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Loughton Manor First School values the abilities and achievements of all its pupils, and is committed to providing, for each pupil, the best possible environment for learning.
To ensure the SEND Code of Practice, Equal Opportunities, Equality Act and relevant Codes of Practice and guidance both local and nationally are implemented effectively across the school. This policy will incorporate:
Inclusion is the process of removing barriers to participation and learning so that everyone benefits fully from educational opportunities.
A child has special educational needs if he or she has learning difficulties that call for special educational provision to be made.
A child has learning difficulties if he or she:
Special educational provision means:
Emotional and Behavioural Difficulties:
English as an additional language (EAL)
See 5:30 Code of Practice 2014
See Appendix 1 for Multicultural Education Policy.
Children and young people with one or more abilities developed to a level significantly ahead of their year group or within their potential to develop those abilities. Department for Education.
See Appendix 2 for More Able Policy.
Many children and young people who have SEND may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment that has a long term and substantial adverse effect on their ability to carry out normal day to day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments, such as though affecting sight or hearing and long term health conditions, such as asthma, diabetes, epilepsy and cancer. Children and young people with such conditions do not necessarily have SEND but there is a significant overlap between disabled children and young people and those with SEND. Where a disabled child or young person requires a special educational provision they will also be covered by the SEND definition.
(SEND Code of Practice
See Appendix 3 for Disability Equality Scheme.
Working towards a society in which there is a common vision and sense of belonging by all communities; a society in which the diversity of people’s backgrounds and circumstances is appreciated and valued; a society in which similar opportunities are available to all; and a society in which strong and positive relationships exist and continue to be developed in the workplace, in schools and in the wider community.
Department for Education.
See Appendix 4 for British Values Policy
Loughton Manor First School is a member of the Denbigh Liaison Group within the Central Locality of Milton Keynes. We work in collaboration with our partner Infant, Junior and Secondary Schools to ensure our philosophy and approach to meeting the needs of children and young people with Special Educational Needs and Disability is similar.
We are committed to the principles of inclusion and strive for our provision to meet the needs of children and young people within a mainstream setting wherever possible and appropriate.
As members of the Denbigh Liaison Group our commitment extends to working in partnership with Milton Keynes Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.
Click here for more details regarding Local Offer at Loughton Manor First School.
The school fully complies with the ‘Supporting pupils at school with medical conditions’ guidance (September 2014) in that ‘pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education’. For more information please refer to the ‘Supporting pupils at school with medical conditions’ guidance (September 2014).
Governing bodies should ensure that the school’s policy is explicit about what practice is not acceptable. Although school staff should use their discretion and judge each case on its merits with reference to the child’s individual healthcare plan, it is not generally acceptable practice to:
The Governing Body believes that the admissions criteria should be inclusive for all learners, whatever their age, gender, ethnicity, disability, attainment and background.
We promote the admitting of pupils in line with the Code of Practice, in that:
Admission Authorities must:
(SEND Code of Practice Section 1:27)
The Governing Body
There should be a member of the governing body or a sub-committee with specific oversight of the school’s arrangements for SEND. School leaders should regularly review how expertise and resources used to address SEND can be used to build the quality of whole-school provision as part of their approach to school improvement.
Sheena Cresswell is the governor appointed with special responsibility for Inclusion.
The ‘Responsible Person’
Every school must have a ‘responsible person’ who makes sure that all those who are likely to teach a pupil with an Education and Health Care Plan are told about the EHC.
From the SEND Code of Practice 2014 (Section 1:19)
At this time the ‘responsible person’ is the head teacher, Lizzie Bancroft.
The head teacher has responsibility for the day-to-day management of all aspects of the school’s work including provisions for children with additional needs. The head teacher keeps the governing body informed whilst working closely with the school’s Inclusion Manager.
The Inclusion Manager
The Inclusion Manager has responsibility for day-to-day operation of the Inclusion policy and for co-ordinating provision for pupils with additional needs. The Inclusion Manager is Lucy Lock. The Inclusion Manager is allocated non-contact time each week to carry out her duties. The Inclusion Manager is in school Monday to Thursday. The head teacher is the Inclusion contact when the Inclusion Manager is not in school.
The Class Teacher
The class teacher has responsibility for identifying, assessing and making provision for pupils with additional needs. The class teacher also meets with parents and outside agencies if involved.
Teaching assistants work with the class teachers and the Inclusion Manager to support the learning needs of the children.
At Loughton Manor First School we have adopted a whole-school approach to SEND policy and practice. Pupils identified as having SEND are fully integrated into class. Every effort is made to ensure that they have full access to the National Curriculum and are integrated into all aspects of the school.
All teachers are responsible for identifying pupils with SEND and, in collaboration with the Inclusion Manager, will ensure that those pupils requiring different or additional support are identified at an early stage. Assessment is the process by which pupils with SEND can be identified. Whether or not a pupil is making progress is seen as a significant factor in considering the need for SEND provision.
