WWW.DISSERTATION.XLIBX.INFO
FREE ELECTRONIC LIBRARY - Dissertations, online materials
 
<< HOME
CONTACTS



Pages:   || 2 | 3 | 4 | 5 |

«To promote a culture of educational excellence, from within a caring and secure Islamic environment enriched with the values of discipline, mutual ...»

-- [ Page 1 ] --

Tauheedul Islam Girls’ High School and

Sixth Form College

To promote a culture of educational excellence, from within a caring and secure

Islamic environment enriched with the values of discipline, mutual care and

respect which extends beyond the school into the wider community.

ASPIRATION AND ACHIEVEMENT:

SUPPORTING PUPILS WITH SPECIAL

EDUCATIONAL NEEDS

Information Report, Policy and Guidance 2014-15 Document control This policy has been approved for operation within Tauheedul Islam Girls’ High School and Sixth Form College.

Date of last review November 2014 Date of next review July 2014 Review period 1 Year Policy status Statutory Owner Governing Body i Contents 1 Introduction

2 Background

2.1 The Children and Families Act 2014

2.2 What are schools required to do?

3 The link between special educational needs and disability

4 Meeting special educational needs

4.1 What needs can the school meet?

4.2 How we identify pupils who are having difficulties with learning and/or special educational needs

4.3 Involving parents in their child’s education

4.4 Arrangements for consulting children and young people with SEN and involving them in their education

4.5 How we assess and review progress

4.6 Preparing for transition

4.7 The approach to teaching children and young people with SEN and how adaptations are made to the curriculum and learning environment

4.8 The expertise and training of staff to support children and young people with SEN, including how specialist support will be secured

Evaluating the effectiveness of our provision

4.9

4.10 Inclusive practice

4.11 The social and emotional development of our pupils

4.12 Working with other professionals and practitioners

5 Arrangements for handling complaints about SEN provision

6 How funding is made available to school to meet the needs of pupils who have special educational needs at SEN Support stage

7 When would the school ‘refer to the Local Authority’?

8 Monitoring, evaluation and review

ii 1 Introduction This document sets out how Tauheedul Islam Girls’ High School and Sixth Form College provides support to ensure that children and young people who have special educational needs and/or disabilities can access an education which is inclusive and responsive to their individual needs. It describes our graduated response to providing support which will enable all our pupils to succeed and have high aspirations.

It describes the national requirements introduced by The Children and Families Act 2014 and how the school will meet the requirements through the funding made available to us through our budget and through other funding streams. It also sets out under what circumstances we would refer to the local authority for an Education, Health and Care needs assessment.

2 Background

2.1 The Children and Families Act 2014 The Children and Families legislation is wide ranging but this document is linked only to the areas which are about children and young people who have special educational needs/disability (SEND). The Act sets out a new context for ensuring that children and young people who have SEND are supported to access and benefit from the range of educational opportunities that are available, so that they are enabled to have fulfilling lives as members of their community. The Act is supported by statutory guidance, ‘Special educational needs and disability code of practice: 0-25’. It is this guidance to which all local authorities, all publically funded early years and education settings, including academies and free schools, and a range of national and local NHS bodies must ‘have regard’.

The Children and Families Act has introduced a new statutory plan called an Education Health and Care plan which will replace Statements of SEN. All new statutory assessments fall under the new regulations and existing Statements must be transferred to Education, Health and Care plans by summer 2017. The Act also introduces a single pre statutory stage called ‘SEN Support’ and this is relevant at all age levels and educational settings.

2.2 What are schools required to do?

Schools and governing bodies have responsibilities to ensure that they plan on the basis that, at all times, some individuals and groups of children/young people will be experiencing difficulties with learning. At Tauheedul Islam Girls’ High School and Sixth Form College we follow the advice of the Code of Practice to ensure that we follow a cycle of ‘assess, plan, do, review’ which leads to an ever increasing understanding of needs and how to address them. This is known as the ‘graduated

response’. In addition, there are specific duties on us and our governing body to:

 Publish information on the school website about the implementation of the governing body’s policy for pupils with SEND  Identify pupils with SEND, ensure parents are informed and provision is made in line with SEN and Disability Code of Practice and comply with Children and Families Act 2014 legislation  Publish the SEND policy and the school’s Local Offer (in conjunction with parents, pupils and the Local Authority) on the school website and review regularly 1  Publish information on SEND funding and provision and monitor expenditure  Appoint an SEND governor and Special Educational Needs Coordinator (SENCO) (see SEN Regulations 2014)  Maintain a current record of number of pupils with SEND  Ensure SEND provision is integrated into the School Improvement Plan  Monitor progress of SEND pupils and ensure provisions specified in Statements/ Education, Health and Care plans are in place  Ensure all policies take SEND into account through the Equality Impact assessments  Keep under constant review the arrangements for pupils present and future with a disability  Willingly admit all pupils who meet admissions criteria, whether or not they have SEND.





