North Wheatley C of E Primary School

Special Educational Needs Policy

2014
Our vision ...
North Wheatley C of E Primary is a happy, safe and
stimulating school. We all work in harmony to achieve
our full potential. Learning is fun and purposeful and
we are a virant par of the village community.
Sturton Road
South Wheatley
Retford
Notts, DN22 D!
"el# 0142$ %%040
Adopted: September 2014 Review date: September 2014

Special Educational Needs Policy 2014 1
Contents#
Mission Statement ....................................................................
Aims and objectives .....................................................................................
Responsibility fo t!e coodination of SEN povision ...................................
Aan"ements fo coodinatin" SEN povision .............................................
Admission aan"ements .............................................................................
Specialist SEN povision ............................................................................
#acilities fo pupils $it! SEN .......................................................................
Allocation of esouces fo pupils $it! SEN ................................................
%denti&cation of pupils' needs ......................................................................
Access to t!e cuiculum( infomation and associated sevices ..................
%nclusion of pupils $it! SEN ))))))))))))))))))).
Evaluatin" t!e success of povision ...........................................................
*omplaints pocedue ..................................................................................
%n sevice tainin" +*P,- ..............................................................................
.in/s to suppot sevices ...............................................................................
0o/in" in patnes!ip $it! paents ..............................................................
.in/s $it! ot!e sc!ools ................................................................................
.in/s $it! ot!e a"encies and voluntay o"anisations ................................
Special Educational Needs Policy 2014 2
!e"nitions of special educational needs #$EN% taken from section &' of the
Children and (amilies )ct &'*+.
A c!ild o you peson !as SEN if t!ey !ave a leanin" di1culty o disability $!ic! calls
fo special educational povision to be made fo t!em. A c!ild of compulsoy sc!ool a"e
o a youn" peson !as a leanin" di1culty o disability if t!ey2
a- !ave a si"ni&cantly "eate di1culty in leanin" t!an t!e majoity of ot!es of
t!e same a"e3 o
b- !ave a disability $!ic! pevents o !indes t!em fom ma/in" use of
educational facilities of a /ind "eneally povided fo ot!es of t!e same a"e in
mainsteam sc!ools o mainsteam post415 institutions.
A c!ild unde compulsoy sc!ool a"e !as special educational needs if t!ey fall $it!in
t!e de&nition at +a- o +b- above o $ould do so if special educational povision $as not
made fo t!em.
*!ilden must not be e"aded as !avin" a leanin" di1culty solely because t!e
lan"ua"e o fom of lan"ua"e of t!ei !ome is di6eent fom t!e lan"ua"e in $!ic!
t!ey $ill be tau"!t.
The coalition government is reforming the way in which provision and support is made for children and
young people with special educational needs andor disabilities in !ngland" #ew legislation $The
%hildren and &amilies Act 2014' enacted on the 1(
th
)arch comes into force from the 1
st
September
2014" A new S!# %ode of *ractice also accompanies this legislation"
)ore details about the reforms and the S!# %ode of *ractice can be found on the +epartment for
!ducation,s website:
www"education"gov"u-schoolspupilsupportsen
.ne significant change arising from the reforms is that Statements of Special !ducational #eeds/ for
those children with the most comple0 needs/ have now been replaced with a new !ducation/ 1ealth
and %are $!1%' *lan" These plans are being supported by an !ducation/ 1ealth and %are *lan
*athway" 2ou can view an animation describing this new pathway on #ottinghamshire,s S!#+ 3ocal
.ffer website:
www"nottinghamshire"sendlocaloffer"org"u-
This information is also available by putting the above web address into the browser of a smart phone
or tablet"
