Hillside Road East,
Tel: 01986 897107
|Date of policy||July 2017|
|Date presented to Management Committee||July 2017|
|Date ratified by Management Committee||July 2017|
|Date for review||July 2019|
This policy complies with the statutory requirement laid out in the SEND Code of Practice 0 – 25 (April 2015) 3.65 and has been written with reference to the following guidance and documents:
THE LOCAL OFFER
The local offer details the services available for children and young people with special educational needs and disabilities (SEND).
The Suffolk Local Offer provides:
Access to a range of support so that children and young people with SEND can be educated and enjoy social opportunities alongside their peers I their local community.
Clear accessible and accurate information about services available for children and young people with SEND.
Including information about and links to:
The Attic Group
The Attic comprises of 5 Educational Provisions
The Attic at Lovewell Road a general pupil referral unit for Key Stage 3 and 4.
The Attic at Walpole a specialist pupil referral unit for young people with anxiety/ASD/phobic issues, Key Stage 3 and 4.
The Attic Assessment Centre at Carlton Colville a 3 week assessment provision for young people who are at risk of, or who have been permanently excluded from their mainstream school, or who have been out of school for various reasons or who have moved into the area from a previous PRU.
The Attic at The Landing a specialist provision for Key Stage 2 young people who have a diagnosis of Autism or ASD but no moderate or severe learning difficulties who are currently unable to access a mainstream provision due to their heightened anxiety or difficulties with social interaction and communication.
The Attic at Dragonfly an NHS part residential provision for young people suffering with existing mental health issues.
Our overarching aim is to encourage and support each young person to achieve their full potential.
To give them strategies and confidence to accept and value their own capabilities and possibilities, thus preparing them for transition into adulthood.
With the provision of our Assessment Centre,the majority of students coming into our provision will have been through the Centre and undergone a thorough 360 degree assessment; educationally socially and emotionally.
Our aim is for this to enable us to:
With recommended interventions, to enable each student to reach his or her full potential, both academic and vocational.
small groups and individual one and one support.
Provide half termly review meetings with parents and young people.
TYPES OF SEND
Behavioural difficulties do not necessarily mean that a young person or young person has a SEND and should not automatically lead to a student being registered as having SEND. Slow progress and low attainment do not necessarily mean that a young person has SEND and should not automatically lead to a student being recorded as having SEND.
Persistent disruptive or withdrawn behaviours do not necessarily mean that a young person has SEND.
Identifying and assessing SEND for young people or young people whose first language is not English requires particular care; difficulties related solely to limitations in English as an additional language are not SEND.
Many young people who have SEND may have a disability described under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more young people than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’
is defined as ‘more than minor or trivial’. This definition includes sensory impairments
such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled young people and those with SEN. Where a disabled young person or young person requires special educational provision they will also be covered by the SEN definition.
At The Attic we observe two key duties:
aids and services, to ensure that disabled young people are not at a substantial disadvantage compared with their peers. This duty is anticipatory – it requires thought to be given in advance to what disabled young people might require and what adjustments might need to be made to prevent that disadvantage
The Attic’s Equality Policy and objectives and the Accessibility Plan can be found on The Attic website.
IDENTIFICATION, ASSESSMENT AND REVIEW
The Code of Practice outlines a graduated response to students’ needs, recognising that there is a continuum of need matched by a continuum of support. This response is seen as action that is additional to or different from the provision made as part
of The Attic’s usual differentiated curriculum and strategies.
A regularly updated register is kept of students with SEND.
A review of students on the SEND register is offered each half term to parents and young people with their Key workers. For students with an EHC plan (formerly Statements), an annual review meeting is held in addition to this.
Also all students have weekly targets, set by subject staff and half termly targets through tier PLP’s (personal learning plans). The Landing students have weekly targets and half termly targets linked to their EHCP’s and AET framework)
A Graduated Approach to SEN Support
At The Attic, we adopt a “high quality teaching” approach. The key characteristics of high quality teaching are:
Teachers are responsible and accountable for the progress and development of the students in their class, including where students access support from teaching assistants or specialist staff. High quality teaching, differentiated for individual students, is the first step in responding to students who have or may have SEND; additional intervention and support cannot compensate for a lack of high quality teaching.
