At Wyton Primary School it is the belief that all children have an equal right to a full and rounded education which will enable them to achieve their full potential. We use our best endeavours to secure special educational provision for pupils for whom this is required, that is ‘‘additional to and different from” that provided within the differentiated curriculum to better respond to the four areas of need identified in the new Code of Practice (September 2014).

  • Communication and interaction

  • Cognition and learning

  • Social, mental and emotional health

  • Sensory/physical

What are special educational needs?
A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England. Health care provision or social care provision which educates or trains a child or young person is to be treated as special educational provision.

Code of Practice 2014
This SEND policy details how, at Wyton Primary, we will do our best to ensure that the necessary provision is made for any pupil who has special educational needs and that those needs are known to all who are likely to work with them.
We will ensure that teachers are able to identify and provide for those pupils with special educational
needs, allowing them to join in all school activities together with pupils who do not have special educational needs.

The aims of this policy are:

  • to create an environment that meets the special educational needs of each child in order that they can achieve their learning potential and engage in activities alongside pupils who do not have SEN

  • to request, monitor and respond to parents/carers and pupils views in order to evidence high levels of confidence and partnership

  • to make clear the expectations of all partners in the process

  • to ensure a high level of staff expertise to meet pupil need, through well targeted continuing professional development

  • to ensure support for pupils with medical conditions full inclusion in all school

  • activities by ensuring consultation with health and social care professionals

  • to identify the roles and responsibilities of all staff in providing for children’s special educational needs

  • through reasonable adjustments to enable all children to have full access all elements of the school curriculum

  • to work in cooperation and productive partnerships with the Local Education Authority and other outside agencies, to ensure there is a multi-professional approach to meeting the needs of all vulnerable learners

Equal Opportunities and Inclusion
Through all subjects we ensure that the school meets the needs of all, taking account of gender, ethnicity, culture, religion, language, sexual orientation, age, ability, disability and social circumstances. It is important that in this school we meet the diverse needs of pupils to ensure inclusion for all and that all pupils are prepared for full participation in a multi-ethnic society. We also measure and assess the impact regularly through meetings with our Inclusion Leader and individual teachers to ensure all children have equal access to succeeding in this subject.

Through appropriate curricular provision, we respect the fact that children:

  • have different educational and behavioural needs and aspirations

  • require different strategies for learning

  • acquire, assimilate and communicate information at different rates

  • need a range of different teaching approaches and experiences

Teachers respond to children’s needs by:

  • providing support for children who need help with communication, language and literacy

  • planning to develop children’s understanding through the use of all available senses and experiences

  • planning for children’s full participation in learning, and in physical and practical activities

  • helping children to manage and own their behaviour and to take part in learning effectively and safely

  • helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning

Identification, Assessment and Provision
Provision for children with special educational needs is a matter for the whole school.
The Governing Body, the school’s Head teacher, the Inclusion Leader and all other members of staff, particularly class teachers and Learning Mentors, have important day–to–day responsibilities. All teachers are teachers of children with special educational needs.
The school will assess each child’s current levels of attainment in order to ensure that they build on the patterns of learning and experience already established during the child’s pre-school years. If the child already has an identified special educational need, this information may be transferred from other partners in their Early Years setting and the class teacher and Inclusion Leader will use this information to:

  • Provide starting points for the development of an appropriate curriculum.

  • Identify and focus attention on action to support the child within the class.

  • Use the assessment processes to identify any learning difficulties.

  • Ensure ongoing observation and assessments provide regular feedback about the child’s achievements and experiences to form the basis for planning the next steps of the child’s learning.

The identification and assessment of the special educational needs of children whose first language is not English requires particular care. Where there is uncertainty about a particular child, a teacher will look carefully at all aspects of the child’s performance in different subjects to establish whether the problems are due to limitations in their command of English or arises from special educational needs.

The Role of The Inclusion Leader and what Provision Looks like at Wyton
The Inclusion Leader’s responsibilities include:

  • Overseeing the day-to-day operation of the school’s SEND policy.

  • Co-ordinating provision for children with SEND.

  • Liaising with and advising fellow teachers.

  • Overseeing the records of all children with SEND.

  • Liaising with parents of children with SEND.

  • Contributing to the in-service training of staff.

  • Liaising with all schools/educational settings from or to which our pupils are transferring.

  • Liaising with external agencies including the LA’s support and educational psychology services, health and social services and voluntary bodies.

  • Co-ordinating and developing school based strategies for the identification and review of children with Special Educational Needs / Disability.

  • To oversee the school’s maintenance of its Dyslexia friendly status, ensuring that appropriate strategies are employed throughout the school and that staff training is kept up to date.

