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“Let Your Light Shine!” - Matthew 5:16

Shirley Avenue

Gomersal

Cleckheaton

Bradford

BD19 4NA

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SEND Policy


  • Approved by: Jane Barker
  • Date: 18.05.2021
  • Last reviewed on: 18.05.2021
  • Next review due by: 08.09.2024

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Our vision for each member of our community stems from Matthew 5:14-16

“You are the light of the world. A town built on a hill cannot be hidden. Neither do people light a lamp and put it under a bowl. Instead they put it on its stand, and it gives light to everyone in the house. In the same way, let your light shine before others, that they may see your good deeds and glorify your Father in heaven.”

Definitions of special educational needs (SEN) taken from section 20 of the Children and Families Act 2014.4

A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them. A child of compulsory school age or a young person has a learning difficulty or disability if they:

  1. have a significantly greater difficulty in learning than the majority of others of the same age; or
  2. have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.

A child under compulsory school age has special educational needs if they fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them. Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.


This policy details Gomersal St Mary’s inclusive provision for all pupils, including those with Special Educational Needs and pupils identified as Gifted and Talented.

Key Contact Information

Type of school:Church of England Controlled School
Specialist provision on site:None
Head Teacher:Miss Jane Barker
Inclusion Manager:Mrs Kirsty Hemingway
Governor with responsibility for SEN:Mrs Maxine Goodall
School office Email:office@gsmcep.co.uk
SENCo Email:kirsty.hemingway@gsmcep.co.uk
School office Telephone:01274 874550
Local offer website link:kirkleeslocaloffer.org.uk
Age Range:3 – 11 years
Funding:Kirklees LA

Introduction

We believe that every child and adult can shine and that this can be for the benefit of all. We recognise that we are all special in God’s eyes and have unique talents, which we nurture so that each of us has the opportunity to become the very best person that God intended us to be. We do not want the brilliant things that we do and learn to be hidden. We want to encourage our children to aspire to great things and for the light of their lives to shine and make a difference in their classrooms, throughout the school and when they return home and into their community. As we all demonstrate our Christian values of: Resilience, friendship, love, forgiveness and respect, in a supportive atmosphere of mutual respect and trust, our hope is that light will shine from St Mary’s in many ways, every day – for the benefit of all and for the glory of God

This policy and information report 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 SEN and disabilities
  • The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEN co-ordinators (SENCOs) and the SEN information report.

This policy should be read in conjunction with the following guidance, information and policies:

  • The Equality Policy
  • The Accessibility Plan
  • The school’s SEN information on the school website (SEN Report)
  • The LA Guidance – ‘Children & Young People with SEN; Guidance – School Based Support’
  • Statutory Guidance on Supporting Pupils at School with Medical Conditions (April 2014)
  • The Safeguarding Policy

In accordance with the overarching principle of the new Code of Practice, this policy has been co-produced with:  The Headteacher, deputy headteacher and the Inclusion Manager.

Along with the Governing Body, the Headteacher has overall responsibility for this policy. The Special Educational Needs Co-ordinator (SENCo) has responsibility for co-ordinating Special Educational Needs and gifted and talented provision within school.

The responsibilities of the Special Educational Needs Co-ordinator are:

  • To assist and support staff in school on all aspects of SEN
  • To co-ordinate and monitor the whole school IEP cycle
  • To monitor Individual Education Plans
  • To distribute new IEPs to parents
  • To liaise with external agencies regarding support provided for children with SEN
  • To develop the SEN policy
  • To keep the SEN governor informed about SEN practice in school
  • To chair and attend annual reviews for children with Statements of Educational Need
  • To liaise with parents of children with SEN
  • To update and maintain whole school SEN statistics.

Aims

At Gomersal St Mary’s we aim to maximise each child’s full potential. We recognise and value each child as an individual. We are committed to giving all our children every opportunity to achieve their full potential, irrespective of ethnicity, attainment, age, disability, gender or background.

At our school we strive to consistently evolve and improve our practice so that we can provide a fully inclusive environment. Barriers to learning and participation are identified and removed and preventative measures introduced. We are able to do this through a whole school approach that recognises different groups of children within our school:

  • learners with special educational needs
  • talented and gifted learners
  • learners with disabilities
  • learners with emotional, behavioural or social needs
  • learners from different ethnic groups
  • learners for whom English is an additional language
  • girls and boys
  • learners with emotional, behavioural or social needs
  • disaffected learners
  • children in public care
  • learners from different faiths

Definitions

A pupil has SEN if they have a learning difficulty or disability which calls for 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 the majority of 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.

