SEND POLICY - St Andrew's CE Primary School
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ST ANDREW’S CE
PRIMARY SCHOOL
SEND POLICY
DATE OF ISSUE: December 2010 (See Notes)
Reference No: SP/SEN/006-2
Issue: 6
REVIEW: February 2020
No of pages: 11
Author: Mr T Woollatt (SENCO) and Mrs L Fox (Pupil Support Manager)
Link Governor: Mrs L Lo
Page 1 of 11Issue No. Notes Author Authoriser
Issues dated Title: Signed:
from 2010 but
policies existed
before this date.
For ease of new
record system.
1 November Mrs A Cross Chair of JAMES
2010 Governors NASH
2 September 2011 Mrs A Cross Chair of JAMES NASH
Governors
3 September Mrs A Cross Chair of JAMES NASH
2014, December Governors
2014 -
REFORMS
4 Appointed Miss B Chair of JAMES
SENDCO Sept Callander Governors NASH
2015. Policy
reviewed Dec
2015
5 Appointed Mrs L Buck Chair of
SENDCO Jan Governors
2017.
6-1 Updated and Mrs L Buck & Chair of STEVE
added new Mrs L Fox Governors INGHAM
sections.
February 2018
6-2 Change of
SENCO
REVIEW HISTORY
Review Date: February 2018 / Jan 2019
Reviewer: Mrs L Fox SENCO (MrT Woollatt) and Pupil Support
Manager (Mrs L Fox)
Notes: Reviewed Doc SENPolicy 004/1 – Dec 2015.
January 2019: Change of SENCO to Mr Changes made as in Notes opposite.
Tom Woollatt
Added reference to Single Equalities Policy
December 2017: June 2016 : Ref now SP/SEN003/2
Updated and added new sections.
Reviewed Doc SP/SEN005/1]
Roles and Responsibilities: Updated staff
names.
Next Review Date: Every two years, unless
necessary to amend earlier – February 2020
Jan 2017:
Altered name of SENDCo and
Safeguarding Officer.
Added Mission Statement
Font enlarged
Objective 2 : Added Educational Health
Care Plan
Objective 9: Updated Code of Practice to
January 2015
Managing Pupils’ Needs on the SEN
Register: wording changed throughout the
Page 2 of 11section to reflect implementation of My
Journey and IEPs in place of Support
Plans.
Added references to Medical and Asthma
Policies.
Roles and Responsibilities: Meetings with
Governor: removed “termly”. Designated
Safeguarding officer – changed to Mr Joe
Dryland (Assistant Headteacher).
LAC changed to CLA.
Added “The policy is reviewed every two
years, or earlier if necessary.”
23/6/16 Added reference to Single
Equalities Policy.
Signed: Headteacher
Authorised: Chair of Governors
Page 3 of 11St Andrew’s CE Primary School
Special Educational Needs and Disability (SEND) Policy
Mission statement
We are a Christian school, a family, committed to:
Learning for Life
Aiming for excellence
and guided by God’s love.
POLICY STATEMENT:
This SEND policy is a key document to support the finest inclusive practice in our school.
As a Church Aided Primary School it is our intention to provide for each child in our care, a
stable, happy and well-disciplined environment in which to learn. We seek to educate the
whole child - body, mind and spirit. In teaching we endeavour to instil in our pupils a sense
of God’s love for each of us and the knowledge that we are all special to Him. Our aim at St
Andrews is that each child will develop fully in an atmosphere of loving care, and that
governors, parents, staff and children alike may feel that they are accepted and valued, and
that each belongs here.
Every teacher is a teacher of every child or young person including those with SEN.
This policy was developed by the Headteacher, Governors and SENDCO, under guidance of
the SEN Code of Practice, 0-25, and shared with parents and families.
This Policy links closely with the Single Equalities Policy. It outlines our statutory
responsibilities and approaches to ensure that all pupils including those with SEND can
achieve their best possible learning outcomes and engage successfully in all aspects of the
wider school community
It complies with current statutory requirements and guidance set out in relevant legislation
and documents. It links with the School offer on the link below:
https://standrewscofe.net/send-local-offer/
Page 4 of 11DEFINITION OF SPECIAL EDUCATIONAL NEEDS
SEND Code of Practice 2015
A child or young person has SEN if they have a learning difficulty or disability which calls for special
educational provision to be made for him or her.
