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St Joseph'sCatholic Primary School & Nursery

Special Educational Needs and Disabilities Policy

St Joseph’s R C Primary
 School and Nursery
 
 SEN POLICY
 
(February 2017)
 
Approved by: {Insert Name of Committee}
 
Agreed: {Insert Month and year}
 
Agreed Review: {Insert Month and year}
 


St Joseph's R C Primary School and Nursery
                                                           

SPECIAL EDUCATIONAL NEEDS POLICY

 
We believe, as set down in our Mission Statement, that every child is valued within the Christian ethos of the school. With this principle in mind the School will help each child to grow in
self-awareness and self-appreciation, developing their talent and abilities to the full. We are committed to developing the principles within ‘Every Child Matters’.
 
We therefore intend that all children will benefit from their time in our School.  We will achieve this by endeavouring to help all children in their development.
 
Objectives of the Policy
 
The staff are committed to the aim of providing a broad and balanced curriculum for all their pupils and a positive attitude to ensure the fullest participation in the National Curriculum. We strive to achieve the outcomes of ‘Every Child Matters’ to promote healthy children, to be safe and enjoy and to achieve within their own abilities. The School provides a good learning environment which includes encouragement, acceptance, respect and sensitivity to individual needs.  Children with Special Needs will be given support appropriate for their stage of learning.
 
Co-ordinator
 
The 0.2 SEN Co-ordinator is responsible for all aspects of Special Needs in this School.
 
Arrangements for Co-ordinating Provision
 
The SEN Co-ordinator will liaise with class teachers, children and parents in order to arrange work targets suitable for each child.  A timetable will be devised to allocate suitable teaching sessions for each child.  This could involve work in the class, in small groups or individually out of the classroom.  Written records of the work will be kept and reviewed after a specified period.  The class teacher and parents are kept informed of the progress.  Involvement with any outside agency e.g. Learning Support Services, Educational Psychologist, Speech Therapist will be organised by the Co-ordinator with the consent of parents and Headteacher.
 
A Special Needs budget is identified by the Governors in the School budget plan.  This budget is reviewed each year in the light of the needs of the children and the financial constraints placed by Central and Local Government.
 
Admission Arrangements
 
The admission arrangements for children with Special Needs are those stated in the admission booklet available from the School Office.
 

SEN Specialisms and Facilities

 
St. Joseph's School has a separate classroom area available for Special Needs.  There is also a table by the hall, a table in corridor and the DT room for Learning Support Assistants to work in small groups or individually with children.  It has been arranged so that several groups can work simultaneously.  We have a 'bank' of resources which are improving annually.
 
 
Assessment Arrangements
 
The School follows the Foundation Stage Curriculum for children starting in Nursery and Year R.  This covers these areas:
 
  • Personal, social and emotional development
  • Communication, language, literacy
  • Problem solving, reasoning and number
  • Understanding of the world
  • Physical development
  • Expressive Arts and Design
 
During their time in School children are assessed by Key Stage 1 and 2 SATs, Nfer Reading Tests, Rising Stars English and Maths. Individual class teachers will assess the progress of each child in their class and identify those who may have Special Needs.  They will register their concern to the SEN Co-ordinator and teaching targets will be discussed.  If it is thought necessary the child will be put onto SEN Support.  This may involve differentiated work in class, working in a small group within or out of class or working 1:1 with SEN TA or SENCO. Education Health Care Plan is the next stage if necessary for the child.  A copy of the Code of Practice is available from the Special Needs room.
 
Monitoring and Review
 
Some of the children on SEN support and all of the children on EHCP’s will have a Pupil Passport and an individual Provision Map.  This is only necessary if they need help which is additional to or different from the classroom curriculum.  This will be reviewed three times a year with parents, child and class teacher.  New targets will be made as necessary.
 
The staff regularly liaise at any available time to discuss how best to implement P.P’s and to discuss the progress of any child causing concern. The SENCO holds regular training for all TAs.
 
Ensuring a Broad and Balanced Curriculum
 
All children in this School follow a broad and balanced curriculum.  They are all fully integrated into a classroom situation and take part in all School activities.  There are flexible groupings in the classes so that Special Needs children can mix with other children to exchange ideas, build confidence and socialise.  The School acknowledges that many children have ‘dyslexic’ tendencies.  The staff endeavour to aid these children within the classroom by using recommended strategies whenever necessary.
 
  1. Differentiated text
  2. Differentiated strategies
  3. Teacher strategies
  4. Recording
  5. Specific reading strategies
  6. Technical aids
  7. ICT
  8. Support in the classroom
 
These can be seen in more detail on the attached sheet. The school maintains a commitment toward the Dyslexia Friendly Status which it currently holds. All staff  receive training as appropriate to their experience and additional resources are purchased as necessary.
The School is aware of the needs of more able children.  Their work is differentiated by the class teachers; also these children are encouraged to attend courses provided at Kilve Court.
 
Criteria for Evaluation of Success of the Policy
 
As a School we are always looking for ways to improve our provision.  Regular reviewing of children's targets gives insight to whether or not they are being successful.  The School has a separate assessment policy to refer to.
 
Arrangements for Considering Complaints about SEN Provision
 
The complaints procedure in the School booklet is followed.
 
Continuing Professional Development
 
Staff are encouraged to apply for courses. Two of our TA’s have successfully completed HLTA status. 2 staff have attended the ILI (Literacy) training.  Many other courses include SEN topics.
 
Use of Outside Resources
 
The SEN co-ordinator makes regular use of the facilities available at Elmwood School.  This includes borrowing resources for groups or individual children and attending twilight meetings on a range of subjects connected with SEN.  The School makes use of all the available support teams.  There are twice yearly meetings with Learning Support Services and the Educational Psychologist and extra visits can be made as necessary. 
 
Arrangements for Partnership with Parents
 
Parents are welcomed into School to discuss their children at any time with the class teacher or SEN co-ordinator.  They are regularly informed about their child's progress and they are contacted by the School at any time a new situation arises.  The parents are given advice on how they can best assist their child at home as well as being fully informed about the School's provision.
 
Links with Other Schools
 
The School maintains a good liaison policy with middle and secondary schools and Special Needs children are well provided for. Transition into Secondary School for SEN pupils is started at an early stage of Year 6.
 
Links with Other Services
 
The School has access to specialist advice from Learning Support Services, the Educational Psychologist, Speech Therapist, Health, Social Services, the Hearing Service, Occupational Therapy, Autism and Communication Support, Penrose outreach and the Local Service Team.
 
The Governors' Annual Report on the School will include information about the provision of Special Needs.
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