At Gomersal St Mary’s we define Gifted and Talented as:

Children that are GIFTED are those who achieve or show potential to achieve levels in one or more academic subjects that are significantly above the national average level expected for the child’s age.

TALENTED children are those who demonstrate flair and ability in non-academic areas. This could be within the school curriculum but talents such as leadership, creative imagination, or highly developed social skills will also be acknowledged.

Identification of Gifted and Talented Pupils

At St Mary’s, a gifted or talented pupil will be identified from a judgement made from the analysis of various sources of information including:

  • Teacher nomination (based on classroom observation, discussions with pupils, work scrutiny)
  • Assessment results (e.g. SATS, Foundation Profile)
  • Specialist teacher identification

We also recognise that a Gifted and Talented pupil could be under-achieving and low in motivation and therefore the observations of the teacher, outside agencies and individuals such as sports coaches/ music teachers, are of equal importance to school based test results.

Once identified, pupils will be placed on the Gifted and Talented register, which notes their particular abilities. The parents of these children will be informed of any additional provision the school makes for their child.

Roles and responsibilities

SENCO

The SENCO is Kirsty Hemingway

They will:

  • Work with the headteacher and SEN governor to determine the strategic development of the SEN policy and provision in the school
  • Have day-to-day responsibility for the operation of this SEN policy and the co-ordination of specific provision made to support individual pupils with SEN, including those who have EHC plans
  • Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEN receive appropriate support and high quality teaching
  • Advise on the graduated approach to providing SEN support
  • Advise on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
  • Be the point of contact for external agencies, especially the local authority and its support services
  • Liaise with potential next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned
  • Work with the headteacher and governing board to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements
  • Ensure the school keeps the records of all pupils with SEN up to date

 The SEN governor

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 on this
  • Work with the headteacher and SENCO to determine the strategic development of the SEN policy and provision in the school

The headteacher

The headteacher will:

  • Work with the SENCO and SEN governor to determine the strategic development of the SEN policy and provision in the school
  • Have overall responsibility for the provision and progress of learners with SEN and/or a disability

Class teachers

Each class teacher is responsible for:

  • 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 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 SEN policy

All staff can access:

  • The SEN Policy;
  • A copy of the full SEN Register.
  • Guidance on identification of SEN in the Code of Practice
  • Information on individual pupils’ special educational needs, including pupil profiles, targets set and copies of their provision map.
  • Practical advice, teaching strategies, and information about types of special educational needs and disabilities.
  • Information available through Kirklees’s SEND Local Offer

In this way, every staff member will have complete and up-to-date information about all pupils with special needs and their requirements which will enable them to provide for the individual needs of all pupils. This policy is made accessible to all staff and parents in order to aid the effective coordination of the school’s SEN provision.

The National Curriculum

The National Curriculum is our starting point for planning a curriculum that meets the specific needs of individuals and groups of children. We meet these needs through:

  • setting suitable learning challenges;
  • responding to children’s diverse learning needs;
  • overcoming potential barriers to learning and assessment for individuals and groups of pupils, recognising these groups may be fluid and responding with flexibility;
  • providing other curricular opportunities outside the National Curriculum to meet the needs of individuals or groups of children ( such as speech and language therapy)

We achieve educational inclusion by continually reviewing what we do, through asking ourselves these key questions:

  1. do all our children achieve their best?
  2. are there differences in the achievement of different groups of children?
  3. what are we doing for those children who we know are not achieving their best?
  4. are our actions effective?
  5. are we successful in promoting racial harmony and preparing pupils to live in a diverse society?

The data we gather annually, using the school’s system of progress trackers, help us to review our children’s progress against these criteria.

Teachers ensure that all children:

  • feel secure and know that their contributions are valued;
  • appreciate and value the differences they see in others;
  • take responsibility for their own actions;
  • are taught in groupings that allow them all to experience success;
  • use materials that reflect a range of social and cultural backgrounds, without stereotyping;
  • have a common curriculum experience that allows for a range of different learning styles;
  • have challenging targets that enable them to succeed;
  • participate fully, regardless of disabilities or medical needs.

