Pastoral System
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Pupil Rewards
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SEN
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SEN (Special Educational Needs)
Special Educational Needs Policy
We at Lostock Hall Academy are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs or abilities. Not all pupils with disabilities have special educational needs and not all pupils with SEN meet the definition of disability but this policy covers all of these pupils.
‘Pupils have Special Educational Needs if they have a learning difficulty which calls for special educational provision to be made for them.’
Objectives
The specific objectives of our SEN policy are as follows:
- To identify students with special educational needs and disabilities and ensure that their needs are met and their progress is closely monitored.
- To ensure that all students with special educational needs and disabilities join in with all the activities in school.
- To ensure that the school offers a broad balanced and differentiated curriculum.
- To ensure that all learners make the best possible progress
- To ensure that pupils participate in their learning and increase their responsibility for their learning and behaviour as they move through the school.
- To ensure parents are informed of their child’s special educational needs and that there is effective communication between parents and school.
- To ensure that learners express their views and are fully involved in decisions which affect their education.
- To promote effective partnerships and involve outside agencies when appropriate.
The success of the school’s SEN policy will be judged against the aims set out above.
Identification and Assessment of Special Educational Needs
The school is committed to early identification of special educational needs and adopts a graduated response to meeting special educational needs in line with the Code of Practice 2002. A range of evidence is collected through the usual assessment and monitoring arrangements.
Transitional reviews and good liaison with primary SENCOs promote early identification of need. In the autumn term, all pupils are assessed using group reading and spelling tests. In addition to this, individual tests are administered to Year 7 pupils already identified by primary feeder schools as having a special educational need. CAT tests, for Year 7 pupils, take place in September. The results of all assessments are used to identify any other pupils who may require additional help. Individual diagnostic testing may also be used to identify any specific need.
If a teacher or teaching assistant has a concern about a child they may refer them directly to the SENCO or SEN Manager, who may initiate further investigation. A subject enquiry form may be issued to all the pupils’ teachers in order to gather detailed information about the pupils’ performance in all curriculum areas. Individual assessments and/or diagnostic testing may be used if appropriate.
All teaching and non-teaching staff are responsible for differentiating the curriculum for pupils with special educational needs and will monitor their progress. Heads of Department who have responsibility for areas of the curriculum will review and monitor the progress made by pupils in their subject area and the effectiveness of resources and other curriculum material. All staff will work closely with the SENCO and any concerns should be referred to her.
SEN Register
The school keeps an SEN register which identifies pupils who have special educational needs. Pupils who are placed at School Action, School Action Plus or who have statements of educational need are listed in this register and a letter is sent to parents informing them of this.
Individual Education Plans
Pupils at School Action, School Action Plus and those with statements of educational need will normally all have IEPs. These are produced and reviewed twice a year in September and February and may be written by the SENCO, SEN Manager or teaching assistant who works with the pupil. Targets and strategies are discussed in consultation with all those concerned, including the pupil. Copies of the new IEP will be sent home and the parents’ views will be welcomed.
The IEP will set targets for the pupil and will detail:
- The short-term targets set for or by the pupil.
- The teaching strategies to be used.
- The provision to be put in place.
- When the plan is to be reviewed.
- Success and/or exit criteria.
If, despite significant support and intervention at School Action, the school has evidence that the pupil is making insufficient progress we may seek further advice and support from outside professionals. These professionals will be invited to contribute to the monitoring and review of progress. Pupils and parents will be fully involved and kept informed about the involvement of external agencies and proposed interventions.
Curriculum
SEN pupils have access to all areas of the school curriculum and are encouraged to participate as fully as they can. Disapplication may be considered if it is thought to be in the child’s best interest.
Teacher lesson planning meets the needs of all pupils and it is the responsibility of the class teacher, with advice from the SENCO, SEN Manager and teaching assistants, to differentiate materials to meet the individual needs of pupils.
