Special Educational Needs & Disabilities Policy / Accessibility Policy

Click here to download PDF Davidson Primary Academy Accessibility Policy Plan 2016-19
SEND Report

All Croydon Schools are committed to and adopt a similar approach to meeting the needs of all pupils including those with special educational needs or disabilities. There is a shared expectation that all pupils, regardless of their specific needs, should be offered inclusive teaching which will enable them to make the best possible progress in school and feel that they are a valued member of the wider school community.

Davidson Primary Academy is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

To view the SEND Report click here

SEND Policy

Davidson Primary Academy is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

Davidson Primary Academy provides a broad and balanced curriculum for all children. The school recognises that pupils will attain different levels at different times and that some will require an increased level of support in order to maintain progress. This policy indicates the steps that will be taken to ensure that pupils’ progress is being monitored and what action is to be taken to increase the opportunities for success.

To view the Policy for children with Special Educational Needs and Disabilities click here

CHANCERY EDUCATION TRUST

DAVIDSON PRIMARY ACADEMY
SPECIAL EDUCATIONAL NEEDS AND DISABILITY POLICY

Key:

EHCP – Education, Health and Care Plan

SEND – Special Educational Needs/Disabilities

SENCO – Special Educational Needs Co-ordinator

Davidson Primary Academy is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment.

Davidson Primary Academy provides a broad and balanced curriculum for all children.  The school recognises that pupils will attain different levels at different times and that some will require an increased level of support in order to maintain progress.  This policy indicates the steps that will be taken to ensure that pupils’ progress is being monitored and what action is to be taken to increase the opportunities for success.

At Davidson Primary Academy, we aim to enable all children to achieve their full potential and to develop the skills and processes required for them to become independent learners.  We will support children to help them to develop a positive self-image and we will offer them purposeful learning experiences.  We value our collaborative approach, ensuring that the voices of the children and their parents/carers are included.  Aspirations of pupils and their families are recognised, valued and developed; no child will be discriminated against because of disability or learning difficulty.  We aim to create an environment where there is a place for everyone and there is a feeling that they belong. 

Compliance

This policy has overarching links with several key academy policies in place. It also complies with Section 19 of the Children and Families Act 2014. It is written with reference to inclusive education in accordance with:

  • Articles 7 and 24 of the United Nations Convention of the Rights of Persons with Disabilities
  • Equality Act 2010: advice for Academies DfE Feb 2013
  • SEND Code of Practice 0 to 25 years (January 2015)
  • Academy’s Admissions Code of Practice
  • The Special Educational Needs and Disability Regulations 2014 (linked to clause 64)
  • Academy’s SEND Information Report regulations
  • Statutory Guidance on Supporting Pupils with Medical Conditions at School (December 2015)
  • The National Curriculum in England framework document (December 2014)
  • Accessibility Policy
  • Academy Admissions policy
  • Child Protection and Safeguarding Policy
  • Teachers’ Standards 2012

This policy has been created by the academy’s SENCO with the support of the SEND Governor, in liaison with the Academy Leadership Team, staff and parents of pupils with SEND, in accordance with the Department for Education’s new arrangements for supporting children and young people with special educational needs and disabilities.  The result is a better, family-centred approach, focusing on personal goals, increased family involvement and changes to the way SEND children receive support.

Aims and Objectives 

  1. To identify pupils who have special educational needs and disabilities
  2. To develop and monitor appropriate provision for pupils who have special educational needs and disabilities
  3. To follow the guidance provided in the SEND Code of Practice January 2015 and the relevant legislation and advice as listed above
  4. To ensure that the provision of support is met through Quality First teaching and appropriate interventions required
  5. To ensure that the Special Educational Needs Co-ordinator (SENCO) will work alongside parents and relevant staff
  6. To provide support, advice and training for all staff working with pupils who have special educational needs and or disabilities
  7. To value contributions from parents, carers and the child and to ensure that they are fully involved in discussions and decisions about every aspect of their child’s SEND
  8. To seek and act upon advice from outside professional agencies to meet pupils’ needs
  9. To ensure a high level of staff expertise in order to meet the children’s needs through appropriate training and support
  • To monitor the progress of pupils to ensure they reach their potential
  • To acknowledge the aspirations of the pupils and their parents/carers

Admission Arrangements for Pupils with SEND

The academy’s admission arrangements are set out in the academy prospectus and make it clear that the academy will not discriminate against or disadvantage pupils with special educational needs and/ or disabilities.