Target Setting

We aim to give all our children the opportunity to succeed and reach the highest level of personal achievement. At the start of each year, the head and deputy set aspirational targets for all pupils. When the attainment of a child falls significantly below the expected level, teachers enable the child to succeed by planning work that is in line with that child’s individual needs. Target cards are implemented and the targets are set at a suitable level, including the use of P scales. Where the attainment of a child significantly exceeds the expected level of attainment, teachers use materials from the mastery approach to extend the breadth of work within the area or areas for which the child shows particular aptitude. Factors  other than SEND may impact on progress and attainment: attendance and punctuality, English as an Additional Language, being a Looked After Child, health and welfare, being in receipt of Pupil Premium, Disability (the Equality Act and the Code of Practice state that schools and settings have a duty to make ‘reasonable adjustments’ – these alone do not constitute SEN). Therefore, when evaluating progress these things will be taken into consideration.

SLT and teachers analyse the attainment of different groups of pupils termly to ensure that all pupils are achieving as much as they can. We also make ongoing assessments of each child’s progress. SMT and teachers use this information when planning their lessons and for interventions. It enables them to take into account the abilities of all their children. For some children, we use the programmes of study from earlier key stages. The Teachers plan and organise evidence-based interventions for pupils who need support to ‘close the gap’ and for gifted and talented/high achieving pupils to make even more progress and achieve their full potential.

The Code of practice specifies that there are four broad areas of need:

  • Communication and Interaction (including Autism Spectrum Disorder)
  • Cognition and Learning
  • Social, emotional and mental health difficulties
  • Sensory and/or physical needs.

Every effort will be made to educate pupils with any of the above needs alongside their peers in a mainstream classroom setting. Where this is not possible, the SENCO will consult with the child’s parents for other flexible arrangements to be made. Pupils with SEND will be given access to the curriculum through the specialist SEN provision provided by the school as is necessary, as far as possible, taking into account the wishes of their parents and the needs of the individual.

Regular training and learning opportunities for staff on the subject of SEN and SEN teaching are provided both in school and across the family of schools. Staff members are kept up to date with teaching methods which will aid the progress of all pupils including those with SEN. In class provision and support are deployed effectively to ensure the curriculum is differentiated where necessary. We make sure that individual or group tuition is available where it is felt pupils would benefit from this provision.

Partnerships with Families

We firmly believe in fostering strong partnerships with families. We recognise that parents have a unique overview of their children have a valuable contribution to make regarding the SEN or Gifted and Talented provision made in school. Families are kept informed of any specific provision made for their child.  Families are consulted when formulating Target Cards and are invited to attend reviews and parent consultation evenings. Their child’s progress and attainment will also be formally reported on in the child’s annual report given to families.  Families of pupils with an EHCP will also be invited to attend and contribute to the annual review of the child’s EHCP.

External Agencies

When the school, with parental permission, has sought the support of external agencies, the SENCo will co-ordinate their involvement.

A number of external agencies may be consulted:

  • The school nurse
  • Communication and Interaction Service
  • Speech and Language
  • Occupational Therapist
  • Educational Psychologist
  • Physiotherapist
  • CAMHS
  • Other agencies as required

A Graduated, Whole School Approach to SEN Support

Class and subject teachers are accountable for the progress and development of children and young people in their class. They oversee the work of any support staff in their lessons and collaborate with any specialist staff. Their planning takes additional adult support into account and is discussed with those staff. However any intervention and support does not replace high quality teaching.

Quality First Teaching

  1. Any pupils who are falling significantly outside of the range of expected academic achievement in line with predicted performance indicators and grade boundaries will be monitored.
  2. Once a pupil has been identified as possibly having SEN they will be closely monitored by staff in order to gauge their level of learning and possible difficulties.
  3. The child’s class teacher will take steps to provide differentiated learning opportunities that will aid the pupil’s academic progression and enable the teacher to better understand the provision and teaching style that needs to be applied.
  4. The SENCO will be consulted as needed for support and advice and may wish to observe the pupil in class.
  5. Through (b) and (d) it can be determined which level of provision the child will need going forward.
  6. If a pupil has recently been removed from the SEN register they may also fall into this category as continued monitoring will be necessary.
  7. Families will be informed fully of every stage of their child’s development and the circumstances under which they are being monitored. They are encouraged to share information and knowledge with the school.
  8. The child is recorded by the school as being under observation due to concern by parent or teacher but this does not automatically place the child on the school’s SEN register. Any concerns will be discussed with parents informally or during parent’s evenings.
  9. Parent’s evenings are used to monitor and assess the progress being made by children.

SEN Support Where it is determined that a pupil does have SEN, parents will be formally advised of this and the decision will be added to the SEN register. The aim of formally identifying a pupil with SEN is to help school ensure that effective provision is put in place and so remove barriers to learning.

