Rationale
We are committed to providing quality education for all our pupils. We seek to offer appropriate, stimulating and enriching opportunities to challenge all pupils, some of whom will be less able than others and may have additional learning needs or disabilities. We are committed to the principles of equal opportunity, inclusive practice and the Every Child Matters agenda. This policy should be read in conjunction Equal Opportunities Policy, Every Child Matters Policy, Assessment for Learning Policy, Behaviour for Learning Policy and Restraint Policy.
The school has a Disability Equality Scheme and Accessibility Plan which involves students, staff and parents in its preparation and is implemented alongside this policy.
This policy refers to pupils with Additional Educational Needs (AEN), Special Educational Needs (SEN), and Learning Difficulties and Disabilities (LDD).
Aims
Working together with parents and pupils, all staff and governors will:
· provide access to a balanced and broadly based curriculum, including the National
Curriculum and set suitable learning challenges for pupils,
· encourage pupils with disabilities and or special educational needs to engage in school
activities together with all pupils,
· help them to overcome any potential barriers to assessment, learning or wider school
activities,
· respond to the diverse learning needs of pupils.
Implementation
We welcome applications from all pupils including those who may have additional or special educational needs. We will conform to the policy for admissions to our school.
Initial assessments and records received from previous schools attended, together with our own assessment data will help us to consider each pupil’s needs and to plan for additional input or special arrangements. Pupils with additional or special educational needs will be recorded on the Inclusion Register which is made available for all staff.
We will work with parents to discuss and plan for AEN/SEN/LDD concerns that they wish to raise, concerns the school raises as a new need or those passed on by a previous school.
As additional or special educational needs are identified, appropriate support programmes will be devised. This will be recorded on an individual educational plan (IEP) drawn up in discussion with the pupil and parent/carer. The IEP will include targets and advice to all concerned along with a review of progress towards targets. A range of support strategies will be used such as small groups withdrawn for literacy lessons with a special needs teacher and in class support by a learning support assistant. Special exam arrangements are made for those qualifying under the examination boards’ criteria. The behaviour for learning policy recognises, “there will be no differential application of this policy and procedures on any grounds”.
Funds designated for additional and special educational needs will be allocated and kept under review (see appendix 1 for financial statement for this year).
Parents or Carers who wish further clarification regarding special educational needs in the school should, in the first instance, contact the Special Educational Needs Coordinator (SENCo). The school has a Governor who is responsible for SEN.
Monitoring
The Governing Body will monitor and review this policy on an annual basis in collaboration with the Headteacher, the Senior Leadership Team and the SENCo.