Brighton Hill Community School

with specialist sports status

Brighton Hill Community School

with specialist sports status
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Home >> Information >> Policies >> 17. Special Educational Needs and Disability (SEND)

Published on - 12-02-2015

17. Special Educational Needs and Disability (SEND)

Part 1: Principles
Brighton Hill Community School is an inclusive mainstream comprehensive school and is committed to meeting the needs of all of the students.

1.2 Objectives:

  • To meet the requirements of the Education Act (1966), The Special Educational Needs (SEN) & Disability Act (2001) and The SEN Code of Practice (2015).
  • To identify students with SEN and disabilities and ensure that their particular needs are met.
  • To ensure that parents/carers are informed about their child’s SEN and that there is regular, effective communication between parents/carers and the school.
  • To ensure that learners are given the opportunity to express their views and are fully involved in any decisions which affect their education.
  • To continue to promote effective partnerships with outside agencies.
  • To ensure that all students have the right to an accessible and relevant curriculum, appropriate to their needs as individuals.
  • To ensure that all staff employed by the school and parents/carers are aware of and understand the operational structures and procedures employed by the school in identifying and responding to students’ Special Educational Needs and Disability (SEND).

1.3 Definition of Special Educational Needs and Disability:
Children have special educational needs if they have difficulty accessing the curriculum, either temporary or more long-term, which calls for special educational provision to be made for them.

Many students find aspects of learning difficult, however, it must be remembered that Special Educational Provision is underpinned by high quality teaching and therefore, it is compromised by anything less.

Students have difficulty accessing the curriculum if they:

a) have a significantly greater difficulty in learning than the majority of children of the same age; or
(b)  have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority
(c)  are under compulsory school age and fall within the definition at (a) or (b) above or would so do 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.

Special educational provision is defined as

An educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LA, other than special schools, in the area.  (SEND Code of Practice, 2015)

BHCS recognises that some students who experience difficulty in accessing the curriculum may have a particular gift or talent. This is addressed through the Gifted and Talented          Provision in addition to any provision made for their specific need.

SEN Provision may be triggered when, despite having access to a differentiated Schemes of Work (SoW), students fail to make adequate progress.

Lack of adequate progress may be indicated by:

  • Working at levels significantly below age expectations (2 standard deviations), particularly in literacy & numeracy.
  • Little or no progress despite the use of a differentiated curriculum & targeted teaching approaches.
  • Difficulty with communication or interaction which requires specific adaptation to access the curriculum.
  • Persistent emotional or behavioural difficulties which have not been managed by the appropriate strategies that the school usually employs.
  • Physical or sensory impairments that result in little or inadequate progress despite the provision of appropriate aids.

1.4 Curriculum Support (Provision):

  • Most students will receive the full range of provision as prescribed by the National Curriculum via teaching and learning materials appropriate to their needs and abilities. Some students, particularly those with a Statement of SEN/EHCP may require an alternative approach or modification to the curriculum.
  • Teaching groups are differentiated by ability.  Students with SEND will be assigned to appropriate teaching groups within each Faculty and may have the support of TAs.
  • Alternative Provision programmes are implemented by the Flexible Learning Centre (FLC) Manager and Assistant Headteacher, to ensure appropriate programmes are available for students with SEND. 
  • In addition, Post 16 provision is supported by the FLC Manager who will support the applications to further education centres for students with SEND.

Part 2: Structural Arrangements

2.1 The SEN Co-ordinator:
Helen Macdonald – qualification.

The Head of Learning Support:
Wendy Cornelius - Level Diploma in Teaching & Assessing Students with Specific Learning Difficulties.
 
2.2 Roles and Responsibilities

The roles and responsibilities of school personnel with regard to SEN are outlined below; they are in accordance with the 2015 SEN Code of Practice guidelines and the school job descriptions.