The support provided consists of a four – part process:

  • Assess
  • Plan
  • Do
  • Review

This is an ongoing cycle to enable the provision to be refined and revised as the understanding of the needs of the pupil grows. This cycle enables the identification of those interventions which are the most effective in supporting the pupil to achieve good progress and outcomes.

Assess

This involves clearly analysing the pupil’s needs using the class teacher’s assessment and experience of working with the pupil, details of previous progress and attainment, comparisons with peers and national data, as well as the views and experience of parents. The pupil’s views and where relevant, advice from external support services will also be considered. Any parental concerns will be noted and compared with the school’s information and assessment data on how the pupil is progressing. This analysis will require regular review to ensure that support and intervention is matched to need, that barriers to learning are clearly identified and being overcome and that the interventions being used are developing and evolving as required. Where external support staff are already involved their work will help inform the assessment of need. Where they are not involved they may be contacted, if this is felt to be appropriate, following discussion and agreement from parents.

Plan

Planning will involve consultation between the teacher, SENCO and parents to agree the adjustments, interventions and support that are required; the impact on progress, development and or behaviour that is expected and a clear date for review. Parental involvement may be sought, where appropriate, to reinforce or contribute to progress at home. All those working with the pupil, including support staff will be informed of their individual needs, the support that is being provided, any particular teaching strategies/approaches that are being employed and the outcomes that are being sought.

Do

The class teacher remains responsible for working with the child on a day-to-day basis. They will retain responsibility even where the interventions may involve group or one-to-one teaching away from the main class teacher. They will work closely with teaching assistants and to plan and assess the impact of support and interventions and links with classroom teaching. Support with further assessment of the pupil’s strengths and weaknesses, problem solving and advising of the implementation of effective support will be provided by the SENCO.

Review

Reviews of a child’s progress will be made regularly. The review process will evaluate the impact and quality of the support and interventions. It will also take account of the views of the pupil and where necessary their parents. The class teacher, in conjunction with the SENCO will revise the support and outcomes based on the pupil’s progress and development making any necessary amendments going forward, in consultation with parents and the pupil.

Referral for an Education, Health and Care Plan

Some children and young people on the SEN Register may have more significant SEN, and there may be a number of specialist services involved with the child and their family. As a result of the monitoring cycle, it may be felt that they are not making the expected progress towards identified outcomes, despite the relevant and purposeful action taken to identify, assess and meet their needs, and if so a request can be made for an Education, Health and Care (EHC) assessment of need. This would involve the child/young person, parents/carers, and all agencies involved with the child, and may lead to the issuing of an Education Health and Care Plan (EHCP) which will bring together health and social care needs, as well as their special educational needs and provision. Children and young people with an EHCP continue to be the responsibility of the teacher and may access some further intervention or support within school. Their progress will be monitored by the school and also through an annual review, where the outcomes on the EHCP will be considered.

The application for an Education, Health and Care Plans will combine information from a variety of sources including:

  • Families
  • Teachers
  • SENCO
  • Support staff
  • Social Care
  • Health professionals

Information will be gathered relating to the current provision provided, action points that have been taken, and the preliminary outcomes of targets set. A decision will be made by a group of people from education, health and social care about whether or the child is eligible for an EHC Plan. Parents have the right to appeal against a decision not to initiate a statutory assessment leading to an EHC Plan.

Supporting Pupils/Students and Families

We aim to work in partnership with our parents and families and to ensure that they are fully informed about all matters relating to their child’s SEN. Our SEN Report is on our website and is updated regularly, and we guide parents towards the LA Local Offer for information about wider services. In addition to information about the personalised support we offer their child, we also provide information about:

Supporting Pupils at School with Medical Conditions

At Gomersal St Mary’s School we recognise that children and young people at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Some children and young people with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010.

Some may also have SEN and may have a statement, or Education Health and Care Plan (EHCP). If so, the SEND Code of Practice (2014) is followed.

At the start of the school year or at the start of a child’s school career, parents are asked to complete medical forms for their child. If the child has a significant need parents, together with Mrs Sheard and Mrs Hemingway will be required to complete a Medical Health Care Plan. This plan identifies the child’s need and the support they will be given in school. E.G. Medication, extra support, rests etc.

This plan is then shared with the relevant staff, within school and there are photographs of the children, who have a Medical Health Care Plan, with a short description of their need placed in the staff room.

If a child has Asthma then parents are asked to complete an Asthma card which requires a doctor or nurse to indicate which inhaler the child has. Inhalers are then placed in a clearly marked box in each classroom. They are checked termly by staff in order to ensure they are in date.