A child of compulsory school age has a learning difficulty or disability if he or she has:
A significantly greater difficulty in learning than the majority of other pupils of the same age or
A disability which prevents or hinders him or her from making use of facilities of a kind
generally provided for others of the same age in mainstream schools or post 16 institutions.
Equality Act 2010
A disability is a physical or mental impairment which has a long term and substantial adverse effect
on their ability to carry out normal day to day activities.
This definition includes:
Sensory impairments such as those affecting sight and hearing
Long term health issues such as asthma, epilepsy and cancer
AIM
We aim, within the limits of school resources, to recognise and provide for any pupils who
are identified as having a special educational need.
We aim to provide a positive school atmosphere in which all children, irrespective of their
difficulties, gender, culture or abilities, are valued by all.
OBJECTIVES
1. Wherever possible the school aims to provide the necessary resources to satisfy
special educational needs. As long as there is a continuum of need we will strive for a
continuum of provision.
2. To strive to address the needs of all pupils in the school both with and without an
Educational Health Care Plan.
3. To actively seek to remove the barriers to learning and participation that can hinder or
exclude pupils with special educational needs.
4. To aim to achieve, where practicable, early identification of a special educational need
together with appropriate intervention.
5. To provide access to a broad and balanced curriculum to all pupils.
6. To provide opportunities for parental and pupil involvement, recognising the value of
their knowledge and experience.
7. To acknowledge that all members of staff are responsible for pupils with special needs.
8. To carefully assess pupils and, as far as practicable, match provision to their individual
requirements.
Page 5 of 119. To work closely, and in co-operation, with all agencies concerned with the provision of
services for special educational needs.
10. To recognise and have due regard to, the Special Educational Needs Code of Practice
(January 2015) on the identification and assessment of special educational needs.
ADMISSION ARRANGEMENTS FOR PUPILS WITH SEN
The school’s admission arrangements are set out in the school website and make it clear
that the school will not discriminate or disadvantage pupils with a disability or SEN.
The Code of Practice requires a school to admit all pupils who have an Education Health
and Care Plan or a Statement of Special Needs where it has been requested by parents as
their school preference and named by the Local Authority (LA).
The LA SEN department must comply with this request and name the school in the EHC
plan/Statement unless:
It would be unsuitable for the age, ability, aptitude or SEN of the child
Or
The attendance of the inclusion of the child would be incompatible with the efficient
education of others at the school or the efficient use of resources.
IDENTIFYING SPECIAL EDUCATIONAL NEEDS
The school uses the definition of SEN and disability as set out in the SEND code of practice
and Equality Act 2010 (Appendix 1). We refer to the section in the Code of Practice which
describes the four broad categories of need. These categories give an overview of the
range of needs that are planned for at our school. (The Graduated Response : Assess-
Plan-Do-Review).
The purpose of the identification is to work out what action the school needs to take, not to fit
a pupil into a category. At St Andrews, we identify the needs of pupils by considering the
needs of the whole child which include not just the special educational needs of the child or
young person.
The Code of Practice suggests that pupils are only identified as SEN if they do not make
adequate progress once they have had all the intervention/adjustments and good quality,
personalised teaching.
GRADUATED APPROACH TO SEN SUPPORT
Class teachers are responsible and accountable for the progress and development of the
pupils in their class, including where pupils access support from teaching practitioners or
specialist staff.
High quality teaching differentiated for individual pupils is the first step in responding to
pupils who have or may have SEN.
Page 6 of 11The Headteacher and the Senior Leadership Team regularly and carefully review the quality
of teaching for all pupils including those at risk of underachievement. This includes
reviewing and, where necessary, improving teachers’ understanding of strategies to identify
and support vulnerable pupils and their knowledge of the SEN most frequently encountered.
Special educational provision involves the teacher and SENDCO considering all the
information gathered from within the school about the pupil’s progress, alongside national
data and expectations of progress. This will include high quality and accurate formative
assessment using effective tools and early assessment materials.
