Limes Farm Infant School and Nursery
This policy complies with the guidance given in Statutory Instrument: Special Educational Needs (Information) Regulations (Clause 65). It has been written as a guide for staff, parents or carers and children with reference to the following guidance and documents
SEN Code of Practice (2014)
Ofsted Section 5 Inspection Framework April 2014
Ofsted SEN Review 2010 ‘A Statement is not enough’
Equality Act 2010
Children and Families Act 2014
What does successful Inclusion mean for our pupils ?
- Successful inclusion should result in every pupil feeling safe, confident and enjoying their time at school – be that in lessons, during their play or lunchtimes or when involved in any of our school activities.
- Successful inclusion should promote every pupil’s belief in themselves as a learner and valued member of our school community.
- Successful inclusion should result in each pupil being actively involved in their learning and achieving their full potential.
- Successful inclusive provision at Limes Farm Infant School and Nursery is seen as the responsibility of the whole school community permeating all aspects of school life and applicable to all our pupils.
- Successful inclusion should involve effective partnerships with all stakeholders.
Meeting Diverse Needs at Limes Farm
At Limes Farm Infant School and Nursery we recognise that in order to achieve the school aims we must actively seek to recognise and meet the very diverse needs of our pupils by:
- Encouraging children to be actively engaged in their learning, to talk about their learning and to be supported to identify the next steps.
- Monitoring the achievement and well-being of all our pupils and the quality/nature of the learning opportunities they are offered.
- Tracking each pupil’s academic, social and emotional progress and using the resulting knowledge to plan provision for the individual or groups of pupils.
- Correctly identifying and then seeking to overcome potential barriers to pupils’ learning or their full participation in school life.
- Developing and deploying our resources to best reflect the various levels of need experienced by pupils.
- Taking care to ensure that vulnerable pupils, including those with additional or Special Educational Need or Disabilities are appropriately supported.
- Sharing any concerns we may have regarding a pupil with their parents or carers and then seeking to work collaboratively, for the good of the pupil.
- Liaising closely with professionals from other Children’s Services or Health agencies involved in the care and support of pupils.
- Providing teaching and non-teaching staff with the support and training they need in order that their work promotes the best outcomes for each pupil.
Potentially vulnerable groups
There are a number of identified groups of pupils and families for whom this policy is particularly pertinent:
- Pupils with Special Educational Needs or Disabilities (SEND)
- Pupils whose home language is not English (EAL)
- Pupils who are in an identified vulnerable ethnic minority group (EMA)
- Pupils who are More Able and/or talented
- Pupils with physical or sensory impairments e.g. hearing, vision
- Pupils whose families may be Asylum Seekers or Refugees
- Pupils from Traveller families
- Pupils who might be subject to abuse or harassment, for whatever reason
- Pupils under the care of Social Services or pupils who may be in public care, or living with foster families
- Pupils who are young carers
- Pupils whose family are in crisis or under great stress
- Pupils at risk of significant harm
- Pupils with poor attendance
- Pupils who are at risk of disaffection and exclusion from school.
- Pupils who are working below the expected level in English and/ or Maths
Promoting and Supporting Inclusion at Limes Farm
All staff and Governors aim to promote Inclusion at Limes Farm Infant School and Nursery through all of our policies, systems and practices.
The Head Teacher is responsible for the day to day overseeing of Inclusive Practice. In partnership with senior leaders, the SENCo and class teachers, the Head Teacher plans for the development of inclusive practice and provision across the school.
Our school SENCo (Mrs Viv Dignan) has been awarded the National Award for SEN (NASENCo award) in compliance with the Government Child and Family Bill (Clause 64, C and F Bill 2014)
Parents can contact the SENCo by calling the main school number
The Special Educational Needs Coordinator (SENCO) is responsible for:
- Working with pupils, parents, teaching staff and senior leadership team to monitor progress of individuals and groups of pupils.
- Liaising with class teachers and those leading interventions to ensure pupils transfer learning from interventions into their learning in class.
- Monitoring interventions and support their delivery.
- Monitoring ‘One Plans’ (this plan shows the agreed areas for additional support. Parents/carers, children and staff are all involved in deciding these) and contributing to evaluations and the development of new ones.
- Sharing good practice and expertise amongst other staff.
- Liaising with external agencies.
- Ensuring appropriate resources are available for staff and EAL pupils.
- Monitor the school’s provision for pupils identified as being Gifted, Able or Talented
- Monitor the progress of pupils identified as being Gifted, Able or Talented
- All pupils at Limes Farm Infant School and Nursery spend the majority of lesson times being taught alongside their class mates in their classroom. Class teachers take the lead role in managing and creating the classroom environment.
