SPECIAL NEEDS AND INCLUSION POLICY2017This policy embraces Newcomers

Moat Primary School, Lisnaskea

TABLE OF CONTENTS

Definitions___________________________________________________________1

Section 1: Rationale, Aims, Inclusion and Admissions 4 Section 2: Identification of Children with Special Needs 7

Section 3: Co-ordination of Special Needs Provision 8 Section 4: Special Needs Provision Stages 1-5 13

Section 5: Learning and Teaching 23Section 6: Professional Development, Partnerships and Services 25Section 7: Monitoring and Evaluating 29Appendices: 30

SPECIAL NEEDS AND INCLUSION POLICY

DEFINITIONSDEFINITION OF SEN“Special Educational Need” is defined as ‘a learning difficulty which calls for special educational provision to be made”. ‘A child has a learning difficulty if he has significantly greater difficulty in learning than the majority of children of his age and/or has a disability which either prevents or hinders him from making use of educational facilities generally provided for children of his age in ordinary schools.’ (Code of Practice 1998 Par. 1.4)

DEFINITION OF SPECIAL EDUCATIONAL PROVISION‘Special education provision’ means educational provision which is different from, or additional to, the provision made generally for children of comparable age. (Code of Practice 1998 paragraph: 1.4)

DEFINITION OF DISABILITY‘Someone who has a physical or mental impairment which has a substantial and long term adverse effect on his/her ability to carry out normal day to day activities.’ Disability Discrimination Act 1995

KEY PRINCIPLES OF INCLUSION'Inclusion is about the quality of children's experience; how they are helped to learn, achieve and participate fully in the life of the school.’ (Removing Barriers to Achievement, 2004) In order to embed an inclusive ethos, this policy links closely with all other policies in supporting pupils, including Newcomers; good CRED practice; Safeguarding; Positive Behaviour Policy and Health and Safety.

GIFTED & TALENTED‘The term Gifted and Talented is used to describe those students who are achieving or who have the potential to achieve a level substantially beyond the rest of their peer group inside their particular school. Gifted and Talented pupils may also present with a learning difficulty.’(Guidelines for Teachers NCCA/CEA 2007). ‘The term dual or multiple exceptionality (DME) is used to describe a group of educationally vulnerable pupils who belong characteristically to both the SEN and G&T groups. In many instances it is the features of SEN that are dominant and the other gifts, talents and exceptional abilities may be hidden or partially hidden.’

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SPECIAL NEEDS AND INCLUSION POLICY(Guidance on preventing underachievement DCFS Ref: 00061-2007BKT-EN)

The following areas encompass all aspects of SEN/Disability:

1. COGNITIVE AND LEARNINGa) Dyslexia/ Specific Learning Difficulty (DYL)b) Dyscalculia (DYC)c) Dyspraxia/Developmental Coordination Difficulties (DCD)d) Mild Learning Difficulties (MILD)e) Moderate Learning Difficulties (MLD)f) Severe Learning Difficulties (SLD)g) Profound and Multiple Learning Difficulties (PMLD)h) Unspecified Learning Difficulties (U)

2. SOCIAL, EMOTIONAL AND BEHAVIOURALa) Social, Emotional, Behavioural (SEBD)b) Attention Deficit Disorder/ attention Deficit Hyperactivity Disorder (ADHD)

3. COMMUNICATION AND INTERACTIONa) Speech and Language Difficulties (SL)b) Autism (AUT)c) Asperger’s Syndrome (ASP)

4. SENSORY DIFFICULTIESa) Severe/Profound hearing loss (SPHL)b) Mild/Moderate hearing Loss (MMHL)c) Blind (BL)

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SPECIAL NEEDS AND INCLUSION POLICYd) Partially Sighted (PS)e) Multi-sensory Impairment (MSI)

5. PHYSICALa) Cerebral Palsyb) Spina Bifida and /or Hydrocephalus (SBH)c) Muscular Dystrophy (MD)d) Significant Accidental Injury (SAI)e) Other (OPN)

6. MEDICAL CONDITIONS AND SYNDROMESa) Epilepsy (EPIL)b) Asthma (ASTH)c) Diabetes (DIAB)d) Anaphylaxis (ANXS)e) Down’s Syndrome (DOWN)f) Other Medical Conditions/Syndromes (OMCS)g) Interaction of Complex Medical Needs (ICMN)h) Mental Health Issues (MHI)

7. OTHERa) Other (OTH)

Guidance for Schools: Recording Children with Special educational Needs-SEN Categories (Department of Education)

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SPECIAL NEEDS AND INCLUSION POLICYSECTION 1: Rationale, Aims, Admission Arrangements

This policy is based on the following documentation:

• Code of Practice 1998 (DE) • Supplement to the Code of Practice 2005 (DE) • Every School A Good School 2009 (DE) • Good Practice Guidelines

RATIONALE

In keeping with the school’s ‘Caring, Learning, Achieving’ ethos, we believe that all children in the Moat Primary School should have the opportunity to experience success in learning. We recognise that some children have a significantly greater difficulty in learning than the majority of their peers. In the interests of these children we will endeavour to make every reasonable arrangement to provide for their individual needs. This school is committed to inclusive education. Each pupil has an entitlement to develop to his/her potential whilst being educated alongside his/her peers. The school will provide educational experiences which celebrate all achievement and recognise individuality.

AIMS

1. To identify pupils with SEN/Disability as early and thoroughly as possible through a variety of means and in consultation with appropriate personnel.2. To ensure full entitlement and access for pupils with SEN/Disability to high quality education within a broad, balanced, relevant and differentiated curriculum.3. To ensure that all pupils with SEN/Disability feel valued and have a positive self-image. To offer curricular, pastoral and extra-curricular experiences and opportunities which allow pupils to develop their knowledge, understanding and skills so ensuring progress, promoting success and self-confidence.

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SPECIAL NEEDS AND INCLUSION POLICY4. To encourage parental and pupil involvement in the identification, assessment and support for SEN and to strive for close co-operation between all agencies concerned for a multi-disciplinary approach. When considering the wishes of the child, his/her age and powers of understanding will be considered. The support of parents and pupils is crucial if an Individual Education Plan (IEP) is to be effectively implemented. Parents will be informed and involved in supporting their children’s learning and in reviewing their progress at all stages.5. To educate pupils with SEN/Disability, wherever possible, alongside their peers within the curriculum of mainstream schools after giving due consideration to the appropriate wishes of their parents and the necessity to meet individual needs.6. To monitor and review children’s performance regularly, to ensure that pupils are receiving the most appropriate help.7. To stimulate and/or maintain pupil interest and enjoyment in their own education.8. To encourage the use of a range of teaching strategies which incorporate different learning styles and ensure effective learning. Ensure all staff receive relevant information, advice, support, and where necessary, training to plan and implement appropriate learning programmes.9. To create a caring and supportive environment in which pupils can contribute to the planned provision in relation to their individual learning needs.10. As far as possible, to enable pupils with SEN/Disability, within their age aptitude, to be familiar with a body of knowledge, skills, principles and vocabulary in order for them to lead full and productive lives. The curriculum will be broad to promote intellectual, emotional, social and physical development in order that pupils can develop as valuable members of society both now and in the future e.g. pupils should develop a range of desirable qualities such as safety awareness, politeness, perseverance, initiative and independence.11. To meet the needs of all pupils who have SEN/Disability by offering continual and appropriate forms of educational provision by the most efficient use of all available resources.12. To promote collaboration amongst teachers in the implementation of whole-school policies to take account of the individual needs and requirements of pupils.

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SPECIAL NEEDS AND INCLUSION POLICY13. To collaborate with external agencies in order to provide optimum support for children with needs.

ADMISSION ARRANGEMENTS

The school is committed to providing inclusive education and will endeavour to include all children whose parents wish them to attend. When seeking to place a pupil with a statement, the Education Authority will take into account the wishes of the child’s parents and the provision of efficient education for other children in the class or school and the efficient use of resources to determine the suitability of the placement. This is in line with SENDO legislation.

ACCESSIBILITY

The school will constantly work towards minimising barriers to learning. The school and the playground is mostly accessible to wheelchair users. There are lifts and a disabled toilet and shower for personal care. There are well equipped SEN teaching/Resource areas. The school has sensory room, sensory garden and eagle nest swing.

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SPECIAL NEEDS AND INCLUSION POLICYSECTION 2: Identification of Children with Special Educational Needs

‘It is vitally important that children with SEN are identified as early as possible and that an awareness of their possible difficulties is clearly communicated between all the professionals involved with their development.’ (Code of Practice 1998 paragraph 2.14)

In keeping with the whole school assessment policy, all children have an assessment profile. The Principal/SENCO and staff regularly review the profile of each child in order to identify as early as possible any areas of under achievement and put support programmes in place.

THE FOLLOWING MAY BE USED TO IDENTIFY PUPILS’ NEEDS:

• Information from Nursery School or other transferring school• Parental information• Teacher observation and school assessments• Standardised tests (Appendix 2)• Diagnostic assessment• Reports from other professionals e.g. social workers, health visitors,

therapists• Psychological Reports• COP Stage 3 Reports• Statements of Special Educational Need• Medical Advice• Care Plans• Key Stage Assessments• IEP Reviews and Annual Reviews• Personal Education Plans for Looked After Children

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SPECIAL NEEDS AND INCLUSION POLICYSECTION 3: Co-ordination of Special Needs Provision

ROLE OF THE BOARD OF GOVERNORS

SEN provision will be the overall responsibility of the Board of Governors and Principal of the school. However in order to facilitate the practical day to day running of the provision the Board of Governors has delegated responsibility for pupils with special educational needs to the Principal/ SENCO.In Every School as Good School (DE) The Governor’s Role (2010), Chapter 12 relates specifically to the Governor Role for pupils with special educational needs. The governors will exercise its functions in relation to the school with a view to ensuring that provision is made for registered pupils with special educational needs.

The governors have a statutory duty to:

• Determine and review the school’s Special Educational Needs/Inclusion Policy, having regard to the provision of the Code of Practice.

• Report annually to parents on steps taken to implement the school’s Special Educational Needs/Inclusion policy.