For higher levels of need, the school SENDCO will draw on more specialised assessments
from external agencies and professionals.
The decision to place pupils on the Register follows the ‘Assess-Plan-Do-Review’ cycle.
Parents, families and children are involved in the Assess-Plan-Do-Review cycle from the
outset.
MANAGING PUPILS’ NEEDS ON THE SEN REGISTER
Parents and pupils are involved from the outset.
At St Andrews we assess, plan, deliver, review and record provisions using SEN ‘One
Page Pupil Profiles,’ “Individual Education Plans (IEPs), and Provision Maps which tell
us what needs have been identified, the clear outcomes to be achieved within an agreed
timeframe, and who is responsible for maintaining and updating the documents.
The class teachers hold responsibility for evidencing progress according to the
outcomes described in the documents.
Reviews will take place each term with parents and pupil.
The school’s SEN Information Report shows how the level of provision is decided. (The
SEN Information Report is available on the school website).
The SENDCO will liaise with and monitor the additional support provided by specialist
services.
CRITERIA FOR EXITING THE SEN REGISTER/RECORD
When a child has made adequate progress following intervention/adjustments and high
quality, personalised teaching, the child will continue to be monitored by the class teacher in
partnership with the parents and the child.
TRANSITION ARRANGEMENTS
For some children a more specialist setting may be more appropriate to meet their needs. If
a child is joining St Andrews or moving to another primary school, a specialist setting or onto
secondary school and has significant additional needs, an individualised programme will be
developed taking into account the most successful way to meet the child’s needs upon
transition. Staff will have a meeting usually involving parents/carers and staff from their new
school. The child may also be involved in this meeting. A plan will be created and
implemented; this could include extra visits to their new school, visual images of their new
school before transferring and staff from their new school visiting the child while they are still
at St Andrews. Staff at St Andrews will discuss the needs of children with SEND with their
named secondary school during the summer term.
Page 7 of 11When moving to another year group, staff will have a transition meeting in the second half of
the summer term to discuss each child’s needs. All SEND paperwork will be passed on. A
meeting involving the current teacher, parents/carers and next year’s teacher may be
arranged if appropriate. Some children may require more than one visit to their new
classroom or to meet their new teacher alongside other strategies such as those mentioned
in the previous paragraph in order for them to make the transition as successful as possible.
SUPPORTING PUPILS AT SCHOOL WITH MEDICAL CONDITIONS
The school recognises that pupils at school with medical conditions should be
supported and have full access to education, including school trips and physical
education.
The school complies with its duties under the Equality Act 2010 for children who are
disabled with medical conditions.
For children who have special educational needs (SEN) and may have an Education
Health Care (EHC) plan, the SEND Code of Practice (2015) is followed.
Arrangements to support pupils with medical conditions can be found in the school’s
policies - Supporting Pupils with Medical Conditions, and the Asthma Policy for
Emergency Salbutamol Use.
MONITORING AND EVALUATION OF SEND
The Headteacher, Governors and all teaching staff regularly and carefully monitor and
evaluate the quality of provision we offer all pupils. The evaluation and monitoring
arrangements promote an active process of continual review and improvement of provision
for all pupils. Monitoring and evaluation includes: regular audits, sampling of parents, pupils
and staff views, planning files and book scrutinises, lesson observations by the
Headteacher.
FUNDING, TRAINING AND RESOURCES
The school receives additional funding from the Local Authority each year to facilitate
the needs of pupils requiring additional SEN support. The value of this funding is based
on a range of indicators. It is a finite sum and is not adjusted through the year to take
into account any changes in the cohort of pupils with SEN.
In order to maintain and develop the quality of teaching and provision to respond to the
strengths and needs of all pupils, all staff are encouraged to undertake training and
development.
We have teaching practitioners with more specialist skills to support and deliver
interventions for pupils with more complex needs.
The school’s SENDCO and Pupil Support Manager regularly attend the Local Authority
SENDCO network meetings in order to keep up to date with local and national updates
in SEND.