- Teachers have overall responsibility for the planning and delivery of lessons to their class. Teachers seek to provide pupils with learning opportunities which will allow all the pupils to access the subject taught, encounter appropriate challenge and promote progress. This differentiation is evidenced in their lesson plans though individual pupils may have targets particular to their own specific needs in certain areas. Such additional or different provision and its outcomes are recorded by the teacher by means of a ‘One Plan’. Parents/carers are informed by their child’s teacher of any additional or different provision being made for their child.
- Teachers take the lead role in monitoring the attainment, learning, behaviour and well-being of pupils in their class. This information is recorded and pupils’ achievement and needs are discussed and further planning undertaken by way of Pupil Progress Meetings which are led by the Head Teacher and/or Deputy Heads with input from the SENCo.
- Class teachers have a pivotal role to play in achieving positive and supportive relationships with and between pupils.
- Class teachers are central to successful liaison with parents/carers and colleagues.
Learning Support Assistants
- Learning Support Assistants (LSA) work with individual or groups of pupils during lessons and lunch times, where appropriate, to support pupils’ learning and promote their well- being. The work of a LSA is directed by the teacher during lessons.
- Advice and training for specific work or duties may also come from an outside specialist, for example – a Speech and Language Therapist or they may be directed by other teaching staff within the school, for example the SENCO
- To address very specific needs, pupils may be withdrawn for short periods during class times to work individually. Alternatively some work may occur alongside others within a small group, when the need is the same for all.
- Some pupils may be withdrawn to work on a specific, evidence based intervention that has been planned for in consultation with the class teacher, SENCo and where relevant, outside agencies
- In order to best utilize their support for pupils’ learning, the deployment of LSAs within the school is strategically managed by the Head Teacher and Deputy
- LSAs regularly access training to enhance their knowledge and skill in meeting the needs of all pupils and delivering interventions.
Limes Farm Nursery School and Infant is constantly reviewing the best way to use support staff to give the maximum benefit to pupils.
Definition of Special Educational Needs and Disability
(as defined in the Special Educational Needs Code of Practice 0-25 years) 2014
What are special educational needs and/or disabilities (SEND)?
- a) ‘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.
- b) A child of compulsory school age or a young person has a learning difficulty or disability if he or she—
- has a significantly greater difficulty in learning than the majority of others of the same age, or
- has a disability which 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 or mainstream post-16 institutions.
- c) A child under compulsory school age has a learning difficulty or disability if he or she is likely to be within subsection (2) when of compulsory school age (or would be likely, if no special educational provision were made).
What is a disability? (D)
A person has a disability if –
(a) has a physical or mental impairment, and
(b) the impairment has a substantial and long-term adverse effect on the pupil’s ability to carry out normal day-to-day activities.’
Identification of Special Educational Needs or Disabilities.
Identification of SEND may have occurred prior to a pupil’s enrolment at school. If this is the case then school will seek appropriate advice and support from the relevant school and external agencies. This then informs the provision that is put in place for the pupil at school
When a concern is identified after the child has started school, the class teacher will liaise with the SENCO and parents/carers to ensure all are aware and can plan the best ways forward together. This may involve the teacher adapting certain aspects of their classroom practice or requesting that the parent/carer seek the advice of the GP or Optician. Should this not suffice to overcome the concern and a significant and/or persistent difficulty remains apparent, the pupil will be deemed as having Special Education Needs and or Disability.
Upon identification of such difficulties the school will seek to put in place additional educational provision. This may be long or short-term dependent upon the nature of the special need and the progress made by the pupil.
There are four broad areas that give an overview of the difficulties a pupil may have. However it is important to note that a pupil’s needs may cross one or more of the following:
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health difficulties
- Sensory and/or physical needs
(This may also include some medical conditions such as cancer, epilepsy, asthma which have considerable impact on a child’s education)
The Graduated Response
The progress the child makes within any intervention will be reviewed at the end of the agreed time. Then we will plan the most appropriate next step
The SEN Code of Practice (2014) describes a ‘graduated response’ to identifying and removing barriers to learning in order to put effective special education provision in place. (see below)
An appropriate intervention will be identified by the Inclusion Manager, SENCo and Class Teacher and parent/carers will be informed. The intervention will have clear targets and ways to measure progress
We will assess the full needs of the child through on-going teacher assessments, the accountability process, parent/carer meetings and reports from outside agencies. This will inform what interventions are best suited to meet the needs of the child
The kinds of interventions within this ‘graduated response’ are as follows:
Universal – All pupils will benefit from:
- High quality learning through the provision of high quality teaching; both formal and informal.
- Formal learning and teaching that is differentiated to need and enables the vast majority of pupils to make good or better progress.
- On-going and timely assessments which inform any further provision needed.
Targeted Support – Some pupils may benefit from:
- Small-group intervention for pupils who may be expected to ‘catch up’ with their peers as a result of the intervention.