• Make decisions about the school’s admission policy• Be responsible for appointments of teachers and ancillary staff to support the

school’s Special Educational Needs policy.• Take account of the provisions in the DE Code of Practice on identifying and

assessing special educational needs• Use their best endeavours to provide for pupils identified with SEN and that

parents are notified of their child’s special needs.• Maintain and operate policy on SEN• Ensure that where a registered pupil has SEN that those needs are made known

to all who are likely to teach them.• Allocate funding for special educational needs and disability; and prepare and

take forward a written accessibility plan

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SPECIAL NEEDS AND INCLUSION POLICY

ROLE OF PRINCIPAL/SENCO

The Principal is also the SENCO. The Principal/SENCO has responsibility for the day-to-day management for all of the school’s work, including its SEN/disability provision, and will keep governors informed about any SEN issues. (Adapted from the Code of Practice on the Identification and Assessment of Special Educational Needs 1998 Pages 4 & 5

The Principal/SENCO will:• Have responsibility for the day-to-day operation of the school’s SEN policy. • Maintain the school’s SEN register and oversee the records of all pupils with

special educational needs• Co-ordinate SEN/disability provision and work closely with all members of staff

to identify pupils’ needs • Be involved in testing (Appendix 2,3,4) and recording data for the SEN Register• Liaise with and respond to requests for advice from other teachers;• Advise with referrals for assessment or a statement.• Contribute to SEN Planning meetings with the Educational Psychologist.• Keep the Board of Governors informed of any amendments or future

developments with reference to special needs/inclusion; delegate and monitor the SEN budget

• Meet with the Educational Psychologist and other agencies that have an input into the education and welfare of the pupils.

• Meet with parents, external agencies and class teacher at the review stage when involved with supporting the child at Stage 5 of the SEN register.

• Establish SEN in-service requirements of staff, and contribute as appropriate to training.

• Act as a focal point for inquiries and referrals and for liaison with peripatetic help.

• Draw up an annual action plan for Special Educational Needs/Inclusion• Ensure the Special Educational Needs/Inclusion Policy is regularly reviewed.• Provide a report on the school’s Special Educational Needs provision for the

School Prospectus and the Annual Board of Governors Report.

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SPECIAL NEEDS AND INCLUSION POLICY• Liaise with parents and external agencies as required• Ensure the SLT are actively involved in the management of SEN within the

school.• Provide a secure facility for the storage of records relating to Special

Educational Needs(Adapted from the Code of Practice on the Identification and Assessment of Special Educational Needs 1998 Page 7)

ROLE OF THE CLASS TEACHER

In this school, most teachers have Advanced Diplomas in Special Education and assist as Learning Support teachers in their own rights within their own classrooms and with other groups in the school. All teachers completed the 20 hour on line training in Literacy Difficulties in 2013-14.

The class teacher will:

• Develop an inclusive classroom• Seek to identify and support the children in his/her class who have special

educational needs, monitoring, evaluating and reviewing progress on a regular basis.

• Gather information through observation and assessment• Inform parents of children who are going on, coming off or moving across the

stages of the SEN register• Draw up and implement an IEP (at least two per year), with the parent and child

(where appropriate), setting targets together to address areas identified as causing concern

• Monitor and review progress made on the IEP with the child and his/her parents and with the SENCO

• Present materials appropriate to pupil’s age, maturity, learning need/disability. • Attend staff training in relation to SEN/Inclusion• Liaise with the SENCO/Learning Support Teacher and other relevant

personnel/support services• Involve classroom assistants as part of the learning team

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SPECIAL NEEDS AND INCLUSION POLICY• Keep detailed records and examples of work relating to the child, ensuring that

the child’s profile is regularly updated • Adhere to the SEN/Inclusion policy, the Code of Practice for SEN and current

legislation• implement the delivery of suitable programmes for all identified pupils with

SEN/Disability which promote progression within an inclusive setting• Be involved in the Annual Review process

ROLE OF THE CLASSROOM ASSISTANTS

Classroom Assistants, working in partnership with the class teacher, support pupils or groups of children with Special Educational Needs throughout the school, enabling the pupils to access appropriate learning. They will be involved in the children’s provision, monitoring and reviews under the direction of the teacher. All classroom assistants have had Reading Partnership Training, a number have Eklan Speech and Language Training and a number having training in relation to Autism or ADHD.Classroom Assistants should:

• Work under the direction of the class teacher• Be involved in planning and provide practical support• Look for positives by talking to the child about his/her strengths• Listen to the child/speak to staff on the child’s behalf• Explain boundaries and operate these consistently and fairly• Keep records and attend meetings• Share good practice

PUPIL

‘The child should where possible according to age maturity and capability, participate in all the decision making processes which occur in education.’ (Supplement to the Code of Practice –pars 1.19)

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SPECIAL NEEDS AND INCLUSION POLICY• contributing to the assessment of their needs• contributing to education plans through setting and working towards achieving

agreed targets• contributing to the review of IEPs, annual reviews and the transition process in

Year 7

PARENT/GUARDIAN

‘The relationship between the parents of a child with SEN and their child’s school has a crucial bearing on the child’s educational progress and effectiveness of any school based action......Professional help can seldom be wholly effective unless it builds upon parental involvement and provides reassurance that account is taken of what parents say and that their views and anxieties are treated as intrinsically important.’(Code of Practice 2.21)

Parents are seen as important partners in the child’s education and learning programme. We believe it is therefore essential that parents inform the school of any specific identified needs as early as possible on entry to the school. Parents may discuss any concerns with the class teacher or SENCO. It is the school’s responsibility to inform parents when considering placing the child’s name on the SEN register or moving the child to a higher or lesser stage of need. The school should invite them to:• meet with staff to discuss their child’s needs and attend review meetings• support targets on IEPs and work in partnership with the school and play their

part in creating a positive and supportive framework to meet their child’s needs

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SPECIAL NEEDS AND INCLUSION POLICYSECTION 4: SEN Provision and Stages 1-5

We follow the five stage approach as set out in The Code of Practice (1998). This approach recognises that there is a continuum of Special Educational Needs and that the requirements of the majority of pupils with SEN lie at Stages 1, 2 or 3. This means that their needs are met by the school with the help of outside agencies and/or specialists as required.

In most cases any movement through the 5 Stage process will occur in a smooth linear fashion. However, in exceptional circumstances, pupils may demonstrate such significant or unforeseen difficulties that with multi-professional and parental agreement a move to a further stage is necessary immediately.

General advice and support can be requested from Children and Young People's Services at any stage of the Code of Practice by any member of staff. The SENCO (Mrs Humphreys) will take lead responsibility for co-ordinating the child’s special educational/disability provision, working with the child’s teacher.

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SPECIAL NEEDS AND INCLUSION POLICY

STAGE 1

Stage 1 begins when a child may have a special educational needs concern. Normally such a view is expressed either to or by the class teacher. A Record of Concern Form (Appendix6) is completed about the child who may not be making the expected progress. This concern may be noted following observations, simple assessments or from everyday class work. The class teacher will collect and records more information about the child and makes an initial assessment of SEN and note the concern. The class teacher will informs the SENCO and together they will decide if the pupil’s name should be recorded on the Special Needs Register.• Class teacher will invite the parent (and pupil, if appropriate) to a meeting• Parent is informed of the concern and that their child’s name will be included on

the Special Needs Register• Class teacher writes an Action plan to support the pupil. The class teacher will

provide or arrange special help within the normal curriculum framework, such as increasing differentiation of class work, alternative teaching and learning strategies to meet the child’s needs. The nature and aims of such provision will be recorded together with the targets, monitoring arrangements and review date on the Action Plan.

• Class teacher gives parent a shortened version of the school’s Special Needs Policy (or a full copy of desired) which includes the Stages of the Code of Practice.

• Class teacher will monitor and review progress and report back to parents and SENCO

• The SENCO will make sure the child’s name is included in the school’s SEN register and help the class teacher gather information, assess the child’s needs, advise and support the teacher.

Stage 1 ReviewParents should be informed of any review date and proposed action. Having considered review outcomes the SENCO will decide whether to remove the pupil’s name from the register, keep the pupil at Stage 1 or move the child to Stage 2.

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SPECIAL NEEDS AND INCLUSION POLICY

STAGE 2

Stage 2 begins with a decision either at the Stage 1 Review or following discussions between teachers and parents or Health and Social Services to proceed with early and more intensive action. The pupil may be placed at Stage 2 of the Code of Practice.The child may for example have a considerable gap between attainment and perceived ability, or between attainment and that of the peer group.• Class teacher will discuss concerns with SENCO who registers pupil’s needs and

agree that Stage 2 support is appropriate• SENCO, class teacher and relevant staff will work together using all available

information to agree a way forward including drawing up an Individual Education Plan (IEP) (Appendix 7) and discussing targets with pupil and parent

• SENCO may take the lead in assessing the child’s learning difficulty, working alongside the child’s teacher.

• The class teacher remains responsible for working with the child in the classroom.

• Staff will consult the Good Practice Guidelines and the SEN File for relevant and purposeful measures that are appropriate and to identify reasonable steps/adjustments that could be made

• The IEP will allow for differentiation in the teachers’ planning for the child to achieve his/her targets. Parents and pupil views should be taken into account.

• Appropriate withdrawal may take place. The school will utilise available staff skills to support need(s).SEN resources will be made available and utilised including ICT programmes and ipads. Implementation of any provision/strategies as a result of external advice, support and training

• The IEP will be implemented and reviewed termly (or at least two IEPS per year if pupil remains on the SN Register) with pupil and parental involvement

Stage 2 ReviewThe Stage 2 Review will normally be conducted with the parents and child by the class teacher. It will focus on the child’s progress. If progress has been satisfactory it may be decided that the child should continue to at Stage 2 in order

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SPECIAL NEEDS AND INCLUSION POLICYto consolidate gains. If the progress continues to be satisfactory, the SENCO may decide that the child no longer needs special educational provision at Stage 2 and may decide to move the child to Stage 1. The child’s name should be kept on the register until there is no longer any significant concern about progress.If relevant and purposeful measure at Stags 1 and 2 do not result in adequate progress the SENCO should move the child forward to Stage 3 and referral may be made to a special support service/agencies outside the school.

