Special Educational Needs and Disability Policy

January 2020

Norbury Hall seeks to meet a wide variety of needs within our whole school community. The school strives to be an inclusive organisation which represents and serves its community fairly and equitability, promotes equality of opportunity and values the positive aspects of diversity, and where our young children are neither excluded nor disadvantaged by attitudes, barriers or wider society. We aim to make sure that everyone is included, valued, respected and made to feel secure in this school where their diverse needs are met in a variety of ways and through a range of experiences.

Special Educational Needs is an inclusive issue; however this policy focuses on Special Educational Needs as defined in the SEN Code of Practice 2014.

  • The school governors have responsibility to ensure that the special educational needs of each child is met in accordance with the relevant legislation and statutory regulations. They have delegated the day-to-day management of SEN to the Headteacher and Inclusion Coordinator or SENDCO.
  • The school aims to provide a broad, balanced, relevant and differentiated curriculum for all children with SEN and Disability and to provide opportunities for them to reach their full potential.
  • The school complies with Children and Young People’s Directorate’s (CYPD) admission policies and is mindful of the SEN and Disability and The Code of Practice 2014. Ongoing adaptations to the building aim to provide wider access to children and adults with disabilities.
  • Children’s Services, as combined in CYPD are expected to work together to make appropriate provision and these are coordinated by the Inclusion Coordinator or SENDCO.

Assessment, Identification and Monitoring

  • Parent/carers and school staff work closely together. At induction meetings parent/carers are asked to share any concerns they may have about their child’s development with the class teacher or SENDCO.
  • School’s assessment procedures form the basis of identification of children with SEN. This information is supplemented from a variety of other sources, particularly parent/carers and outside agencies.
  • Standardised tests, Foundation and Key Stage 1 results are analysed by class teachers, the Assessment Coordinator and SENDCO to highlight children who may have SEN.
  • The school has a staged procedure for monitoring the progress of children with SEN which is that recommended by the Code of Practice and Stockport CYPD.
  • Bi-annual review meetings between the SENDCO and teaching and support staff are held for children at SEND Support

Class teachers meet with parents/carers at least twice yearly to discuss children at Send Support. Additional parent meetings may be held for children with SEN although in most cases review of Individual Learning Plans (ILPs) at Send Support forms part of the school’s Parent-Teacher meeting pattern.

  • Formal Bi-annual review meetings between the SENDCO, teaching and support staff, parents and pupils where appropriate are held for children with additional agency support. Relevant outside agencies are invited to reviews of these children. Copies of School Action Review minutes may be sent to the Learning Support Service (LSS) for audit purposes.
  • Involvement of parents/carers is key to helping children make best progress. Parents/carers are encouraged to set targets and comment on progress on ILPs which they are also asked to sign. Where appropriate children are also involved with target setting on ILPs.
  • ILPs are given to parent/carers and copies kept electronically in school and also in the class SEN file. Class teachers are responsible for ensuring ILPs are kept in the correct places and that parents are fully informed of the progress their children are making.
  • Where a child is identifies and having social and emotional needs that impacts on behaviour the school involves parents/ carers in work with BSS to draw up an Individual Behaviour Plan (IBP) These plans are set and reviewed in the same way as children identified at Send Support with an ILP. Where additional needs are identified and early diagnosis is made children with significant need may access a My Plan in line with their EHCP.
  • The progress of children with Educational Health and Care Plans (EHCP) is formally reviewed at least annually in accordance with CYPD procedures. For these children transfer reviews are held in the summer term of Year 5 in accordance with the CYPD’s recommendations.
  • The school’s judgements are monitored by Stockport Local Authority as part of its moderation processes.
  • With the permission of parents/carers the SENDCO makes referrals to outside agencies and co-ordinates with these agencies.
  • The Learning Support Service (LSS),Behaviour Support Service (BSS) and Educational Psychology (EP) service make assessments of children at the request of the SENDCO and/or parents. The EP service has an open referral system but asks parents and schools to work together to prioritise referrals.
  • Referrals to other services, for example Speech and Language Therapy Service can be made through the school, or through other children’s services and GPs. The school uses the Early Help Assessment (EHA) form to make most referrals although some agencies continue to use a separate system.
  • The SENDCO completes a termly audit of children with SEN which is reported termly to governors for monitoring purposes.
  • Individual records are confidential but are shared with staff who work with children with SEN.
  • Children are placed on the SEN Register with parents’ consent. Where this is not agreed the school endeavours to meet the needs of the child from within its own resources.