The S!#+ 3ocal .ffer is a resource which is designed to support children and young people with
special educational needs andor disabilities and their families" 4t describes the services and provision
that are available both to those families in #ottinghamshire that have an !ducation/ 1ealth and %are
*lan and those who do not have a plan/ but still e0perience some form of special educational need"
The S!#+ 3ocal .ffer includes information about public services across education/ health and social
care/ as well as those provided by the private/ voluntary and community sectors"
&ission statement
North Wheatley C of E Primary School is a happy, stimulatin' school(
We all )or* hard to achie+e our full potential( ,earnin' is fun and
purposeful and )e are a +i-rant part of the +illa'e community(
Special Educational Needs Policy 2014 7
.ur /alues
"o respect e+eryone and e+erythin'
"o -e honest
"o -e carin'
"o ta*e pride in our achie+ements
.ur 0ims and o-1ecti+es
0ims
5e aim to provide every child with access to a broad and balanced education" This includes
the #ational %urriculum in line with the Special !ducational #eeds %ode of *ractice"
The aims of this policy are:
to create an environment that meets the S!# of each pupil
to ensure that the S!# of pupils are identified/ assessed and provided for
to ma-e clear the e0pectations of all partners in the process
to identify the roles and responsibilities of staff in providing for pupils S!#
to enable all pupils to have appropriate access to all elements of the school
curriculum"
To ensure that
.-1ecti+es
2dentify the needs of pupils )ith SEN as early as possi-le( This is most effectively
done by gathering information from parents/ education/ health and care services 6and
feeding schools or early years settings 7 where applicable on entry into #orth 5heatley %
of ! *rimary School" 5e feel that upon entry to #orth 5heatley all children should be
assessed to form a starting point for their future progress and build on prior development"
&onitor the pro'ress of all pupils in order to aid the identification of pupils with S!#"
%ontinuous monitoring of those pupils with S!# by their teachers/ S!#%./ S!#%.
Assistant and 1ead Teacher will help to ensure that they are able to reach their full
potential"
&a*e appropriate pro+ision to o+ercome all -arriers to learnin' and ensure pupils
)ith SEN ha+e full access to the National Curriculum" This will be co8ordinated by the
S!#%. and S!#%. Assistant and will be carefully monitored and regularly reviewed on
a half termly basis in order to ensure that individual targets are being met and children,s
needs are being catered for" As far as possible assessment reflects their participation in
the whole curriculum" The class teacher and S!#%. can brea- down assessment 4n
order to aid progress and provide detailed indicators for providing interventions and
support where necessary"
Wor* )ith parents to gain a better understanding of their child/ and involve them in all
stages of their child,s education" This includes supporting them in terms of understanding
S!# procedures and practices/ providing regular reports on their child,s progress/
Wor* )ith and in support of outside a'encies when the pupils, needs cannot be met
by the school alone"
Create a school en+ironment )here pupils feel safe to +oice their opinions of their
o)n needs( This means providing regular one to one meetings between pupils and their
teacherTA and will be made easier by carefully monitoring the progress of all pupils" *upil
participation is a right" This will be reflected in decision8ma-ing but also encouraged
through wider opportunities for participation in school life for e0ample membership of
*upil,s 9oice/ pupil surveys and :uestionnaires"
Special Educational Needs Policy 2014 4
Responsi-ility for the coordination of SEN pro+ision
The person responsible for overseeing the provision for children with S!# is )rs ; 1all
1ead Teacher
The person co8ordinating the day to day provision of education for pupils with S!# is )rs ;
1all S!#%.
The person assisting with day to day provision for children with S!# is )rs ; 5hitfield
Assistant S!#%.
The person assisting staff at #.RT1 51!AT3!2 % .& ! *R4)AR2 with providing provision
for children with S!# in guideline with the &amily S!# *olicy is )rs R Screeton family
S!#%.