STAGE 3

Stage 3 begins with a decision either at Stage 2 review or following discussions between the SENCO/Principal, teachers and parents, that early intervention with external support is necessary. At this stage the SENCO takes a lead role, working closely with the child’s teacher and drawing on the expertise of relevant external support services.

Stage 3 Process:1. The SENCO/Principal will register the pupil’s needs and agree, having consulted

with the parent, that intensive action and specialist support is required.2. The SENCO will review available information and may contact the Education

Authority’s Psychology Service (see next page). 3. A Stage 3 Educational Psychology Referral Form will be completed following

consultation with parent, pupil and the Educational Psychologist. A Stage 3 Psychology Assessment may be carried out and recommendations made. The child may qualify for EA Stage 3 Support Services (see next page) and if so, the class teacher and the SENCO are supported by specialists from outside the school.

EA Stage 3 Support Services:• ASD(AUTISTIC SPECTRUM DISORDER)• SPECIFIC LEARNING DIFFICULTIES SERVICES

• SPEECH, LANGUAGE AND COMMUNICATION SERVICES

• VISUAL IMPAIRMENT

• MASTS (MULTI-AGENCY SUPPORT TEAM FOR SCHOOLS)

• BEHAVIOUR SUPPORT SERVICES

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CHILDREN TO BE DISCUSSED WITH THE SCHOOL EDUCATIONAL PSYCHOLOGIST Teachers will use their professional judgement, along with qualitative and quantitative data, to identify children causing significant concern. These children will be highlighted to the Principal/SENCO. The SENCO/Principal (and/or Mrs Neely) will meet with the Educational Psychologist and discuss how best to meet the needs of pupils of whom they have concerns and who may meet criteria for external support. Those who may benefit from an assessment by the educational psychologist will be placed on a school priority list for assessment. These pupils will be regularly kept under review. Those experiencing specific literacy difficulties will be referred to the Educational Psychologist Assistant for assessment. The following criteria, although not in any order, will be used:• Pupils who may qualify for outreach support available in primary school.• Pupils who are performing significantly lower than their perceived ability suggests.• Pupils who have an Emotional and/or Behaviour Disorder that is affecting their

learning. • Pupils with moderate learning difficulties.

SPECIAL NEEDS AND INCLUSION POLICY

4. The SENCO may review available information and may contact WEST, Occupational Therapy, Behaviour and Support Services, Play Therapy or Speech and Language Therapy for further support. A referral form will be completed following consultation with the parent, pupil and class teacher. An assessment may be carried out and external support services utilized.

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SPECIAL NEEDS AND INCLUSION POLICY

Medical and Other Support Services (Stage 3 and above)• CAMHS(CHILD & ADOLESCENT MENTAL HEALTH SERVICES)• CDC (CHILD DEVELOPMENT CLINIC)• WEST SERVICES

• PLAY THERAPY• SPEECH AND LANGUAGE THERAPY• OCCUPATIONAL THERAPY• PHYSIOTHERAPY

In all cases, the SENCO, working with the class teacher and with the help of external support services, will ensure that a Stage 3 Individual Education Plan is drawn up. Together they will consider a range of teaching approaches to be implemented and appropriate support material, including the use of ICT. School based provision continues as appropriate with: • Additional expertise sought to improve progress• External specialist intervention with the pupil as appropriate(The external support service will help to draw up an IEP in partnership with school) The Education Plan will set out revised strategies for supporting the child’s progress and arrangements for monitoring and review. It will be implemented as far as possible in the everyday classroom setting.Parents will be kept informed and the child involved as far as possible in the setting of targets and possible strategies to be used.

At Stages 2 and 3 of the Code of Practice the SENCO and class teacher will consider the potential benefits of:• The Good Practice Guidelines• Encouraging inclusive activities to ensure integration of the pupil with SEN with

others in the class• Differentiated teaching• Withdrawal for more intensive support• SEN Resources available in school; support programmes; ICT etc• Available staff skills that support pupils with SEN

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SPECIAL NEEDS AND INCLUSION POLICY• Implementation of any provision/strategies as a result of external advice,

support and training• General advice and support requested from EA Children and Young Peoples

Services.

Review of the Stage 3 Education PlanThe review of the Stage 3 Education Plan will be conducted by the class teacher, and if possible by the SENCO with the parent and child (where possible). Relevant external support services will also meet with the parents and school. The review will focus on the child’s progress and whether this has been adequate.If progress has been satisfactory the SENCO, in consultation with the class teacher, will decide that the child should continue at Stage 3.If the progress continues to be satisfactory the SENCO may decide that the child no longer needs external support at Stage 3 and may decide to move the child back to Stage 2 and appropriate action will be taken at that stage.If the relevant and purposeful measures at Stage 3 have not resulted in adequate progress and following consultation with the SENCO, teacher, external support services and parents, the principal, usually in consultation with the Educational Psychologist, may request a Statutory Assessment.

STAGE 4

‘In some cases schools will conclude that the pupil’s needs remain so substantial that they cannot be effectively met within the resources normally available to the school.’ (Supplement to the Code of Practice – 4.64)

This stage is for pupils awaiting statutory assessment. Following an application (SAR1) to the EA from the school, EA will consider the need for a statutory assessment of special educational needs. It should be noted that a request of this kind will not always result in Statutory Assessment nor will Statutory Assessment always lead to a Statement of SEN.

The Education Authority will consider

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SPECIAL NEEDS AND INCLUSION POLICY1. The degree of the child’s difficulty2. The nature of the provision required3. Whether the child’s needs can reasonably be met by the resources normally

available to the schoolThe Education Authority will use the EA Provisional Criteria for Statutory AssessmentThe class teacher, in consultation with the SENCO will draw up an Education Plan while awaiting the outcome of the SAR1 application. If EA decide to make a statutory assessment then this will include a multi-disciplinary assessment (medical, psychology services etc). The whole process may take six months.

Following Statutory Assessment, the Education Authority will eithera) Make and maintain a Statement of Special Educational Needs and arrange,

monitor and review provision; orb) Provide a Note in Lieu of a Statement

A Statement of Special Educational Needs sets out the child’s educational and non-educational needs, the objectives to be secured, the provision to be made and the arrangements for monitoring and review.A Note in Lieu of a Statement sets out the reasons for the EA’s decision not to make a Statement of Special Educational Needs and includes supporting evidence from the Statutory Assessment.

Once the statement has been made final:• Support and/or provision will be arranged to meet the pupil’s needs.• The SENCO/Principal will ensure a Stage 5 IEP is drawn up, implemented ,

monitored and reviewed; and• The Annual Review and Transition process will take place

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SPECIAL NEEDS AND INCLUSION POLICYSTAGE 5

Once the statement of special educational needs has been finalised, then the pupil is placed on Stage 5 of the Code of Practice. The pupil has been given a statement of Special Educational Needs. The EA makes the statement and changes, monitors and reviews provision.

SCHOOL PROVISION AND EXTERNAL SUPPORT The school implements the recommendations of the Statement of SEN, regularly monitoring and reviewing provision to meet the pupil’s needs. A Stage 5 Individual Education Plan (IEP) will be drawn up and implemented. An Annual Review and P7 Transition process will take place. All agencies and parents/guardians working the child are invited to attend the annual review. Annual Reviews are seen as part of the process of continuous assessment of the child's progress.Article 19 of the Education (Northern Ireland) Order 1996 requires that any child or young person who is the subject of a Statement of Special Educational Needs, whether attending a special or mainstream school, must be reviewed annually, to make sure that the needs of the child or young person are still being met and to consider the appropriateness of the placement.

THE ANNUAL REVIEW:• will assess the child’s progress towards meeting the objectives specified in the statement• will review the special provision made for the child, including placement• will consider the appropriateness of maintaining the statement of SENThe school will undertake the Review on behalf of EA. The review meeting will be chaired by the Principal and will take place in school annually in February or March (unless the child is due to transfer when the meeting will be held in November). The Annual Review forms (AR) (and P7 Transfer Form where appropriate) will be forwarded to the EA following this meeting. All those working with the child are invited to contribute to the review process.

EXCEPTIONAL CIRCUMSTANCESIn most cases transition through the five staged assessment process occurs in sequence. However, in exceptional circumstances, pupils may demonstrate such

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SPECIAL NEEDS AND INCLUSION POLICYsignificant or unforeseen difficulties that with multi-professional and parental agreement, a move to a higher stage of need is necessary immediately.

SPECIAL EDUCATIONAL NEEDS REGISTER

The class teacher, in consultation with the child, and where necessary in consultation with the SENCO or CASS Support Service, formulates the basic targets of the IEP with parents. The parties discuss the suggested targets and parents and pupils are encouraged to contribute to the plan. Copies of IEPs are given to parents. A copy is kept by the class teacher (or child where appropriate) and by the SENCO. The class teacher, parent and the child (where appropriate) review the plans at least twice throughout the year. A meeting is held with the child’s parents to discuss progress. An evaluation of the learning is reviewed and noted on the plan. Records of these meetings are kept in the child’s profile folder. As a result of this review, a child may remain on, move across stages on the register or come off the register at this stage. The child may be referred to other support services, if this is thought necessary and only after consulting the parents. Gifted pupils (those performing at a much higher level than the rest of the class) may be included on the register, in consultation with parents.

INDIVIDUAL EDUCATIONAL PLANSQUALITY INDIVIDUAL EDUCATION PLANS ARE IMPLEMENTED AND SMART TARGETS AND PURPOSEFUL MEASURES REVIEWED FOR ALL PUPILS ON THE SPECIAL NEEDS REGISTER AT STAGES 2, 3, 4 AND 5. CHILDREN (WHERE APPROPRIATE), THEIR PARENTS, CLASS TEACHER (AND WHEN REQUIRED THE SENCO) ARE INVOLVED IN THE WHOLE PROCESS.

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SPECIAL NEEDS AND INCLUSION POLICYSECTION 5: Learning and Teaching

TEACHING STRATEGIES/SUPPORT

All children have the right to a broad and balanced curriculum. The staff in the school are very supportive of children with needs. Much time is spent on re-examining the school’s strategies and support to pupils.