The Governing Body:

  • In partnership with the Headteacher, the Governors determine the school’s general policy and approach to provision for students with SEND
  • Ensure that the Headteacher sets priorities and objectives for SEN provision in the school development plan. 
  • Are aware of the SEN school’s provision, including staffing, funding and equipment.
  • Provide an annual report to parents via the school website.

The Headteacher:

  • Will set SEND priorities and objectives within the school development plan in communication with the governing body.
  • Line-manage day to day SEND provision for students. This will include setting an SEND budget to support students within the school’s overall financial resources.
  • Be responsible for recruitment and deployment of the school’s Learning Support Team.

The SENCo

  • Oversees day to day operation of this policy and ensures that an agreed, consistent approach is adopted.
  • Disseminates information and raises awareness of SEND issues throughout the school. 
  • Co-ordinates the provision for students with SEND.
  • Liaises with and advises other members of staff.
  • Ensures that students who need extra support are identified early, and that appropriate provision is made to meet their individual needs.  
  • Supports the teaching and learning of students with SEND by advising/ supporting class teachers in devising strategies, setting individual targets appropriate to the student’s needs and advising on appropriate resources/materials for use with students with SEND and the effective use of in-class support.
  • Keeps accurate individual records of all students with SEND and maintains the SEND Register.
  • Assists in the monitoring and evaluation of SEND student progress through TA data capture analysis.
  • Monitors the delivery, within Faculties, of the SEND Policy.
  • Liaises closely with parents/carers of students with SEND.
  • Liaises with outside agencies, arranges meetings and provides a link between these agencies, subject teachers and parents/carers as appropriate.
  • Contributes to the in-service training of staff.
  • Chairs the SEND Vulnerable Group.
  • Liaises with other SENCos, both locally and nationally.
  • Liaises with SENCos in local primary schools to aid a smooth transition to Year 7.
  • Prepares the SEND report for the Headteacher to present to the Governors.

The Head of Learning Support:

  • Supports the SENCo in all aspects of her role.
  • Lines-manages the teaching assistants. 
  • Carries out base line literacy assessments on Year 7 within the first few weeks of the Autumn Term.
  • Carries out baseline literacy assessments on any other new students, regardless of year group, on their first day and disseminates this information to the Flexible Learning Centre Manager in order that timetables can be drawn up as quickly as possible.
  • Oversees the twice yearly ARTi (reading comprehension) assessments of all students in Years 7-10. 
  • Analyses the ARTi data and provides a report for the Headteacher and Governors.
  • Attends annual JCQ updates on access arrangements. Disseminates all relevant information to the Exams Officer and teaching staff.
  • Carries out access arrangement eligibility assessments, draws up reports, applies to the relevant exam boards for access arrangements and notifies parents/carers, students and staff.
  • Liaises closely with the Exams Officer, co-ordinates the collection of evidence for each student with approved access arrangements and ensures that  ‘readers’ and ‘scribes’ are in place for both informal and formal examinations.
  • Carries out full diagnostic assessment of SpLD, visual stress assessment and other shorter assessments following referral by colleagues, outside agencies, parents and students as appropriate. 
  • Assists in the monitoring and evaluation of Gifted & Talented student progress through TA data capture analysis.
  • Liaises with the Assistant Headteacher responsible for G & T students, updates the G & T Register and participates in the G & T Vulnerable Group.

Subject Leaders:

  • All subject leads are aware of the School’s procedures for identifying, assessing and making provision for students with SEND to ensure progress is in line with minimum expected progress (KS3) and MEGs (KS4).
  • Will ensure appropriate curriculum provision and delivery is clearly stated within SoW, enabling and supporting student progress.
  • Have a responsibility to inform and share procedures with subject colleagues, including the dissemination and collation of SEND communicated updates which are kept in a central location within Faculty (Orange folder).

