Special Educational Needs and Disabilities

All children may experience some difficulties in learning from time to time during their school life. We aim to provide equal access to the whole curriculum for all children including those with special educational needs and/or disabilities (SEND). All teaching staff are involved in the learning and development of pupils with SEND. Parents and carers are involved at all stages

We place great emphasis on identifying pupils with additional needs as early as possible, therefore ensuring a differentiated curriculum to accommodate individual needs and allow maximum access to the curriculum. Where a child has a particular individual need, we will make reasonable adjustments to help them overcome their difficulties which may include additional support. Depending on the identified need this support may take place in class, in a small group or on an individual basis. On occasion, additional support is sought from an external agency such as, School Health, the Behaviour Support service, or the Educational Psychology Service

All Ealing Local Authority (LA) maintained schools have a similar approach to meeting the needs of pupils with Special Educational Needs and Disabilities and are supported by the LA to ensure that all pupils, regardless of their specific needs, make the best possible progress in school. All schools are supported to be as inclusive as possible, with the needs of pupils with Special Educational Needs and Disabilities being met in a mainstream setting wherever possible. The four broad ‘areas of need’ are Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health Difficulties, and Sensory and Physical Needs

Special Educational Needs (SEN) Policy

Acton Gardens Primary School is committed to providing an inspiring, safe and caring environment in which all pupils are challenged and supported to maximise their potential

Contents

  1. Aims
  2. Legislation and guidance
  3. Inclusion and equal opportunities
  4. Definitions
  5. Roles and responsibilities
  6. Our approach to SEND support
  7. Consulting and involving pupils and parents
  8. The graduated approach to SEN support
  9. Levels of support
  10. Evaluating the effectiveness of SEN provision
  11. Expertise and training of staff
  12. Links with external professional agencies
  13. Admission arrangements
  14. Accessibility arrangements
  15. Complaints about SEND provision
  16. Monitoring and evaluation arrangements
  17. Links with other policies and documents

1. Aims

Our SEND Policy aims to:

  • Set out how our school will support and make provision for pupils with special educational needs and Disabilities (SEND)
  • Identify the roles and responsibilities of staff in providing for children’s special educational needs
  • Enable all children to have full access to all elements of the school curriculum
  • Help pupils with SEND fulfil their aspirations and achieve their best
  • Communicate with, and involve, pupils with SEND and their parents or carers in discussions and decisions about support and provision for the pupil

2. Legislation and guidance

This is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:

  • Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEND
  • The Special Educational Needs and Disability Regulations 2014, which set out local authorities’ and schools’ responsibilities for education, health and care (EHC) plans, SEND co-ordinators (SENDCOs) and the special educational needs (SEN) information report
  • The Equality Act 2010 (section 20), which sets out the school’s duties to make reasonable adjustments for pupils with disabilities
  • The Public Sector Equality Duty (section 149 of the Equality Act 2010), which set out the school’s responsibilities to eliminate discrimination, harassment and victimisation; and advance equality of opportunity and foster good relations between people who share a protected characteristic (which includes having a disability) and those who don’t share it
  • The Governance Handbook, which sets out governors’ responsibilities for pupils with SEND
  • The School Admissions Code, which sets out the school’s obligation to admit all pupils whose education, health and care (EHC) plan names the school, and its duty not to disadvantage unfairly children with a disability or with special educational needs

3. Inclusion and equal opportunities

At our school we strive to create an inclusive teaching environment that offers all pupils, no matter their needs and abilities, a broad, balanced and challenging curriculum. We are committed to offering all pupils the chance to thrive and fulfil their aspirations

We will achieve this by making reasonable adjustments to teaching, the curriculum and the school environment to make sure that pupils with SEND are included in all aspects of school life

4. Definitions

Special educational needs

A pupil has SEN if they have a learning difficulty or disability that requires special educational provision to be made for them.
They have a learning difficulty or disability if they have:

  • A significantly greater difficulty in learning than most others of the same age, or
  • A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools

Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools

Disability
Pupils are considered to have a disability if they have a physical or mental impairment that has a substantial and long-term adverse effect on their ability to do normal daily activities

The school will make reasonable adjustments for pupils with disabilities, so that they are not at a substantial disadvantage compared with their peers

The 4 areas of need

The needs of pupils with SEND are grouped into 4 broad areas. Pupils can have needs that cut across more than 1 area, and their needs may change over time

Interventions will be selected that are appropriate for the pupil’s particular area(s) of need, at the relevant time

5. Roles and responsibilities

The Special Education Needs & Disability Co-ordinator (SENDCo) is Ms G Walch who:

  • Inform any parents that their child may have SEN and then liaise with them about the pupil’s needs and any provision made
  • Work with the headteacher and SEN governor to determine the strategic development of the SEND policy and provision in the school
  • Have day-to-day responsibility for the operation of this SEND policy and the co-ordination of specific provisions made to support individual pupils with SEN, including those who have EHC plans
  • Provide professional guidance to colleagues and liaise and work with staff, parents, and other agencies to make sure that pupils with SEN receive appropriate support and high-quality teaching
  • Advise on the graduated approach to providing SEN support and differentiated teaching methods appropriate for individual pupils
  • Advise on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
  • Be a point of contact for external agencies, especially the local authority (LA) and its support services, and work with external agencies to ensure that appropriate provision is provided
  • Liaise with potential next providers of education to make sure that the pupil and their parents are informed about options and that a smooth transition is planned
  • When a pupil moves to a different school or institution: Make sure that all relevant information about a pupil’s SEN and the provision for them are sent to the appropriate authority, school or institution in a timely manner
  • Work with the headteacher and school governors to make sure the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements
  • Make sure the school keeps its records of all pupils with SEND up to date and accurate
  • With the headteacher, monitor to identify any staff who have specific training needs regarding SEN, and incorporate this into the school’s plan for continuous professional development
  • With the headteacher, regularly review and evaluate the breadth and impact of the SEND support the school offers or can access, and co-operate with the LA in reviewing the provision that is available locally and in developing the local offer
  • Prepare and review information for inclusion in the school’s SEN information report and any updates to this policy
  • With the headteacher and teaching staff, identify any patterns in the school’s identification of SEN, both within the school and in comparison with national data, and use these to reflect on and reinforce the quality of teaching

The SEN Governor will:

  • Help to raise awareness of SEN issues at governing board meetings
  • Monitor the quality and effectiveness of SEN and disability provision within the school and update the governing board
  • Work with the Headteacher and SENDCo to determine the strategic development of the SEN policy and provision in the school
  • Co-operate with the LA in reviewing the provision that is available locally and developing the local offer
  • Publish information about the arrangements for the admission of disabled children, the steps taken to prevent disabled children being treated less favourably than others, the facilities provided to assist access of disabled children, and the school’s accessibility plans
  • Make sure that there is a qualified teacher designated as SENDCO for the school and that the key responsibilities of the role are set out, and monitor the effectiveness of how these are carried out

The Headteacher will:

  • Work with the SENDCO and SEND link governor to determine the strategic development of the SEND policy and provision within the school
  • Work with the SENDCO and school governors to make sure the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements
  • Have overall responsibility for, and awareness of, the provision for pupils with SEND, and their progress
  • Have responsibility for monitoring the school’s notional SEND budget and any additional funding allocated by the LA to support individual pupils
  • Make sure that the SENDCO has enough time to carry out their duties
  • Have an overview of the needs of the current cohort of pupils on the SEND register
  • Advise the LA when a pupil needs an EHC needs assessment, or when an EHC plan needs an early review
  • With the SENDCO, monitor to identify any staff who have specific training needs regarding SEN, and incorporate this into the school’s plan for continuous professional development
  • With the SENDCO, regularly review and evaluate the breadth and impact of the SEND support the school offers or can access, and co-operate with the LA in reviewing the provision that is available locally and in developing the local offer
  • With the SENDCO and teaching staff, identify any patterns in the school’s identification of SEN, both within the school and in comparison with national data, and use these to reflect on and reinforce the quality of teaching

Class teachers are responsible for:

  • Planning and providing high-quality teaching that is differentiated to meet pupil needs through a graduated approach
  • The progress and development of every pupil in their class
  • Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions, and consider how they can be linked to classroom teaching
  • Working with the SENCO to review each pupil’s progress and development, and decide on any changes to provision
  • Ensuring they follow this SEND policy and the SEN information report
  • Communicating with parents regularly to:
    • Set clear outcomes and review progress towards them
    • Discuss the activities and support that will help achieve the set outcomes
    • Identify the responsibilities of the parent, the pupil and the school
    • Listen to the parents’ concerns and agree their aspirations for the pupil

Parents or carers are responsible for:

Parents or carers should inform the school if they have any concerns about their child’s progress or development

Parents or carers of a pupil on the SEND register will always be given the opportunity to provide information and express their views about the pupil’s SEND and the support provided. They will be invited to participate in discussions and decisions about this support

They will be:

  • Invited to termly meetings to review the provision that is in place for their child
  • Asked to provide information about the impact of SEN support outside school and any changes in the pupil’s needs
  • Given the opportunity to share their concerns and, with school staff, agree their aspirations for the pupil
  • Given an annual report on the pupil’s progress
The school will take into account the views of the parent or carer in any decisions made about the pupil