*ersons with additional training to meet the needs of particular conditions
Staff s-ills see Appendi0 1
.ther professionals involved with the provision of support for children with S!# at #.RT1
51!AT3!2 % .& ! *R4)AR2 *rimary school
Specialist healthcare wor-ers e"g" Schools and &amilies Specialist Services/ .ccupational 1ealth/
!ducational *sychology Service/ <assetlaw *rimary <ehaviour *artnership/ School #ursing
Services/ %hildren,s Services/ &ountaindale School/ Speech and 3anguage Team
*. 0rran'ements for coordinatin' SEN pro+ision
The S!#%. will hold details of all SEN such as pro+ision maps, 2EPs, inter+ention pro'rammes,
timeta-les and su-1ect tar'ets for indi+idual pupils(
0ll staff can access#
The #orth 5heatley % of ! *rimary School S!# *olicy=
A copy of the full S!# Register or alternative school document used for trac-ing this cohort=
>uidance on identification in the %ode of *ractice $S!# Support and pupils with !ducation/
1ealth and %are *lans'=
4nformation on individual pupils, special educational needs/ including action plans/ targets set
and copies of their 4!*
*ractical advice/ teaching strategies/ and information about types of special educational
needs and disabilities
4nformation on the staff 4T system on individual pupils and their special needs and
re:uirements applicable'
4nformation available through #ottinghamshire,s S!#+ 3ocal .ffer
This information is made accessible to all staff and parents in order to aid the effective co8
ordination of the school,s S!# provision" 4n this way/ every staff member will have complete and
up8to8date information about all pupils with special needs and their re:uirements which will enable
them to provide for the individual needs of all pupils"
The Lamb Inquiry (2009) and the DfE (2011) make it clear that good E! "olicie# #hould$
a# %ell a# being #hort and clear$ be de&elo"ed in collaboration %ith "arent#' There i# al#o
an increa#ing intere#t in making "olicie# and E! "ro&i#ion arrangement# clear to "u"il#'
( E! "olicy #hould be aimed at a range of audience# not )u#t teacher# and #chool
#u""ort #ta*$ but thi# might be achie&ed through the "ro&i#ion of #ummary information
for "articular grou"#'
2( 0dmission arran'ements
Special Educational Needs Policy 2014 8
The admission arrangements for all pupils are in accordance with national legislation/ including the
!:uality Act 2010" This includes children with any level of S!#= those with !ducation/ 1ealth and
%are *lans and those without"
*lease refer to school admission policy on school website http:northwheatleyprimary"net
or re:uest a paper copy from the school office"
"ransition 0rran'ements for other settin's into N.R"! W!E0",E3 C .4 E
PR2&0R3
*rospective parents and children come for an informal visit to discuss the needs of
their child with the 1ead Teacher
%hildren will visit their new class setting prior to starting at #orth 5heatley/ this may
be increased dependant on the child,s needs and wishes of their parents
School will ensure as far as possible that specialist e:uipment is available as soon
as possible although this can depend on outside providers
"ransition from N.R"! W!E0",E3 C .4 E PR2&0R3 to another settin'
School will liaise with parents to ensure a smooth transition and pass on relevant information
*arents with S!# children will be encouraged to visit a variety of local education providers
with regard to secondary transition from the child entering year ?
All children will have visits to the new setting" S!# children will have e0tra visits to
correspond with their needs and the arrangements of the new setting in line with their S!#
policy
Staff will promote open evenings at local schools
%lose lin-s with the S!#%. at new setting to assist smooth transition and information sharing
S!#%. of new setting will attend review meetings
&. Specialist SEN pro+ision
#orth 5heatley provides education for children from ( to 11 years and has a low numbers of pupils
with S!#"
5e have members of staff who specialise in S!# provision and support" $See Appendi0 1'
5e are committed to whole school inclusion" &or more information on our provision for inclusion
including our involvement in specialist programmes to aid inclusion see section 10(
,. 4acilities for pupils )ith SEN
School is on one level for easy access for all visitors
5heelchair accessible
+isabled toilet
1earing loop system available on re:uest
Small teaching room available at times for interventions/ time out and healthcare
matters
*!%s communication system
9isual timetables
9arious electrical devices and supporting software
*lease refer to Access *lan
+. 0llocation of resources for pupils )ith SEN
Special Educational Needs Policy 2014 5
All pupils with S!#+ will have access to !lement 1 and 2 of a school,s budget which e:uates to
@A/000" As a family of schools we have agreed to use element 1 and 2 of the school,s budget to
provide up to B and half hours support" Some pupils with S!#+ may access additional funding" This
additional funding might be from a budget which is devolved to and moderated by the &amily of
Schools" $The &amily of Schools comprises of a secondary school and its feeder primary schools'"
&or those with the most comple0 needs/ additional funding is retained by the local authority" This is
accessed through the &amily of Schools" The &amily S!#%. will refer individual applications to a
multi8agency panel/ which is administered by the 3ocal Authority/ who will determine whether the level
and comple0ity of need meets the threshold for this funding"
*rovision mapping to provide evidence of use of funding" &amily S!#%. regularly chec-s
A&#13# funded children
4!* and healthcare plan for pupils as necessary
Regular review of interventions provided and their impact to ensure their effectiveness
+eployment of support staff regularly reviewed to meet pupils needs
Re:uest for additional funding $A&#' available from !liCabethan &amily if child meets the
criteria set by the local authority
School can re:uest support from outside agencies at &amily Springboard meetings or through
the family S!#%.
Specialist e:uipment provided by the 3ocal Authority" 3ow cost e:uipment usually provided
by school
!:uipment available on loan from outside agencies
*upil premium funding given if child meets threshold
-. 2dentification of pupils needs
2dentification
!e"nitions of special educational needs #$EN% taken from section &' of the
Children and (amilies )ct &'*+.
A c!ild o you peson !as SEN if t!ey !ave a leanin" di1culty o disability $!ic! calls
fo special educational povision to be made fo t!em. A c!ild of compulsoy sc!ool
a"e o a youn" peson !as a leanin" di1culty o disability if t!ey2
c- !ave a si"ni&cantly "eate di1culty in leanin" t!an t!e majoity of ot!es of
t!e same a"e3 o
d- !ave a disability $!ic! pevents o !indes t!em fom ma/in" use of
educational facilities of a /ind "eneally povided fo ot!es of t!e same a"e in
mainsteam sc!ools o mainsteam post415 institutions.
A c!ild unde compulsoy sc!ool a"e !as special educational needs if t!ey fall $it!in
t!e de&nition at +a- o +b- above o $ould do so if special educational povision $as not
made fo t!em.
*!ilden must not be e"aded as !avin" a leanin" di1culty solely because t!e
lan"ua"e o fom of lan"ua"e of t!ei !ome is di6eent fom t!e lan"ua"e in $!ic!
0 'raduated approach#
5uality 4irst "eachin'
a' Any pupils who are falling significantly outside of the range of e0pected academic achievement in
line with predicted performance indicators and grade boundaries will be monitored"
%ause for concern
Special Educational Needs Policy 2014 9
b' .nce a pupil has been identified as possibly having S!# they will be closely monitored by staff in
order to gauge their level of learning and possible difficulties"
c' The child,s class teacher will ta-e steps to provide differentiated learning opportunities that will
aid the pupil,s academic progression and enable the teacher to better understand the provision
and teaching style that needs to be applied"
d' The S!#%. will be consulted as needed for support and advice and may wish to observe the
pupil in class"
e' Through $b' and $d' it can be determined which level of provision the child will need going
forward"
f' The child is formally recorded as cause for concern when identified by a parent/ teacher or other
agency/ and are under observation but this does not place the child on the school,s S!# list"
*arents are given this information" 4t is recorded by the school as an aid to further progression
and for future reference/ and monitored by the class teacher"
4ndividual )onitoring
g' 4f a pupil has recently been removed from the S!# list they may also fall into this category as
continued monitoring will be necessary"
h' *arents will be informed fully of every stage of their child,s development and the circumstances
under which they are being monitored" They are encouraged to share information and -nowledge
with the school"
i' The child is formally recorded as individual monitoring when identified by a teacher or other
agency/ and are under observation but this does not place the child on the school,s S!# list"
*arents are given this information" 4t is recorded by the school as an aid to further progression
and for future reference/ and monitored by the class teacher who may see- advice from the
S!#%."