Monitoring Children’s Progress
The school’s system for observing and assessing the progress of individual children will provide information about areas where a child is not progressing satisfactorily. Under these circumstances, teachers may need to consult the Inclusion Leader to consider what else might be done. This review might lead to the conclusion that the pupil requires help over and above that which is normally available within the particular class or subject.
The key test of the need for action is that current rates of progress are inadequate.
Adequate progress can be identified as that which:

  • prevents the attainment gap between the child and his peers from widening

  • closes the attainment gap between the child and his peers

  • betters the child’s previous rate of progress

  • ensures access to the full curriculum

  • demonstrates an improvement in self-help, social or personal skills

  • demonstrates improvements in the child’s behaviour.

In order to help children with special educational needs, Wyton Primary will adopt a graduated response. This may see us using specialist expertise if as a school we feel that our interventions are still not having an impact on the individual.

The school will record the steps taken to meet the needs of individual children through the use of an
PIP (Personal Intervention Plan) and review sheet/provision map and the Inclusion Leader will have responsibility for ensuring that records are kept and available when needed. If we refer a child for an Education Health and Care Plan, we will provide the Local Authority with a record of our work with the child to date.

When any concern is initially noticed it is the responsibility of the class teacher to take steps to address the issue. Parents may be consulted and specific intervention put in place and monitored for a period of up to 6 weeks. If no progress is noted after this time the child may be added to the school SEN register with parental permission.

The class teacher after discussion with the Inclusion Leader will then provide additional interventions that are additional to those provided as part of the school’s differentiated curriculum, an Internal Team Around the Child meeting will be held between all adults who work with the child, a personal plan will be developed and the child will be given individual learning targets which will be applied within the classroom. These targets will be monitored by the class teacher and Learning Mentor within the class and reviewed formally with the Inclusion Leader, parents and young person.

Reasons for a child being added to the SEN register may include the fact that he/she:

  • Makes little or no progress, even when teaching approaches are targeted particularly in a child’s identified area of weakness.

  • Shows signs of difficulty in developing literacy or mathematics skills which result in poor attainment in some curriculum areas.

  • Presents persistent emotional or behavioural difficulties which are not improved by the behaviour management techniques usually employed in the school

  • Has sensory or physical problems, and continues to make little or no progress, despite the provision of specialist equipment.

  • Has communication and / or interaction difficulties, and continues to make little or no progress.

Partnership with parents
Partnership plays a key role in enabling children and young people with SEN to achieve their potential. Parents hold key information and have knowledge and experience to contribute to the shared view of a child’s needs. All parents of children with special educational needs will be treated as partners and given support to play an active and valued role in their child’s education.
Children and young people with special educational needs often have a unique knowledge of their own needs and their views about what sort of help they would like.
They will be encouraged to contribute to the assessment of their needs throughout the review and transition process.
The school website contains an information area specifically for parents of children with special educational needs / disability and we welcome any suggestions parents may have for improving this web page.
At all stages of the special needs process, the school keeps parents fully informed and involved. We take account of the wishes, feelings and knowledge of parents at all stages.
We encourage parents to make an active contribution to their child’s education and have regular meetings each half term to share the progress of special needs children with their parents. We inform the parents of any outside intervention, and share the process of decision-making by providing clear information relating to the education of their child.
Parents always have access to the Inclusion Leader through the office email address and/or by telephoning the school office.

The Nature of Intervention
The Inclusion Leader and the child’s class teacher and relevant Learning Mentors and/or Teaching Assistants will decide on the action needed to help the child progress in the light of earlier assessments. This may include:

  • different learning materials or specialist equipment.

  • some group or individual support, which may involve small groups (no more than three pupils) of children being withdrawn to work with a Learning Mentor or Teaching Assistant

  • extra adult time to devise/administer the nature of the planned intervention and also to monitor its effectiveness.

  • staff development and training to introduce more effective strategies.

After initial discussions with the Inclusion Leader, the child’s class teacher will be responsible for working with the child on a daily basis and ensuring delivery of any individualised programme in the classroom. Parents will continue to be consulted and kept informed of the action taken to help their child, and of the outcome of any action. Parent’s will be invited to meet regularly with the class teacher and Inclusion Leader and they will have specific meetings to discuss Individual Learning targets and progress with the Inclusion Leader on a termly basis.
The Inclusion Leader will support further assessment of the child where necessary, assisting in planning for their future needs in discussion with colleagues and parents.

The use of outside agencies
These services may become involved if a child continues to make little or no progress despite considerable input and adaptations made by school staff. They will use the child’s records in order to establish which strategies have already been employed and which targets have previously been set.
The external specialist may act in an advisory capacity, or provide additional specialist assessment or be involved in teaching the child directly. The child’s Individual targets will set out strategies for supporting the child’s progress. These will be implemented, at least in part, in the normal classroom setting. The delivery of the interventions recorded in the Personal Intervention Plan continues to be the responsibility of the class teacher.