The pupil is responsible for:

Pupils will always be given the opportunity to provide information and express their views about their SEND and the support provided

They will be invited to participate in discussions and decisions about this support

This might involve the pupil:

  • Explaining what their strengths and difficulties are
  • Contributing to setting targets or outcomes
  • Attending review meetings
  • Giving feedback on the effectiveness of interventions
The pupil’s views will be taken into account in making decisions that affect them, whenever possible

6. Our approach to SEND support

Identifying pupils with SEND and assessing their needs

We will assess each pupil’s current skills and levels of attainment when they start at the school. This will build on information from previous settings and Key Stages, where appropriate. We will also consider any evidence that the pupil may have a disability and if so, what reasonable adjustments the school may need to make

Class teachers will regularly assess the progress of all pupils and identify any whose progress:

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or better their previous rate of progress
  • Fails to close the attainment gap between them and their peers
  • Widens the attainment gap

This may include progress in areas other than attainment, for example, wider development or social needs

When teachers identify an area where a pupil is making slow progress, they will target the pupil’s area of difficulty with differentiated, high-quality teaching. If progress does not improve, the teacher will raise the issue with the SENDCO to have an initial discussion about whether this lack of progress may be due to a special educational need. Where necessary they will, in consultation with the pupil’s parents or carers, consider consulting an external specialist

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN

Potential short-term causes of impact on behaviour or performance will be considered, such as bullying or bereavement. Staff will also take particular care in identifying and assessing SEN for pupils whose first language is not English

When deciding whether the pupil needs special educational provision, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed

If a pupil is joining the school, and:

  • Their previous setting has already identified that they have SEN
  • They are known to external agencies
  • They have an education, health and care plan (EHCP)

Then the school will work in a multi-agency way to make sure we get relevant information before the pupil starts at school, so support can be put in place as early as possible

7. Consulting and involving pupils and parents

The school will put the pupil and their parents at the heart of all decisions made about special educational provision

When we are aiming to identify whether a pupil needs special education provision, we will have an early discussion with the pupil and their parents. These conversations will make sure that:

  • Everyone develops a good understanding of the pupil’s areas of strength and difficulty
  • We take into account any concerns the parents have
  • Everyone understands the agreed outcomes sought for the child
  • Everyone is clear on what the next steps are
We will formally notify parents if it is decided that a pupil will receive special educational provision

8. The graduated approach to SEN support

Once a pupil has been identified as having SEN, we will take action to remove any barriers to learning, and put effective special educational provision in place. This support will be delivered through successive rounds of a 4-part cycle known as the graduated approach

1. Assess
The pupil’s class teacher and the SENDCO will carry out a clear analysis of the pupil’s needs. The views of the pupil and their parents will be taken into account. The school may also seek advice from external support services

The assessment will be reviewed regularly to help make sure that the support in place is matched to the pupil’s need. For many pupils, the most reliable way to identify needs is to observe the way they respond to an intervention

2. Plan
In consultation with the parents and the pupil, the teacher and the SENDCO will decide which adjustments, interventions and support will be put into place, the expected outcomes, and a clear date for review

All staff who work with the pupil will be made aware of the pupil’s needs, the outcomes sought, the support provided and any teaching strategies or approaches that are needed. This information will be recorded on our systems, and will be made accessible to staff. Parents will be fully aware of the planned support and interventions and may be asked to reinforce or contribute to progress at home

3. Do
The pupil’s class or subject teacher retains overall responsibility for their progress

Where the plan involves group or 1-to-1 teaching away from the main class or subject teacher, they still retain responsibility for the pupil. They will work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching

The SENDCO will support the teacher in further assessing the pupil’s particular strengths and weaknesses, in problem solving and advising on how to implement support effectively

4. Review
The effectiveness of the support and interventions and their impact on the pupil’s progress will be reviewed in line with the agreed date

We will evaluate the impact and quality of the support and interventions. This evaluation will be based on:

  • The views of the parents and pupils
  • The level of progress the pupil has made towards their outcomes
  • The views of teaching staff who work with the pupil
The teacher and the SENDCO will revise the outcomes and support in light of the pupil’s progress and development, and in consultation with the pupil and their parents

9. Levels of support

School-based SEN provision

Pupils receiving SEN provision will be placed on the school’s SEND register. These pupils have needs that can be met by the school through the graduate approach. Where the pupil’s needs cannot be adequately met with in-house expertise, staff will consider involving an external specialist as soon as possible

The provision for these pupils is funded through the school’s notional SEND budget

