Special Educational Needs
Bolingbroke Academy SEN Policy
We aim to ensure that:
Every child achieves their potential regardless of special learning needs
There are good links with parents as they play a vital role in supporting their child’s special need.
That the views of the individual student are considered when determining provision on the nature of support to be offered
The academy’s SENCO has the time and resources needed to fulfil the demands of the role and the effectiveness of the department
That students are referred for statutory assessment in a timely and efficient way.
PRACTICE & GUIDANCE
The SEN Policy at Bolingbroke is based on the principle of providing all ARK Bolingbroke Academy students with the opportunities needed to fulfil their potential.
A student is defined as having Special Educational Needs (SEN) if he or she has a learning difficulty which requires special educational provision to be made for him or her. Students with SEN should have those needs addressed via a broad and balanced education.
We believe early identification, assessment and provision for any child who may have special educational needs is crucial.
We adhere to the SEN Code of Practice, adapting a graduated approach. Most children’s learning needs are met through ‘differentiation’ of the curriculum which means teachers tailor their approaches to suit individual students’ different learning needs and styles.
The academy’s appointed SENCO (Special Educational Needs Coordinator) is responsible for the day to day operation of the school’s SEN policy. He coordinates provision for students with SEN and liaises with parents, staff and external agencies.
The academy is guided by the SEN Code of Practice and the law within, together with the Teacher Training Agency’s document on National Standards.
Where students do not respond to differentiation and do not make adequate progress, there is a need to do something additional or different. This academy-based provision is described as School Action and School Action Plus.
I. School Action could be further assessment, additional or different teaching materials or a different way of teaching and it might sometimes, but not always, be additional adult support. Teachers use Individuals Provision Plans (IPPs) record the different or additional provision to be made for the child, teaching strategies and what they have achieved.
II. School Action Plus is where School Action has not helped the child to make adequate progress, and the academy sources outside advice from the Network’s support services, or from health or social work professionals. This could be advice from a Speech and Language Therapist on a language programme or an Occupational Therapist’s suggestions or a medical diagnosis and report giving recommendations as to how to work differently with the child in class. It might be information about the child’s home circumstances that explains the changes in the child’s behaviour and attitudes to learning which can then help the school to work with others to resolve the situation.
The key test for moving to School Action Plus, or considering whether a statutory assessment is necessary is whether the child is making adequate progress. The Code defines ‘adequate progress’ and lists different kinds of progress but it is dependent on the starting point and expectations for a particular child and that is a matter for the teacher’s professional judgement.
Most children will have their Special Educational needs met through School Action or School Action Plus. Where this is not successful, the academy with the LA may consider the need for a statutory assessment, and, if appropriate, a multi-disciplinary assessment. Following this the LA may decide to make and implement a Statement of Special Educational Needs. Reports from external specialists, such as Educational Psychologists, are considered together with any involvement of the Educational Welfare Service, Social Services or other professionals.
Statement of Special Educational Needs
This document details the special educational provision to be made for the student. The statement must be reviewed at least annually. This is called the Annual Review. The code stresses the importance of working in partnership with parents in all aspects of the student’s education and of the student’s participation in making decisions and exercising choices in relation to their own education. Each statement will be supported by an Individual Education Plan.
I. Individual Provision Plans
The IPP is developed in consultation with parents and involve the student as far as possible. It should record strategies employed to enable the child to progress and include:
The short-term targets set for or by the child
The teaching strategies and provision to be used and put in place
When the plan is to be reviewed
Success and/or exit criteria
Outcomes (to be recorded when the IPP is reviewed)
II. Annual Reviews
These must be carried out at least every 12 months to check a student’s progress and the statements continuing relevance. The student and their parent/carer should be invited to the review and their views considered.
The annual review should aim to:
Assess the student’s progress towards meeting the objectives specified in the statement and to collate and record information to help in planning support for the student.
Assess the student’s progress towards meeting the targets set the previous year
Review the special provision made for the student, including the appropriateness of any special equipment provided.
Consider the continuing appropriateness of the statement in the light of the student’s performance during the previous year, and any additional Special Educational Needs which may have become apparent in that time, and thus to consider whether to cease to maintain the statement or whether to make any amendments.
Set new targets for the coming year, if the statement is to be maintained.
III. Transition planning
The Annual Review in Year 9 and subsequent review until the young person leaves school must include the drawing up and review of a Transition Plan.
Careers interviews are offered to all such students.
The Year 9 Annual Review should also involve agencies (such as Health and Social Services) who will play a major role during the young person’s post- academy years.
IV. Allocating resources assessing SEN students
The SEN department provides a Special Needs Provision Map for the academy which identifies the Statemented students, and students on School Action and School Action Plus.
The SEN department works closely with the wider academy community to meet student needs.
SEN staff participate in developing Individual Education Programmes for students with Special Needs and for monitoring and reviewing as appropriate.
The SEN department will provide information and participate in the Annual Audit of School Action and School Action Plus students at Key Stage 3.
The SENCO will consult with relevant staff to direct Educational Psychologist time to where it is most needed.
The SEN department will request a statutory assessment for a student only when school based action has been unsuccessful.