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Special Education Needs Provision |
The school’s Special Education Needs Policy closely follows the Code of Practice as laid down by the Secretary of State. A copy is available in the school.
The Headteacher and the Governing Body take overall responsibility for Special Education Needs provision. Mrs J. Mercer and Mrs Kirkpatrick are in charge of SEN and liase with staff, outside agencies and parents to ensure that appropriate provision is made.
The definition of a child with Special Education Needs comes from the 1993 Education Act:-
A child has a learning difficulty if she/he:
a) has a significantly greater difficulty in learning than the majority of children of the same age.
b) has a disability, which either prevents or hinders the child from making use of educational facilities of a kind, provided for children of the same age in schools within the area of the local education authority.
c)Is under five and falls within the definition at (a) or (b) above or would do if special educational provision was not made for the child”.
The school follows a process laid down in the Code of Practice ranging from the early identification of needs by the class teacher through to the issuing of a Statement of Needs drawn up by the LEA.
The school has the services of a Learning Support teacher from the LEA Support Services who can advise on testing and producing work programmes for children with specific difficulties. An Education Psychologist is attached to the school and advice can be sought as required.
On transition to another school care is taken to discuss Special Educational Needs of identified children with appropriate staff and to pass on all supporting records.
Parents/staff and Social, Health or Education Welfare Services may identify children’s needs.
Once the needs are identified provision is made within school to provide suitable work which may involve adjusting learning programmes or consulting with other agencies, e.g. Speech Therapist, to offer advice and treatment.
All children take part in the community life of the school and all equipment/activities are made available for them. Funds are available to purchase educational materials, which will enhance the learning situation.
The children’s learning is monitored and recorded and reviewed over specific periods of time to ensure that progress is made and that adjustments to learning programmes are giving measurable success.
Parents are consulted at every stage of the process and their co-operation and support is sought and encouraged. All concerns may be discussed with the Headteacher.
The co-ordinator will give regular reports to the Governors on the progress of Special Educational Needs in the school. In addition The SEN Governor will liase at regular intervals with the Special Needs Coordinator, the co-ordinator will report at other Governors’ meetings.
The SEN Governor is responsible for communicating with the co-ordinator on SEN within the school.
Staff receive appropriate training in providing for children with Special Education Needs both in the form of advice from the co-ordinator and by attending appropriate LEA courses.
Parents have access to various agencies to support pupils with special needs.
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