The Code of Practice requires a school to admit all pupils who have a Statement of Special Educational Need or Education Health and Care Plan (EHCP) where it is has been requested by parents as their school preference and named by the Local Authority (LA). 

The LA must comply with this request and name the school in the Statement/EHC plan unless:

  • It would be unsuitable for the age, ability, aptitude or SEN of the child; or
  • The attendance of the inclusion of the child would be incompatible with the efficient education of others at the school or the efficient use of resources.

Our academy will liaise closely with the Croydon SEN team to ensure that any decisions on placement and provision for a pupil with a Statement or Education Health and Care Plan are in the best interests of each child and the wider school community as outlined above.

The SENCO in collaboration with parents and other key agencies will ensure appropriate provision is in place to support pupils with SEND entering the school.

Identifying and Monitoring Special Educational Needs (SEND)

Defining SEND: The 2015 Code of Practice says that:

A person has SEN if they have a learning difficulty or disability that calls for special educational provision to be made for him or her.  At compulsory school age this means he or she has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability that prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools. 

Taken from 2015 SEND Code of Practice: 0 to 25 Years – Introduction xiii and xiv

We recognise the importance of early identification and aim to identify children’s special needs as early as possible.  The skills and levels of attainment of all pupils are assessed on entry, building on information from their previous setting.  The purpose of identification is to work out what action the school needs to take, not to fit a pupil into a category.  As part of this process the needs of the whole child will be considered, not just the special educational needs of the child.

The academy also recognises that other factors may influence a child’s progress and attainment, but do not necessarily mean that the child has a special educational need.  These might be:

  • Disability, where reasonable adjustment under the Disability Equality legislation can enable a child to make expected progress
  • Attendance
  • Health and welfare
  • English as an additional language (EAL)
  • Being in receipt of Pupil Premium grant
  • Being a child looked after (CAL) or post CAL
  • Being a child who experiences frequent locational moves e.g. children of service personnel/travellers

A rigorous, ongoing system of progress monitoring across the school takes place on a half-termly basis.  This identifies pupils who are not making expected progress and may include progress in areas other than attainment, such as social, emotional and mental health, speech and language and physical ability.

Meeting the needs of pupils with SEND 

Quality First Teaching

Quality First Teaching, differentiated for individual pupils, is the first step in meeting the needs of any pupil who has or may have special educational needs.  Class teachers are responsible and accountable for the progress and development of all the pupils in their class.

Levels of SEND Support

When it is evident that a pupil will require higher level and more tailored support than is available from everyday teaching we will offer Additional SEN Support.

Parents will be formally notified that their child will receive this additional support and placed on the SEND register where his/her progress and provision can be monitored more closely and reviewed on a regular basis.

The SEND Register

The register provides an updated record of all pupils receiving additional SEND support so that:

·         Progress and achievements of individual pupils with SEND can be closely scrutinised and provision reviewed to ensure that provision is making an impact and helping to overcome difficulties.

·         There is an overview of the range and level of need across the academy

·         Academy provision reflects and is responsive to current profile of need

·         Effectiveness of whole academy provision can be evaluated and emerging trends across different year groups or subject areas can be identified and addressed.

 

Once identified as requiring additional SEN support, pupils will receive a tailored package of support to target key areas of difficulty.

This will be managed through a four part cycle of assessment, planning, intervention and review. This cycle is known as the Graduated Response and follows the model described in the SEND Code of Practice. It will enable a growing understanding of the pupils’ strengths and barriers to learning. It will ensure that any additional provision is closely matched and will support progress towards short and long term targets and outcomes.

Depending on the needs and progress of each pupil, successive cycles may draw on more detailed approaches, more frequent review and referral and input from external agencies.

The level of support offered to children on the SEND register (the graduated response) ranges from short term targeted interventions through SEN support to involvement of the external agencies depending on the needs identified.

Where pupils require support from a range of agencies in addition to education, or require education in a specialist setting, an Education, Health and Care Plan will be considered by the Local Authority.

The Graduated Response:

Assess:

Once identified as requiring additional SEND support a more detailed assessment of the pupil’s needs will be carried out. This will include further discussions with parents and, when appropriate, the pupil.   It may draw on assessments and reports from external agencies involved with the pupil such as speech and language therapist.  The SENCO may also carry out more diagnostic assessments of needs in key areas of difficulties.
Each pupil’s difficulties will be considered against the four broad areas of needs:

  1. Communication and interaction
  2. Cognition and learning
  3. Social, emotional and mental health difficulties
  4. Sensory and/or physical needs

Davidson Primary Academy recognises that it is highly likely that the needs of individual pupils will overlap across one or more of these areas of need or that needs may change overtime.

