Special Educational Needs & Disability
Howard House School believes that every pupil has an entitlement to develop their full potential and that any pupil may have difficulties in their school career at some stage.
This is in line with the 1981 Education Act requiring schools to meet the special educational needs of those who have needs over and above the needs of the majority. Experiences are provided which develop pupil’s achievements and recognises their individuality. The school aims to provide each child with a broad, balanced, relevant and challenging curriculum, which is appropriate to their individual abilities, talents and personal qualities.
The school aims to:
Promote a happy, sensitive and secure environment to enable pupils with special needs to develop a growing confidence in their abilities.
Help pupils develop their personalities, skills and abilities.
Provide appropriate teaching that makes learning challenging and enjoyable leading to success.
Ensure implementation of government and LEA SEN recommendations.
Ensure all staff implement the school’s SEN policy consistently.
Ensure any prejudice or discrimination is eradicated.
Identify barriers to learning and apply appropriate measures to meet those needs.
Ensure all pupils have access to an appropriately differentiated curriculum.
Recognise, value and celebrate pupils’ achievements, however small.
Work in particular with parents/carers in supporting their child’s education.
Guide and support all school staff, governors and parents in SEN issues.
To provide appropriate resources, both human and material, and to ensure their maximum and proper use.
To involve the child in the process of identification, assessment and provision and to ensure that the child is aware that his or her wishes will be taken into account as part of the process and of the shared responsibility in meeting his or her educational needs.
To involve parents at an early stage, to develop a home school partnership working together for the benefit of the child.
Definition of SEND
A child has special educational needs if he or she has a learning, physical, behavioural, emotional, or social disability, which calls for special educational provision to be made for him or her.
A child has a learning difficulty if he or she:
Has significantly greater difficulty in learning than the majority of children of the same age.
Has a disability, which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of local education authority.
In addition we identify special educational needs within the context of the usual differentiated curriculum within the school.
Children are identified as having SEN if they are not making progress within a curriculum that:
• Sets suitable learning challenges
• Responds to pupils’ diverse learning needs
• Overcomes potential barriers to learning
Co-ordinating and Managing SEND Provision
The Head teacher is responsible for:
The day-to-day operation of the school’s SEND policy;
Liaising with and advising class teachers
Co-ordinating with Senior Management for the provision of pupils with SEN;
Updating and overseeing the records of all pupils with SEN;
Maintaining the SEN register, review action taken and outcomes;
Working with parents of children with SEN;
Liaising with external agencies including the Educational Psychology Service and other support agencies, medical and Social Care and voluntary bodies;
Contributing to INSET training for all staff;
Attending review meetings of SEN pupils and statemented pupils where appropriate.
The admission arrangement for children with SEN and without a statement is no different than for other children. However careful attention is paid to identifying the individual needs of children on entry to the school. Pupils often join the school after September. In such cases the Learning Support department carries out an assessment. This helps with the early identification of SEN.
The Department aims to form close links with referring schools and if a child has previously been identified as having SEN early liaison with parents/carers/LA’s is made.
Identification, Assessment and Provision
Provision for pupils with special educational needs is a matter for the school as a whole. In addition to the governing body, the school’s head teacher, all other staff have important responsibilities.
All teachers are teachers of pupils with special educational needs. Teaching such pupils is a whole-school responsibility, requiring a whole school response. Central to the work of every class and every subject is a continuous cycle of planning, teaching assessment and evaluation that takes account of the wide range of abilities, aptitudes and interests of pupils. The majority of pupils will learn and progress within these arrangements. However, for pupils with special educational needs, there may be a need to provide an enhanced level of provision that supports and enhances their learning abilities.
The Graduated Approach
The school follows the guidance of the SEN Code of Practice 2001 and uses
a graduated approach to the identification, assessment and provision of pupils with SEN: this involves a decision making process based on the following questions.
Is the curriculum for the student sufficiently differentiated?
The SEN Code of Practice uses the National Curriculum Handbooks' statutory guidance on developing a more inclusive curriculum as a set of principles for establishing the usual differentiated curriculum. These are based on:
• Setting suitable learning challenges
• Responding to students' diverse learning needs
• Overcoming potential barriers to learning
Is the student making adequate progress within this differentiated curriculum?
This will be ascertained through consultation with the student, teachers and parents. Use will be made of baseline assessments (VRT scores from 11 + tests or NFER Verbal Reasoning tests, NFER Non verbal reasoning), school tests, standardized literacy tests (NFER Reading Comprehension and selling tests) and national curriculum assessments.