We regularly and carefully review the quality of teaching for all students, including those at risk of underachievement, through lesson observations, work scrutinies, student progress meetings and recorded online behavior logs. Professional development opportunities are provided for staff to extend their knowledge and understanding of SEND and high quality teaching.
We take into account student’s current skills and levels of attainment on entry, building on information received from schools, other professionals and in their assessment report and key stages where appropriate.
Class teachers, supported by the Senior Leadership Team, should make regular assessments of progress for all students. These should seek to identify students making less than expected progress given their age and individual circumstances. This can be characterised by progress which:
The first response to such progress should be high quality teaching targeted at their areas of weakness.
This can also include progress in areas other than attainment – for instance where a student needs to make additional progress with wider development or social needs in order to make a successful transition to adult life.
Where a student is identified as having SEND, we will endeavor to take action to remove barriers to learning and put effective special educational provision in place. This SEND support should take the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the student’s needs and of what supports the student in making good progress and securing good outcomes. This is known as the graduated approach. It draws on more detailed approaches, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of young people.
Support with exams
For Students who have identified barriers to learning, the Senco will apply for the most appropriate exam dispensation from the associated examination board for the subjects studied.
In identifying a young person as needing SEN support the class teacher, working with the SENCO, should carry out a clear analysis of the student’s needs. This should draw on the teacher’s assessment and experience of the student, their previous progress and attainment, the views and experience of parents, the student’s own views and, if relevant, advice from external support services. The Attic should take seriously any concerns raised by a parent. These should be recorded and compared to the setting’s own assessment and information on how the student is developing.
In some cases, outside professionals from health or social services may already be involved with the young person. These professionals should liaise with The Attic to help inform the assessments. Where professionals are not already working with The Attic staff the SENCO should contact them (if the parents agree).
Where it is decided to provide a student with SEN support, the parents must be formally notified. The teacher and the SENCO should agree, in consultation with the parent and the student, the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review. The support and intervention provided should be selected to meet the outcomes identified for the student, based on reliable evidence of effectiveness, and should be provided by staff with sufficient skills and knowledge. Where appropriate, plans should seek parental involvement to reinforce or contribute to progress at home.
All teachers and support staff who work with the student should be made aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required. This should also be recorded on The Attic’s information system.
The class teacher should remain responsible for working with the young person on a daily basis. Where the interventions involve group or one-to-one teaching away from the main class or subject teacher, they should still retain responsibility for the student. They should work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching. The SENCO should support the class or subject teacher in the further assessment of the young person’s particular strengths and weaknesses, in problem solving and advising on the effective implementation of support.
The effectiveness of the support and interventions and their impact on the student’s progress should be reviewed in line with the agreed date. The impact and quality of the support and interventions should be evaluated, along with the views of the student and their parents. This should feed back into the analysis of the student’s needs. The class or subject teacher, working with the SENCO, should revise the support in light of the student’s progress and development, deciding on any changes to the support and outcomes in consultation with the parent and student.
Where a student has an Education and Health Care plan, the local authority, in co- operation with The Attic, must review that plan as a minimum every twelve months.
The success of The Attic’s SEND policy and provision is evaluated through:
MANAGING STUDENTS NEEDS ON THE SEND REGISTER
Additional level of support for students with SEND is provided through Student Premium:
The Government has confirmed its intention to raise the premium from £1300 to £1320 for primary FSM ‘Ever 6’ for 2015-16. Secondary The Attics will continue to receive £935 for secondary FSM ‘Ever 6’ students for 2015-16.
Young people who are looked after attract a higher rate of funding than young people from low-income families – the ‘student premium plus’, which is currently £1,900 per student and will remain at this rate for 2015-16. This is to reflect the unique challenges they face at The Attic where they often struggle to keep up with their peers at both primary and secondary level.
Young people who have parents in the armed forces are supported through the service young person premium which for 2014-15 is £300 per student. do we need to change the dates or change the tense from ‘is’ to ‘was ?
It is important to note that the level and combinations of provision may change over time.
The Attics may involve specialists at any point to advise them on early identification of SEND and effective support and interventions. Where a student continues to make less than expected progress, despite evidence-based support and interventions that are matched to the student’s area of need, The Attic should consider involving specialists, including those secured by The Attic itself or from outside agencies.