Resources

  1. Funding for SEN

All schools receive an amount of money to support children and young people with special educational needs. This is provided as part of the schools’ block formula allocation. It is the responsibility of each school to ensure that they have a ‘notional budget’ which caters sufficiently for the special educational needs of the children and young people within their school. The Education Funding Agency describes the funding available within schools for SEN pupils as being made up from 3 elements:

Element 1

Core Educational Funding

Mainstream per pupil funding (AWPU)

Element 2

Schools Block Funding

Contribution of up to £6k for additional support required by children and young people with high needs, from the notional SEN budget.

Element 3

High Needs Top Up

Top Up funding from the LA to meet the needs of individual children and young people with EHC plans.

The amount of money in the schools’ block funding identified for Element 2 is based on a formula which is agreed between the schools and the Local Authority.  Schools receive an annual school block allocation made up of a number of elements in order to enable them to support special educational needs within the school and specifically to fund the first £6,000 of a pupil’s SEN support.

Additional resources for individual statements and EHC plans – Element 3 are allocated by top-up funding from the High Needs block budget.  The level of top up funding for each pupil is allocated at four levels i.e. A, B, C or D depending on the type and level of need of each pupil.   High Needs pupils with statements or EHC plans are therefore supported by a combination of school block funding (Element 2) and high needs top-up funding (Element 3).


  1. Workforce Development

An induction process is in place for all teachers and support staff and this includes a meeting with the SENCO to explain the systems and structures in place to support the needs of individual children and young people.


The school’s SENCO regularly attends the LA’s SENCO network meetings in order to keep up to date with local and national issues in SEND.

Roles and Responsibilities

  • The SEN Governor is Mrs Goodall she meets regularly with Kirsty Hemingway, three times a year, and monitors the progress of pupils with SEN
  • The school employs 11 members of support staff. They carry out a range of roles across the school (E.G. Working 1:1 with children, supporting small groups, delivering intervention programmes, delivering read, write ink and working as lunch time and breakfast club supervisors) and are line managed by the SLT. They work closely with the class/subject teachers who oversee their work and plan with them.
  • The Designated Teachers for Safeguarding are Miss Jane Barker and Miss Anna Joyce.
  • The member of staff responsible for Looked After Children is Miss Jane Barker
  • The staff responsible for managing the school’s responsibility for meeting the medical needs of pupils/students are: Miss Jane Barker, Miss Anna Joyce and Mrs Kirsty Hemingway.

Storing and Managing Information

All documents relating to children and young people on the SEN Register are stored for a period of  twenty five years after they leave school. All IEP’S, provision maps, reviews and assessments will be kept. When a child leaves a copy of this information will be sent to their next school.

Bullying

The school has an Anti-Bullying Policy which can be accessed via the school website (www.gomersalstmarys.co.uk) or from the school office.

Disapplication and modification

The school can, where necessary, modify or dis-apply the National Curriculum and its assessment arrangements. Our school policy is to do this only in exceptional circumstances. The school makes every effort to meet the learning needs of all its children, without recourse to disapplication or modification. We achieve this through greater differentiation of the child’s work, or through the provision of additional learning resources. When necessary, we also support learning through appropriate external specialists. In such cases, teachers work closely with these specialists to support the child.

In exceptional circumstances, we may decide that modification or disapplication is the correct procedure to follow. We would only do this after detailed consultation with parents/carers and the LA. The school’s governor with responsibility for special educational needs would also be closely involved in this process. We would ensure that every effort had been made to provide the necessary support from within the school’s resources before considering such action.

Should we go ahead with modification or disapplication, we would do so through:

  • section 364 of the Education Act 1996. This allows modification or disapplication of the National Curriculum, or elements of it, through a statement of special educational needs;
  • section 365 of the Education Act 1996. This allows the temporary modification or disapplication of the National Curriculum, or elements of it.
  • use of the national guidelines, updated annually.

Evaluating the success of the school’s SEND policy

The Headteacher and Governing Body will report on the success of the policy through updates via the Headteacher’s report. Pupil progress analysis reports and the views of teachers, pupils and parents will provide evidence for the success of the Inclusion policy.

The SENCO will hold details of all SEN records for individual pupils.

Summary

In our school, we value each child as a unique individual. We will strive to meet the needs of all our children, and ensure that we meet all statutory requirements related to matters of inclusion.

Complaints

The school’s complaints procedure is published on the school website. The Code of Practice outlines the guidance that the LA must set up for preventing and resolving disagreements. These will be explained to families if required.