• Teachers will incorporate a multi-sensory approach to teaching and learning, adapting learning and teaching strategies to suit the needs and learning style of the pupil e.g. those showing signs of dyslexia. (APPENDIX 8)

• Staff will provide a supportive environment that will protect the pupil’s self-esteem. Staff should give positive feedback and the achievements of pupils with SEN should be celebrated.

• Classroom management styles will be designed to take account of the differing abilities, interests and experiences of pupils.

• Work should be stimulating, differentiated so that pupils can experience success yet challenging enough to promote progression in learning. It should allow pupils to progress at their own rate, yet encourage them to take responsibility for their own learning.

• Staff should be sensitive to pupils’ literacy and numeracy difficulties and how this impacts on communication.

• Lessons should be structured in a series of simple clearly defined steps• The classroom environment should be inclusive, simulating and attractive,

featuring as much pupil work as possible.

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SPECIAL NEEDS AND INCLUSION POLICY

LEARNING SUPPORT

Children who are identified on the SEN Register may be given support by the various Learning Support Teams on a roll on/off basis. This may take the form of withdrawal of individuals or groups of children or the provision of in-class support. A Reading Partnership programme supports pupils where the pupils’ reading may be below their perceived ability.

A range of approaches and support networks are available in the school: • Group or individual support within the classroom.• Support for groups or individuals outside or within the classroom• Intensive reinforcement or extension of group and/or individual work.• Reading Partnership programme• Access to iPads or computerised programmes e.g. Word Shark • Social stories• Maths Catch Up Programme• Word Building• Spelling Programme• Access to sensory room• LEXIA• Read Write Gold

PUPIL PARTICIPATION

• Good relationships are promoted• Pupils are involved in decision making processes, where appropriate• Positive self-esteem is fostered• Pupils are involved in target- setting • There is always the opportunity to experience and celebrate success

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SPECIAL NEEDS AND INCLUSION POLICY

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SPECIAL NEEDS AND INCLUSION POLICYSECTION 6: Professional Development and Partnerships

SPECIAL EDUCATIONAL NEEDS TEAM

The school is fortunate to have four teachers with Advanced Diplomas in Special Educational Needs- Mrs Patterson, Mrs Neely, Mrs Black and Mrs Bogue. The classroom assistants provide much support to pupils with special needs. The class teacher has ultimate responsibility for all pupils in his/her class who are on the SEN register.PROFESSIONAL DEVELOPMENT

It is essential that all staff keep up to date with current developments in order to best provide for pupils with Special Educational Needs. • The Principal will oversee the professional development of all staff • The Principal will ensure necessary training e.g. medical, moving and handling if

required• The Principal will ensure that those who attend courses disseminate and share

knowledge with others staff and a record will be kept of all staff training

QUALIFICATIONS AND EXPERIENCE OF STAFF

• The SENCO has completed the Administration of Testing with the British Psychological Society

• Four teachers hold Advanced Diplomas in Special Needs- Mrs Black, Mrs Neely, Mrs Patterson and Mrs Bogue

• ALL teaching staff have completed 20 hours of SN Literacy Difficulties on-line training and Discussion with QUB.

• Mrs Bogue has a Masters’ Degree Unit in SN Literacy Difficulties (QUB). • Mrs Humphreys has completed the online and face to face training of the SN

Literacy Difficulties in 2013-14 at QUB.• Mrs Humphreys has undertaken all CPD for SENCOs over the past 7 years.• All classroom assistants have had Reading Partnership Training• Mrs Patterson is a Reading Recovery trained teacher.• Mrs Irwin and Mrs McCrory have completed Eklan Speech and Language

Training (2014)

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SPECIAL NEEDS AND INCLUSION POLICY• Other teachers and Classroom assistants have completed further training in

Autism and Dyslexia

EXTERNAL PARTNERSHIPS

• Liaison with other EA support services (support from SpLD, EBD, Autism, Language and Communication, Speech and language, CAHMS)

• Health and social services

PARTNERSHIP WITH PARENTS

When a teacher has a concern about a child’s educational needs, the teacher will speak with the Principal/SENCO. Parents will be contacted and the concern discussed. The child may be placed on the SEN register where he/she will have a plan of action which will be monitored and reviewed on a regular basis. This plan of action is termed an Individual Education Plan (IEP). The child will normally be placed on Stage 1 or 2 at this stage (see Stages below).Parents, who have children on the SEN register, will be invited into school to discuss their child’s progress. They will be involved at all stages of the COP and IEP involvement. This will take place at least twice per year and records will be kept in the child’s profile. Parents are made to feel welcome in the school and are free to highlight any other concerns that they may have regarding their child. The school welcomes the valuable contribution of parents in supporting the child and teacher to meet the agreed targets. The staff will discuss the child’s previous targets on the child’s Individual Education Plan and how their child has met them. A new plan will be formulated, if necessary. Parents sign the Individual Education Plans, adding how they will support the child. Parents are informed if their child will receive any additional support in school or if he/she may be referred for any specialist support or to an educational psychologist.

PARENTS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS ARE GIVEN INFORMATION ON:

• The school’s S.E.N. policy (policy available on request)

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SPECIAL NEEDS AND INCLUSION POLICY• The support available within and outside the school • Any relevant health and social services contacts or voluntary organisations,

which might provide information or counselling• The role, which they are expected to play in ensuring the success of the

provision• The school’s complaints procedure (policy available on request)

ANNUAL REPORT

The BOG will report annually on SEN provision. Information for this report will be collated by the Principal.

ACCESSIBILITY

At present pupils with Special Educational Needs/Disabilities have equal access to all areas of the school building. This will be reviewed on an annual basis and contact made to EA as required.

COMPLAINTS

All complaints will be dealt with in line with school’s existing complaints procedures.

ADVICE AND INFORMATION SERVICE

An Advice and Information Service has been set up by EA to support parents of children with SEN. Tel: 028 82411411. Detail of this can be found on the EA website.

DISPUTE AVOIDANCE AND RECONCILIATION SERVICE (DARS)

This service was established and came into effect on 1st September 2005 as part of the implementation of the Special Needs and Disability Order (SENDO). DARS aims to provide an independent, confidential forum to resolve or reduce the areas of disagreement between parents and schools/Boards of Governors or EA for pupils who are on the Code of Practice, in relation to special educational provision. Where

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SPECIAL NEEDS AND INCLUSION POLICYinterested parties have made an attempt to resolve a disagreement and this has been unsuccessful, a referral may be made to DARS. Members of the DARS team will facilitate the possible resolution of disagreements (in a neutral venue) but do not have the authority to resolve a dispute.• Agreement can only be reached with the approval of interested parties.• From referral to conclusion is approximately 40 working days.DARS is separate and independent from Special Education Branch. Involvement with the DARS will not affect the right of appeal to the Special Educational Needs Tribunal. Parents/Guardians may contact this service directly.SPECIAL EDUCATIONAL NEEDS AND DISABILITY TRIBUNAL (SENDIST)

Where agreement cannot be reached between a parent and the EA with regard to a child’s special educational needs, legislation gives the right of appeal to the Special Educational Needs and Disability Tribunal or SENDIST. SENDIST considers parents’ appeals against decisions of EA and also deals with claims of disability discrimination in schools. There is a two month time limit from the notified date of ‘disputed decision’ to appeal to the tribunal. Various time limits apply for EA Compliance with Orders of the Tribunal and EA to comply with in Unopposed Appeals.

Further information regarding the appeals procedure can be obtained from:Special Educational Needs and Disability Tribunal, 3rd Floor, Bedford House, 16-22 Bedford Street, Belfast, BT2 7DS Telephone: 028 9072 8757 Fax: 028 9031 3510 Email: SENDTribunal@courtsni.gov.uk

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SPECIAL NEEDS AND INCLUSION POLICYSECTION 7: Monitoring/Evaluating Procedures

This policy will be reviewed in light of changes in legislation or practice following consultation with all staff members, parents and external agencies. In addition feedback will be sought on an annual basis. Information will be discussed and reviewed by the Senior Management team. Any amendments considered necessary will be forwarded to the Board of Governors for approval.

EVALUATION OF THE SCHOOL PROCEDURES FOR SEN

• Annual review of pupil results, achievement and standards• Review quality of the provision for learning for pupils with special educational

needs • SENCO will meet at the beginning of each term with class teachers to evaluate

progress of pupils and the effectiveness of the provision • In class observations to ensure appropriate teaching and learning strategies are

used• Targets of IEPs are monitored for progression and evidence of the children’s

work is examined• Impact of training, advice and support from external agencies on strategies and

provision• Attendance of SEN pupils is reviewed• Involvement of pupils/parents is monitored• Effectiveness of withdrawal programmes are examined• Use of SEN classroom assistants is evaluated• Inclusion in all areas of school life e.g. school trips, productions, sports days,

after school activities• Class screens are monitored annually and pupils highlighted for support• Provision for statemented children is reviewed annually and provision amended

as required • Report (drawn up by SENCO/Principal) submitted to B. O. G.

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SPECIAL NEEDS AND INCLUSION POLICYThis policy will be reviewed annually. Date agreed: September 2014 Reviewed: February 2017

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SPECIAL NEEDS AND INCLUSION POLICYAppendices

APPENDIX 1: PARENTS: GUIDANCE TO SPECIAL NEEDS REGISTERAPPENDIX 2: TEACHER IDENTIFICATION OF STUDENT CONCERNSAPPENDIX 3: TESTS USED IN SCHOOLAPPENDIX 4: GUIDE TO BEST PRACTICE, ETHICAL CONSIDERATIONS AND LEGAL IMPLICATIONS OF TESTINGAPPENDIX 5: THE DATA PROTECTION ACT (1998)APPENDIX 6: RECORD OF CONCERN FORMAPPENDIX 7: IEP (BLANK)APPENDIX 8: INDICATION OF DYSLEXIA (BDA)APPENDIX 9: ASSESSMENT OF READING APPENDIX 10: MISCUE ANALYSISAPPENDIX11: SUPPORTING PUPILS WITH AUTISMAPPENDIX 12: NEWCOMERS POLICY

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SPECIAL NEEDS AND INCLUSION POLICYAppendix 1 Parent leaflet on Special Needs Register

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Special Needs SupportThe school’s motto is ‘Caring, Learning Achieving’. We believe that all children in the Moat Primary School should have the opportunity to experience success in learning. We recognise that some children have a significantly greater difficulty in learning than the majority of their peers. In the interests of these children, we will endeavour to make every reasonable arrangement to provide for their individual needs.