In order to develop basic skills in literacy and numeracy, small groups of pupils or individuals may be withdrawn from lessons to be taught by specialist teachers, teaching assistants or other professionals. Social skills training, behavioural programmes and circle time activities may also be delivered during withdrawals.
The SEN department is well resourced and a wide range of materials is available to meet pupils’ needs; IT facilities are also available within the department.
Access to the Full Life of School
It has long been department practice to encourage pupils with learning difficulties or disabilities to take a full and active part in all aspects of school life, in order to promote self-image and to encourage other pupils to appreciate their difficulties and to become supportive.
All pupils with SEN are actively encouraged to participate in the full range of activities on offer. These may include participation in school assemblies, school plays or productions, school bands or choirs, sporting activities, tutorial duties, work experience etc. Pupils may, as part of their curriculum studies be required to go on school trips or outside visits and at such times will be supported by a teaching assistant if necessary.
The development of interpersonal and social skills, which will be of value to pupils in the adult world, is considered particularly important. At Lostock Hall Academy we value pupils as individuals and endeavour to enable them to develop as confident, caring members of society, mindful of their difficulties, but able to build upon personal strengths in order to achieve.
Support for Pupils
The school provides a wide range of support to meet the needs of all pupils. This includes:
- Individual/group in-class support.
- 1:1/small group withdrawal sessions.
- Individual study programmes.
- Access to IT facilities, computer programs and the Internet.
- Club within the SEN department to provide supervision prior to school, at breaks and lunch times.
- A range of board and computer games are available for pupils’ use
- Help with homework is available prior to the school day, at breaks, during lunch times and after school.
- Mentoring services.
- Drop-in session – school nurse.
- Individual pupil behaviour monitoring.
- Pastoral Support Programme.
- Inclusion facilities.
- Exam considerations, where appropriate.
Inclusion
At Lostock Hall Academy we accept the principle of inclusion and the rights of pupils with profound learning, medical or emotional difficulties to be taught within a mainstream school environment.
Consideration must be given to:
- The pupil’s ability to access the curriculum, albeit differentiated.
- The pupil’s level of mobility, given the geography of the school/accessibility to rooms.
- The rights of the other pupils and possible negative affects upon their learning/social or emotional development.
- Alternative teaching environments which may be more appropriate and beneficial, in providing a curriculum conducive to personal development.
Social Inclusion
Social inclusion specifically relates to pupils who are educationally challenged in terms of their behaviour and ability to socialise with peers and adults.
We endeavour to encourage pupils who have emotional or behavioural difficulties to take responsibility for their own development and to have regard for their peers.
At Lostock Hall Academy we have a pastoral system in place designed to identify those pupils demonstrating anti-social or unacceptable behaviours. Initially when such pupils are identified, the Head of Year takes responsibility for setting and monitoring targets. If this procedure does not successfully resolve the problem, then the SENCO will become involved.
Parents will be invited into school to discuss their child’s behaviour and a Pastoral Support Programme, with agreed targets, signed by both pupil and parents, may be put in place. Pupils on this programme are closely monitored and if targets are not met then the pupil may be sent to the Inclusion Unit, where their work will be sent and they will be supervised. If pupils continue to fail to meet agreed targets and their behaviour has a detrimental or damaging effect on the education of their peers, then temporary or permanent exclusion may be considered.
Parents are kept informed at all times and emphasis is placed upon building personal strengths and attempting to motivate the pupil to succeed, with positive home/school liaison.
Links
Good liaison with feeder primaries is important and fostered and where possible the SENCO & SEN Manager will attend transitional reviews of pupils with special educational needs.
SENCO’s Vision:
As SENCO my continuing vision of the SEN department is that it is a vital component in the school machinery. It is essential that the SEN Department continues to deliver and perform effectively, in order to ensure the smooth running of the school community. With specialised staff, committed to the delivery of a totally inclusive school curriculum, we continue to provide an outreach service to all departments within school.
Ms Gill
Senior Assistant Headteacher
& Special Educational Needs Coordinator
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