Preamble

‘All teachers are teachers of pupils with special educational needs. Teaching such pupils is therefore a whole school responsibility.’ Revised SEN Code of Practice (2000), para. 6.1

At St. Martin’s School, we offer an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs or abilities.

Policy statement

The school strives to encourage, facilitate and support the individual growth and development of each pupil. We recognise that, beyond this, there will be pupils whose needs are additional to or different from the normal curriculum arrangements. In meeting these needs, a graduated response seeks to match provision and intervention to increasing or diminishing levels of need.

Definitions

SEN

‘Pupils have Special Educational Needs if they have a learning difficulty which calls for special educational provision to be made for them.’

Disability

The Children Act, 1989, defines a child as disabled if they are ‘blind, deaf or dumb or suffer from a mental disorder of any kind or are substantially and permanently handicapped by illness, injury or congenital deformity or such other disability which may be prescribed’ (section 17 (11K)). The Disability Discrimination Act 1995, defines a person (including a child) with a disability as someone who ‘has a physical or mental impairment which has a substantial and long-term effect on his ability to carry out normal day to day activities’ (section 1(1)).

At St. Martin’s School we are able to provide a good quality education for a child with mild disabilities.

Gifted and talented

At St. Martin’s School, gifted and talented (G&T) pupils are recognised as having distinctive educational needs.

The specific objectives of our SEN policy are as follows:

Responsibility

The responsibility for SEN lies with the Headteacher (Education Act 1993) but under delegated authority the ‘responsible person’ is the special educational needs coordinator (SENCO), who will coordinate arrangements for identification, assessment and provision.

The named SENCO (SEN coordinator) for the school is the Headteacher, who is responsible for making provision for pupils with special educational needs.

SENCO role

The SENCO coordinates the school’s strategies for achieving its policy aims through managing the arrangements for identification, assessment and provision.

Identification and assessment of special educational needs

The school is committed to early identification of special educational need and adopts a graduated response to meeting special educational need in line with the Code of Practice 2002.

Identification is as early as possible and is achieved through:

There is no need for pupils to be identified as having special educational needs unless the school is taking additional or different action.

Assessment

The assessment procedure is as follows:

  1. SENCO to collect all available information and relevant information about a pupil who is referred.  This includes contact with parents, teaching staff, and the pupil him/herself.
  2. Where it is judged that a need additional to or different from the normal curricular provision exists, then either:

or:

Provision

This is detailed on the IEP, which includes:

IEPs are normally reviewed twice annually, but may be reviewed more or less frequently as appropriate.  At such reviews, a pupil may move up through the SEN categories or may be removed from the Register altogether when the intervention has been entirely successful.  Parents/carers will also be invited to participate in the target-setting and review process.

IEPs are working documents used by teaching staff to plan appropriately for pupils with specified individual needs.  Key aspects of provision are:

If, despite significant support and intervention at School Action, the school has evidence that a pupil is making insufficient progress, we may seek further advice and support from outside professionals.  These professionals will be invited to contribute to the monitoring and review of progress.  Pupils and parents will be fully involved and kept informed about the involvement of external agencies and proposed interventions.

When pupils move to another school, their records will be transferred to the next school within 15 days of the pupil ceasing to be registered, as required under the Education (Pupil Information) Regulations 2000.

Gifted and talented pupils

The school recognises that gifted and talented pupils have needs that may be additional to or different from the normal curricular provisions and meets these needs as appropriate within subjects and at whole school level.

Sick pupils

The school follows the procedures and practices outlined in Access to Education (statutory guidance, November 2002 and related Summary, April 2002).  The SENCO is the named person/contact, who will endeavour to ensure that pupils absent through sickness receive an education of a similar quality to that available in school, including a broad and balanced curriculum.  Accordingly:

The above procedures are carried out in full ‘working together’ partnership with the pupil and their parents; where return to school is planned, the SENCO contributes to the reintegration.

Reviewed September 2017