Special Educational ProvisionThe school must follow the Code of Practice (1998). ‘It is vitally important that children with SEN are identified as early as possible and that an awareness of their possible difficulties is clearly communicated between all the professionals involved with their development.’ (Code of Practice 1998 paragraph 2.14)

SPECIAL NEEDS AND INCLUSION POLICYYour child has been placed on the school Special Needs Register. What does this mean for me, the parent, and my child?

Working with You ‘The relationship between the parents of a child with SEN and their child’s school has a crucial bearing on the child’s educational progress and effectiveness of any school based action......Professional help can seldom be wholly effective unless it builds upon parental involvement and provides reassurance that account is taken of what parents say and that their views and anxieties are treated as intrinsically important.’(Code of Practice 2.21)

As parents, you are a crucial partner in your child’s learning programme. You will be kept updated on your child’s progress and the next stage in the process. You will be invited to meet with the class teacher on a regular basis to discuss progress. You can support your child by playing a positive role in helping him/her achieve targets set in his/her Action Plan or IEP.

Stages in the Code of Practice

We follow the five stage approach as set out in The Code of Practice (1998). This approach recognises that there is a continuum of needs and that the requirements of the majority of pupils with SEN lie at Stages 1, 2 or 3. This means that their needs are met by the school with the help of outside agencies and/or specialists as required.Stage 1Either you, the child’s parent or the teacher (0r both) may have a concern that your child is not learning as easily as expected. At this stage the class teacher will complete A Record of Concern Form noting any observations or findings from assessments already made. The class teacher will provide or arrange special help within the normal curriculum framework to meet your child’s needs. You will have discussed this with your child’s teacher today. Your child’s class teacher will have completed an Action Plan, noting the concerns and outlining some possible action at this stage. You will have received a copy of the Action Plan. Your child’s name and concern will be recorded on the school’s Special Needs Register.The child’s teacher will review progress with you at a specified time and it will then be decided if your child remains at Stage 1; is removed from the register; or moved to Stage 2.

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SPECIAL NEEDS AND INCLUSION POLICY

Stage 2If your child is placed at Stage 2 on the schools’ Register of Special Needs, the school will proceed with more intensive action. Your child may, for example, have a considerable gap between attainment and perceived ability, or between his/her attainment and that of the class. Your child may be exhibiting behavioural or sensory issues which you both wish to address together. You child’s teacher will draw up an Individual Education Plan (IEP) and discuss targets with you and your child. Your child’s teacher or the SENCO (Special Needs Co-ordinator), Mrs Humphreys, with your permission may administer further assessments to help diagnose difficulties and hence address these. The IEP will allow both you and the class teacher to work together to achieve targets outlined in the IEP. The school may utilise support from other staff in the school. The IEP will be reviewed termly (or at least twice per year) as long as your child remains on the Special Needs Register.At the review stage it will be decided if your child remains at Stage 2 and another IEP is implemented, or if your child has made exceptionally good progress and special educational provision is no longer necessary then your child will move back to Stage 1 and be monitored for some time. The SENCO may advise moving to Stage 3 in order that an educational psychologist’s assessment be made or support sought from another external agency.Stage 3The SENCO/Principal will register the pupil’s needs and agree that more intensive action and specialist support is required from external agencies. The SENCO will review available information and contact the EA Psychology Service. A Stage 3 Educational Psychology Referral Form will be completed and shared with you. Your child may then access the external support required e.g. Specific Learning Support; Speech and Language Support; Behaviour Support; ASD support.You child may be referred directly to other external services such as WEST, Occupational Therapy, Behaviour and Support Services, Play Therapy or Speech and Language Therapy. A referral form will be completed if such a service is to be accessed. An assessment may be carried out and external support services utilized. As at Stage 2, a Stage 3 Individual Education Plan (IEP) will be drawn up with you and your child and reviewed after a period of time. School based provision continues as appropriate with additional external expertise at Stage 3.

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SPECIAL NEEDS AND INCLUSION POLICYAfter intervention, if the progress is satisfactory then the SENCO may decide that your child no longer needs external support at Stage 3 and may decide to move your child back to Stage 2 and appropriate action will be taken at that stage. If the measures at Stage 3 have not resulted in adequate progress the principal, usually in consultation with the Educational Psychologist, may request a Statutory Assessment.Stage 4 ‘In some cases schools will conclude that the pupil’s needs remain so substantial that they cannot be effectively met within the resources normally available to the school.’ (Supplement to the Code of Practice – 4.64)

This stage is for pupils awaiting statutory assessment of special needs. Following an application to the EA from the school, the EA will consider the need for a statutory assessment of special educational needs. It should be noted that a request of this kind will not always result in Statutory Assessment nor will Statutory Assessment always lead to a Statement of SEN. The EA will consider the degree of the child’s difficulty, the nature of the provision required and whether the child’s needs can reasonably be met by the resources normally available to the school. If the EA decides to make a statutory assessment then this will include a multi-disciplinary assessment (medical, psychology services etc). The whole process may take six months.

Stage 5If the EA makes a Statement of Special Educational Needs, your child will be at Stage 5. The statement will set out your child’s educational and non-educational needs, the objectives to be secured, the provision to be made and the arrangements for monitoring and review. Support and/or provision will be arranged to meet your child’s needs. A Stage 5 IEP is drawn up, implemented, monitored and reviewed. An Annual Review process will take place at which we will discuss your child’s progress towards meeting the objectives specified in the statement and review the special provision made.

Exceptional CircumstancesIn most cases, transition through the five staged assessment process occurs in sequence. However, in exceptional circumstances, some children may demonstrate

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SPECIAL NEEDS AND INCLUSION POLICYsuch significant or unforeseen difficulties that with multi-professional and parental agreement, a move to a higher stage of need is necessary immediately.

Moat Special Needs TeamThe school is fortunate to have four teachers with Advanced Diplomas in Special Educational Needs- Mrs Patterson, Mrs Neely, Mrs Black and Mrs Bogue. The SENCO, Mrs Humphreys, has completed the Administration of Testing with the British Psychological Society. Mrs Bogue has completed a module of a Masters’ Degree in Special Needs Literacy Difficulties at QUB. ALL teaching staff have completed over 20 hours of Special Needs Literacy Difficulties Training from QUB in 2013-14. Mrs Patterson is a Reading Recovery trained teacher. Mrs Humphreys has undertaken all professional development made available for SENCOs over the past 7 years. The classroom assistants provide much support to pupils with special needs and receive ongoing training. All classroom assistants have had Reading Partnership Training. Mrs Irwin and Mrs McCrory have completed Eklan Speech and Language Training (2014). Other teachers and Classroom assistants have completed further training in Autism and Dyslexia. A range of approaches and support networks in the school include:

Group or individual support within or outside the classroom. Access to iPad learning activities, PC programmes e.g. Word Shark; LEXIA Reading Partnership programme; Maths Catch Up Programme; Word Building;

Spelling Programme

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IEP: Individual Education PlanSENCO: Special Needs Co-ordinator - Mrs HumphreysSEN: Special Educational NeedsCode of Practice: Special needs legislation schools must followSpecial Needs Register: The school is required to keep a register of all pupils supported and the stages at which they are supported.

SPECIAL NEEDS AND INCLUSION POLICYAppendix 2:

TEACHER IDENTIFICATION OF STUDENT CONCERNSPupil’s name: ………………………… Year: … Teacher: ……………………Areas of Concern (Tick)

LEARNING EMOTIONAL/ BEHAVIOURALSpatial Skills MotivationGross motor skills ConcentrationFine motor skills Easily distractedPhonological awareness Calling out in classPhonic skills Leaving seatReading skills Working as part of a groupSpelling skills Relies on peer supportShort-term auditory memory Refuses peer supportVisual memory Refuses adult supportLimited vocabulary Gives up easilyLimited grammatical awareness Listening skillsVerbal participation in class LonerComprehension Social skillsRetention of information VulnerableSequencing Attention to taskUnable to follow simple instructions Inapprop. verbal participationUnable to follow complex instructions DemandingNumber conservation Lack of attention to learningNumber concepts Self-esteemRecording work from text Co-operationRecording work from board Poor relationship with peersOutput of work Poor relationship with adultsPresentation Needs firm structuresLetter formation Poor self-controlAttention to task OutputOrganisation of thought HomeworkRelevant content ConfidenceConfidence in approaching a task Immature behaviourSelf-esteem Inappropriate behaviourIndependent learning Self-Harms

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SPECIAL NEEDS AND INCLUSION POLICYAppendix 3

Tests used by the School:

CEA Entry AssessmentLanguage Screening testBPVS (British Picture Vocabulary Scale) 3Key Words CheckLinguistic Phonic Assessments Letter Names and Sounds CheckPhonological AssessmentsMIST (Middle Infant Screening Test)NNRIT (Levels 1 and 3)Single Word Spelling TestPTMPTENFER Mental Maths 6-11CEA: Level of Progression in Using Communication and Mathematics Single Word Reading testSalford Reading TestWRIT Intelligence TestDRA Reading TestDyslexia Portfolio and Dyslexia ScreenerPHABYoung group Reading; Young Parallel SpellingSandwell Mathematics Diagnostic Test

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SPECIAL NEEDS AND INCLUSION POLICYAppendix 4: Best Practice Guidelines and Ethical Consideration for Test Use (ITC 2013) http: www.intestcom.org/Guidelines/Test+Use.php (accessed 11th August 2014)

1. Justification for the selection of a test

The test administrator should be knowledgeable in the range of skills and attributes measured by each test ae of test they intend to use this includes knowledge of reliability, validity, norm groups etc.

2. Use for the intended purpose

The tests should only be used for the intended purpose. Test data should not be used for any other purpose other than those which the test taker (parent/guardian) has provided consent.

3. Informed consent

Ensure informed consent is obtained from the test taker (or parent/guardian) prior to the testing. This includes confirming what the information is required for, what you intend to do with the information and who might the information be passed to.