3 The link between special educational needs and disability Many children and young people who have special educational needs may also have a disability. The Equality Act 2010 defines disability as ’…a physical or mental impairment which has a long term and substantial adverse effect on their ability to carry out normal day to day activities’. In this context ‘long term’ means over a year and ‘substantial’ means ‘more than minor or trivial’. This definition includes long term health conditions such as asthma, diabetes, epilepsy, cancer and sensory impairments. Many children and young people who have these medical/health conditions will not have special educational needs and their safe and full access to learning and progress will be covered by the duties set out in The Equality Act, including the requirement on all public bodies to make reasonable adjustments.

This means that, where a child or young person has a disability, the way in which their needs are met will depend on the impact the disability has on their access to education. If, with the appropriate nondiscriminatory practices and reasonable adjustments, they can access education and make progress commensurate with their peers by accessing the resources ‘normally available’ to their educational setting, there will not be a need for them to be protected by an Education, Health and Care plan. Some of these children and young people with long term health conditions should have a Health Care Plan which addresses their safety, health and wellbeing whilst in the early years, school or college setting.

The Department for Education (DfE) have published new guidance, ‘Supporting pupils at school with

medical conditions’ which can be found at:

https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions

We have used this guidance to develop our policy in school.

4 Meeting special educational needs

4.1 What needs can the school meet?

A child or young person has special educational needs if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. The Code of Practice (2014) has the following definitions in paragraphs xiii to xvi.

–  –  –

A child under compulsory school age has special educational needs if he or she is likely to fall within the definition in paragraph xiv when they reach compulsory school age, or would do if special educational provision was not made for them

The Code of Practice defines special educational provision in paragraph xv as:

Special educational provision for children aged two and over is educational provision that is additional to or different from that made generally available for other children or young people of the same age by mainstream schools, maintained nursery schools, and mainstream post 16 institutions or by relevant early years providers. For a child under two years of age, special educational provision means educational provision of any kind.

National figures continue to suggest that as many as 1 in 5 children and young people are, at some stage, considered to have special educational needs. This means that mainstream schools, in particular, will always be employing a range of strategies to stimulate the learning of individual or groups of children.

Although the needs of children and young people often cross more than one ‘area of need’, the COP uses four main categories of need  Communication and interaction  Cognition and learning  Social, emotional and mental health difficulties  Sensory and/or physical needs.

At Tauheedul Islam Girls’ High School and Sixth Form College we will ensure that we meet the needs of all our pupils through the provision we have available, the advice and support of other specialist professionals and practitioners and by ensuring that we have the resources available. We have an Access and Inclusion Team who lead the support for pupils with SEN. With this support we can

confidently meet the following needs:

 Hearing Impairment  Visual Impairment  Cognition and Learning Difficulties

–  –  –

4.2 How we identify pupils who are having difficulties with learning and/or special educational needs The identification of SEN is built into the overall approach to monitoring the progress and development of all pupils.

The school assesses each pupil’s current skills and levels of attainment on entry through baseline and standardised screening tests (e.g. CAT tests, reading tests), building on information from previous settings and key stages where appropriate. At the same time, the school considers evidence that a pupil may have a disability under the Equality Act 2010 and, if so, what reasonable adjustments may need to be made for them.

Parents, the class teacher or other professionals, within or outside the school, may also express concerns which trigger an assessment. These may refer to a child’s difficulties in coping with the normal demands of the school with regard to: attendance; punctuality; social concerns; medical concerns; speech and language; learning; behaviour; and possible neglect or abuse.

Class and subject teachers, supported by the senior leadership team, make regular assessments of progress for all pupils. These seek to identify pupils making less than expected progress given their age and individual circumstances. Pupils in Key Stages 3 and 4 have a half-termly formal assessment to ensure that all pupils are ‘on track’ to achieve their learning targets. Sixth form pupils have weekly assessments. This process allows for the identification of needs where this has not taken place through initial assessment.

The school is also alert to other events that can lead to learning difficulties or wider mental health difficulties, such as bullying or bereavement. Where there are long lasting difficulties, the school will consider whether the pupil has SEN.

When identifying SEN, the school is mindful of the following:

 Slow progress and low attainment do not necessarily mean that the child has SEN  Attainment in line with chronological age does not mean there is no learning difficulty or disability  Pupils with English as an additional language who require support should not be regarded as having SEN unless assessment shows that they have learning difficulties on addition to second language support  Persistent disruptive or withdrawn behaviours do not mean that a pupil has SEN.