All Subject teachers:

  • Will be fully aware of the schools procedures for SEND, referring to the schools SEND register.
  • Will provide subject specific information/evidence for EHC Plans according to the schools SEND policy.
  • Take responsibility for ensuring that the needs of the students are catered for in their lessons, under the principle of Plan, Do, Review.
  • Will differentiate appropriately in light of individual needs, with reference to the schools Learning and Teaching Policy.
  • Will complete and review Personal Plans for SEND students, in line with agreed overall outcomes and individual SEND student needs.
  • Will monitor the progress of SEND students in line with their expected progress.
  • Will raise individual student concerns to the schools SENCO.
  • Will access and become familiar with the information provided on SEND students in Faculty  ‘Orange Folders’ and all confidential information securely within the faculty.

Teaching Assistants (TAs):

  • Keep up-to-date with the requirements of SEND policy, including the schools SEND register and intervention programmes.
  • Will support SEND students and the wider school population, including off-site visits.
  • Will plan and deliver individualised programmes where appropriate in support of progress and identified needs.
  • Work in partnership with the teacher and other staff to foster effective participation of students in the social and academic processes of school.
  • Will take responsibility for the completion and review of individual SEND student IEPs, communicating with all relevant stakeholders.
  • Regularly deliver, review and record levels of interventions in order to demonstrate support of identified students in line with their progress and identified learning needs.

2.3 Admission Arrangements
Admission to the school is in accordance with the Hampshire County Council Admissions Policy which is published in the school prospectus and on the Hampshire website. http://www3.hants.gov.uk/learning . Special educational needs will not be a reason for declining any student admission to the school except where the LA regard the school’s resourcing unsuited to the needs of the student.

2.4 Inclusion
At Brighton Hill Community School, all students irrespective of ability, race, gender or need, are respected and valued as individuals. This is reflected in the schools organisational and curriculum structure, its assessment and rewards systems, the arrangements made for careers’ education and to transition further education establishments. Students with SEND are integrated and included fully into the life of the school as a whole, including its social and cultural activities.

2.5 Complaints Procedure
Complaints from parents / carers about special educational needs provision should follow the school complaints procedure as outlined in the school prospectus. Copies of the complaints procedure are available from the school office.
Issues should be communicated to the class teachers, tutors, Heads of Year or SENCo in the first instance with a view to being resolved early.

2.6 MONITORING AND REVIEW PROCEDURE FOR THIS POLICY IS AS FOLLOWS:
The degree of success of the policy and its implementation will be evaluated using the following indicators:

  • Recorded views of students and parents or carers, particularly at meetings
  • Recorded views by teachers on students’ competence, confidence and social acceptability.
  • Observations of classroom support and interventions
  • Measurable or observable gains from students, particularly in terms of set targets, screening tests and other assessments carried out where appropriate and examination results. 
  • Evidence of planning and targeted expenditure for SEND
  • The SENCO reviewing procedures in consultation with Heads of Faculty, Subject Leaders, Heads of Year and outside agencies. 
  • The Headteacher will liaise with the Governor with Responsibility for Special Education Needs and the Chair of Governors to consider any information regarding complaints about SEND provision or other input related to SEND.
  • This policy will be reviewed annually.

Part 3: Identification, Assessment and Provision

3.1 Identification
The school uses the graduated response as outlined in “Special educational needs and disability code of practice:  0 to 25 years (2015)”. To help with this process, a variety of screening procedures are used and results are disseminated to teaching staff via SIMS Learning Gateway and the SEND register.

New intake Pupils in Year 7
a) Primary liaison

Primary schools are visited/contacted throughout the year prior to transfer. Any student identified as requiring SEND support or has an EHC Plan is referred to the SENCO.

The LA notifies the school about students who are transferring with EHC Plans in the Spring of Year 6, where practical the SENCO attends their annual review to ensure a smooth transition is made; relevant information is disseminated to teaching staff before transfer.


b) Initial screening

  • Initial screening tests such as Reading Accuracy, comprehension, ARTi or Vernon Spelling tests are untaken by all new students
  • CATS tests
    KS2 SATS

Other forms of identification:
Identification and assessment of students who may have special educational needs may be through:

  • Statement of SEN/EHCP and review or IPA
  • Observations
  • Key Stage 2 results
  • Performance in assessments
  • Individual diagnostic assessments
  • CAT test results
  • Years 7-10 are screened twice over an academic year using the ARTi reading test
  • Students can be referred for assessment by staff, parents/ carers and also via self-referral.