4. Competence in the delivery, scoring and interpretation

It is the responsibility of the test administrator to ensure they are competent in the delivery, scoring and interpretation of the assessment by reviewing and adhering to the standardized procedures as defined in the manuals and through any required training. Please note, the standardized instructions need to be read VERBATIM from the manual in order to maintain the reliability and validity of the assessment process.

5. Agreed Feedback

It is the responsibility of the test administrator to provide any agreed test feedback accordingly, whether verbal or written, tailoring this is a style to ensure it is understood by the relevant recipients

6. Relevance of Test Results

The test administrator should explain the importance and value of other information, e.g. collected by informal assessments, in addition to the formal test results.

7. Secure storage of assessment results

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SPECIAL NEEDS AND INCLUSION POLICY

All test results and relating information should be confidential and stored in a secure location only accessible by authorized personnel.

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SPECIAL NEEDS AND INCLUSION POLICYAppendix 5: Data Protection Act (1998)

The Data Protection Act was introduced in 1998 and requires those who collect and process personal information, to comply with a number of important principles regarding privacy and disclosure.These eight key principles outline that personal information tests must be:

1. Fairly and lawfully processed; (that is, confirm what the information is required for, what you intend to do with the information and who might the information be passed to.)

2. Processed for limited purposes; (the purpose it was explicitly obtained for)3. Adequate; relevant and not excessive;4. Accurate and where necessary, kept up to date;5. Not kept for longer than necessary;6. Processed in line with individuals’ rights;7. Stored securely (this includes security on computer systems, locked within

filing cabinets, and ensuring waste data is disposed of confidentially by shredding); and

8. Not transferred to other countries without adequate protection.

The individual has rights to access any information held about them, Parents can access their child’s records on behalf of them, where a child cannot act for themselves. A child of 12 or older is expected to be mature enough to make this request.

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SPECIAL NEEDS AND INCLUSION POLICYAppendix 6: Record of Concern

Child’s Name: DOB:

Class: Teacher:

Child’s Strengths:

Reason for Concern

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Actions taken by teacher

________________________________________________________________________

______________________________________________________________________

_____________________________________________________________________

____________________________________________________________________

Teacher's Name: Parent’s Signature:

Date: Review Date:

Next Step: Pupil will remain on Action Plan

Pupil will move to Stage 2 Remove name off register

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SPECIAL NEEDS AND INCLUSION POLICYAppendix 7: IEP

Moat Primary School LisnaskeaCOP: Plan no: My Individual Education Plan 2017-18 Date of issue:Pupil’s name: Class: Year My teacher is: DOB:

Concern (s): Literacy skills are delayed Target: Improve Reading and spelling skills; develop working memory KEY: All effort to build confidence

Core Targets What I need to do (Strategies and Resource

How did I do? Outcome:A Fully metB Developing wellC Moderate successD Minimal progressE Not met

People who help me: Mrs Review Date: Dec 2018

Learning Profile:

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SPECIAL NEEDS AND INCLUSION POLICYThe way I like to learn: Things I am good at:

Area(s) for Improvement:

Help I may need at home:

How I would like things to be:

What will help me:

Pupil Review: How did I get on?Parent Review Comment:

Off Register

Remain at Stage 1 2 3 4 5

Move to Stage 1 2 3 4 5

Future planning:

1. Consider new targets2. Sustain target3. Fine tune target4. Major review of target and strategy5. Select more appropriate target

Reviewed with:

Parent/guardian Child Class teacher SENCO/Principal

My teacher and I drew up this plan on: th Sept 2017 (date)

We reviewed this plan on: (date)

Signatures:

My signature:

(Pupil)

(Parent/Guardian)

(Teacher) F Humphreys(SENCO/Principal)

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SPECIAL NEEDS AND INCLUSION POLICYAppendix 8: Indications of Dyslexia (BDA) (www.BDA.com)

If a child has several of these indications, further investigation should be made. The child may be dyslexic, or there may be other reasons. This is not a checklist.

Persisting factorsThere are many persisting factors in dyslexia, which can appear from an early age. They may be noticeable when the dyslexic child leaves school. These include:

Obvious 'good' and 'bad' days, for no apparent reason, Confusion between directional words e.g. up/down, in/out, Difficulty with sequence, e.g. coloured bead sequence, later with days of the week or numbers, A family history of dyslexia/reading difficulties.

Pre-school Has persistent jumbled phrases, e.g. 'cobbler's club' for 'toddler's club' Use of substitute words e.g. 'lampshade' for 'lamppost'. Inability to remember the label for known objects, e.g. 'table, chair'. Difficulty learning nursery rhymes and rhyming words, e.g. 'cat, mat, sat'. Later than expected speech development; pre-school non-language indicators. May have walked early but did not crawl - was a 'bottom shuffler' or 'tummy wriggler'.

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SPECIAL NEEDS AND INCLUSION POLICY Persistent difficulties in getting dressed efficiently and putting shoes on the correct feet. Enjoys being read to but shows no interest in letters or words. Is often accused of not listening or paying attention. Excessive tripping, bumping into things and falling over. Difficulty with catching, kicking or throwing a ball; with hopping and/or skipping. Difficulty with clapping a simple rhythm.

Primary School Age Has particular difficulty with reading and spelling. Puts letters and figures the wrong way round. Has difficulty remembering tables, alphabet, formulae etc. Leaves letters out of words or puts them in the wrong order. Still occasionally confuses 'b' and 'd' and words such as 'no/on'. Still needs to use fingers or marks on paper to make simple calculations. Poor concentration. Has problems understanding what he/she has read; Takes longer than average to do written work. Problems processing language at speed.

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SPECIAL NEEDS AND INCLUSION POLICYPrimary school age non-language indicators:

Has difficulty with tying shoe laces, tie, dressing Has difficulty telling left from right, order of days of the week, months etc. Surprises you because in other ways he/she is bright and alert. Has a poor sense of direction and still confuses left and right. Lacks confidence and has a poor self image.

Homework TipsHomework can be a frustrating and upsetting experience for dyslexic children and their parents on a daily basis. Remember: the purpose of homework is to practise something that your child is already familiar with. If homework is too difficult, you should discuss this with the child’s teacher. Don’t allow your child to become frustrated because homework tasks are beyond their skills or take too long. Setting smaller amounts of work and/or allowing extra time will often help.

Establishing a RoutineDevelop a daily homework routine. A written or visual plan put in a prominent place is ideal. It should include a particular place set aside for homework and an agreed plan as to what happens after arrival home from school. It should also be flexible enough to take into account after-school activities.The homework place needs to be as quiet as possible, with a cleared space for work and items required at hand eg pens, pencils, rubber, books, etc. The kitchen table is suitable if close supervision is required at busy times.

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SPECIAL NEEDS AND INCLUSION POLICYWork out the best time for your child to do their homework. Keep in mind that your child may be very tired after school - they have had to work harder than their peers because of their dyslexia. They may need a break before starting homework.Daily reading is essential, as lots and lots of practice is required for students with dyslexia to develop and master literacy skills. Read aloud with your child when they are becoming frustrated. This helps them to understand and enjoy what they are reading and it still helps them to learn. Your child can also read along with books on tape or CD.

Getting startedChunk homework tasks into manageable parts. Give breaks between tasks. Encourage your child to produce quality work rather than rushing tasks. The dyslexic student can become discouraged when faced with large amounts of work.Go over homework requirements to ensure your child understands what to do. Read instructions aloud when you know it is hard for them to decode accurately. If necessary, practise the first example or two with them.Help your child to generate ideas for writing tasks and projects before they start work. If necessary, revise vocabulary that they may need. Sometimes you may help to develop a writing plan.Encourage them to present work using their personal strengths - for example, they could use pictures if they are good at art. When necessary and appropriate, scribe for your child so that they can get their ideas on paper more accurately.

Checking and monitoring work

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SPECIAL NEEDS AND INCLUSION POLICYHelp your child to learn editing, self-monitoring and checking skills so they can go over their own work more independently as they get older. For example, a simple process like COPS can be helpful when proof reading work:C = Capitals. O = overall appearance. P = punctuation. S = spelling.

Teach your child to use the computer for work as they get older. Show them how to use a spell checker and encourage them to learn touch typing skills on a suggested Typing Tutor program. If they are slow to complete work, encourage them to use a timer and see how much work they can complete in five minutes. But remember that if homework is regularly taking too long or is too difficult, you should discuss this with the teacher. Give your child lots of praise as they complete homework tasks. Be specific about what they have done well.

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SPECIAL NEEDS AND INCLUSION POLICYPupils with Specific Learning Difficulties (Dyslexia)

We recognise that some pupils, despite often having average or above average intellectual ability and good oral skills, have unusual difficulty learning to read or to spell and write fluently. These pupils may be described as having specific learning difficulties, which may be attributed to being on the dyslexia continuum.We recognise that these pupils have specific educational needs and that these needs have to be met with the most efficient use of our school’s resources; we recognise that these pupils have skills and talents which need to be nurtured and developed and that they have the same right of access to the NI Curriculum and to all school activities as all other pupils. We recognise that by meeting the needs of these pupils, this will also have a positive impact on the learning experiences of others. We will therefore make the following arrangements to try to ensure that their needs are met:• We will operate an early screening and monitoring programme to try to ensure that all pupils who are

experiencing difficulties with aspects of literacy are identified as early in their school career as possible.• We will assess and make provision for the pupil’s difficulties within the framework of the Stages of the Code

of Practice for the Identification and Assessment of Special Educational Needs. We will prepare appropriate educational plans, in consultation with pupils and parents setting out the provision we propose to make for the pupil and the objectives for that provision. Targets will be reviewed with both parents and pupils.

• If, despite our efforts to ameliorate the pupil’s difficulties, it is felt that there is still a noticeable mismatch between the pupil’s oral skills (talking and listening) and his/her attainment in literacy skills and that he/she may need more specialist help than we are able to provide from within our resources, we may, following consultation, with parents and Educational Psychologist refer the pupil for assessment by the Psychology Service for the Education Authority. This assessment will also address the need for specialist support provided by EA, following the steps outlined in the Special Educational Needs/Inclusion Policy.

• Following discussion with the psychologist we will formulate a revised education plan.