Page 8 of 11ROLES AND RESPONSIBILTITES
The class teacher is responsible for:
adapting and refining the curriculum to respond to the strengths and needs of all pupils;
monitoring the progress of each child. Identifying, planning and delivering any additional
support required to aid progress;
devising individual educational plans (IEPs) in order to prioritise and focus the next steps
required for each child to improve in their learning and make progress, and
communicating with the team in supporting a child to ensure all staff are aware of the
child’s needs.
The SENDCO – The Special Educational Needs Co-ordinator is Lucy Buck and is
responsible for:
the operation of the Special Educational Needs Policy and the co-ordination of specific
provision to support individual children with SEND;
liaising with staff to monitor pupil progress and to plan further interventions where
progress is slower than expected;
making regular contact with a wide range of external agencies that are able to give more
specialised advice, and
ensuring there is a whole school awareness of SEND children.
Our SEND Governor is Lisa Lo and she is responsible for:
maintaining an awareness of special needs provision in the school on behalf of the
governing body. Mrs Lo meets the SENDCO to gain information about the provision
made for pupils with special educational needs and to monitor the implementation of the
SEN policy.
Other key members of staff who are actively involved in supporting and coordinating
SEN provision and part of our wider inclusion team include:
The Pupil Support Manager, Mrs Louise Fox.
The Designated Teacher with specific Safeguarding responsibility is Mr Scott
Martland (Headteacher)
Mr Martland is responsible for managing PPG/CLA funding.
Mr Martland is responsible for meeting the medical needs of pupils.
Mr Martland is the Designated Teacher for Looked After Children.
Mrs Wendy Beaty and Mrs Denise Taylor deliver specialist interventions for children
with SEND.
MONITORING AND EVALUATING SEND PROVISION
The school undergoes an active process of continual review and improvement of
provision for all pupils, including pupils with SEND.
Page 9 of 11 In evaluating the quality of the SEND provision the school will take into account a
range of evidence including looking at the level of achievement of pupils with SEND
compared to standards achieved by this group nationally, case studies for groups
and individual pupils, monitoring of interventions and views and feedback of parents
and pupils. Pupil progress is shared with the Governing body.
STORING AND MANAGING INFORMATION
A data protection policy is available on the school website and is also available on
request from the school office.
DEALING WITH COMPLAINTS
Parents/carers are encouraged to share any concerns they have at the earliest
possible opportunity. In the first instance parents/carers should speak to the class
teacher with further discussions with the SENDCO/Pupil Support Manager as
required.
Details regarding the schools complaints procedure can be found on the school’s
website or on request from the school office.
ANTI-BULLYING
We recognise that pupils with SEN are vulnerable to bullying and the impact that
bullying can have on emotional health and wellbeing. All pupils, including those with
SEND are encouraged to share any concerns with a trusted adult.
The schools anti-bullying policy outlines the steps that are taken to ensure and
mitigate the risk of bullying of vulnerable learners. This is available on the school
website and on request from the school office.
Through careful monitoring of the bullying incidents and regular view of anti-bullying
policies and practices with the school community we ensure our effectiveness in
reducing and responding to bullying.
DISABILITY ACCESS ARRANGEMENTS
In compliance with the duties set out in the Equalities Act 2010 the school has an
accessibility plan which outlines the actions we will take overtime to increase the
accessibility for pupils with disabilities.
This includes action to:
o increase participation in the curriculum;
o make improvements in the environment to enable pupils with disabilities to
benefit from all school facilities and extra-curricular opportunities, and
o improve access to a range of information.
Our accessibility plan forms part of the Single Equalities Policy which can be found on the
school website.
Page 10 of 11_________________________________________________________________________
Appendix 1: Compliance with Statutory Duties
This policy meets requirements set out in the Children and Families Act 2014. It is written with
reference to the following legislation and documents:
Special Educational Needs and Disability Code of Practice 0-25
Equalities Act 2010
School Admissions Code of Practice
Supporting Pupils at School with Medical Conditions (June 2014)
Best Practice Advice for School Complaints Procedures 2016
The National Curriculum
Teachers Standards 2012
Working Together to Safeguard Children (2017)
Lancashire County Council’s Local Offer for SEN
http://www.lancashire.gov.uk/children-education-families/special-educational-needs-and-
disabilities.aspx
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