This comprehensive assessment will give a detailed picture of each child’s strengths and special educational needs.

Plan:

The academy will use the information from the assessment to draw up a plan to outline the support that will be offered. The plan will:

  • Be outcome focused where the desired benefit or difference from any intervention is clearly identified and matched to need
  • Detail the range of additional interventions and approaches that will be made available to support progress towards these outcomes
  • Highlight the ways parents and pupils can work in partnership with the academy to support progress towards targets and outcomes.
  • Give details of the role and input of external agencies when they are involved with a pupil

This plan will be recorded as an individual support plan.

This plan will be shared with all key teachers and support staff so that they are fully aware of the outcomes sought, the support on offer and any particular teaching strategies and approaches and resources that have been agreed.

Parents will receive copy of this plan with a specified time frame to show when it will be reviewed.

Do:

Class teacher, with the support of the SENCO, will take the responsibility for overseeing the implementation of the plan. This will ensure that the additional support offered is linked closely to the general curriculum offer and maximise the opportunities to reinforce and consolidate key skills within the context of the class.

This will be particularly important when the intervention takes place outside of the classroom. There will be regular liaison and feedback with staff delivering interventions so that any required refinement of the support can be managed promptly.

Review:

The impact of any additional support offered will be reviewed at least termly. Parents will be invited to attend this review meeting along with pupils when this is appropriate.

This review may be included in the general academy cycle of parental consultation meetings. However, where the pupils’ needs are more complex and they receive support from a range of specialist agencies a separate review meeting will be arranged so that all key parties can contribute and share views on progress and subsequent provision.

At the review the following will be considered:

  • Impact of each element of the intervention towards the identified outcomes
  • Pupils’ response to the support and  view of their progress where this is applicable
  • Views of parents and specialist agencies
  • Next steps with refinement and adjustments to the support offered as required

Where progress has been limited, further analysis and assessments will be made to ensure the provision offered matches the nature and level of needs. If not already involved and with the agreement of parents, the SENCO will make a referral to a specialist agency.

The academy is supported by a wide range of different agencies and teams. The academy’s SEN Information report details which agencies the Academy works with and this report can be found on the Academy website and is up-dated annually.

Additional Support 

If the needs of the child cannot be met through the notional budget for SEND then they can apply to the Local Authority for additional funding.

Pupils on the SEND Register

While the needs of the majority of pupils will be met from within the Academy’s own resources, some children will have a higher level of need.  The additional funding to support children is then requested from the Local Authority High Needs Block.  To receive additional funding, the Academy needs to provide a costed provision map, demonstrating how advice and recommendations from external agencies have been implemented, the outcomes of support and indicating how additional funding will be used to support the pupil in achieving desired outcomes.  Where additional funding is agreed, the Academy’s Educational Psychologist or Specialist Teacher will put a Pupil Resource Agreement in place, in consultation with parents and pupil.  Thresholds for funding are related to need and can be found in the Banded Funding Guide.

The Local Borough Banded Funding Guide is used to aid identification of need within the four categories identified by the Code of Practice 2015 (cognition and learning, communication and interaction, social emotional and mental health and sensory difficulties) with additional guidance for autism and specific learning difficulties.  This can also be used to identify appropriate strategies to meet need.  The SENCO may offer advice about effective teaching and learning strategies and interventions that may help to narrow the gap or accelerate progress.  General advice from outside specialists may be sought.

A pupils place on the SEND Register and their need for additional funding is regularly reviewed against their progress.  In some cases, this level of support can be reduced or ceased.

Where pupils require support from a range of agencies in addition to education, or require education in a specialist setting, the Local Authority will consider an Education, Health and Care Plan (EHCP).

Transition for pupils with SEND  

SEND support includes planning and preparing for transition. Before a child moves into another school, information regarding the pupil’s needs will be shared with the receiving school. Arrangements may be made, for example individual visits or visits from a member of staff from the receiving school, depending of the needs of the pupil. Similarly transition from one class to another may need to be carefully planned for, in individual cases, and parents will be encouraged to be involved in this process.

Transition is recognised as extremely important and any pupils requiring additional support at this time are identified and planned for. We also support pupils in their transition from schools and other educational settings to new schools. The Inclusion Leader is responsible for this with input from the relevant class teacher.