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SPECIAL NEEDS AND INCLUSION POLICY• The revised plan will set out the provision that we can make within our own resources, and the strategies,

which class teachers can adopt to help the pupil access the curriculum. All teachers and classroom assistants who teach the pupil will be made aware of his/her difficulties and of the agreed plan and strategies to help give him/her access to the curriculum.

• These strategies may, depending on the needs of the pupil, include the use of word banks, wordwalls, personal (illustrated) dictionaries, wordmats, the use of iPads and spelling aids.

• All staff will try to be as sensitive as possible to sources of anxiety and embarrassment e.g. being asked to read aloud in class or being asked to copy large amounts of written material from EA.

• Teachers will take account of the pupils’ difficulties when marking work, for example, by concentrating on content rather than absolute spelling or grammatical accuracy. They will also be aware of the need to find alternative ways of assessing progress rather than always through written tests.

• Teachers will take account of the pupil’s difficulties when setting homework assignments. They will consult with parents and set homeworks which should be capable of completion within a reasonable period of time. Teachers will also try to ensure that assignments set by others e.g. peripatetic teacher are co-ordinated and do not impose an unfair burden on the pupil.

• We are aware that pupils with Specific Learning Difficulties (Dyslexia) have experienced ‘failure’ and that often their motivation for work (involving literacy) is low. We are conscious of the need to try to make these tasks as stimulating as possible and of the need to find ways of raising the pupil’s motivation generally. This is particularly important since the nature of their difficulties means that there will need to be a good deal of repetition of basic work to ensure that reading vocabulary, spellings etc are learned and retained.

• We will try to suggest ways in which parents can help us help their child. We believe that parents can contribute a great deal to an educational programme. Depending on the age and stage of the pupil, they may contribute by e.g. making and illustrating personal dictionaries and word banks; reading to their child

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SPECIAL NEEDS AND INCLUSION POLICYon a regular basis; participating in paired reading schemes and reading partnership; or helping their child with study.

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SPECIAL NEEDS AND INCLUSION POLICYProcedures for Early Intervention with Literacy Difficulties

Note signs of literacy difficulties/ undertake some specific observations

Examine previous standardised test scores and class work

Speak to previous teacher/SENCO/ Learning Support Teacher

Speak to parents- any signs? Family history? Complete Record of Concern (Stage 1)

SENCO/Learning Support teacher to undertake informal and formal testing- miscue analysis Pen Portrait/ Phab/Dyslexia Portfolio Portrait/Dyslexia Screener

Report observations/results to teacher and Parent Monitor (if signs are not significant)

Place child on IEP stage 2 and begin intervention programme

Set achievable targets (in consultation with child and parents)/ Incorporate suitable intervention strategies to support child; continually monitor and evaluate progress

SENCO to monitor pupil on SEN register termly/ Teacher to meet parents regularly for review

Continue to address needs with an IEP/programme Take off register

Discuss child with Educational Psychologist (if child does not achieve targets/make pleasing gains)

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SPECIAL NEEDS AND INCLUSION POLICYAppendix 9: Assessment of Reading Based on Kelly and Phillips

1. Assessing Reading Difficulties

Assessment: The starting point for assessment and devising appropriate methods of intervention will depend on the age of the pupil, the level of reading achieved so far and the methods of teaching reading used. The assessment of reading should include reading a passage of continuous prose to discover the strategies a learner uses when reading, particularly their use of context, their decoding skills and knowledge of language, Assessment should also include single word reading and a detailed analysis of phonic skills reading both real and non-words. The assessment of comprehensions will show the impact of poor word recognition o understanding and will also show the extent the pupil uses their knowledge and experiences to understand texts, thereby compensating, to some extent, for poor decoding skills and dysfluency.

Area to be assessed Purpose Test/Activity

Reading Behaviours and Comprehension

1 Reading a passage aloud

To discover accuracy primarily

May also be able to note fluency and comprehension including use of context

Complete a Miscue Analysis

The child reads the passage aloud. This will provide ‘a window’ on the reading process: how he/she reads; whether he/she decodes correctly; and it will help identify the strategies he/she uses.

Administer and analyse miscues/substitutions (see Guidelines for analysis Pg 87/88 of Chapter 6)

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SPECIAL NEEDS AND INCLUSION POLICY2. Reading Behaviours To discover which aspects could be quite easily

remediated.

1) Interested/well motivated/at ease

2) Use of volume/intonation/pitch- is the voice lowered when meeting an unknown word? Is articulation clear as this may affect phonic skills?

3) Recognition of punctuation e.g. through use of punctuation/pitch

4) Any requests for help (when/why?)- were these verbal/non-verbal requests? Reassurance?

5) Losing place/tracking difficulty?

6) Looking away from text/fidgeting?

7) Has the test situation provoked anxiety which could adversely affect the outcomes?

Ask questions about the passage

Appropriateness of rate of reading- did it affect fluency/comprehension? Does he/she need fluent expressive reading modelled?

Give child next reading book in series and observe reading behaviours.

(see step 3 and complete point (1)at the same time)

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SPECIAL NEEDS AND INCLUSION POLICY3. Reading

Comprehension

(aloud and silent)

Language comprehension of text

To establish level of understanding of a text

To discover the knowledge of language brought to a text (when reading and when being read to). This will also assess memory/recall.

1) Next Reading Book (95% accuracy) - assess comprehension after reading aloud (literal and inferential).

2) Give pupil a book a level above their current reading book and ask them to read silently. Answer questions (literal and inferential) orally. Predict/ suggest character traits/personal response to the story

3) DRA test

4. Reading speed/fluency

To establish reading rate Reading speed (Dyslexia Portfolio Pg8)

5. Single Word Reading

To discover ability to recognise words (particularly high frequency words) without the use of context

High Frequency Words Test (decodable and tricky)

Single Word Reading Test ( Dyslexia Portfolio 13)

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SPECIAL NEEDS AND INCLUSION POLICYSight Word Reading: Assessing Phonics Skills- Decoding/ Grapheme- Phoneme Correspondence

6. Reading words using phonically regular words

To assess knowledge of grapheme-phoneme correspondence

Regular CVC words/Phase 2 of Letters and Sounds/ Linguistic Phonics assessment at level 2

Two letters representing one sound/blends/Phase 3 of Letters and Sounds; word card box; Linguistic assessment as level 3/4

Vowel diagraphs/ Phase 5 Letters and Sounds; word cards box; Linguistics Assessment at level 5

Words using common prefixes/suffixes

7. Reading phonically regular non-words

To check knowledge of grapheme-phoneme correspondence

Linguistics Assessment at Stage 3,4,5 (non words section)

Non Word Reading Test (Dyslexia Portfolio Pg 11)

8. Phoneme deletion To check if phonological skills are impaired Phoneme Deletion (Dyslexia Portfolio Pg 9)

9. Syllabification To assess if the pupil can break up the word into syllables with one vowel in each syllable

Linguistic Phonics stage 3

Other Dyslexia Related Tests:

Single Word Spelling Test (Dyslexia Portfolio Pg 13); Rate of writing (Dyslexia Portfolio pg 21); Digits forwards/backwards (Dyslexia Portfolio Pg 16); Naming Speed (Dyslexia Portfolio Pg 3)

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SPECIAL NEEDS AND INCLUSION POLICY

1. Intervention Suggestions from results of Miscue Analysis

Area Recommendation

Accuracy in decoding: Poor knowledge of grapheme-phoneme correspondence

Further assessment of letter-sound knowledge

Assessment of phonological processing/awareness (see Mrs Bogue)

Systematic teaching of synthetic phonics using structured multisensory programme

Onset and rime

Teach segmentation

Teach blending

Teach manipulation

Losing place/ omissions/ insertions Assess working memory

Teach strategies of using a reading ruler; slowing pace/ finger pointing

Inversions/ reversals/transpositions Assess visual discrimination

Compare with reading

Look up ideas in MIST follow up programme

Difficulty with polysyllabic words Teach syllabification and morphological units

Listen for beats in words/ match with 2/3/4 beats

Makes no use of syntax (meaning) NB Most pupils with dyslexic type difficulties have GOOD language

Check child’s spoken language; Foster expressive language development

Assess auditory and visual working memory (Can the child store the words long enough to

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SPECIAL NEEDS AND INCLUSION POLICYcomprehension make sense?)

Use cloze procedure/ sentence completion exercises

Comprehension Difficulties Foster fluent reading; re-read simpler books to develop fluency; have a box of books read for silent reading in class

Read aloud to the pupil/ develop their listening comprehension

Develop their vocabulary through first hand experiential learning and reading

Teach vocabulary and meanings; glossaries; picture cues for FS pupils

Talk about a book/passage before reading/ set the scene using some of the vocabulary in the text

Use comprehension-teaching strategies such as cloze procedure, sequencing, prediction, summarising, a questioning approach; write reviews

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SPECIAL NEEDS AND INCLUSION POLICYAppendix 10: Miscue Analysis

MISCUE ANALYSIS RECORD FORM

Name: Class: Date:

Person conducting assessment: DOB: C.A:

Passage Read (attached): Readability Level:

Original Text

Actual Response No response

Substitution

Grapho/phonic

Semantic

(make sense)

Syntactic

(grammatical)

Mispronunciation

Self Corrections (no): Insertions: Omissions:

Repetitions: Hesitations: Reversals:

Reading Behaviours:

Use of intonation, word-by word reading; finger-pointing; losing place/missing a line; use of punctuation

Summary of Strengths

Areas for Improving/Developing

Further Assessment Required?

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SPECIAL NEEDS AND INCLUSION POLICY

Miscue Analysis

Miscue Analysis is a diagnostic tool based on the premise of analyzing the errors a child makes during oral reading. When a child reads orally, the teacher learns a great deal about whether the child is making sense of what is being read by looking closely at the types of errors the child makes. By using the miscue analysis method, a teacher/parent will be much more capable of assisting those children who experience difficulty. Using miscue analysis is extremely important as reading tests can't give you this type of information. It can be done every 6-8 weeks to see how the reader is improving in the strategies used. The 6 Types of Miscues

1. Correction: During the oral reading, the child realizes he/she has made an error and re-reads the section/word without prompting.

2. Insertion: As the child is reading, he/she will insert a word or two that isn't on the page.

3. Omission: During the oral reading, the child leaves out a word(s.)4. Repetition: A child repeats a word or portion of the text.5. Reversal: A child will reverse the order of the print or the word. (will say

something like of for for etc.)