D' *upil progress meetings are used to monitor and assess the progress being made by the child"
The fre:uency of these meetings is dependent on the individual child,s needs and progress being
made"
-' 5here concerns continue the ne0t step will be S!# support
SEN Support
5here it is determined that a pupil does have S!#/ parents will be formally advised of this and the
decision will be added to the pupil,s school records" The aim of formally identifying a pupil with S!#
is to help school ensure that effective provision is put in place and so remove barriers to learning" The
support provided consists of a four 7 part process:
Assess
*lan
+o
Review
This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the
needs of the pupil grows" This cycle enables the identification of those interventions which are the
most effective in supporting the pupil to achieve good progress and outcomes"
0ssess
This involves clearly analysing the pupil,s needs using the class teacher,s assessment and
e0perience of wor-ing with the pupil/ details of previous progress and attainment/ comparisons with
peers and national data/ as well as the views and e0perience of parents" The pupil,s views and where
relevant/ advice from e0ternal support services will also be considered" Any parental concerns will be
noted and compared with the school,s information and assessment data on how the pupil is
progressing"
This analysis will re:uire regular review to ensure that support and intervention is matched to need/
that barriers to learning are clearly identified and being overcome and that the interventions being
used are developing and evolving as re:uired" 5here e0ternal support staff are already involved their
Special Educational Needs Policy 2014 :
wor- will help inform the assessment of need" 5here they are not involved they may be contacted/ if
this is felt to be appropriate/ following discussion and agreement from parents"
Plan
*lanning will involve consultation between the teacher/ S!#%./ S!#%. Asssistant and parents to
agree the adDustments/ interventions and support that are re:uired= the impact on progress/
development and or behaviour that is e0pected and a clear date for review" *arental involvement may
be sought/ where appropriate/ to reinforce or contribute to progress at home"
All those wor-ing with the pupil/ including support staff will be informed of their individual needs/ the
support that is being provided/ any particular teaching strategiesapproaches that are being employed
and the outcomes that are being sought"
Do
The class teacher remains responsible for wor-ing with the child on a day8to8day basis" They will
retain responsibility even where the interventions may involve group or one8to8one teaching away
from the main class teacher" They will wor- closely with teaching assistants and or relevant specialist
staff to plan and assess the impact of support and interventions and lin-s with classroom teaching"
Support with further assessment of the pupil,s strengths and wea-nesses/ problem solving and
advising of the implementation of effective support will be provided by the S!#%."
Re+ie)
Reviews will be underta-en in line with agreed dates" The review process will evaluate the impact and
:uality of the support and interventions" 4t will also ta-e account of the views of the pupil and their
parents" The class teacher/ in conDunction with the S!#%. will revise the support and outcomes
based on the pupil,s progress and development ma-ing any necessary amendments going forward/ in
consultation with parents and the pupil"
*arents will be provided with clear information about the impact of support to enable them to be
involved in planning the ne0t steps"
Referral for an Education, !ealth and Care Plan
4f a child has lifelong or significant difficulties they may undergo a Statutory Assessment *rocess
which is usually re:uested by the school but can be re:uested by a parent" This will occur where the
comple0ity of need or a lac- of clarity around the needs of the child are such that a multi8agency
approach to assessing that need/ to planning provision and identifying resources/ is re:uired"
The decision to ma-e a referral for a statement will be ta-en at a progress review"
The application for an !ducation/ 1ealth and %are *lans will combine information from a variety of
sources including:
*arents
Teachers
S!#%.