The findings of diagnostic and access arrangement assessments are sent out to parents / carers, Heads of Year and tutors. Recommendations are sent out to teaching staff and the SEND Register is updated.

3.2 Provision:
A graduated response is adopted for students identified as having SEND. A level and type of support is provided to enable to student to achieve at least expected progress. Provision is identified and managed by the SENCO but will be planned and delivered by teaching and support staff.

Interventions could include: numeracy/literacy booster groups, ELSA, SLCN and identified small group interventions.

Statutory Assessment/Education and Health Care Plans (EHC Plan):
If a student fails to make the expected progress and has demonstrated a significant cause for concern the school and/or a parent/carer may decide to request that the LA undertakes a statutory assessment. This may lead to the student being provided with an EHC Plan.

3.3 Provision to support access to curriculum and examination

  • Support is given to the Examinations Officer by the Learning Support Department during the administration of CAT tests during the Year 6 transition Days. This support will be based on the information gleaned from Primary Schools during the Summer Term visits by the transition team.
  • TAs will act as Scribes and/or Readers in public examinations for identified students.
  • Specific guidance on meeting the needs of students with medical conditions is available on the Hampshire Intranet for School staff
  • Once a student’s area of SEN has been identified, they are placed on the SEND Register as either School Support (K) or Statement of SEN/EHCP. Students with an Individual Plan of Action (IPA) from Primary School are also given support and recommendations contained therein are noted on the SEND Register.
  • Students, who are on the SEND Register and receive direct support through a Statement/ EHCP, group intervention or 1:1 support, will have a Personal Plan (PP), discussed and written up with the student with SMART targets that are reviewed either termly, half termly or following the intervention programme. 
  • Personal Plans will be completed by subject staff under the guidance of the SENCO and all PPs will be available for staff to access via SIMs, to inform them of student targets. 
  • All SEN Statements/EHCPs are reviewed annually.  The annual review ensures that all parties involved consider both the progress made over the previous twelve months and whether any amendments need to be made to the description of need or provision as set out in the Statement/EHCP.
  • Students with Individual Education Plans (IEPs) have SMART targets set by the TA responsible for the delivery of a specific intervention; these are reviewed at the end of the cycle.
  • It is the responsibility of individual Faculties at the school to ensure that the requirements of the National Curriculum are met for those students with SEND in partnership with the Learning Support department
  • Those students who join the school in Year 7 who are require additional targeted support to raise their progress in line with the rest of the cohort, will become members of the Nurture group (Zone 7 Provision) where they will receive a bespoke curriculum designed to meet their educational and social and emotional needs.

3.4 Continuous monitoring of individual progress
Monitoring of individual progress is completed rigorously by staff and individual reviews, screening tests and through procedures described in the schools Assessment Policy.

3.5 Provision of Curriculum support
The learning Support Department can help subject areas in the following ways (although this is not exhaustive list):

a) Curriculum development

  • Planning with individuals members of staff/faculties
  • Selection/design and preparation of appropriate materials
  • Selection/design of teaching strategies

b) Support Teaching:
This is achieved by working collaboratively with a subject teacher. The SENCO can assist by:

  • Planning appropriate programmes of work
  • Preparation of relevant and differentiated materials
  • Team and individual teaching
  • Helping to facilitate a wide range of teaching and learning styles
  • Evaluating and reviewing what has been achieved.

c) Withdrawal
Some students with special educational needs may be withdrawn 1:1 or within small group sessions; the withdrawal of students is kept to an absolute minimum in accordance with Brighton Hill Community School inclusive ethos.

d) In-service Training

  • All staff are encouraged to consider their personal and professional development as part of their performance review.  Appropriate training is delivered and/or located where possible.
  • The SENCo and Head of Learning Support will deliver INSET for staff as appropriate to the training needs of the school, and as and when new national SEND related issues arise. This will be co-ordinated by the Assistant Headteacher with responsibility for Performance Management/CPD.
  • Individual faculties can ask for INSET from the SENCO or Head of Learning Support as required for specific purposes or generic training.