Outside agencies may become involved if the child:

  • continues to make little or no progress in specific areas over a long period.

  • continues working at National Curriculum levels substantially below that expected of children of a similar age.

  • continues to have difficulty in developing literacy and mathematical skills.

  • has emotional or behavioural difficulties which regularly and substantially interfere with the child’s own learning or that of the class group.

  • has sensory or physical needs and requires additional specialist equipment or regular advice or visits by a specialist service.

  • has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.

  • despite having received intervention, the child continues to fall behind the level of his peers.

School Request for Education Health and Care Plans
A request will be made by the school to the Local Authority (LA) if the child has demonstrated significant cause for concern. The LA will be given information about the child’s progress over time, and will also receive documentation in relation to the child’s special educational needs and any other action taken to deal with those needs, including any resources or special arrangements put in place.
The evidence will include:

  • previous individual education plans and targets for the pupil.

  • records of regular reviews and their outcomes.

  • records of the child’s health and medical history where appropriate.

  • National Curriculum attainment levels in literacy and numeracy.

  • academic and other assessments, for example from an advisory specialist support teacher or educational psychologist.

  • the views of the parents.

The parents of any child who is referred for statutory assessment will be kept fully informed of the progress of the referral. Children with an Education Health Plan (formerly statement of special educational needs) will be reviewed each half term in addition to the statutory annual assessment. When this coincides with transfer to secondary school, the Inclusion Leader from the secondary school will be informed of the outcome of the review.

Personal Intervention Plans
Strategies employed to enable the child to progress will be recorded within a Personal Intervention Plan which will include information about:

  • pupil strengths

  • current areas of concern about the child

  • long term, medium term targets and the short term targets set for the child

  • the teaching strategies to be used.

  • the provision to be put in place.

  • how the targets will help the child in their learning

  • what they are responsible for

  • how the child can be successful

  • the review date.

  • we endeavour to review each Personal Intervention Plan termly

  • the child’s views will be sought and taken into account, as will those of the parents, whose support is vital if progress is to be achieved and maintained.

All children have an entitlement to a broad and balanced curriculum, which is differentiated to enable children to understand the relevance and purpose of learning activities and experience levels of understanding and rates of progress that bring feelings of success and achievement. Teachers therefore use a range of strategies in their quality first teaching which also meet children’s special educational needs.

In order to support the building of schema, lessons have clear learning objectives which link with prior learning and contextualise the learning both within the specific subject domain and the ‘big picture’ of the concept / process in focus. As well as explaining how the learning fits into the ‘bigger picture’, staff explain why the learning is important in terms of its future application and / or their development as learners.

Staff differentiate work appropriately, through scaffold and stretch, using formative assessment to inform the next stage of learning. All staff understand theory around cognitive load, working memory and strategies to support retention and retrieval, including dual coding and metacognitive feedback, which means that members of staff plan sessions which employ a small-steps approach. Retrieval practice, clear modelling and direct instruction, as well as careful questioning feature significantly in the provision that we make in lessons for all children.

By breaking down the learning into finely graded steps and targets, we ensure that all children experience success. Whilst all children on the special needs register have a personal plan in the form of an APDR, with individual targets, our quality first teaching also supports them in a manner that acknowledges their entitlement to share the same learning experiences that their peers enjoy. Wherever possible, we do not withdraw children from the classroom situation to be taught separately from their peers. There are times though when, to maximise learning, we may ask the children to work in smaller groups, or in a one-to-one situation outside the classroom – or times when they need to work on their individual targets.

Allocation of resources
The Inclusion Leader is responsible for the operational management of the specified and agreed resourcing for special needs provision within the school, including the provision for children with statements of special educational needs and Education Health and Care plans.
The head teacher informs the governing body of how the funding allocated to support special educational needs has been employed. The head teacher and the Inclusion Leader meet as required to agree on how to use funds directly related to statements.

Dyslexia Friendly Environment
Wyton Primary School provides equality for all its pupils.
The school actively promotes a Dyslexia Friendly learning environment and endeavours to use teaching techniques suitable for all children to learn.

The role of the Governing Body
The Governing Body challenges the school and its members to secure necessary provision for any pupil identified as having special educational needs. They ask probing questions to ensure all teachers are aware of the importance of providing for these children and ensure that funds and resources are used effectively.
The Governing Body has decided that children with special educational needs will be admitted to the school in line with the school’s agreed admissions policy. The Governing Body reviews this policy annually and considers any amendments in light of the annual review findings. The Head teacher reports the outcome of the review to the full governing body.

Monitoring and evaluation
The Inclusion Leader monitors the movement of children within the SEND system in school and provides staff and governors with summaries of the impact of the policy on the practice of the school. The Inclusion Leader and the Head teacher hold regular meetings to review the work of the school in this area. In addition the Inclusion Leader and the named governor with responsibility for special needs also hold regular meetings.

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