If a pupil has not made the required progress then the appropriate referral will be made to outside professional support (see below).
Specialist Support – A few pupils may benefit:
- Specific targeted intervention for individuals. These pupils may have specific and/or exceptional needs that require the support from outside professionals. We will then incorporate appropriate advice and recommendations into any education plans for the pupil.
Outside Agencies who help us achieve inclusive practice and meet specific needs
In achieving provision which will meet the wide range of pupils’ differing needs at Limes Farm Infant and Nursery School we are supported
by a number of specialised health or educational bodies.
Those agencies most commonly involved in supporting pupils are:
- The Speech and Language Therapy Service to Schools (SALTs)
- The Occupational Health Therapy Service for Pupils (OTs)
- Child and Adolescent Mental Health Service (CAMHS)
- The Child Development Clinic (CDC)
- The School Nursing Service
- The Educational Psychology Service (EPS)
- Services for the Hearing
Children with ‘Exceptional’ Needs
The majority of SEN pupils will have their needs met through mainstream provision, however in a minority of cases and only when a pupil presents with needs which are so ‘exceptional’ as to necessitate a very high level of additional support, the school will make representation to the Local Authority to secure exceptional funding. The SENCo and when appropriate a Specialist Teacher from the local authority takes the leading role in securing, reviewing and managing provision for pupils who have exceptional needs. Parents are entitled to ask the Local Authority to conduct an Education, Health and Care (EHC) needs assessment. If it is felt that this is necessary the LA will follow the statutory guidelines and produce a ECH Plan. (SEND Code of Practice 2014)
More information regarding support for children with Special Educational Needs and Disabilities can be found on our website www.limesfarminf.co.uk. You can also find more information about services across Essex by visiting http://http://www.essexlocaloffer.org.uk/
English as an Additional Language
The term EAL (English as an Additional Language) is used to refer to pupils whose main language at home is other than English.
- EAL pupils, from complete beginners to those with considerable fluency, will have varying degrees of difficulty in accessing the full curriculum and in achieving their full potential. Research has shown that those new to
- English will acquire conversational fluency in two years, but will need a minimum of five years to achieve competence in academic English. Such pupils will need language support if they are to reach their full potential.
- Therefore our main aim is for all EAL pupils to become confident in speaking, listening, reading and writing to enable them to access the curriculum and communicate effectively with their peers and other adults.
- The provision of this support fulfils the requirements of the Race Relations Act of 1976 which seeks to promote Equality of Opportunity and to eliminate discrimination in the provision of education.
Identification and Assessment
- Pupils who are EAL are identified upon starting the school. If it is clear that a pupil’s fluency levels are low then they will be assessed by the school’s Speech and Language Therapist
- This assessment will be done within the first half term of the pupil entering school. Regular support and monitoring involving the Class Teacher, LSA and SENCo will continue through the academic year
- Staff are aware of good EAL practices in all areas of school life.
- EAL pupils on lower stages of English acquisition can be buddied with a more confident pupil who speaks the same language or with an English speaking pupil as appropriate.
- Classrooms are highly visualised environments – dual-language texts, labels and visual support within lessons.
- Differentiation is used within lessons to help English acquisition.
More Able and Talented
Gifted refers to students who achieve, or have the ability to achieve, significantlyabove average in one or more of the core National Curriculum subjects.
More Able pupils
More Able refers to students who achieve, or have the ability to achieve,significantly above average in one or more of the core National Curriculum subjects or who have the ability to achieve, above average in one or more of the National Curriculum subjects.
Talented refers to those students who achieve, or have the ability to achieve,significantly above average in
other areas such as art, performing arts and physical education (these could include a range of non-traditional areas).
We use a range of strategies to identify more able and very able pupils. The identification process is on-going and begins when the pupil joins our school and involves staff, pupils, parents and carers.
Data taken into account will include:
- Information from the termly Progress Meetings
- Information from parents and carers
- Information from previous teachers or pre-school records
- Discussions with pupils
- Identification by staff using professional judgements, classwork and test and assessment results.
Teaching, Learning Curriculum and Organisation
- As appropriate, teachers will provide differentiated activities and a range of support and resources for more able and talented pupils.
- Ongoing assessment against year group objectives are maintained and used formatively to set new curriculum targets for individuals so that they can achieve at the highest level and always aim to make further progress. Pupils are involved in this process.
- In addition and especially at the end of Key Stages, extension activities that are more demanding of their abilities or enrichment activities that provide new and different ways of working will be provided.
See also the More Able and Gifted Policy.
Monitoring and Review of the Inclusion Policy
The Head teacher will monitor the effectiveness of this policy on a regular basis. The Head teacher will report to the Governing Body on the effectiveness of the policy at least annually and, if necessary, makes recommendations for further improvements.
Approved by Governors: November 2015
Date of review: November 2016