4 In deciding whether to make special educational provision, the teacher and SENCO should consider all of the information gathered from within the school about the pupil’s progress, alongside national data and expectations of progress. This should include high quality and accurate formative assessment, using effective tools and early assessment materials. For higher levels of need, schools should have arrangements in place to draw on more specialised assessments from external agencies and professionals.

Code of Practice 6.38 In line with the CoP ‘graduated response’, the school develops a personalised approach involving support and intervention for those pupils who may not achieve expected progress. If pupils do not make adequate progress as a result of quality‐first teaching then pupils are assessed to identify their individual needs as the first stage in the ‘assess‐plan‐do‐review’ cycle.

Where it is decided that a pupil does have SEN, the pupil is added to the SEN Register and parents are formally informed that the school has decided to provide SEN support.

4.3 Involving parents in their child’s education Where it is decided to provide a pupil with SEN support, the parents must be formally notified, although parents should have already been involved in forming the assessment of needs as outlined above. The teacher and the SENCO should agree in consultation with the parent and the pupil the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review.



Pages:   || 2 | 3 | 4 | 5 |


Similar works:

«ENVIRONMENTAL NETWORK GOVERNANCE IN ROMANIA: TRANSNATIONAL NORM ENTREPRENEURS IN THE SHADOW OF THE EU Cristina E. Parau cristina.parau@wolfson.ox.ac.uk Forthcoming in Lavian Stan (ed.) (2015) Post-Communist Romania at 25: Linking Past, Present and Future, Boulder CO: Rowman & Littlefield. Introduction The ascendant practices of governance in contemporary Europe are known collectively as the new modes of governance. Their diffusion to the post-Communist periphery of Europe might therefore seem...»

«MyGreen Home Guide Based on the experience of the Ngewana family FOREWORD KADRI NASSIEP, CEO OF SANEDI ‘The best time to start is now’ Reading through this guide, it won’t take long before you find these words from Lutholuthle Ngewana. It’s not a quote from a renowned African poet, or a scientist or a politician. It’s advice from Lutho, the 17-year-old son of the Ngewana family who took on the My Green Home challenge. There are no better words to describe the spirit of this unique...»

«Retrospectives | 3 Spring 2014 Journey’s End: An Account of the Changing Responses Towards the First World War’s Representation Amanda Phipps* This article examines newspaper reviews which highlight changing responses to R. C. Sherriff’s Journey’s End in three of the play’s major runs in 1928-1930, 1972 and 2011. These three productions followed Sherriff’s original script surprisingly closely, observing an officers’ dugout in the days before a major German attack in 1918. The...»

«KELLY M. BROWN, RONALD CUMMINGS, JANUSZ R. MROZEK, & PETER TERREBONNE* Scrap Tire Disposal: Three Principles for Policy Choice ABSTRACT Scrap tire disposal presents a challenging regulatoryproblem for many states. Properdisposalof scraptires,either through recycling or legal landfill disposal, is difficult and costly. In an effort to address this issue, many states have chosen to develop scrap tire policies, often funded by specialfees on the sale of new tires. These fees typically are used to...»

«OUR FIRST OLD AGE PENSION 1915-1927 Summary Canada was a changed nation by the end of the First World War (1914-1918). War-time demand led to more industrial production. The urban labour force grew, so that by the 1920s most people lived in the city rather than the country. New factories favoured the young, and jobs that were traditionally done by older people began to disappear. Seniors could look forward to living longer, but many lived in severe poverty. Workers who supported aging parents...»

«Thank you for downloading this docum ment from the RMIT Research R R Repository Citatio on: Lewis, T 2012, ''There grows the neighbourhood': Green citizenship, creativity and life politics on eco-TV', International Journal of Cultural Studies, vol. 15, no. 3, pp. 315-326.See this record i the RMI Researc Repository at: in IT ch http://researchbank.rmit.edu.au/view/rmit:15322 Version Accepted Manuscript n: Copyright Statem ment: © The Author(s) 2012 Link to Published Version: o d...»

«Revisiting the Classical View of Bene.ts-Based Taxation Matthew Weinzierl February 11, 2014 Abstract Commentary and political rhetoric on taxes in the United States have long included appeals to Smith’ (1776) classical logic of bene.t based taxation in which an individual’ bene.t from s s the state is tied to his or her income-earning ability. Modern optimal tax theory, in contrast, largely ignores the principle of bene.t based taxation. This paper shows that the classical logic of bene.t...»





 
<<  HOME   |    CONTACTS
2016 www.dissertation.xlibx.info - Dissertations, online materials

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.