Social %are
1ealth professionals
4nformation will be gathered relating to the current provision provided/ action points that have been
ta-en/ and the preliminary outcomes of targets set" A decision will be made by a group of people from
education/ health and social care about whether or the child is eligible for an !1% *lan" *arents have
the right to appeal against a decision not to initiate a statutory assessment leading to an !1% *lan"
&urther information about !1% *lans can found via the S!#+ 3ocal .ffer:
www"nottinghamshire"sendlocaloffer"org"u-
Special Educational Needs Policy 2014 ;
or by spea-ing to an !ducation/ 1ealth and %are *lan %o8ordinator on:
0116 $$4012 or 0116 $$7727
or by contacting the *arent *artnership Service on:
0116 4% 2%%%
Education, !ealth and Care Plans 8E!C Plan9
a" &ollowing Statutory Assessment/ an !1% *lan will be provided by #ottinghamshire %ounty
%ouncil/ if it is decided that the child,s needs are not being met by the support that is ordinarily
available" The school and the child,s parents will be involved developing and producing the plan"
b" *arents have the right to appeal against the content of the !1% *lan" They may also appeal
against the school named in the *lan if it differs from their preferred choice"
c" .nce the !1% *lan has been completed and agreed/ it will be -ept as part of the pupil,s formal
record and reviewed at least annually by staff/ parents and the pupil" The annual review enables
provision for the pupil to be evaluated and/ where appropriate/ for changes to be put in place/ for
e0ample/ reducing or increasing levels of support"
.. 0ccess to the curriculum, information and associated
ser+ices
*upils with S!# will be given access to the curriculum through the specialist S!# provision provided
by the school as is necessary/ as far as possible/ in line with the wishes of their parents and the needs
of the individual"
!very effort will be made to educate pupils with S!# alongside their peers in a mainstream classroom
setting" 5here this is not possible/ the S!#%. will consult with the child,s parents and consider the
needs of the individual"
The new curriculum is reviewed on a regular basis in line with policies and curriculum developments"
*upil,s needs are ta-en into consideration when planning pupil learning" The School +evelopment
*lan will be used to guide teaching"
School will ta-e into account the following areas when planning the curriculum
Eeeping staff fully informed of the special educational needs of any pupils in their charge
including sharing progress reports/ medical reports and teacher feedbac-
*roviding regular training and learning opportunities for staff in all departments on the subDect of
S!# and S!# teaching" School staff should be up to date with teaching methods which will aid
the progress of all pupils including those with S!#
)a-ing use of all class facilities and space
Fsing in8class provisions and support effectively to ensure that the curriculum is differentiated
where necessary"
)a-ing sure that individual or group tuition is available where it is felt that pupils would benefit
from this provision"
Setting appropriate individual targets that motivate pupils to do their best/ and celebrating
achievements at all levels"
/. 2nclusion of pupils )ith SEN
The 1ead Teacher and S!# >overnor oversee the school,s policy for inclusion and is responsible for
ensuring that it is implemented effectively throughout the school"
The school curriculum is regularly reviewed by all staff to ensure that it promotes the inclusion of all
pupils" This includes learning outside the classroom"
Special Educational Needs Policy 2014 10
The school will see- advice/ as appropriate/ around individual pupils/ from e0ternal support services
through the termly GSpringboard meetings,/ !arly 1elp Fnit and the )ulti8Agency Safeguarding 1ub
and any others that are relevant to the particular needs of the child"
Specialist *rogrammes to aid inclusion
+!ST screening
Salford reading Assessment
&ive minute numeracy and literacy
Accellereadwrite
&ountaindale 7 specialist e:uipment
#umeracy intervention programme
Summer School to support transition
Additional transition days
+aily reading support
Small group support for literacy and numeracy
1:1 daily phonics
0. E+aluatin' the success of pro+ision
4n order to ma-e consistent continuous progress in relation to S!# provision the school encourages
feedbac- from staff/ parents and pupils throughout the year""
*upil progress will be monitored on a termly basis in line with the S!# %ode of *ractice"
*arent evenings
Review meetings
1alf termly !aC )ag trac-ing
4ntervention review and implementation by S!#%.