6. Substitution: Instead of reading a specific word, the child inserts a different word.

Some rules about using miscue analysis:

Use unfamiliar text, not something the child knows from memory. Do not use miscue analysis on beginner readers Give the student some choice in the reading selection. You will need a quiet place without interruptions, it can be very handy to

record the child which provides you with an opportunity to listen to the passage more than once.

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SPECIAL NEEDS AND INCLUSION POLICY Photocopy the selection the student will read, use this to record the miscues. Record each miscue. (Use hypens for skipped words, record each substitution

(ie, went for when), use ^ for insertion and record the word(s), circle omitted words, underline repeated words, you may also want to use // for repeated words.

What do the miscues tell you?

Self CorrectionWe want readers to self-correct. This is good!However is the reader reading too fast? Slow him down. It may suggest inattention to shape/ one or two letters in the wordDoes the pupil now realise this substitution makes sense? Good corrections suggest a reader reading for meaning. Is the reader mis-correcting accurate reading? Reading ‘book’ for ‘look’ then saying I mean ‘like’ no ‘took’ no ‘like’...If so, the reader often doesn't see himself as a 'good' reader.Overuse of corrections can affect comprehension.InsertionDoes the inserted word detract from meaning? If not, it may just mean the reader is making sense but also inserts. The reader may also be reading too fast. If the insertion is something like using finished for finish, this should be addressed. Do insertions make sense when earlier miscues were taken into account? Be careful if additions to words are used as this will affect meaning. Is he/she adding words to make it more meaningful for himself/herself? Pupil needs to be more accurate and look more carefully at words. Use phonic skills accurately. Look at syllables/ prefixes/ suffixesOmissionDoes the reader omit unknown words? It may mean the sight vocabulary is weaker. When words are omitted, it may mean weaker visual tracking.

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SPECIAL NEEDS AND INCLUSION POLICY Determine if the meaning of the passage is affected or not. If not, omissions can also be the result of not focusing or reading too fast. Is there a pattern in the type of omissions e.g. adjectives, parts of words?RepetitionLots of repetition may mean that the text level is too difficult. Sometimes readers repeat when they're uncertain and will repeat the word(s) to make sense of the passage. May need to rethink/ gain time to consider how to read the next word. They can affect understanding because they impede fluency.Hesitation

Note when they occur. Before tricky/ polysyllabic words? When the reader lacks confidence? Lack of phonic skills? Does the child need more time to process the word? Is it at the beginning/end of line- may suggest tracking difficulties. Generally hesitations are not seen as negative as long as they do not affect comprehension/disrupt the flow.ReversalWatch for altered meaning. Often happens with young readers with high frequency words - of for for etc. Pupil may need to slow down/ look more carefully, particularly at small words usually learned in ‘sight ‘vocabulary. May have limited grapho-phoneme knowledge.Substitutions:Sometimes a child will use a substitution because they don't understand the word being read. Are the substitutions real words or nonsense words? Does the child need to slow down? Is the first part corrrect and not the ending?

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SPECIAL NEEDS AND INCLUSION POLICY-Grapho-Phonic: If limited then need to assess child’s phonic skills. Are the substitutions similar in shape to the text word? Do the substitutions begin with the same letter or letters as the text word? Does the child focus only on the first letter and then say a word beginning with that letter without necessarily making sense of the story? Does the child rely on the sound-letter similarity to the exclusion of thinking about meaning? To what extent does the child overcorrect miscues that make no difference to the meaning? Does the child make habitual associations like "was/saw" or "with/which"?How much attention is paid to "sounding out" words and not correcting via intonation/phrasing differences? -Syntax: Are the substitutions correct syntactically (same part of speech/ grammatically correct)? -Semantic: Is the substitution semantically correct (makes sense e.g. leap for jump/logical substitution? Did the reading of this sentence change its meaning?-Mispronunciation: does it suggest an attempt to decode using grapho-phonic cues? Are the mispronunciations of particular type e.g. proper names, irregular words? Are some parts of a word pronounced correctly? Is there a pattern e.g. middle/ end of words?

Non Responses suggest:

Little knowledge of grapho-phoneme correspondence May be reluctant to guess- perhaps has not made sense of passage; not

using contextual cues/ lacking confidence May be relying on whole word recognition- strong visual approach to reading Ask the child what they do when they see an unfamiliar word. Do they look

for little words inside the multisyllabic word?

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SPECIAL NEEDS AND INCLUSION POLICY

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SPECIAL NEEDS AND INCLUSION POLICYAppendix 11: Autistic Spectrum Disorders

The school promotes an inclusive environment, fostering an atmosphere that supports the acceptance of differences and diversity. Some of the following will apply to pupils with Asperger’s Syndrome.The school will seek to:

• Ensure ‘specialist’ intervention is available from external agencies for the child, family and staff. The principal will seek out the support and advice of parents, the psychologist, occupational therapist, SEN Speech therapist, ASD service, social services and paediatric consultants, where possible.

• Develop a programme with a focus on communication, regardless of the language ability of the child. Staff will become familiar with different interventions and approaches, where necessary, such as PECS, TEACCH or ABA to support the child’s needs.

• Develop a programme which develops social understanding, positive behaviour and appropriate interaction skills including personal management and self control; interactions such as turn taking, sharing; making a choice; group behaviours and perceptions

• Support pupils with sensory needs, whether these are tactile, auditory, visual, smell, taste or movements needs. The school will consider changes to avoid over stimulation. A stress free area for pupils in the library or sensory room will allow ‘cooling off’ or some solace and a break from stress build-up.

• Adapt the NI Curriculum, as far as possible, in ways that do not always depend on social or communicative skills

• Develop an approach to managing personal challenges for the child. The school recognises that these might include social interaction, learning characteristics, impairments in communication, motor difficulties and behavioural challenges.

• Prepare pupils for environmental and/or routine changes that may affect the child’s ability to function competently.

• Ensure staff have training to address their continuous professional development; have a reasonable knowledge of autism and the challenges for children on the spectrum in a school environment. An excellent selection of books on ASD is available in the SEN Room.

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SPECIAL NEEDS AND INCLUSION POLICY• Be as concrete as possible in all interactions. Questions will be avoided and

statements made instead; or choices of only two items. Abstract ideas will be avoided where possible and instructions given slowly and broken down into simple steps.

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SPECIAL NEEDS AND INCLUSION POLICYAppendix 12: NEWCOMERS POLICY

For the purposes of this policy, a ‘Newcomer Pupil’ refers to a child who has enrolled at the school but does not have satisfactory language skills to participate fully in the school curriculum and does not have a language in common with the teacher.

RATIONALE:The right to education is a fundamental human right, and as an inclusive school, we seek to ensure that our newcomer children get the support they need in order that they have the best possible chance to reach their potential.

PURPOSES:The Moat Primary School has been enhanced by the steady arrival of newcomer children. The school has created a multicultural atmosphere of warmth, care, understanding and respect for all our pupils to thrive in. They are welcomed and valued in our school. We seek to support them as they access the full range of the Revised NI Curriculum. We recognise that newcomer children may have difficulty with the language of instruction when it is not their first language. They need support in settling into a new school, community and culture.

GUIDELINES:We will seek to build the capacity of all staff as they support newcomer pupils and make use of the following forms of support:

Inclusion and Diversity Service (IDS): This is a regional support service funded by DE. It provides support and specialist advice to our school. Its key services are:• Interpreting and translating service• A toolkit for diversity in the primary school• Multi lingual website www.education-support.org.uk/• Diversity co-ordinators• Continuous professional development for staff• The IDS can be contacted at 028 94482210 or Email: ids@eani.org.uk

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SPECIAL NEEDS AND INCLUSION POLICY

Interpreting and Translating ServiceThe school uses the services of the Interpreter approximately twice per year for the pupils to assist with initial parent/teacher interviews or parent consultation interviews. Diversity Co-ordinator: The school has an assigned EA Diversity Co-ordinator to support with training.

Multi-lingual Website www.education-support.org.uk/: This website enables newcomer parents to get a fuller understanding of the education system.

Toolkit for Diversity in the Primary School: This toolkit promotes a positive view of the challenges and opportunities created by a diverse school population for developing respect for each pupil, and for linguistic and cultural enrichment.

FUNDINGThe Department funds the school with additional funds via the Common Funding Formula to assist as we determine the best way of teaching the language of instruction to newcomer pupils, and enable them to access the full curriculum.

SCHOOL SUPPORT (IN ADDITION TO THE ABOVE)Mrs Humphreys will oversee the support offered to the children in the school. The school will build upon and maintain the expertise of the staff and support services to benefit the newcomer children. The school works closely with the IDS service and value their input.The school looks forward to the new European Language Portfolio which will help the staff assess the newcomer’s proficiency in the language of instruction. It will highlight what the child can do already and help us in planning what he/she needs to learn. It will help the newcomer record what he/she can do in the home language. The ‘Global Benchmarks of Communicative Proficiency’ will be used as a reference point as progress is monitored.The school has purchased a core reading scheme - Rapid Reading. Visual timetables, home-school journals and frequent contact with the parents have been successful. We also have a customised Welcome Booklet giving the family basic information on the school on arrival. The school website has proved to be

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SPECIAL NEEDS AND INCLUSION POLICYinvaluable to show to parents at this point. Emphasis will be on immersion in the language and support from a classroom assistant who will prepare key words or topic words with illustrations to support in lessons. A development plan for the next three years and a yearly Action Plan to improve on the assistance for newcomer children are also available. If more pupils arrive, the school may seek the support of a British Council funded Comenius Language assistant. www.britishcouncil.org/comenius.htmThe school will seek ways of promoting inclusion and develop respect for others in the community, especially through PDMU. The school will seek out best practice in other schools and use this to enhance the good work that is already going on.

LINKS WITH OTHER POLICIES:This policy links with the following policies in particular: The Department’s Policy for School Improvement- ‘Every School A good School’; The Department’s Strategy for Raising Achievement in Literacy and Numeracy; School’s SEN/Inclusion Policy; School’s Teaching and Learning Policy

September 2014Reviewed February 2017

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