h
alf of the Summer Term the SENCo

visits the Infant

School and discusses
the Special Needs of individual children with the Headteacher

and SENC
o
. She talks to the
class teachers and meets the children. During the

Summer term

the children visit Daneswood.

Pupils with more complex needs may make extra visit
s to enable a smoother transition.

In these
cases the SENCo will attend review meetings of transferring pupils at the infant school during
the Spring or Summer term where appropriate.


Change of Schools


When a child with SENs leaves Daneswood his/her reco
rds will be sent to the new school.


When a child with SENs comes to Daneswood their records are

read by class teacher and
SENCo
. They will remain on the stage they have been placed on until the next review.





Evaluating
the
success of

this

Policy


The

effectiveness of the SENs policy will be reviewed annually. This will involve:
-


a.

Consideration of success in meeting objectives

b.

Review of the arrangements for identification assessment and IEPs

c.

Review of the SENs resources and how well these are

being used.

d.

Examination of the match between provision outlined and provision made





The effectiveness of the policy will also be reviewed in the light of:


a.

Staff confidence in meeting SENs

b.

progress made by child i.e. meeting IEP targets

c.

par
ental participation in the learning of their children






Dealing with Complaints


Parents are welcome at Daneswood. They are encouraged regularly to come in and discuss any
problems or concerns they may have.

Parents are encouraged to make an appointmen
t with the class teacher or member of staff
concerned.

If the matter is unresolved the parent is referred to the Headteacher who will refer the matter
to
the Governors if appropriate and procedures will be followed as set out in the
complaints
policy.