On the census these pupils will be marked with the code K

Education, health and care (EHC) plan

Pupils who need more support than is available through the school’s school-based SEN provision may be entitled to an EHC plan. The plan is a legal document that describes the needs of the pupil, the provision that will be put in place, and the outcomes sought

The provision for these pupils will be funded from the school’s notional SEND budget, and potentially from the LA (from the high-level needs funding block of the dedicated schools grant)

10. Evaluating the effectiveness of SEN provision

We evaluate the effectiveness of provision for pupils with SEN by:

  • Tracking pupils’ progress, including by using provision maps
  • Carrying out the review stage of the graduated approach in every cycle of SEN support
  • Using pupil questionnaires
  • Monitoring by the SENCO
  • Holding annual reviews for pupils with EHC plans
  • Getting feedback from the pupil and their parents

11. Expertise and training of staff

Training will regularly be provided to teaching and support staff. The headteacher and the SENCO will continuously monitor to identify any staff who have specific training needs and will incorporate this into the school’s plan for continuous professional development

12. Links with external professional agencies

The school recognises that it won’t be able to meet all the needs of every pupil. Whenever necessary the school will work with external support services such as:

  • Speech and language therapists
  • Specialist teachers or support services, e.g. teachers for the deaf
  • Educational psychologists
  • Occupational therapists or physiotherapists
  • General practitioners or paediatricians
  • School nurses
  • Child and Adolescent Mental Health Services (CAMHS)
  • Education welfare officers
  • Social services

The Ealing ISAID service (Information and Support on Disability and Special Educational Needs) provides free and confidential advice to support parents of children and young people aged up to 25

Contact details are:

  • 020 8280 2251
  • isaidealing@family-action.org.uk

Ealing’s Contact a Family offer information and support to parents and carers of disabled children, regardless of their need. Further information can be found: here 

Ealing Grid for London website also provides support for parents who have queries regarding children who have SEND

13. Admission arrangements

The admission arrangements for pupils who have SEND is the same as for other pupils. The class teacher will usually meet with parents within two weeks to discuss how we can support vulnerable learners

This is a good opportunity to share strategies about what works well and, after seeking parental permission, relevant information gathered may be shared with the SENDCO. If the child has a EHCP, we will carefully decide whether we can meet the needs of the child in our setting

On entry to the school, the pupil’s records will be requested from the previous school. In some cases, the SENCO will visit the child in their current setting to support the transition process

14. Accessibility arrangements

Accessibility considers how the school alleviates barriers to learning and sets out the ways the school will increase opportunities for disabled pupils to participate fully in the school curriculum

The school provides resources to support learning, such as sensory aids, specialist seating and writing supports. We recognise that a small number of pupils may need additional arrangements to access the key stage 2 tests, which are based on normal classroom practice for children with particular needs

There is a lift situated in the infant building and there is a ramp to access the ground floor of the North and South buildings for disabled access. We also have disability access toilets in all buildings (see the school’s Accessibility Plan for further information.)

15. Complaints about SEND provision

Where parents have concerns about our school’s SEND provision, they should first raise their concerns informally with the class teacher. If they are unable to resolve the complaint, they will work together with the SENDCO and the headteacher to try to resolve the issue and provide the required support

We will try to resolve the complaint informally in the first instance. If this does not resolve their concerns, parents are welcome to submit their complaint formally. They will be handled in line with the school’s complaints policy

If the parent or carer is not satisfied with the school’s response, they can escalate the complaint. In some circumstances, this right also applies to the pupil themselves

To see a full explanation of suitable avenues for complaint, see pages 246 and 247 of the SEN Code of Practice

16. Monitoring and evaluation arrangements

Evaluating the effectiveness of the policy

We are constantly looking for ways to improve our SEND policy. We will do this by evaluating whether or not we are meeting our objectives set out in section 1

We will evaluate how effective our SEND provision is with regards to:

  • All staff’s awareness of pupils with SEND at the start of the autumn term
  • How early pupils are identified as having SEND
  • Pupils’ progress and attainment once they have been identified as having SEND
  • Whether pupils with SEND feel safe, valued and included in the school community
  • Comments and feedback from pupils and their parents

Monitoring the policy

This policy will be reviewed every year. It will also be updated when any new legislation, requirements or changes in procedure occur during the year.

It will be approved by the full governing board.

17. Links with other policies and documents

This policy links to the following documents

  • SEN information report
  • Accessibility plan
  • Behaviour policy
  • Equality information and objectives
  • Supporting pupils with medical conditions policy
  • Attendance policy
  • Safeguarding / child protection policy
  • Complaints policy

This policy links to the following document:

  • SEN Information Report

This policy links to the following website:

  • The Ealing local authority offer

Date of the last review: 
October 2023

Date of next review:
October 2024