SEND Policy

Introduction 

At Castlewood School we offer a safe, stimulating and inclusive learning environment, where every member of our school community is valued and respected. 

Our broad and balanced creative curriculum provides opportunities for everyone to achieve and success. 

We celebrate our achievements, gifts and cultural diversity, irrespective of differences within the protected categories of the Equality Act 2010. 

All teachers are teachers of children with Special Educational Needs and Disabilities (SEND). 

Aims and Objectives 

At Castlewood School we believe in raising the aspirations of, and the expectations for, all pupils with SEND.  We provide a focus on the outcomes for the children and not just hours of provision/support. We believe that all children are entitled to an education that enables them to make progress so that they can: 

  • Achieve their best
  • Become confident individuals living fulfilling lives
  • Make a successful transition into adulthood whether into employment or continuing education. 

Objectives 

  • To identify and provide for pupils who have special educational needs and additional needs.
  • To work within the guidance provided in the Special Educational Needs and Disabilities Code of Practice 2014
  • To operate a “whole pupil, whole school” approach to the management and provision of support for special educational needs
  • To provide a Special Educational Needs Co-ordinator (Inclusion Leader) who will work with the SEND Inclusion Policy.
  • To provide support and advice for all staff working with special educational needs pupils 

Identifying Special Educational needs

The code of practice details 4 areas of need: 

  • Communication/interaction
  • Cognition/learning
  • Social, Emotional and Mental Health Difficulties
  • Sensory/Physical 

At Castlewood School we identify the needs of pupils by considering the needs of the whole child, not just their special educational needs. 

We also take into account other issues that whilst not being SEND may have impact on progress and attainment: 

  • Disability (the code of Practice outlines “reasonable adjustment” duty of all settings and school provided under current Disability Equality legislation – these alone do not constitute SEND)
  • Attendance and Punctuality
  • Health and Welfare
  • English as an additional language
  • Being in receipt of pupil Premium Grant
  • Being a Looked After Child
  • Being a child of a serviceman or servicewoman 

Any concerns relating to a child’s behaviour will be seen as an underlying response to a need that we will work to recognise and identify clearly. 

A Graduated Approach to SEND Support

As the Code of Practice states, pupils are only identified as SEND if they do not make adequate progress once they have had all the interventions/adjustments and involvement in good quality personalised teaching. 

Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff. 

High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEND. 

At Castlewood School, we regularly and carefully review the quality of teaching for all pupils, including those at risk of underachieving.  This includes reviewing and, where necessary, improving, teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEND most frequently encountered. 

In deciding whether to make special educational provision we consider all of the information gathered from within the school about the pupil’s progress, alongside national data and expectations of progress.  As well as ongoing teacher assessment, this may include specific formal assessments, as appropriate. 

For higher levels of need, we have access to a wide range of more specialised assessments from external agencies and professionals. 

When a child is assessed as having SEND a personal school profile and support plan is written in collaboration with parents and advice from outside agencies as appropriate.  The plans are reviewed formally on a termly basis and the profiles are reviewed with parents on a bi-annual basis. 

Parents are invited to the profile review meetings for their child with the child, class teacher and SEN teacher but are encouraged to keep an open line of communication with the class teacher throughout the year.   

Children move on and off the SEND register as appropriate when identified. 

Managing Pupils Needs on the SEND register

Class teachers and all adults who work with children in school constantly monitor the progress of the children in their class.  When they, or another adult who supports a particular child, has a concern about progress this will be discussed with the parents and sometimes other members of staff such as the Leadership Team or the Headteacher as appropriate. 

Data is analysed on a regular basis with teachers and the leadership team to identify any concerns regarding progress.  This may result in children receiving some ‘booster group’ support or in the case of greater concern, a child may be identified as needing an Individual Learning Plan and a profile meeting will be arranged. 

The profiles and plans are stored electronically so that any adults working with the child can access them and paper copies are stored in a locked filing cabinet in the child’s personal file. 

Support is matched to need and changed accordingly as changing needs are identified.  Our school local offer can be viewed on the school website and is linked to West Sussex Local Offer. 

Where necessary we seek advice from outside agencies including: Speech and Language Therapy Service, Learning and Inclusion Advisory Team (LIAT), Educational Psychology Service, Sensory Support, Physiotherapy and Occupational Therapy, Child and Adolescent Mental Health Service (CAMHS), the Child Development Centre (CDC). This is done in liaison with parents, class teacher and the Senior Management Team. 

Where a child’s needs cannot be met by the school level of individual support, a request for statutory assessment can be made, with a view to obtaining and Educational Health Care Plan (EHCP).  This process will usually only be started once a school can show it has applied “best endeavours” to meet the child’s needs from the current school resources.  As a first stage school can complete an “Early Help” assessment which looks at the needs of the child in the wider context of home, family and school, with a view to the child being given an Education Health Care Plan (EHCP).  A school may receive a small amount of High Needs funding with the EHCP, if deemed necessary by the local authority. 

Parents know their child best and their contributions are vital in supporting children to reach their potential.  They have valuable information and ideas of how to support their child and to enable them to succeed to the best of their ability. 

Criteria for coming off the SEND register/record

Children can move on and off the SEND register at any time.  The aim is for children to receive focused support to enable them to close the gap in learning between them and their peers so that they no longer need to be on the SEND register.  When this is the case it is discussed at the pupil profile meeting and if all are in agreement the child will move off the SEND register. The teacher will then monitor and support the child in class and the Senior Management Team will use continued data analysis to check the child’s progress.  If this is not as expected the child may then be considered for period of SEN support. 

Supporting pupils and families

Support is available to parents to guide them through the school and LA local offer (See the West Sussex Local Offer website).

https://westsussex.local-offer.org 

All schools are now required to provide an annual SEND Information Report, which will be found on the school website. 

We provide links with others agencies to support the family and pupil and can support parents with accessing these or put them in touch with agencies such as Parent Partnership and Amaze, who can act as independent supporters for them.

http://www.westsussex.gov.uk/learning/special_educational_needs/parent_partnership_service_-_s.aspx 

http://amazebrighton.org.uk/services-and-support/advice-west-sussex/independent-support/ 

Our admission arrangements can be found on our school website and in our school prospectus. 

The school works with the nurseries that our Reception children attend prior to their admission to us.  Often children with SEND will have been supported with the FIRST team and transition meetings will be arranged in the summer term prior to the child entering Reception class.  Transition arrangements into new year groups are good and involve pre-visits each year.  Transition from Year 6 incorporates staff meetings and pre-visits for the children prior to their moving to their chosen secondary school and for SEN children extra visits are arranged if appropriate.

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