3.6 Provision for Gifted and Talented students

  • It is recognised that our students may have a Special Educational Need at the other end of the spectrum of ability and appropriate provision is delivered under the supervision of the Head of Learning Support and the Assistant Headteacher with responsibility for Gifted and Talented students in liaison with individual faculties.

3.7 Allocation of resources and capitation

a) The School resources SEN provision through;

  • Qualified teacher staffing levels, to enable reduced teaching group sizes for groups with significant numbers of SEND students.
  • The provision of TAs to support students with a Statement of SEN/EHCP.
  • The provision of a Specialist Teacher to undertake diagnostic and access arrangement assessment and other literacy based assessments
  • Appropriate resources are allocated to children with SEND according to current need. This is monitored so that existing resources match those needs and new resources are purchased when necessary.
  • The provision of an SEND budget for consumable materials and capital resources.
  • Group support for students with an identified need

b) Capitation

  • The SENCo is allocated a faculty capitation each financial year
  • Individual faculties are responsible, through their own capitation allowances, for identifying subject specific materials or resources for students with additional needs.

Part 4: Partnerships

4.1 In school

  • The SENCo closely liaises with individual Senior Leaders, Heads of Faculty, Heads of Year and subject teachers  to share information and concerns in relation to students with SEND
  • School systems and procedures provide the mechanism through which SEND issues are discussed and disseminated.

4.2 Parents/Carers
Communication between staff and parents / carers is integral to the effective and appropriate support given to students with SEND.

  • Parents’ Evenings as scheduled at the start of the academic year.
  • Direct communication with the SENCO via letter, telephone, email or arranged appointment.
  • Attendance at Year 6 Annual Reviews for children with an Education & Health Care Plan (EHCP) to ensure initial contact has been made and to ensure a smooth transition into Year 7.
  • Direct communication with a designated TA via letter, telephone or email.
  • Communication through the tutor or Head of Year.

4.3 Students
Brighton Hill Community School acknowledges the student’s role as a partner in his/her own education.

  • Students are actively encouraged to be involved in decision making by attending all Reviews and to be involved with negotiating and evaluating their targets.
  • Student views are recorded as part of the Review process and their views are valued and listened to.

4.4 External support
The SENCo, Head of Learning Support and Flexible Learning Centre Manager will liaise with teaching staff, Heads of Year and parents/ Carers if external agency involvement is necessary in providing appropriate support and advice for students.

The main external agencies which are use (this is not an exhaustive list):

  • The Educational Psychologist
  • The Child and Adolescent Mental Health Service (CAMHS)
  • Careers Advisor
  • The Early Help Hub
  • Ethnic Minority Service
  • Speech and Language Service
  • Specialist Teaching Advising Service
  • Occupational Therapy
  • RELATE 
  • Support4SEND (Formerly Parent Partnership Service)

4.5 Between schools or Further Education establishments

a) The SENCO liaises with other SENCOs:

  • From  local Secondary schools to discuss local and national SEND issues
  • At Local Authority SEND update meetings.

b) The SENCO along with the Transition Manager/Head of Year 7 and the FLC Manager will liaise with:

  • Primary Schools and Post 16 Educational establishments to ensure efficient and effective progression to the relevant Key Stages in Education.
  • Post 16 providers are invited to the Annual Review of Year 11 Statemented/EHCP students and the SEN Personal Advisor Post 16 will be invited to all Annual reviews from Year 9 to ensure that appropriate support and allocation of resources is in place for a successful transition from secondary school.


Ratified:    May 2016 
Next review date:  May 2017

 


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