We will make contact with the new school’s SENCO as early as possible, to arrange for them to visit us to discuss the individual needs of your child and to meet your child, as appropriate. We will work with the new school to ensure that they have the necessary paperwork, including examples of your child’s current timetable, extra provision/interventions and strategies to support them.

We will provide our contact details to your child’s new school, should they have any further questions.

Removal from the SEND Register:Where evidence shows that a pupil has made good progress and achieved the outcomes set they will no longer require additional SEND support and his/her name will be removed from the register. Parents will be formally notified of this decision. 
Progress will continue to be monitored regularly as part of the termly tracking for all pupils.

Support for Pupils with Significant Needs:The additional needs of most of the pupils with SEND at Davidson Primary Academy can be met by interventions and resources available from the academy budget.

In a few cases for pupils with the most significant needs it may become apparent that he/she will require a more comprehensive and individualised package of support to help them achieve their outcomes and remove barriers to learning which cannot be funded long term from the academy’s own resources and budget. Where this is the case the SENCO, in consultation and agreement with parents and other specialist agencies, will make a request to the Local Authority for an Education Health and Care Plan (EHCP) assessment.

Education Health and Care Plans: An Education Health and Care Plan is for children and young people aged up to 25 who need more support to overcome difficulties which is available from the funding and resources paid directly to the academy.
Each plan gives specific details of any educations needs or health and social care needs which impact on learning achievement and identifies the range and nature of support that must be in place to support progress.  The LA provide top up funding to cover the cost of provision that is higher than funds available to the academy.
More information about EHC plans, including criteria for requesting an assessment for an EHC plan can be found on the Croydon SEND Local Offer:

http://www.croydon.gov.uk/education/special-educational-needs/sen-education/

If a pupil has an EHC Plan it will be formally reviewed annually.  Any additional support offered will continue to be reviewed and modified termly, taking into account the views and contributions of parents, pupils and external agencies.

Further Support for Pupils and Families

This information can be found on our academy website and includes:

  • Local Authority Local Offer
  • Your SEND Information Report
  • Academy policy on medicines and medical treatment

Accessibility

Access Arrangements are as listed on the SEND Information Report.  Any adjustments regarding access are linked with the desirable improvements as listed in the Disability Equality Scheme. Refer to the academy’s Accessibility Plan for further information.

Supporting Pupils with Medical Conditions

The academy recognises that pupils at academy with medical conditions should be properly supported so that they can have full access to education, including Academy trips and physical education.  Some children with medical conditions may be disabled and, where this is the case, the Academy will comply with its duties under the Equality Act 2010. Refer to the Supporting Children in School with Medical Conditions Policy located on the academy’s website.

These arrangements are set out in an Individual Health Care Plans (IHC).

The IHC plans will detail the type and nature of support that will be available. These plans will be:

  • Produced through collaboration with parents, pupil as appropriate, and health professionals
  • Shared with all relevant staff
  • Reviewed at least termly or sooner to reflect changing needs and support

Where a pupil with a medical condition also has a disability or SEN the IHC plan will be closely linked to educational special provision so that there is a coordinated approach.

Staff who have responsibility to support a pupil with medical needs, including the administration and supervision of medication, will receive appropriate, ongoing training and support so that they are competent and confident about their duties.

Some pupils may also have special educational needs and may have a statement or Education, Health and Care (EHC) Plan, which brings together health and social care needs, as well as their special educational provision, while ensuring that the SEND Code of Practice 0 to 25 years (January 2015) is followed.

Funding and Resource

SEND is funded from the Notional SEND budget allocated to all Academies, based on prior Academy attainment and Pupil Premium. This allows for resources to be used for the support of pupils with SEND. The additional funding can then be applied for from the Local Authority High Needs Block where it can be demonstrated that a pupil requires a higher level of support.

The academy receives additional funding from the Local Authority each year to facilitate the needs of pupils requiring additional SEN support. The value of this funding varies between each academy informed by a set of indicators. The level of funding is not adjusted in year to reflect any changing demand for SEN provision.

The academy leadership through consultation with the SENCO and Governing Body decide on how this funding will be deployed to meet the range and level of need for pupils with SEND across the whole academy.

Training

Our academy is committed to an on-going programme of training and support to enable teachers and support staff to have the understanding and skills required to differentiate and scaffold learning for the pupils with a range of SEND within everyday teaching.