*rovision mapping
Regular informal tal-s with parents about children causing concern
<!ee is a fomal annual evaluation of t!e e6ectiveness of t!e sc!ool SEN
povision and policy. <!e evaluation is caied out by t!e SEN*=( Assistant
SEN*=( >ead <eac!e and SEN ?oveno( infomation is "at!eed fom di6eent
souces suc! as c!ild and paent suveys@ teac!e and sta6 suveys@paents
evenin" <!is $ill be collated and publis!ed by t!e "ovenin" body of a
maintained sc!ool +o t!e popietos of Academy sc!ools- on an annual basis in
accodance $it! section 5; of t!e *!ilden and #amilies Act 2014
!vidence collected will help inform school development and improvement planning"
1. Complaints procedure
6Refer to the general complaints procedure"H
4f a parent or carer has any concerns or complaints regarding the care or welfare of their child/ an
appointment can be made by them to spea- to the S!#%. or 1ead teacher/ who will be able to
advise on formal procedures for complaint"
*lease see the lin- on the school website or re:uest a paper copy from the school office"
http:northwheatleyprimary"net
*'. 2n ser+ice trainin' :CPD;
5e aim to -eep all school staff up to date with relevant training and developments in teaching practice
in relation to the needs of pupils with S!#"
Special Educational Needs Policy 2014 11
.ther training for teachers or teaching assistants will be organised as and when re:uired" 4f a
particular pupil has particular needs that re:uire staff training then this will be organised e"g" )A*A
training"
The S!#%. and S!#%. assistant attend relevant S!# courses/ &amily S!# meetings and
facilitatessignposts relevant S!# focused e0ternal training opportunities for all staff"
5e recognise the need to train all our staff on S!# issues" " The S!#%./ with the senior leadership
team/ ensures that training opportunities are matched to school development priorities and those
identified through the use of provision management $see Section 11'"
14( ,in*s to support ser+ices
The school continues to build strong wor-ing relationships and lin-s with e0ternal support services in
order to fully support our S!# pupils and aid school inclusion"
Sharing -nowledge and information with our support services is -ey to the effective and successful
S!# provision within our school" Any one of the support services may raise concerns about a pupil"
This will then be brought to the attention of the6S!#%.S!#%. assistant who will then inform the
child,s parents"
The following services will be involved as and when is necessary:
Specialist healthcare wor-ers e"g" Schools and &amilies Specialist Services/ .ccupational 1ealth/
!ducational *sychology Service/ <assetlaw *rimary <ehaviour *artnership/ School #ursing
Services/ %hildren,s Services/ &ountaindale School/ Speech and 3anguage team
16( Wor*in' in partnerships )ith parents
#orth 5heatley % of ! *rimary believes that a close wor-ing relationship with parents is vital in order
to ensure
a' early and accurate identification and assessment of S!# leading to the correct intervention
and provision
b' continuing social and academic progress of children with S!#
c' personal and academic targets are set and met effectively
At #orth 5heatley % of ! *rimary we have an open door policy where parents are encouraged to
come in if they have any concerns about their child or wish to discuss progress
4f an assessment or referral indicates that a pupil has additional learning needs the parents and the
pupil will always be consulted with regards to future provision" *arents are invited to attend meetings
with e0ternal agencies regarding their child/ and are -ept up to date and consulted on any points of
action drawn up in regards to the provision for their child" The school,s S!# governor/ )rs 3 )ounde/
may be contacted at any time in relation to S!# matters"
1<( ,in*s )ith other schools
The school wor-s closely with the !liCabethan family of schools and is also part of the %otgrave
%andleby 3ane TSA(
"ransition 0rran'ements for other settin's into North Wheatley C of E Primary
*rospective parents and children come for an informal visit to discuss the needs of their chlld
with the 1ead Teacher
%hildren will visit their new class setting prior to starting at #orth 5heatley % of !
