SEN

Special Educational Needs Policy

Introduction

St Giles School is a county co-educational Area Special School (3-19) designated to meet the needs of students with moderate learning difficulties, severe learning difficulties, profound and complex learning difficulties, multi-sensory impairment and challenging behaviours associated with learning difficulties. Many have Autism; some are ‘looked after’ by the local authority.

All of the children attending the school have individual needs and this policy will provide the basis for children to receive additional help through support where and when it is required while attending the school. The whole school policy is in accordance with the current DCSF Code of Practice.

Every student attending St Giles School has a Statement of Educational Need identified and maintained by the LA. Every student has their Statement reviewed annually. Every student has a significantly greater difficulty in learning than most children of the same age.

Principals

At St Giles School to ensure effective education we aim to:

  1. Provide educational opportunities for individuals which include academic and social experiences.
  2. Enable students to feel secure and supported whilst encouraging their experiences to be meaningful.
  3. Enable each individual to develop to their full potential, both in school, home and the community.
  4. Ensure every pupil is afforded respect and that individual dignity is maintained at all times.
  5. To work with parents/carers and other professionals as partners in education.
  6. To raise community awareness of equal opportunities and disability.
  7. To ensure that all pupils will be valued equally whatever their ethnicity, gender, ability or beliefs.

Our Vision

All staff and governors are committed to ”provide a happy, caring and safe environment where each person is encouraged to develop their full potential and is respected and valued as an individual”.

Practice

At St Giles School all pupil will have Individual Education Plans and personal targets.

In addition, pupils may have:

  • IBPs – Individual Behaviour Plans, or behaviour contracts if their behaviour warrants this.
  • ICPs – Individual Care Plans if their medical needs warrant this.
  • MHPs – Individual Moving and Handling Plans if their needs warrant this.

Inclusion is promoted fully and all pupils have opportunities to be supported in experiencing the following environments:

  1. Mainstream school links and further education provision.
  2. The community.
  3. Residential field study trips with their peers.
  4. Work related learning.

All pupil achievements are valued and recognised.

All pupils are encouraged to make informed choices which are respected. Different levels of support will be available to the pupils at different points in their school career as is necessary.

Consultation and information sharing in the partnership of support is an essential prerequisite and is implicit in the working practice of the policy.

Every member of staff is offered continual professional development as identified by professional reviews, pupil need and within the funds available. How the individual teacher (Primary, Key Stage Three and 14 to 19) affects systems of support for pupils with special needs rests with the SLT who in practice will monitor and evaluate that support at given intervals.

Additional Individual Support

Every student has a Statement of Educational Need which is reviewed annually. Transition planning takes place from Year 9. Parents/carers and other professionals involved with the students are invited to be party to these reviews for comment and consultation. Assessment can take the form of internal and external screening and may or may not utilise the expertise of other professionals, for example: Educational Psychologist, Clinical Psychologist, Health Staff, Special Support Teachers and Social Care. Records will be kept and meetings arranged to which all interested parties are invited; this will include the parents/carers or the person deemed to have parental responsibility under the Children Act 1989. Reviews will take place as regularly as predetermined by those gathered at the initial review.

Role of the class teacher

Each class teacher has the responsibility of recognising and planning for individual pupils within their class. They should:

  • Collect, collate, record and store pupil information in the context of their special needs.
  • Liaise and coordinate the effective use of external support agencies.
  • Liaise within school, sharing information with staff, colleagues, parents/carers and governors.
  • Regularly consult and respond to the classroom team’s concerns.
  • Produce material appropriate for the pupil to support their individual programmes and plans.
  • Produce a report on an annual basis of progression and achievement for the annual review and transition plan meetings.
  • Produce a regular summary of termly aims and objectives for parents/carers and interested parties.

Some teachers have subject responsibility for an area of the curriculum and should network any training opportunities relating to their subject to all staff.

Other teachers have responsibility for the five areas of the every child matters agenda, ASD and PMLD

Role of teaching assistants

Each Teaching Assistant has the responsibility of supporting the teachers to recognise special needs and contribute to planning for individual pupils within their class. They should:

  • Help inform the records maintained on individual pupils in the context of their special needs.
  • Liaise and coordinate with external support agencies as requested.
  • Liaise within school, sharing information with staff, colleagues, parents/carers and governors.
  • Regularly contribute to and respond to the classroom team’s concerns.
  • Help to produce material appropriate for the pupil to support their individual programmes and plans.
  • Contribute to reports as requested by teachers regarding individual progression and achievement for the annual review and transition plan meetings.

Senior Teaching Assistants have specific responsibilities related to the Every Child matters agenda. All Teaching Assistants aid and support the school to ensure that pupils are afforded the highest standards of educational provision. Some Teaching Assistants have responsibility for an area of the school’s day-to-day running, for example the library, art resources, PE resources, moving and handling. The Teaching Assistants are managed by a Teaching Assistant Manager who is part of the Senior Management Team of the school.

Role of Personal Care Assistants

Each Personal Care Assistant has the responsibility of supporting the Phase Team to recognise special needs and contribute to planning for individual pupils within their care on matters relating to moving, handling and personal care. They should:

  • Help inform the records maintained on individual pupils in the context of their special needs.
  • Liaise within school, sharing information with staff, colleagues, parents/carers and governors.
  • Regularly contribute to and respond to the classroom team’s concerns.
  • Contribute to reports as requested by teachers regarding individual progression and achievements for the annual review and transition plan meetings.

Each Personal Care Assistant has responsibility for ensuring that the Hygiene Suites, including the equipment used therein, are properly maintained and fit for purpose. They should undertake all these duties to enable easier access for pupils to foster independence.

Reviewed March 2014