The student’s parents will always be involved in any decision to involve specialists. The involvement of specialists and what was discussed or agreed should be recorded and shared with the parents and teaching staff supporting the young person in the same way as other SEND support.
Specialists could include Speech and Language Therapists, Educational Psychologists Clinical Psychologists, advice and guidance from CISS or members of the Health and Social care teams.
Education, Health and Care Needs Assessments
If a young person has been identified through the Assessment process that they have as yet undiagnosed barriers to their learning, or if a significant learning need has been identified, and EHC plan will be applied for and families/carers will be contacted by the Senco who will guide them through the process.
This will be supported also by the Special Educational Needs Officer.
CRITERIA FOR EXITING THE SEN REGISTER/RECORD
If it is felt that young people are making progress which is sustainable then they may be taken off of the SEND register. If this is the case then the views of the teacher, SENCo, student and parents need to be taken into account, as well as that of any other professionals involved with the young person. If it is agreed by all to take the student off of the SEND register then all records will be kept until the student leaves The Attic (and passed on to the next setting). The student will be continued to be monitored through The Attics monitoring procedures, such as student progress meetings. If it is felt that the student requires additional assistance then the procedures set out in this policy will be followed.
SUPPORTING STUDENTS AND FAMILIES
Class teachers, support staff or keyworkers will work with the Senco to trigger outside agency help for students and/or families who may from time to time require support.
This can be through the Early Help Team or through the CAF (Common Assessment Framework) process or through existing support programmes such as Core Group meetings or TAC (Team Around the Child) meetings.
SUPPORTING STUDENTS AT THE ATTIC WITH MEDICAL CONDITIONS
The Attic recognises that students at The Attic with medical conditions should be properly supported so that they have full access to education, including The Attic trips and physical education. Some young people with medical conditions may be disabled and where this is the case The Attic will comply with its duties under the Equality Act 2010. Any Health or Social care needs outlined in a young persons EHCP will be supported ad implemented also.The Attic has a policy for Supporting Students at The Attic With Medical Conditions, which can be found under the “Polices” tab on The Attic website.
TRAINING AND RESOURCES
In order to maintain and develop the quality of teaching and provision to respond to the strengths and needs of all students, all staff are encouraged to undertake training and development. All teachers and support staff undertake induction on taking up a post and this includes a meeting with the SENCO to explain the systems and structures in place around The Attic’s SEND provision and practice, and to discuss the needs of individual students. Staff training needs will be discussed at this stage, and both teaching and support staff will be made aware of training opportunities that relate to working with young person with SEND.
The Attic’s SENCO regularly attend the Suffolk SENCO Conference in order to keep up to date with local and national updates in SEND.
ROLES AND RESPONSIBILITIES
Provision for students with SEND is a matter for The Attic as a whole.
The board of governors, in consultation with the Headteacher, has a legal responsibility for determining the policy and provision for students with special educational needs. It maintains a general overview and has an appointed representative who takes particular interest in this aspect of The Attic.
Governors will ensure that:
Educational Needs (2001)
The Head Teacher is responsible for:
SEND policy and the effects of inclusion policies on The Attic as a whole
The special educational needs co-ordinator (SENCo) is responsible for:
Class teachers are responsible for:
TAs work as part of a team with the SENCo and the teachers supporting students’ individual needs and ensuring inclusion of students with SEND within the class. They play an important role in implementing recommendations and strategies, assisting with achieving weekly targets and monitoring progress.
STORING AND MANAGING INFORMATION
Documents relating to students on the SEND register are stored electronically, in a secure domain, accessible only to Attic staff or other professionals. SEND records will be passed on to a young person’s next setting when he or she leaves The Attic. The Attic has a Confidentiality policy which applies to all written student records.
The DDA, as amended by the SEN and Disability Act 2001, places a duty on The Attic to increase – over time – the accessibility of The Attic for disabled students and to implement their plans.
The Attic Accessibility Plan forms part of our Equality Plan and Policy, which can be found on The Attic website under the “Policies” tab.
The Attic has a complaints procedure which applies to complaints about SEND provision. This can be found on The Attic website under the “Policies” tab.
SEND Information Report
REVIEWING THE POLICY
This policy will be reviewed by governors on an annual basis.
SUFFOLK INFORMATION LINK
Click here to access information relating to Student Premium