St Thomas More Catholic High School

Report

Special Educational Needs Policy

 

Rationale

 We are a Catholic school and we believe in the intrinsic worth of every individual with unique talents and God given gifts. We believe it is our duty to maintain and develop our inclusive ethos in which every pupil, can grow to personal fulfilment, and realise their full potential and personality.

 

Objectives
 
The purpose of this policy is to ensure that:
  • St Thomas More Catholic Academy works within the guidance provided in the SEND Code of Practice 2015
  • Staff and pupils have a clear understanding and commitment to developing and maintaining an inclusive community and fostering mutual understanding and respect for each other
  • Staff are able to identify and provide for pupils who have SEND needs. Staff have effective strategies to work with pupils who experience barriers to learning
  • Pupils can learn effectively in a supported and nurturing environment and make progress in line with their capabilities
  • Pupils are prepared for the challenges and responsibilities of adult life whatever their abilities

 

Roles and Responsibilities
  • All staff contribute to the inclusive ethos of our Christian community
  • Staff develop differentiated teaching strategies to maximise learning for all pupils within all teaching environments - Quality First Teaching.
  • All staff are responsible for the identification, monitoring and evaluation of progress of pupils with SEND
  • Parents support the development of their children’s skills by working in partnership with the school to achieve the highest standards of learning possible for their children
  • Curriculum Leaders (CL) are responsible for monitoring the quality of teaching and learning in their subject area. They work to ensure dynamic schemes of work are addressed for the needs of all pupils and support teaching staff to achieve the appropriate standards and develop increasingly effective strategies for dealing with pupils’ special educational needs
  • The Special Needs Co-ordinator (SENCo) is responsible for the day to day operation of the SEND Policy in the school. The SENCo will co-ordinate the provision made to support individual pupils with SEND. The SENCo will provide professional guidance to staff and will work closely with staff, parents and other agencies
  • The Teaching Assistants under the leadership of the SENCo work in partnership with teachers to increase access for all pupils to effectively learn in an inclusive environment
  • CL’s monitor the allocation of resources to SEND in consultation with the SENCo within their departments. CLs monitor the quality of teaching and learning provision and the progress of pupils with SEND and ensure that appropriate strategies are being implemented by individual teachers within their departments and discuss any concerns with the teacher and the SENCo.
  • Pupils contribute to the process and their views are included
  • The Line Manager at Leadership Team level is responsible for the strategic management of the SEND policy within the school
  • The Headteacher has responsibility for ensuring that special needs provision meets the requirements of the SEND Code of Practice 2014 and the Disability Discrimination Act, and that an Accessibility Plan is in place to ensure continued development of our strategies for inclusion
  • The Local Governing Body has a strategic accountability for agreeing, revising, monitoring and evaluating the SEND Policy

 

Approach
  • Before entry, the special educational needs of all pupils are identified through communication with feeder schools and the Local Authority. On entry, further assessment take place including a range of screening and diagnostic tests and teacher assessments
  • Detailed information about the individual pupils needs and suggested teaching approaches is compiled and made available to staff to plan and inform their teaching
  • Pupils identified as having SEND will be categorised into four Broad Areas of Need:
    • Communication, Interaction and Speech and Language (includes ASD)
    • Cognition and Learning (includes specific learning difficulties such as Dyslexia and Dyscalculia and Working Memory Deficit)
    • Social, Emotional and Mental Health (includes ADD and ADHD)
    • Sensory and Physical Needs (includes vision, hearing impairment, developmental co- ordination disorder)

 

Identification will then enable the school to work out the action required and any support provided should be based on a full understanding of the pupil’s particular strengths and needs.

 

  • For identified pupils, SEN support should take the form of a four part cycle known as the graduated approach: Assess, Plan, Do and Review in line with the requirements of the 2014 Code of Practice Where necessary, external support agencies will be involved with identified students after consultation with parents and pupil
  • Additional resources are allocated to ensure maximum access to effective education within the limits of the school’s available resources
  • The SENCo ,Teachers and TA’s draw up Pupil Passports (Pupil Profile and Learning Assessment) for identified pupils. These are reviewed with pupils, parents and staff and are used to assist in meeting pupils’ particular needs
  • Pupils are assessed for eligibility for Access Arrangements in external exams and appropriate provision is put in place
  • Staff training and development needs will be identified through School Self Evaluation and Review (SEF) processes and the School Improvement Plan, and will be integrated into the School Improvement and Continuing Professional Development Plans
  • A comprehensive CPD programme is planned and delivered by the SENCo and other professionals to improve teachers’ understanding and skills which will enable access, participation and achievement of pupils with SEND
  • Additional support is made available for identified pupils with special educational needs during transition phases e.g. KS2 to KS3, KS3 to KS4 and KS4 to Post 16.

 

Outcomes
  • Staff are fully aware of pupils profiles of need and plan and deliver high quality differentiated lessons in response to the individual needs
  • Learning activities enable pupils with special educational needs to make progress alongside their peers and facilitate maximum access to the curriculum including the National Curriculum
  • Where appropriate, pupils have Pupil Passports which are relevant and which contribute positively to learning
  • Access to specialist services and external support agencies to provide advice and training to the school in meeting the needs of particular pupils is available
  • Students with special educational needs experience a high quality inclusive education throughout their school life at St Thomas More and achieve their potential alongside their peers.

 

Key Named People:
  • SEN Leadership Link: Mrs K Packham
  • SENCo:  Mrs Threadgold - Email
  • Assistant SENCo: Mrs K Booth
  • SEN link Governor:   Mrs J Evans

 

Links to Other Policies and Documents
Monitoring and Evaluating
The effectiveness of this policy is reviewed through the systematic process of whole school review and evaluation of performance data and also draws on data gathered from monitoring teaching and learning, assessment and reviews.

 

Review Procedures
The Governing Body will review this policy annually.