*rimary/ this may be increased dependant on the child,s needs and wishes of their parents
Special Educational Needs Policy 2014 12
School will ensure as far as possible that specialist e:uipment is available as soon as
possible although this can depend on outside providers
"ransition from N.R"! W!E0",E3 C .4 E PR2&0R3 to anther settin'
School will liaise with parents to ensure a smooth transition and pass on relevant information
*arents with S!# children will be encouraged to visit a variety of local education providers
with regard to secondary transition from the child entering year ?
All children will have visits to the new setting" S!# children will have e0tra visits to
correspond with their needs and the arrangements of the new setting in line with their S!#
policy
Staff will promote open evenings at local schools
%lose lin-s with the S!#%. at new setting to assist smooth transition and information sharing
S!#%. of new setting will attend review meetings
,in*s )ith other a'encies and +oluntary or'anisation
North Wheatley invites and see-s advice and support from e0ternal agencies in the identification
and assessment of/ and provision for/ S!#" The S!#%.S!#%. Assistant are the designated
persons responsible for liaising with the following:
#ottinghamshire !ducation *sychology Service
<ehaviour Support Service
Social Services
Speech and 3anguage Service
3anguage and 3earning Support Service
Specialist .utreach Services
4n cases where a child is under observation or a cause for concern/ focused meetings will be arranged
with the appropriate agency" *arents will normally be invited to and informed about any meetings held
concerning their child unless there are over8riding safeguarding issues"
Si'ned IAoanna >all :!ead "eacher;
+ate 01"0B"2014
Si'ned Aoanna >all :SENC.;
+ate 01"0B"2014
Si'ned Aane 0!it&eld :0ssistant SENC.;
+ate 01"0B"2014
Si'ned IIIIIIIIIIIIIIIIIIIIIIIIIIIIII :SEN =o+ernor;
+ate IIIIIIIIIIIIIIIIIIIIIIIIIIIIII
"his policy )ill -e re+ie)ed annually(
Special Educational Needs Policy 2014 17
Name Staff S*ills for supportin' SEN Recent !istorical :more than 6 years a'o;
>ane
Whitfield
?ate Co@
5ave 2 Support $#otts %% 4ntervention
training'
4ntroduction into Safeguarding %hildren for
School Staff $#otts %%'
%hild *rotection Awareness in !ducation
$#S*%%'
3A *rofessional +evelopment for S!#%.s
*rogramme $#%%'
Approaches to Autism/ supporting 3earners
with AS+ $#.%#'
)anaging Actual and *otential Aggression
$)A*A/ #%%'
*aediatric &irst aid $St ;ohn Ambulance'
+elivering &un &it to %hildren $.cc" 1ealth'
+ysle0ia Screening $&amily S!#%.'
3evel 1 sign 3anguage $#orth #otts %ollege'
)a-aton $Sa3T'
*aediatric &irst aid $St ;ohn Ambulance'
)anaging Actual and *otential Aggression
$)A*A/ #%%'
4ntroduction into Safeguarding %hildren for
School Staff $#otts %%'
*!%S Training $Sa3T/ 4nclusion Support'
<occia/ sport inclusion for children with
disabilities $!nglish <occia Association'
#9J %hildcare and S!#
13TA Status $%hildren and 2oung
*eople,s Services'
Fnderstanding and )anaging %hildren
with !0plosive and Rigid <ehaviours
$#%%'
%ombined/ Doint approaches to
support the inclusion of children with
AS+ $#otts !2 +evelopment and
%hildcare *artnership'
3istening and Speech +ifficulties
5or-shop
$Sa3T'
>oanna
!all
S!#%.
Senioe designated person for safeguarding
.ngoing
.nging
Elaine
=rierson
Trainee S!#%. Started September 2014
Special Educational Needs Policy 2014 14