The training needs of staff, including support staff, are regularly reviewed, so that all staff are well equipped to meet the needs of all our pupils to overcome their barriers to learning.  Where pupils present with rarer difficulties, staff can access training and support from specialist professionals or therapists.  All staff are directed and actively encouraged to take advantage of training and development opportunities.

All teaching and support staff undertake induction training when taking up their post. This includes meeting with the SENCO to explain the systems and structures in place around to the Academy’s SEND provision and practice, and to discuss the needs of individual pupils they work with.

The SENCO attends the termly Local Authority SENCO Forums in order to keep up to date with local and national developments in SEND.  The SENCO also attends local cluster group meetings to share good practice.

Roles and Responsibilities

It is the expectation within our academy that teachers provide inclusive Quality First teaching for all children.  Consultation with the SENCO and parents ensures that further intervention and support is developed and monitored for SEND pupils.  The key responsibilities of the SENCO are in line with the Code of Practice 2015.  These can be found listed on the Academy’s SEND Information Report.  It is an expectation that the SENCO works closely with the Head Teacher, key teaching staff, governing body and outside agencies to ensure that the Academy meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements.

Monitoring and Evaluation OF SEND Provision

Regular audits and sampling of parents’, pupils’ and staff views ensure regular and careful monitoring and evaluation of the quality of provision offered to all pupils.

The Academy undergoes an active process of continual review and improvement of provision for all pupils.

Other key staff who are actively involved in supporting and coordinating SEND Provision and part of our wider Inclusion Team include: 

Designated Persons of Safeguarding:

DSL: Mr Patrick Mbanga

DDSL: TBC

Attendance Officer: Mrs Louise Linford

The academy undergoes an active process of continual review and improvement of provision for all pupils. 

Complaints and Feedback 

If you have any concerns about your child’s progress or well-being, please contact your child’s class teacher in the first instance.  If it is a specific SEND concern, please contact the SENCO.  If concerns or complaints are unresolved, please approach the Principal.

 

Supporting Policies

  • Admissions Policy
  • Accessibility Policy
  • Child Protection and Safeguarding Policy
  • Educational Visits Policy
  • First Aid and Medicine Policy
  • Health and Safety Policy
  • Pupil Premium Policy
  • SEND Information Report
  • Supporting Pupils with Medical Condition

Links with Local and National services and organisations to support implementation of the SEND policy.:

Croydon Educational Psychology Service             Tel: 020 8604 7300

Croydon CAMHS                                              Tel: 0203 228 0000                                          www.slam.nhs.uk

Occupational Therapy                                                020 8274 6854/50

Children’s Physiotherapy                                            020 8274 6853

Speech and Language Therapy                                    020 8714 2594                                                         http://www.croydonhealthservices.nhs.uk

Community Paediatricians                                           020 8274 6300

Peripatetic Visual Impairment Service                          020 8760 5784

                                                                        linda.james@croydon.gov.uk

Peripatetic hearing impairment service                              020 8760 5783

                                                                        luisa.saddington@croydon.gov.uk

Croydon Locality Early Help                                earlyhelp@croydon.gov.uk

Croydon Primary Behaviour Support Team                    020 8686 0393

Primary Fair Access Panel                                           020 8726 6162                                                                                                                                                                                                           Valerie.Burrell-Walker@croydon.gov.uk

Secondary Fair Access Panel                                         020 8726 6162                                                                                                                                                                                                           Valerie.Burrell-Walker@croydon.gov.uk

Parents In Partnership         (PIP)                                        0208 663 5626

Email:office@pipcroydon.com

                                                                                                                                                                                                                                    www.pipcroydon.com/

SENDIAS (SEND support for parents and carers)                                          

Contact a Family                                                      0808 808 3555                                                        www.cafamily.org.uk/advice-and-support/

Council for Disabled Children                                       0207 843 1900                                                                                                                                                                  www.councilfordisabledchildren.org.uk/

 

Monitoring and Implementation

 

Name

Date

Policy written by

Laura Marsh

February 2016

Agreed by Committee

Full Governing Board

30 June 2017

Adopted by Governing Board

 

 

To be reviewed annually

Review by

Laura Marsh/Patrick Mbanga

February 2017

Review by Committee

Full Governing Board

30 June 2017

Adopted by Governing Board

Full Governing Board

4 July 2017

To be reviewed annually

Review by

Patrick Mbanga

18 April 2018

Review by Committee

Trust Board

04 May 2018

Adopted by Governing Board

 

 

 

 

 

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