Early identification of special educational need is essential for appropriate provision to be made. The school uses appropriate screening and assessment tools, and ascertain pupil progress through:
The school follows the SEND Code of Practice 2014: 0 to 25 years’ graduated approach with regard to the identification, assessment and review of pupils with special educational needs. The four key actions are:
Assess: the class teacher and Inclusion Manager should clearly analyse a pupil’s needs before identifying a child as needing SEND support.
Plan: parents must be notified whenever it is decided that a pupil is to be provided with SEND support.
Do: the class or subject teacher should remain responsible for working with the child on a daily basis. Where the interventions involve group or 1:1 teaching away from the main teacher, he/she still retains responsibility for that pupil’s learning.
Review: the effectiveness of the support should be reviewed in line with the agreed date.
Pupils receive a differentiated curriculum and those who fail to make the expected progress are initially identified by class teachers who fill out the Milton Keynes FACT (First Assess Communication Skills)
Results of this are shared with the Inclusion Manager and appropriate intervention/support is put in place. The school has a system whereby any member of staff can raise concerns/issues with the class teacher, Inclusion Manager or Head about a child with a potential SEND or other barrier to learning.
We involve parents/carers and the young person in question as soon as we feel a pupil may have a barrier to learning.
In Loughton Manor First School, we use a range of assessment data e.g. relevant family/medical history, Foundation Stage Profiles, P Scales, Teacher Assessments, Screening Tests, End of Key Stage Tests (formerly SATs), RAISE online, etc. A range of diagnostic tests are used as appropriate.
Pupils who fail to make expected progress on the basis of accumulated evidence are placed on an Additional Needs Register. Parents are consulted before this decision is made.
From September 2014, Statements of Special Educational Need and Disabilities (SEND) and Learning Difficulty Assessments (LDA’s) were replaced by Education, Health and Care Plans (EHC).
Education, Health and Care Plans are designed to support children and young people with long term and complex needs that are impacting on their ability to access learning and develop independence. A request for an Education, Health and Care Plan will generally only be made once support has already been put in place through the child or young person’s setting and the services available through the Local Offer.
The guidelines for requesting an EHC assessment reflect the four main areas of need, outlined in the 2014 Code of Practice:
The school can request support and advice from outside agencies for any child that a class teacher is concerned about. Involvement from these agencies, are allocated each term depending on the child’s need. Parents are always informed of involvement with outside agencies as parental consent is required.
Loughton Manor First School firmly believes in developing a strong partnership with parents and that this will enable children with SEND to achieve their potential. The school recognises that parents have a unique overview of the child’s needs and how best to support them, and that this gives them a key role in the partnership.
“Parents hold key information and have a critical role to play in their children’s education. They have unique strengths, knowledge and experience to contribute to the shared view of a child’s needs and the best way of supporting them” (Code of Practice 2.2).
The school considers parents of SEND pupils as valued partners in the process. Depending on age and appropriateness, SEND pupils will also be encouraged to participate in the decision-making process affecting them. Parents are involved at the earliest stages when a concern is identified at the parent consultation or before hand. If and when a child is placed on the SEND register parents are notified and an appointment is made to discuss the child’s need at greater length. Parents are kept informed at all times of the progress of their child through termly reviews. Parents are also notified if any external agency will be visiting the school to observe or assess their child. The Milton Keynes Special Educational Needs and Disability Information Advice and Support Service (MK SEND IAS)’ offers independent information, advice and support to parents. Information can be obtained from the Inclusion Manager.
Along with the school communicating any involvement within school it is vital that parents communicate regularly with any involvement by agencies outside school, eg doctors, health visitors, other qualified specialists as this can very often give us an insight into a child’s difficulty or even progress.
Loughton Manor First School follows the Milton Keynes Dyslexia Policy. The Inclusion Manager is a specialist teacher in dyslexia, recognised by AMBDA (Associate Member of the British Dyslexia Association).
Loughton Manor First works closely with its feeder schools. During the summer term meetings are set up with other Inclusion Manager’s to discuss children who are receiving support.
The Inclusion Manager and class teachers also liaise with local pre-schools to flag up any concerns.
When setting the school’s annual budget all monies devolved by the LA for the support of SEND will be allocated to the provision of SEND support assistant hours. Non-contact time for the Inclusion Manager is budgeted annually. The need for Specialist curriculum support materials and equipment varies. Therefore, funding for this is from within the school’s main curriculum budget. For every child with an EHC, the school is required to fund the first £6000, with the local authority funding the remainder.
The effectiveness of our Inclusion Policy will be informally assessed at our annual September Inset whole school refresher training and policy review. The annual SIP Action Plan will identify aspects for development/improvement that help to support and sustain our culture of inclusiveness across our school community.