The following table shows the reading comprehension and spelling levels used as guidance to ascertain which students require additional programmes to help develop literacy skills: -
Year 7 < 8 years 6 months < 7 years 6 months
Year 8 < 9 years 0 months < 8 years 0 months
Year 9 < 9 years 6 months < 8 years 6 months
All children deserve to have their achievements and progression recognised and the school’s curriculum reflects the different levels of attainment likely to be achieved.
The school uses national assessment systems, which includes the P scales for pupils with learning difficulties who cannot achieve National Curriculum Levels, the National Curriculum levels of attainment, including exceptional performance for gifted and talented pupils and the recognised examination assessments at KS4. All teachers monitor and review pupil progress using these assessment procedures.
In order to ensure accurate assessments are made, teachers regularly moderate and standardise samples of pupils’ work and achievements across the curriculum.
Underachievement is identified as early as possible through teacher referral and additional assessment. Pupils are set individual challenging targets, which address the area of underachievement. Pupil progress is monitored and reviewed termly.
The school’s reward system of merits and reward slips leading to certificates of achievements for outstanding work and performance, effort, and improved behaviour, contribute to raising pupil self-esteem and motivation.
Provision for SEND
This can be a list of support interventions such as:
Teaching assistant work in class to support pupils with Statements.
Children are withdrawn if necessary from their classes to work on a 1:1 or 2:1 basis with a Specialist teacher or an TA under their guidance for one session a week.
Year 7 pupils whose reading level is below 8 years 3 months attend a leader reader session each morning during registration time.
Students with statements of SEN at KS3 are sometimes disapplied from one curriculum area to devote more time to improving basic literacy, numeracy and planning skills.
Access arrangements for GCSE and other examinations are applied for and arranged by the Teaching Staff in liaison with the Headteacher.
Individual Education Plans are reviewed termly and parents/carers receive feedback if requested and timescales for reviews are altered to meet the needs of the student.
The school has access to specialist teachers when required. The teacher assesses pupil needs and sets relevant programme of work to be followed by the TA’s.
The school has access to an educational welfare officer, psychologist and a Connexions adviser. The latter two people are able to provide advice and guidance on issues related to curriculum provision, gifted and talented pupils, gender issues, work based learning/post 16 outcomes, as well as assisting with the identification and assessment of pupils’ individual needs.
The provision is flexible and relevant to the needs of the child and promotes self-esteem. Withdrawing pupils from a lesson must not jeopardise the child’s right to a broad and balanced curriculum.
Evaluating the SEND Policy
The SEN policy is reviewed annually at the end of the academic year. Policy evaluation focuses on: establishing how far the aims and objectives of the policy have been met; how effective the SEN provision has been in relation to the resources allocated; the attainment of pupils in judging ‘value added’ factors, and the comments from the annual parent/carer questionnaire. In the light of the findings, the policy is revised and amended accordingly.
Partnership Within and Beyond the School
Staff Development and Appraisal
All professional development needs are identified through the school’s performance management system and the school improvement plan.
The Headteacher oversees the professional development of all teaching staff and support assistants. He/she is supported by the Head of Care and Registered Care Manager by informing staff about LEA, national and regional training courses, seminars and networks that relate to SEN and inclusive educational practice. Staff attending any courses are expected to disseminate and share their knowledge with other staff within the school. Staff are also encouraged to observe good inclusive practice within school, and also in other schools.
All LSAs are given the opportunity to attend training if appropriate. Further courses run specifically for TAs are also well supported by the school.
LSAs are encouraged to join in all staff INSET days.
There is a short briefing for all staff each morning.
The School holds half termly meetings with all department staff to discuss SEN related issues. Specialist staff are invited to some meetings to lead INSET sessions.
LS staff are encouraged to take an active part in all school functions, including extra-curricular activities.
The Voice of the Child
It is the intention to listen to and act upon the views of the child when considering support and provision. This practice is embedded within teaching as well as at reviews of IEP’s or statements. The school actively encourages the use of augmented communication systems when necessary.
The knowledge, views and first-hand experience parents have regarding their children are valued for the contribution it makes to their child’s education. Parents are seen as partners in the educational process. All parents are welcome to contact the Assistant Headteacher if they have any concerns about special educational provision. Parents are also strongly encouraged to keep in regular contact with the school regarding their child’s progress. The home-school agreement outlines how parents can support their child’s learning at home.
Reviewed: September 2019
Next Review: September 2020