Funding of SEN

  • There is an element for SEN included in the school’s budget which is used to support children at Send Support.
  • Additional funding is delegated to the school to support children with EHCP which is based upon the typical numbers of children meeting the CYPD’s criteria for these stages. The school is responsible for managing this budget and making necessary provision for the children concerned.
  • The school uses its discretion to determine how this budget is allocated and reviews its use each year. The bulk of the budget is spent on provision of Teaching Assistant support, and also purchasing relevant training and resources to support children with SEN. The balance of spending will vary from year to year.
  • The school is committed to early identification and support for children with SEN and provides generic TA support for each class.
  • Children who meet LSS criteria access this support and/or advice. The school typically has an allocation for children at Send Support of approximately 3 hours per week.
  • The school purchases the services of a CYPD’s Educational Psychology Service for non-statutory services. Statutory EP duties are funded by the CYPD.
  • The school has access to the CYPD’s Behaviour Support Service, which is centrally funded. This equates to approximately 1.5 hours per week. Individual learners are identified on a termly basis to work with the BSS Teacher. Training, guidance and support is also given weekly to the class teacher.
  • The school has access to a wide range of services (for example Stockport Family) which are funded by those services for children who meet the relevant criteria.
  • School employs a Therapist for play for four days.
  • School pays for the services of a Speech Therapist for 3 hours per week to work with identified learners.

Provision Arrangements

  • Children with SEN have access to all aspects of the curriculum. They are fully integrated within the school and generally work with their peer groups, although there may be exceptions to this when it is judged to be in the best interests of a child.
  • Children are supported within the class setting but may be withdrawn for small group or individual tuition, with regard being given to children’s differing learning needs.
  • Each class has Teaching Assistance which is directed to supporting children with SEN and which helps implement a range of national, local and school support programmes.
  • The SENDCO and year group staff are responsible for ensuring advice received from other professionals is taken account of when planning for children with SEN.
  • Staff training needs are identified on the School Priority Plan. A commitment is made towards maintaining staff expertise in SEN. The SENDCO attends the LA SENCO Network meetings termly.
  • All staff have access to the School and Community Workforce Development courses, and those offered by the LSS and Health Services to schools.
  • Staff meetings are held termly between the SENDCO and Teaching Assistants.
  • Consideration of the needs of SEN pupils is included in the review of all curriculum policies.
  • Transfer meetings for all children are attended by the SENDCO and/or the child’s teacher.

Success Criteria

The success of the policy should be measured against the following criteria:

  • The school operates a staged identification and support procedure and meets statutory requirements for children with statements.
  • The CYPD moderates the appropriateness of additional support at Send Support and EHCP. The school contributes towards this on request
  • Class teachers review ILPs for all identified children bi-annually and discuss these with the SENDCO, parents, TAs and, where appropriate, children.
  • Differentiated work is evident for children with SEN.
  • Teaching Assistants are involved with teachers in weekly Preparation, Planning and Assessment meetings.
  • Children move onto and off the stages and the SEN register is updated termly by the SENDCO
  • The school’s Educational Psychologist visits twice termly.
  • The SENDCO has an annual budget for resources which is reviewed annually by governors.
  • The SENDCO has regular non-contact time to implement and monitor the policy.
  • The governor with responsibility for SEN meets regularly with the SENDCO. At termly Full Governing Board meetings the SENDCO provides a summary of the SEN Register and raises any relevant issues for the GB to consider.
  • The SENDCO monitors all aspects of SEN and reports on its outcomes to the governors termly
  • The overlap between the requirements of the Disability Equality Scheme’s action plan and provision of SEN is acknowledged.

Complaints Procedures

  • Complaints about SEN provision within the school should, in the first instance, be referred to the SENCO or the Headteacher. Parents of children with SEN are encouraged to utilise the services of the Parent Partnership scheme and/or a Named Person to help represent their views.
  • Complaints about the special educational provision made by the CYPD should be referred to the Special Needs Tribunal via the CYPD, Parent Partnership or the Named Person. Copies of the authority’s Complaints Procedure are available in the school office or from the CYPD direct.

To know more about how inclusion is supported in our school please refer to the Inclusion at Norbury section in the About Us drop down menu.