Shireland Hall Primary Academy. SEND Policy and Local Offer 2013-14. Reviewed Autumn 2013. Contents Page. General Statement Celebrating Success Principals and Procedures – Policy Aims Principals and Procedures – Definition of SEND What Parents Can Expect Pupil Voice Admissions
SEND Policy and Local Offer 2013-14
Reviewed Autumn 2013
Principals and Procedures – Policy Aims
Principals and Procedures – Definition of SEND
What Parents Can Expect
Policies in support of SEND
The SEND Leader
The Role of the SEND Leader
Role of the Governing Body
Role of the Executive Principal/Principal
Identification, Assessment and Review of SEND
The Elliot Foundation SEND Guidance Criteria
Monitoring and Evaluation SEND Parent Partnership
Sandwell Local Offer
Continue to provide a relevant, engaging and inclusive curriculum which inspires World Class Children Leading Learning Together.
All members of The Elliot Foundation Academies Trust (TEFAT) are entitled to be valued equally and to enjoy respect as individuals. Our goal is the highest achievement of all kinds for all of our pupils. We aim to celebrate their successes and to foster their development as independent learners and responsible citizens, in partnership with families and the wider community.
“Pupils who are additionally supported by external professionals and those who have a statement of special educational needs make good progress because they receive a great deal of one-to-one support based on detailed plans that are well matched to their particular needs…The school is tenacious in following up any concerns and working with an exceptional range of outside agencies to provide skills that are not available in school.”
“Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.”
Code of Practice, 2001
Children have a learning difficulty if they:
Schools have funding from the Department for Education to help them to put in programmes and support for children with special educational needs and/or disability.
Pupil’s views are very important and feed directly into all policies, procedures and daily teaching of children with SEN. Pupil’s are given regular opportunities to:
Pupils also have the option to attend mentoring sessions in school to discuss how they feel about their learning, and to work alongside staff in order to achieve their potential.
Shireland Hall Primary Academy complies with the School Admissions Code (2012) and with Sandwell LA guidelines.
We have additional one-page policies in effect in regards to SEND.
Personal Safety Procedures
If you require a copy of these policies, please ask a member of staff.
The SEN Governor is the designated link with the Learning Support who will liaise with the SEND Leader and report policy to parents annually. Their role on behalf of the Local governing body is to monitor progress of SEN pupils and to monitor the budget on Special Educational Needs.
The Principal is responsible for pupils with SEN, keeping the Local governing body fully informed and working closely with the SEND Leader and SLT link to co-ordinate provision.
If children are achieving below age-related expectations but above the criteria stated above, these children are classified as ‘underachieving’ and their needs must be met through quality Wave 1 teaching, appropriate differentiation and additional adult support from Class Teacher/TA. Additional Intervention may also be considered.
Each teacher has the responsibility to meet the needs of all the pupils in the academy in their curriculum areas. A wide variety of strategies are used to provide SEN support for pupils in various areas of the curriculum. The following interventions and methods currently exist in the Academy:
The school has staff trained to work with pupils who are identified as having a special educational needs.
The staff are encouraged to utilise specialist equipment and resources, including additional staffing where appropriate, in order to help each child achieve their goals and reach their full potential.
The staff liaise with specialist teachers and therapists from Sandwell and neighbouring Local Authorities.
TEFAT believes that close working partnerships with parent/carers of pupils with SEN is essential if the learning process is to be maximised. In keeping with the guidance contained in the 2001 Code of Practice, the Academy aims to ensure that parent/carers are fully involved and consulted over their child’s progress and SEN provision, including the drawing up of individual ILPs.
We also encourage parents to contact the free and impartial Parent Partnership service for parents of children with SEN.
Sandwell Parent Partnership
West Bromwich Fire Station
West Bromwich B71 1PD
If all the additional support and strategies employed by the academy result in a continued lack of progress or there is significant cause for concern, a request for statutory assessment will be made by the academy to the LA (only with parental permission.)
ANNUAL REVIEW OF A STATEMENT OF SPECIAL NEEDS
Formal Annual Reviews for pupils with a Statement of Special Educational Needs are held at least within a twelve month period of any previous Review.
We have staff members trained to support children with:
It is the responsibility of the SEND Leader to update all staff with regards to any changes in SEND procedures and assessment tools. The SEND Leader will provide whole school INSET or CPD sessions if, or when, any SEND training needs are identified.
The SEND Leader attends regular LA Cluster Meetings, The Elliot Foundation SEN Cluster Meetings, SEND Update sessions and the annual Primary SENCo Conference in order to keep fully informed about change in legislations, LA procedures and availability of resources, giving regular feedback to SLT.
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In addition, access arrangements are made for all children with SEND, including transport (where applicable), access to the building and modified toileting facilities.
All Individual Learning Plans (ILPs) for School Action Plus and Statemented children will be reviewed termly. Parents, children and teachers will be invited to these reviews which will be held in school with the SEND Leader. Achievements and next steps will be discussed, and new SMART targets set with an emphasis on achieving the targets at home as well as at school.
School Action Records are reviewed half-termly by the class teacher and SEND Leader. New SMART Targets will be taken from APP or P-Scale Assessments.
In the event of any complaint being made, the SEND Leader should be contacted in the first instance; should the matter remain unresolved:
Transition from the Academy to another Primary setting
For transition to the Academy, the reverse of the above is applicable.
Transition from the Academy to Secondary Settings
Transition to new classes
Every child will have a period of 2-4 weeks with their new class teacher in their new classroom in July of every academic year to enable children to become familiar with their new teacher, LSP and physical environment. Some children will require more planning time to ensure transition is smooth. The SEND Leader also holds ‘Information Sharing Session’ with new CTs before the new academic year.
Transport to and from the Academy
For children with physical needs, children are physically handed over to staff by parents, and back to parents at the end of the day. Children transported by Taxi are handed over to LSPs waiting in the Office area of the school, and handed back to the taxi driver and chaperone for transport home. Approved Moving and Handling techniques should always be used.
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The SEND Leader maintains a professional dialogue with all external agencies involved with a child, or will initiate a professional dialogue if external support is required. External agencies regularly attend Shireland Hall Primary Academy to review children with SEND/AEN in order to ensure the correct and appropriate provision is in place. CRB checks are sought by the school before external agencies have access to any children.
Sandwell Local Authority has also produced a Local Offer to show parents what is available in Sandwell. This can be found at: