rbhs send policy 14

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1. Roles & Responsibilities

Headteacher (Mr. T Purcell), Deputy Head of Standards & Student Progress (Mrs. G Bentham), Director of SEN, Inclusion & Student Support Services (Mr. A Kirby), Inclusion SENCO (Mrs. J Rawlings) and Mainstream SELCO (Mrs. S Wilson) have responsibility for co-ordinating and monitoring the progress of the students identified with Special educational needs and disability.

1.1 Director of SEN, Inclusion & Student Support Services Mr. Kirby is a member of the Senior Leadership Team who has responsibility for the day-to-day strategic management of all aspects of the inclusion provision, including special educational need provision for students with special educational needs. He will keep the governing body fully informed and also work closely with the Inclusion SENCO and Mainstream SELCO. From September 2014, he is working towards becoming NASENCO qualified. 1.2 Inclusion SENCO Mrs. J Rawlings is the Inclusion SENCO who has responsibility for:

• From September 2014, work towards becoming NASENCO qualified. • Lead the Inclusion provision (Y7-11) in teaching and learning approaches; identify, monitor and adopt the most effective teaching

approaches/HUB curriculum, it’s staff (Inclusion Manager and Inclusion Teaching Assistants) and resources. • Collect and interpret specialist assessment and performance data when setting targets for raising achievement and removing

barriers to learning for identified students (including SEN- those already with a statement- full or part time HUB placement) entering the provision.

• Set up and maintain systems for assessing and reviewing SEN students’ (those with & without a Statement) progress when entering the Inclusion provision. This includes creating and /or monitoring learning plans, Communication Passport’s (Statemented students only within the HUB) and provision maps.

• Liaising with parents and external agencies including the LA’s support, Educational Psychology service, Health and Social services, and voluntary bodies.

• Responsible for the preparation of all new applications for Statementing of special educational needs (co-ordinate, lead and attend annual reviews), prepare parental requests for statutory assessments, passports applications (Inclusion managers etc.) and preparation and lead of Annual and Interim Reviews (those already with a statement based full or part time within the HUB only).

• Help maintain the SEN register / maintain and evaluate the effectiveness of the provision (wave interventions). 1.3 Mainstream SELCO Mrs. S Wilson is the Mainstream SELCO who has responsibility for:

• Overseeing the day-to-day coordination of the school’s inclusive provision throughout mainstream (Y7 to Y13) for all students identified on the SEN register as Statemented, requiring additional examination support and looked after students.

• Overseeing the examination access arrangements– applications for additional support, time and/or specific papers for end of Key Stage assessment.

• Overseeing all records of all students with special educational needs; monitor and review old IEP/IBPs & Communication Passports (Statemented students only), Statutory Statements (update existing mainstream Statements to EHC plans as necessary), prepare and lead Annual (holding Person Centred Reviews) and Interim Reviews (oversee PEP meetings either in attendance and/or preparation; provision map & quality assuring SMART targets) and managing the contributions of all stakeholders to create meaningful action planning and target setting for SEN and LAC students in mainstream.

• Line management of mainstream Teaching Assistants. • Liaising with parents and external agencies including the LA’s support, Educational Psychology service, Health and Social services,

and voluntary bodies. • To work collaborativll with all stakvholdvrs at transiton to acilitatv thv ssooth and ssccvss sl trans vr o SE tatvsvntvd (sainstrvas) in orsatonn veasinaton accvss arranavsvnts and d L CsCilis in orsaton ros onv lvar to thv nvete

• Oivrsvv thv vffvctiv rvcord-keeping for Statemented mainstream students, including keeping the SEN register up to date and to maintain and evaluate the effectiveness of provision.

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1.4 SEN Governor Mrs. S Oakes is the nominated governor for Special Education Needs who links the SEN team with the Governing Body; regular monitoring visits will take place during the year and the link governor will report back to the full governing body. They can be contacted through the school by writing to them c/o Rivington and Blackrod High School or email [email protected]. 1.5 Contact Details Staff and governors of Rivington and Blackrod High School wish to work co-operatively with parents and other members of the community to ensure the school provides a high quality of service. As a consequence, we are very keen that any initial concerns are brought to our attention so that they can be dealt with quickly and effectively. Our complaints procedure is available on our school website (www.rbhs.co.uk) or telephone the school to request a copy.

Mrs G Bentham, B.A., P.G.C.E, iLM7 ([email protected])

Mr A Kirby, B.Ed. (Hons), MA Cert ([email protected])

Rivington and Blackrod High School (Year 8 to 13) Rivington Lane Rivington Bolton BL6 7RU Tel: 01204 333266 Fax: 01204 333264 Email: [email protected]

2. Beliefs & Values At Rivington and Blackrod High School we want every young person to succeed, knowing and feeling that they matter. We provide the very best care, guidance and support to ensure that they feel safe and can grow as successful learners and caring citizens. We give all students the power to take control, manage and direct their own learning and develop their future careers and aspirations. As a school we are committed to the inclusion of all students in a broad and balanced curriculum, made accessible through differentiated activities. The needs of a significant minority of the students require consideration beyond that given to other students (a Special Educational Need). Government Legislation dictates the framework within which the school operates (Special Educational Needs Code of Practice: 0 to 25 years, 2014 and Part 3 of the Students and Families Act, 2014), and further guidance is provided by both the Government and Local Authority. We aim to identify these needs as they arise and provide teaching and learning contexts, which enable every child to achieve his or her full potential. 2.1 Teaching and Learning Teaching SEN students is a whole-school responsibility. The core of the teachers’ work involves a continuous cycle of planning, teaching and assessing, taking in to account the differences in students’ abilities, aptitudes and interests. Teachers are responsible and accountable for the progress and development of the students in their class, including where students access support from teaching assistants or specialist staff. High quality teaching, differentiated for individual students, is the first step in responding to students who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching As a school we regularly and carefully review the quality of teaching for all students, including those at risk of underachievement. This includes reviewing, and where necessary improving teachers’ understanding of strategies to identify and support vulnerable students and their knowledge of the SEN’s most frequently encountered. In addition, the class teacher is responsible for implementing the Communication Passport strategies in consultation with the SENCO and ensuring that all Statement/EHC targets are met. 2.2 Contextual Information Rivington and Blackrod High School is a Church of England Voluntary Controlled School which was founded in 1566 by the Bishop of Durham. It’s a larger-than-average comprehensive school with a large sixth form. Learning is based on two sites; at the Lower school (Year 7) and Upper school (Years 8-13). The school has a stable student population, with lower than average percentage of students know to be eligible for free school meals. There are few students from minority ethnic backgrounds or with English as an additional

Mrs J Rawlings, B.Ed. ([email protected])

Mrs S Wilson, B.Sc., P.G.C.E ([email protected])

Lower School and The Pathway Centre (Year 7 only) Albert Street Horwich Bolton BL6 7AW Tel: 01204 333366 Fax: 01204 333367 Email: [email protected]

mailto:[email protected]







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language. The proportion of students with special educational needs and/or disabilities is lower than the national average. The school has achieved a number of awards including Sportsmark, Artsmark, Investors in People status, and the Inclusion Quality Mark.

3. Aims & Objectives 3.1 To work to the guidelines as set out in the SEN Code of Practice 2014

• The Governing Body has agreed with the LA admissions criteria which does not discriminate against students with SEN or disabilities and it’s admission policy has due regard for the guidance in the Codes of Practice 2014 which accompanies the SEN and Students and Families Act, 2014 (From 1 October 2010, the Equality Act replaced most of the Disability Discrimination Act (DDA). However, the Disability Equality Duty in the DDA continues to apply. Parents of a student with mobility difficulties are advised to approach the local authority well in advance of admission so that consultations can take place.

• At Rivington and Blackrod, it is strategically important that the provision is inclusive to all students and is at the centre of the school’s climate of raising academic progression and attainment. The school will ensure that the resources that they have at their disposal are being used effectively and efficiently to meet the needs of all students. Provision mapping allows schools to take a strategic management approach which provides an ‘at a glance’ view of all the provisions that the school makes which are additional to and different from that which is offered through the school’s differentiated curriculum.

3.2 To ensure full entitlement and access for SEN students to high quality education within a broad, balanced and relevant curriculum so that they can reach their full potential and enhance their self-esteem.

• The SEN provision seeks to work closely with the senior leadership team of the school to ensure that the curriculum is regularly reviewed so that it is relevant to the student’s needs, both present and future, and that it is perceived as such by the students themselves and their parents. The SEN provision is an integral part of the School Development Plan.

• The SEN provision ensures that subject staff are fully informed as to the special educational needs of any students in their charge. • All departments are presented by nominate a subject teacher (SEN Representative) to liaise closely with the SEN provision. They

attend half termly SEN meetings where SEN issues/training are discussed or presented and then report back to colleagues at their faculty meetings.

• Advice and CPD [training] opportunities are given to subject teachers and other departments employing differentiated teaching

methods and resources. • The SEN provision provides in-class support to students to enable staff to provide a differentiated and inclusive curriculum. • Most provisions will be met within the classroom, but for some whom it is felt would benefit from individual or small group tuition,

it may be appropriate to withdraw these students from the classroom.

3.3 To identify and assess students with SEN as early and thoroughly as is possible and necessary.

The Inclusion SENCO and Higher level Teaching Assistant responsible for SEN, Nurture and Transition will work cooperatively with primary schools to address transition issues and to ensure a continuity of staged provision, meeting with SEN students and their parents prior to transfer. Primary SEN records are forwarded to the Inclusion SENCO at the end of the summer term, prior to transfer. Students with SEN are identified from admission records.

• Use is made of screening and assessment tools; Key Stage tests at both Key Stage 2 & CATS, all Year 7 students are assessed in Reading and Spelling by the English department. Teacher referrals and expression of parental or student concern. In addition, reading tests will also be conducted by the English department on an annual basis as means of identifying those students who require additional intervention. An example of identifying SEN at key transitional points: Year 6 into KS3 students with a spelling or reading age of 9.5 years or below and/or a CAT score 85 or below / Year 9 into KS4 students spelling or reading age of 12 years or below will be targeted for additional intervention and therefore would enter the SEN register.

• Relevant assessment results are transferred prior to entry and help the department decide how best to support the students. As

part of the whole school monitoring of progress against NC level descriptors, as well as predicted performance indicators, students falling significantly outside the expected range will be identified and referrals made to the SEN team.

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• Following concerns raised by staff, parents or the student about lack of progress in relation to the age of their peers, the Inclusion SENCO can carry out a range of norm referenced tests to assess individual performance. Based on the results, further assessment by LA external agencies might be necessary.

• Local Authority External Agencies that may be consulted include Psychological Services- educational psychologist, Communication Support Service- speech and language specialists, Student’s Early Intervention Team (CEIT)– Behaviour Support, Student’s Services Health- School Nurse/Doctor, Physiotherapist, Occupational Therapist, Students & Adolescent Mental Health Service (CAMHS), Disabled Student’s Team (DCT), Sensory Impaired Service.

3.4 To work closely with parents and students through the process of identification, assessment and intervention.

• The school works closely with parents to support students with special educational needs. At Rivington and Blackrod High School we encourage an active partnership through an ongoing dialogue with parents. Parents are always contacted if assessment or referrals indicate that a young person has additional learning needs. The parents are spoken to and consulted along with the student with respect to background history, current and future needs and aspirations.

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termly reiivw svvtnas and coCivs o taravts svte • Thv school wvbsitv contains dvtails o osr Colicl or sCvcial vdscaton nvvdsn and thv arranavsvnts sadv or thvsv stsdvnts in

school. The Governors’ Annual Report to parents contains details of the SEN work in school. The SEN Governor is available to speak with parents.

• Oncv idvnticatonn assvsssvnt and intvrivntons haiv takvn Clacvn stsdvnts and Carvnts arv rvaslarll kvCt in orsvd bl a iariety of svansn veae Cvrsonal contactn rvCortsn Carvntsi vivninasn svtna o taravts and stratvaivsn Croiision rviivwe Indiiidsal sslt-agency svvtnas arv oraanisvd as aCCroCriatv and all concvrnvd indiiidsals and aavncivs will bv iniitvd to aavnde Parvnts and stsdvnts are alwals in orsvd o thv ‘Coints or actoni and anl dvcisions sadv dsrina thv svvtnae

• All students at Rivington and Blackrod have a right to receive and impart information, to express an opinion and to have that

opinion taken into account in any matters affecting them from the time that they start at the school. Their views will be given due weight according to their age, maturity and capability.

• The school will ensure that students are provided with the information, advice and support necessary to enable them to participate in discussions and decisions about their support. This will include information on their rights and entitlements in accessible formats and time to prepare for discussions and meetings. From Year 9 onwards, particularly for those with Education, Health and Care plans, the school will be involved in the planning for a young person’s transition to adult life, the future and how to prepare for it, including how they will participate in the community and achieve greater independence.

3.5 To monitor and record the progress of SEN students.

In accordance with the Special Educational Needs Code of Practice: 0 to 25 years, 2014 and Part 3 of the Students and Families Act, 2014, Rivington and Blackrod High School and the SEN team will;

• Draw up and keep a list of known students with special educational needs. • Record the steps we take to meet the needs of individual students whilst following the DfE model of the Special Educational Needs

Code of Practice: 0 to 25 years, 2014. • Personalised interventions which support the multiplicity of arising learning difficulties are designed using the structure, assess,

plan, do and review process in order to meet each student’s identified need. • Ensure subject departments are responsible for monitoring and recording all students’ progress through the staff appraisal process

and the Headteacher’s academic review. 3.6 To support successful transition from Primary School to High School, as well as successful transition from Rivington and Blackrod High School to Post 16 education or employment.

• As part of the liaison with feeder primary schools, identified Year 6 students are given an opportunity to experience and become familiar with Rivington and Blackrod High School prior to transfer through a series of individual or small group visits during the summer term prior to entry.

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• A Connexions officer will be invited to attend all Statement reviews as from year 9. The Connexions officer is also provided with information by the Inclusion SENCO and SELCO on all SEN students so that he/she can make early contact with the students and their parents/guardians in order that appropriate guidelines are available for the choices of further education at the school, elsewhere or regarding job opportunities.

• From Y9, all annual reviews must focus on the preparation for adulthood- reflecting their ambitions, routes to higher education,

employment & independent living; Higher education and/or employment - including exploring different employment options, such as support for becoming self-employed and help from supported employment agencies. Independent living - enabling people to have choice and control over their lives and the support they receive; their accommodation and living arrangements including supported living. Participating in society - including having friends and supportive relationships, and participating in, and contributing to, the local community. Being as healthy as possible in adult life.

• Appropriate professionals will be invited to attend and/or contribute to student/s Statement reviews, including 14+ and the

Transition Plan.

3.7 Continuing Professional Development (CPD) for support staff.

• Relevant in-house training for SEN Support staff is provided as part of a whole school commitment to raising levels of awareness of SEN issues and in terms of their teaching support role. Lesson observations help to determine future training needs regarding supporting the teaching and learning of SEN students and also provide an opportunity to monitor and record current good practice.

• Opportunities are made available whenever possible for individual Support staff to gain qualifications in related skills and expertise,

to improve theoretical knowledge and develop working expertise within a specific field of learning difficulty. • Relevant in-house training required by teaching staff across the curriculum regarding SEN issues is provided by or arranged by

Director of SEN, Inclusion & Student Support Services, Inclusion SENCO and Mainstream SELCO.

4. Identifying Special Educational Needs

4.1 Definition of Special Educational Needs If a young person at Rivington and Blackrod High School has significant problems [physical, emotional, psychological, medical, etc.] that hinder/prevent him/her from learning or impacting on progress or benefiting from the normal education or educational facilities provided for the majority of his/her peers, then that young person has a learning difficulty. IMPORTANT: This definition of learning difficulty does not apply to students who have learning problems solely because of the following reasons;

• tsdvntis irst lanasaav is diffvrvnt ros thv lanasaav (S d- Snalish is an additonal lanasaav) in which hv/shv will rvcviiv his/hvr vdscatone

• avndancv and/or Csnctsalitl irrvaslaritvse • Health and welfare concerns. • Bvina a lookvd afvr child or in rvceipt of Pupil Premium Grant money. • Idvntivd bvhaiiosr is not as a rvsslt o sosv ors o social and vsotonal didcsltvse • Student’s receiving thvraCvstc or othvr hvalth-related services from external agencies.

4.2 Broad areas of need Cvcial vdscaton Croiision shosld bv satchvd to thv childis idvntivd SEe tsdvntis SEis arv avnvralll thosaht o in thv ollowina four broad areas of need and support:

• Losssnication and intvraction

• Loanition and lvarnina

• ocialn vsotional and svntal hvalth

• vnsorl and/or physical needs

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4.3 Communication and interaction Students with speech, language and communication needs (SLCN) have difficulty communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives. Students with an Autism Spectrum Disorder, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication, social interaction and imagination, which can impact on how they relate to others.

4.4 Cognition and learning Support for learning difficulties may be required when a student learns at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where students are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where students are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

4.5 Social, emotional and mental health difficulties Students may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other students may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

4.6 Sensory and/or physical needs Students who require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many students and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning. Students and young people with an MSI have a combination of vision and hearing difficulties, which makes it even more difficult for them to access the curriculum or study programme than for those with a single sensory impairment. Some students with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.

5. A Graduated Approach to SEN Provision

5.1 Waves of Intervention At Rivington and Blackrod High School we follow the new SEN Code of Practice 2014 and this advocates a graduated response to meeting students ‘needs. When responding to additional educational needs, the initial use of classroom and school resources are implemented before bringing specialist expertise to bear on the difficulties that a student is experiencing. When a student is identified as having additional needs, the school will intervene.

Graduated staged approach to meeting all students ‘needs:

• WAVE 1: Universal lesson provision- subject teachers level effective inclusion of all students in high quality learning and teaching.

• WAVE 2: Beyond lesson provision- small group interventions aimed at students who can be expected to ‘catch up’ with their peers with an identified need.

• WAVE 3: External school provision- individual specific targeted support for students identified as requiring specialised support.

5.2 Criteria for ‘entering’ the SEN register A student has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A student of compulsory school age or a young person has a learning difficulty or disability if he or she:

• Has a significantly greater difficulty in learning than the majority of others of the same age; • Has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others

of the same age in mainstream schools or mainstream post-16 institutions.

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5.3 Students found on the register: • Taravtvd intvrivnton or ESSE (addrvssina lvarnina didcsltl) dsrina csrricslss lvarnina tsv- internal or external (refer to 6.7

External support for SEN) • Statemented • A medical diaanosis or disabilitl which rvqsirvs sCvcial vdscatonal Croiision to accvss thv csrricslss • Seasinaton accvss arranavsvnts

Only students who have been placed on the SEN school register as required under the SEN Code of Practice should be recorded. A student’s placement on the SEN register should occur when he/she is placed on WAVE 2: Beyond lesson provision of the schools graduated staged approach to meeting all students ‘needs (in receipt of two consecutive interventions for NEED). 5.4 Flowchart for identifying special educational needs: Movement from WAVE 1 through to WAVE 3 (graduated response). Rivington and Blackrod High School has a clear graduated approach to identifying and responding to SEN, identifying need at the earliest point and then making effective provisions improves long-term outcomes for the individual students.

Student is not make adequate progress

WAVE 1: Implement targeted interventions

Has progress improved?

Add to SEN register

Wave 2: Investigate specific needs Implement targeted individual interventions

begin mapping provision and costing


WAVE 3: Refer to relevant specialist(s) Implement interventions based on findings

Continue to map and cost provision


Continue to work with LA and specialist to ascertain the nature of difficulty and provision needs


Maintain universal provision

When judged to be appropriate, gradually withdraw extra support and monitor outcomes

Remove from SEN register

When judged to be appropriate, gradually withdraw extra support and monitor outcomes

Have progress improvements continued?

When/if judged to be appropriate, gradually withdraw extra support and monitor outcomes

As soon as additional costs break the £6000 mark in one three term

period, apply to LA for High Needs Block Funding



No

No

No

No

No

No

No

Yes

Yes

Yes

Yes

Yes

Yes

Yes

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5.5 Flowchart for Teacher referral: Movement from WAVE 1 to WAVE 2 (graduated response).

Phase 3 Refer to HOY • Rviivw thv oivrall fliaht Cath

of progress across all subjects • Mvvtna with Carvnts /

guardians (either HOY- wider issues or HOD- single area of concern)

• If appropriate HOY implement strategies (assisted by ostrvach conssltaton ros SEN if necessary).

Phase 1: Class Teacher Self-reflection/adapt

current teaching delivery (liaises with

Form Tutor, SSCO and/or contact

parents/guardians where appropriate for

overview and/or support).

START WAVE 1: Universal lesson provision

Phase 4: Referral to Director of SEN, Inclusion & Student Support Services

Referral submitted to address arising issues whether NEED (addressing recognised

barriers to learning) or SPEED (accelerate literacy or numeracy skills targets all

students in all subjects); decision made to determine appropriate intervention or

placement based on evidence.

*Referral evidence= SIMS report of all interventions logged (phases 1-3).

Phase 5: Assessment of NEED / SPEED carried out by

J Rawlings (Inclusion SENCO- NEED) / E Mailey (SPEED) /

L Platt (PASTORAL SUPPORT), setting targets for raising

achievement for identified student/s entering the

Inclusion provision.

If NEED, enters SEN register (SEN-NS)

Has issues been

resolved?

FINISH

Student is not making adequate progress

Despite receiving differentiated teaching, students; • Make little or no progress • Demonstrate difficulty in developing literacy and/or numeracy skills • Show persistent emotional/behavioural difficulties which are not affected by behaviour management strategies • Have sensory/physical problems • Experience communication and/or interaction problems

Phase 2: Refer to HOD • Establish nature of concern/s • Review current teaching

approach & strategies / academic progress of class / behaviour / aavndancv

• Obsvriaton o stsdvnt • Meet with either student

and/or parent/guardians • Subject report detailing focus sCvciic taravts & stratvaivs

• Possiblv rvsvtna to anothvr class

FINISH

WAVE 2: Implement targeted interventions / begin mapping

provision and costing

No

No

No

No

Yes Yes Yes

Yes

FINISH

Sufficient evidence

Has issues been resolved?

Has issues been resolved?

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6. Managing students on the SEN register

6.1 Supporting NEED and/or SPEED Rivington and Blackrod High School has a special provision called the ‘Inclusion HUB’. The purpose of this provision is to offer students a range of alternative and complimentary interventions, helping to support their identified NEED (addressing a recognised barriers to learning) and/or SPEED (accelerate literacy or numeracy skills targets all students in all subjects). There is a very clear system of referral and review of the student’s progress throughout the process of support (refer to 5.4 Flowchart for identifying special educational needs & 5.5 Flowchart for Teacher referral). Students entering the HUB can expect the following;

• Personalised interventions- support multiplicity of arising NEED or raise student attainment through SPEED in English & Maths. • Assessment- careful analysis of need, close monitoring of each individual’s progress and a shared perception of desired

outcomes. • Students referred for a period of 4, 6 or 8 weeks (longer if required), for specific and focused intervention, however completing

the majority of lessons out in mainstream. • Class support or outreach work- learning and teaching and/or behaviour management strategies if appropriate. • Guidance to staff- CPD training (provision staff and/or SEN Reps). • Specialist support at each key stage. • Student referral & collaboration with outside agencies. • Application for new Statement (EHC plans) if the student requires additional, individual support. All students in receipt of two consecutive interventions for NEED will be automatically placed onto the SEN register. They will stay on the register until the student progress is able to demonstrate improvements. 6.2 Statements A Statement will include details of learning objectives for the child. These are used to develop targets that are:

• Matched to the longer-term objectives set in the Statement • Established through parental/pupil consultation • Set out in a Communication Passport • Implemented in the classroom • Delivered by the class teacher with appropriate additional support where specified

6.3 Communication Passport Communication Passport: One-page profile of a student (Statemented only) will help to ensure that those working with them and their parents have an accessible summary of the information about them- reflect aspirational and achievable outcomes;

• Student strengths • Teaching strategies- things that would help • Important needs • sCiraton • Post 16 outcomes

6.4 Requests for Statutory Assessment The school will request a Statutory Assessment from the LA when, despite an individualised programme of sustained intervention, the student remains a significant cause for concern. A Statutory Assessment might also be requested by a parent or outside agency. The school will have the following information available:

• The graduated action followed with respect to a student being placed on the SEN register • The student’s provision map • Records and outcomes of regular reviews undertaken • Information on the student’s health and relevant medical history • National Curriculum levels • Literacy/Numeracy attainments • Other relevant assessments from specialists such as support teachers and educational psychologists • The views of parents and the views of the child

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• Social Services/Educational Welfare Service reports • Any other involvement by professionals A Statement of Special Educational Need will normally be provided where, after a Statutory Assessment, the LA considers the student requires provision beyond what the school can offer. However, the school recognises that a request for a Statutory Assessment does not inevitably lead to a Statement. 6.5 Reviews of Statements and/or Educational Health Care plans Statements/Educational Health Care plans must be reviewed annually, but the progress checked termly. The Inclusion SENCO or SELCO will organise these reviews and invite:

• Student’s parent • Student if appropriate • Relevant teachers and external professionals • Inclusion SENCO or SELCO

The aim of the annual review will be to:

• Assess progress toward achieving set targets in relation to the Statements/Educational Health Care plans. • Review the provision made for the student in the context of the National Curriculum and levels of attainment in basic

literacy/numeracy and life skills. • Consider the appropriateness of the existing Statement/EHC plan in relation to the student’s performance during the year (Pupil

Progress meetings- termly reviews), and whether to cease, continue, or amend it. • Set new targets for the coming year. From Year 9 all annual reviews must focus on the preparation for adulthood- reflecting their ambitions, routes to higher education, employment and independent living;

• Higher education and/or employment - including exploring different employment options, such as support for becoming self-employed and help from supported employment agencies.

• Independent living - enabling people to have choice and control over their lives and the support they receive; their accommodation and living arrangements including supported living.

• Participating in society - including having friends and supportive relationships, and participating in, and contributing to, the local community.

• Being as healthy as possible in adult life.

The School will ensure that parents and/or young people are actively supported in contributing to assessments, planning and reviewing EHC plans. All reviews will take a ‘Person-centred planning’ approach as per below:

• Clear ordinary language rather than professional jargon • Highlight the child’s strengths and capacities • What the pupil is interested in and what outcomes they are seeking in the future • Tailor support to the needs of the individual • Organise assessments to minimise demands on families • Bring together relevant professionals to discuss and agree together the overall approach

6.6 Transition for Statemented Students

• The Inclusion SENCO or SELCO and Teaching Assistant attend the Year 6 annual reviews of the Statemented pupils. • Transition consists of a 6 week programme: Ladywood Outreach is heavily involved, supported by the school’s TA’s. All the

Statemented pupils spend one afternoon per week at RBHS carrying out small group work activities (familiarising themselves with the surroundings, the staff and each other. Routines, expectations, concerns and worries are discussed within the group. Primary School TA‘s are invited to join in the sessions if they feel the children will benefit from their presence).

• A communication passport is created for each Statemented pupil prior to the starting date. This passport is then issued to all teaching staff who will teach the students concerned. The pastoral staff are also sent a copy.

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• Pastoral staff will attend the Year 6 PEP meeting for the LAC.

6.7 External support for SEN Use is made of teachers and facilities from outside school to assist both staff and pupils. Parents are always informed where an outside agency has involvement with their child. The Inclusion SENCO and/or SELCO will liaise with a number of local authority external agencies that may be consulted. These include;

• Psychological Services- educational psychologist • Communication Support Service- speech and language specialists • Student’s Early Intervention Team (EIT) • Behaviour Support • Student’s Services Health- School Nurse/Doctor • Physiotherapist, Occupational Therapist, Students & Adolescent Mental Health Service (CAMHS) • Disabled Student’s Team (DCT) • Sensory Impaired Service

6.8 Additional facilities for SEN pupils Rivington and Blackrod High School is split across two sites. A ramp has been provided adjacent to the main entrance to the Upper school site. There are two disabled toilet facilities, one on each school site. Lighting for visually impaired children is good. Most classrooms are carpeted to provide good acoustic conditions for children with hearing impairments. The School accommodates a specialised Resource Unit for children with Speech and Language difficulties. Access into this Resource is via LA panel following strict entry criteria. Our personal, social and health education programme helps children to be aware of and positively value the differences between people as well as the similarities, and to be sensitive to one another’s needs.

In addition to the Inclusion HUB provision, the School is further supported by three SOLAR teams; Year 7, Year 8/9 and Year 10/11. Identified students (those identified as unable to operate successfully full time in mainstream) will operate from either a full or part timetable. Student will follow a specific and personalised timetable of activities each day; the aim is always to return back to mainstream lessons if appropriate.

• Entry to the SOLAR team is by rigorous referral process based on valid data.

• Quiet nurturing learning environments which are multi-sensory and supported by keyworkers.

• Academic rigor to engage students at the right level (access to subject specialist teachers).

• Access to social and emotional mentoring.

• A philosophy to change values, hearts and minds- high aspirations.

6.9 Criteria for exiting the SEN register All Students will be working towards agreed targets and these will form the main focus of each review. Monitoring of these targets will provide the evidence of progression as to whether a student remains or is removed from the SEN register.

7. The Local Offer or Summary of Provision for children and young people with special educational needs or disabilities (SEND) We are a fully inclusive school. We aim to ensure all pupils achieve their potential, personally, socially, emotionally and academically in all areas of the curriculum; regardless of gender ethnicity, religion, sexual identity, physical ability or educational needs. Children may have special educational needs that require additional support when progress has slowed or stopped. As a result we implement a graduated approach. This is based on an Assess-Plan-Do-Review three wave structure (refer to RIVINGTON & BLACKROD HIGH SCHOOL LOCAL OFFER OR SUMMARY OF PROVISION: 2014/15).

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RIVINGTON & BLACKROD HIGH SCHOOL LOCAL OFFER OR SUMMARY OF PROVISION: 2014/15

If a child is either non Statemented or has a Statement of Special Educational Needs or Education, Health and Care Plan, then we provide the support detailed in the school local offer. As described below, is a detailed breakdown of the School’s offer through waves 1 to 3.

TYPE OF PROVISION WAVE 1: Universal Lesson Provision WAVE 2: Beyond Lesson Provision WAVE 3: External School Provision

Communication & Interaction

Autistic Spectrum Conditions

Assessment • Part of mainstream class and assessments.

Inclusion SENCO may be involved in more specific assessments and observations.

Planning • Normal curriculum plans include

individual/group targets. • Parents involved regularly and support

targets at home.

• Differentiation of resources, planning based on need rather than outcome.

• Pupil involved in setting and monitoring targets.

Grouping for teaching

• Mainstream class with specific support for targets which involve. communication and interaction

• Opportunities for over-learning basic concepts within a small group.

Assessment • As Wave 1 plus use of more detailed NC

assessment tools e.g. B squared/PIVATS. • Involvement of education and non-education

professionals as appropriate.

Planning

Curriculum plans reflect levels of achievement and includes individually focused targets, especially Speech and Language components and PSHCE.

Additional steps taken to involve parents and pupil as appropriate.


• Mainstream class based, but with some opportunity for small group and individual work to target specific needs involving communication and interaction.

• A suitable area within the classroom may be useful for individual work.

Assessment • As Wave 2 plus more specialised assessment

tools- Ladywood Outreach Service. • Where appropriate staff and other agencies

will offer support as appropriate. Planning Consideration of more specialised planning frameworks to prepare for the school day. Grouping for teaching

• Mainstream class with targeted support. • Need for small group work and one to one to

develop individual targets and introduce any new concepts.

• Access to a quiet area when needed. • An individual table/work area would be

useful to help focus learning and to offer opportunities for distraction free learning.

Human resources and staffing

• Additional training of staff to support curriculum modifications and social

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Human resources and staffing

• Flexible use of resources and staffing available in the classroom.

• Support to promote social skills and interactions with peers and over-learning of basic concepts.

• Support with recording of work. Curriculum & teaching methods

Flexibility will be needed in expectations to follow instructions/ record work.

• Instructions supported by visual and written clues.

• Preparation for any change and the need for clear routines.

Reduction of complex language especially when giving instructions.

• An individual table/area within the classroom may be helpful for independent working to offer opportunities for distraction free learning.

• Opportunities for one to one support. Human resources and staffing

• Additional training of staff to support curriculum modifications and social interaction, social communication and social understanding. This may also involve some modification to the environment (low stimulus; distraction-free).

• Use of support to implement specific materials, approaches and resources as appropriate. E.g. Circle time; Social Stories; as needed.

• Support from other agencies as appropriate. E.g. Autism Team (SEN Services), SALT.

Curriculum & teaching methods

• Curriculum access will be facilitated by using a structured approach, which may involve: using visual systems or timetables; reducing language for instructions/ information giving.

• Teaching strategies should give consideration to difficulties with transfer of skills.

Teaching approaches should take account of difficulties in the understanding of social rules and expectations within the classroom; slow processing of information and organisational

interaction, social communication and social understanding.

• Use of support to implement specific materials, approaches and resources as appropriate e.g. Circle time and Social Stories

• Support from other agencies as appropriate. E.g. Autism Team (SEN Services), SALT.

Curriculum & teaching methods

• Curriculum access will be facilitated by using a structured approach which may involve: ssina iissal slstvss or tsvtablvss rvdscina lanasaav or instrscton/in orsaton aiiinas tvachina stratvaivs shosld aiiv considvraton to didcsltvs with trans vr o skillss tvachina aCCroach shosld takv accosnt o didcsltvs in understanding the social rules and veCvctatons o thv classroose

• One to one teaching for the introdscton o new concepts and the reinforcement of classroos rostnvs and veCvctatonse

• May need enhanced PSE teaching to ensure skills embedded.

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issues.

Speech, Language and Communication Needs

Assessment

• Part of normal school and class assessments. Inclusion SENCO may be involved in more specific assessment and observations.

• Communication/observation checklist used in assessment in classroom by SLCN Resource.

Planning

• Normal curriculum plans include individual/group targets.

• Planning shows opportunities for some small group targeted talk and differentiated questions

• Parents involved regularly and support targets at home.

• Pupils involved in setting and monitoring their targets.

• Development of Communication Passports.

Grouping for Teaching

• Mainstream class with flexible grouping arrangements.

• Use of Kagan Structures. • Opportunities for small group work based

on identified need e.g. listening/ expressive language.

• Time limited 1:1 programme based on specific need and any SALT programme as appropriate as advised through the

Assessment

• As Wave 1 plus use of more detailed NC assessment tools e.g. LASS, Language Assessments.

• Involvement of education and health professionals as appropriate.

Planning

• Curriculum plan reflects levels of achievement and includes individually focused targets set from Annual Review and/or incorporated into the Communication Passport.

• Planning shows evidence of increased opportunities for targeted talk and some individually planned questions

• Additional steps taken to engage pupil and parents as appropriate: drop in advice available.


• Mainstream class with regular targeted small group support.

• Time limited programmes of small group work based on identified need.

• On-going opportunities for 1:1 support focused on specific Targets and any SALT programme as appropriate.

• Attention to position in the classroom and acoustics

Assessment

• As Wave 2 with continuing assessment and monitoring.

• Involvement of education and non-education professionals as appropriate.

Planning

• Delivery of self-esteem assessment tool. • Curriculum plan closely tracks levels of

achievement and all Targets are individualised, short term and specific.

• Opportunities for communication and vocabulary development through structured and unstructured sessions in the day.

• Additional steps taken to engage pupil and parents as appropriate.

• Transition work: preparation, management and delivery at key transition stages to include pre and post Resource attending.


• Mainstream class, predominantly working on modified curriculum tasks.

• Frequent opportunities for small group work based on identified need.

• Daily opportunities for 1:1 support focused on subject specific Targets and SALT programmes as appropriate.

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Resource.

• Attention to position in the classroom and acoustics.

Human Resources/Staffing

• Main provision by class/subject teacher with advice from Inclusion SENCO; SLCN Resource.

• Additional adults routinely used to support flexible groupings, differentiation and some 1:1.

Additional adults actively support pupils by modifying teacher talk and scaffolding responses during introduction and plenary.

Curriculum &Teaching Methods

• Increased differentiation by presentation and/or outcome e.g. visual aids, modelling responses, allowing time to answer

• Simplify level/pace/amount of teacher talk. • High quality use of language modelled by

all adults in school • Increased emphasis on identifying and

teaching to preferred learning style. • Some use of specific group or 1:1

programmes for speaking and listening. • ELKLAN: continuous available training for

working with and supporting SLCN students delivered to adults through SLCN Resource in order for staff to meet the generic need.


• Main provision by class/subject teacher with support from Inclusion SENCO and advice from specialist teachers as appropriate.

Additional adult, under the direction of teacher, provides sustained targeted support on an individual/group basis. May include withdrawal.


• Increasingly individualised programme including modified tasks within an inclusive curriculum.

• Modify level/pace/amount of teacher talk to pupils’ identified need.

• Teaching methods adapted to suit individual’s identified learning style (e.g. Visual Auditory Kinaesthetic learning styles).

• Opportunities for explanation, clarification and reinforcement of lesson content and language.

• Individual targets within group programmes and/or 1:1 for speaking and listening.

•

Attention to position in the classroom and use of visual prompt / aids, and SLCN Resource to support attention and listening.


• Main provision by class/subject teacher with support from Inclusion SENCO and advice from education and non-education professional as appropriate.

• Specialist support from SLCN staff, under the direction of the teacher, support pupils working on modified curriculum tasks, provide regular opportunities for small group work and daily opportunities for 1:1.


• Tasks and presentation personalised to pupil’s needs.

• Individualised level/pace/amount of teacher talk.

• Learning style determines teaching methods. • Emphasis on consolidation and lateral

progress before introducing new skills. • Regular opportunities for explanation,

clarification and reinforcement of lesson content and language.

• Small steps targets within group programmes and/or 1:1 for speaking and listening.

• Planning and liaising with teachers in mainstream.

• Pre and post teaching of vocabulary. •

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Cognition & Learning

Moderate Learning Needs

Assessment

• Part of normal school and class assessments.

Planning

• Normal curriculum plans include QFT (Quality First Teaching) strategies

• Parents and children involved in monitoring and supporting their targets.



• Opportunities for small group work based on identified need e.g. listening/thinking.


• Main provision by class/subject teacher with advice from Inclusion SENCO.

Additional adults routinely used to support flexible groupings and differentiation

Curriculum & Teaching Methods

• Differentiation by presentation, activity and/or outcome.

• Simplify level/pace/amount of teacher talk. • Emphasis on identifying and teaching gaps

highlighted by LD Baseline assessment. • Opportunities for skill reinforcement /

revision / transfer and generalisation.

Assessment

• Inclusion SENCO may be involved in more specific assessment and observations. E.g. B Squared /PIVATS specific screening tools

• Inclusion SENCO/SELCO may seek advice from education and non-education professionals as appropriate.

Planning

• Curriculum plan reflects levels of achievement; progress is tracked via school tracking.

Pupil and parents are involved as above


• Mainstream class with enhanced differentiation, regular targeted small group support.


• Opportunities for 1:1 support focused on specific targets, with outcomes closely monitored.

Advice from Educational Psychologist is reflected in targets.


• Main provision by class/subject teacher with support from SENCO and advice from specialist teachers as appropriate.

• Additional adult, under the direction of

Assessment

• Inclusion SENCO takes advice from assessment by Educational Physiologist and the involvement of education and non-education professionals as appropriate.

Planning

• Curriculum plans and progress are closely monitored by school tracker.

• Targets are individualised, short term and specific.

Continued regular engagement of parents


• Mainstream class, predominantly working on modified curriculum tasks.


Daily opportunities for 1:1 support focused on specific Communication Passport targets.


• Main provision by class/subject teacher with support from Inclusion SENCO and advice from education and non-education professional as appropriate.

• Additional adult, under the direction of the teacher provides sustained targeted support on an individual/group basis. May include withdrawal, carefully monitored.

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teacher, provides sustained targeted support on an individual/group basis. May include withdrawal on a time limited basis, entry and exit criteria clearly stated.


• Programme includes differentiated and modified tasks within an inclusive curriculum.


• Programmes to consist of small achievable steps.

• Pre teach concepts and vocabulary • Emphasis on using and applying and

generalisation of skills. • Individual targets within group programmes

and/or 1:1carefully monitored and reviewed.


• Tasks and presentation increasingly individualised and modified in an inclusive curriculum

• Visual cues to support auditory information at all stages of delivery.

• Individualised level/pace/amount of teacher talk.

• Ensure transfer and generalisation of skills has occurred before teaching anything new.

• Small steps targets within group programmes and/or 1:1

•

Specific Learning Difficulties

Assessment

• Part of mainstream class and assessments. E.g. Learning Difficulty baseline and teacher observations.

Planning

• Normal curriculum plans include QFT • Parents and children involved in monitoring

and supporting their targets.


Assessment

• Inclusion SENCO/SELCO uses screening tools (e.g. assessment etc.).

• Involvement of education and non-education professionals as appropriate.

Planning

• Curriculum plan reflects levels of achievement; progress is tracked via school tracking.

• Pupil and parents are involved as above.


Assessment

• As Wave 2 plus more in depth assessment of specific areas of need

• SENCO/SELCO continues to take advice from

Education and non-education professionals as appropriate.

Planning

• Curriculum plans and progress are closely monitored by school tracker.

• Targets are multi-sensory, individualised, short term and specific.

• Continued regular engagement of parents. Grouping for Teaching

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• Opportunities for small group work based on identified need e.g. Reading.

Human Resources/ Staffing

• Main provision by class/subject teacher with advice from Inclusion SENCO.

Additional adults routinely used to support flexible groupings, differentiation and some 1:1.


• Differentiating for the students identified area(s) of weakness.

• Dyslexia friendly school strategies. Cursive Handwriting is introduced as part of a Multi-Sensory Learning approach.



• Opportunities for 1:1 support focused on specific targets, with outcomes closely monitored.

• Advice from LD/EP is reflected in targets.


• Main provision by class/subject teacher with support from Inclusion SENCO/SELCO and advice from specialist teachers as appropriate.

• Additional adult support, under the direction of teacher, provides sustained targeted support on an individual/group basis. May include withdrawal on a time limited basis, entry and exit criteria clearly stated.


• Specific multisensory, cumulative, structured programmes to support the acquisition of key literacy cursive handwriting, numeracy and motor skills.

• Differentiated curriculum with some modification and alternative recording programmes including ICT if appropriate.

• At KS 3 and 4 focus on study skills. Opportunity for over learning rehearsing and revising.

• Mainstream class, with provision for alternative ways of recording.


• Opportunities for 1:1 support focused on specific targets.

Identified through assessment, ensuring revision and over learning are incorporated.


• Main provision by class/subject teacher with support from Inclusion SENCO/SELCO and advice from education and non-education professional as appropriate.

• Additional adult, under the direction of the teacher provides support on differentiated recording tasks.

• May include withdrawal, carefully monitored.

Opportunities for reading spelling and writing activities in line with assessment results


• Structured cumulative multisensory programme run on a 1:1 or small group basis as appropriate.

• Tasks and presentation increasingly individualised and modified in an inclusive curriculum

• Visual cues to support auditory information at all stages of delivery.

• Ensure transfer and generalisation of skills has occurred before teaching anything new.

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• Small steps targets within group programmes and/or 1:1.

Social, Emotional and Mental Health

Behavioural, Social and Emotional Needs

Assessment

• Part of normal school and class assessments. Inclusion SENCO may be involved in more specific assessment and observations.

• Pupil self-assessment methods used. • Records kept to include observations

assessment of context, structured, unstructured times, frequency, triggers,

• Risk assessments of difficult times of the school day.

• Progress should be a measured change in their behaviour and learning following each review cycle.

• Recognition of learning styles and motivational levers.

Planning

• Individualised programme of support related to assessments implemented. Key worker identified.

• Parents involved regularly and support targets at home

• Pupils involved in setting and monitoring their targets.


• Mainstream class with attention paid to organisation and pupil groupings.

• Opportunities for small group work based on identified need e.g.

Assessment

• As Wave 1 plus More detailed and targeted observation i.e. interval sampling

• Use and analysis of assessment tools. • Assessment related to intervention

strategy • Pupil self-assessment extended to inform

IEP/IBP/Communication Passports • More detailed recording, monitoring of

frequency, intensity, ABCs over a range of contexts

• Wider assessments for learning/other SEN.

• Determine engagement of necessary education/ non-education support services possibly leading to CAF.

Planning

• Curriculum plan reflects levels of achievement and includes individually focused Targets, e.g. specific behaviour targets related to assessment: consideration of adapted timetable.

• Additional steps taken to engage pupil and parents as appropriate.

• Identifying non educational input. • Requires effective communication

systems enabling all involved to provide consistent support.

CAF processes determine holistic support plan.

Assessment

• As Wave 2 plus more systematic application of assessment tools

• Involvement of education and non-education professionals as appropriate through CAF processes.

Planning

• Behaviour and curriculum plan closely tracks levels of achievement and all Targets are individualised, short term and specific.

• More frequent involvement of parent/carer to engage pupil.

• Prevention placement managed through joint school/PRU support programme.

• Prevention placements co-ordinated by Secondary Inclusion Panel.

• CAF Multi-agency planning processes specify contribution of individual services and lead practitioner. Inter-agency communication established and maintained.


• Mainstream class, predominantly working on modified curriculum tasks

• Frequent opportunities for small group work based on identified need

• Daily opportunities for 1:1 support focused on specific SEBD/learning targets.

21


listening/thinking/social skills. • Time limited mainstream classroom

programme of support, which relates to assessments

• Small group work to learn appropriate behaviours and for associated learning difficulties

• Individual programme based on specific need.

A quiet area in the classroom may be useful for individual work.


• Main provision by class/subject teacher staff and resources usually available in the classroom.

• Support/advice from SENCO/SELCO with assessment and planning.

• Additional adults routinely used to support flexible groupings, differentiation and some 1:1

• Close monitoring to identify “hotspots”. • Support for times identified by risk

assessments. • Close liaison and common approach with

parents/carers.


• In class differentiation of the curriculum and supporting materials enabling full access to the curriculum.

• Strategies developed shared with school staff, parent/carer.


• In addition to the provision at Wave 1 identified daily support to teach social skills/dealing with emotions to support the behaviour learning targets.


• Time-limited programmes of small group work based on identified need.

On-going opportunities for 1:1 support focused on specific targets.


• Main provision by class/subject teacher with advice and support from Inclusion SENCO/SELCO.

• Additional adult, under the direction of teacher, provides sustained targeted support on an individual/group basis.

• May include withdrawal. • Additional daily support provided within

school to support learning and behaviour. • Increased parental/carer involvement and

multi-agency support services to plan and regularly review of targets / PSP

• Encouragement and inclusion in an extracurricular activities.

Identification of ‘key worker’ with clear specification of role.



• PRU prevention placements offer intensive individual and small group support.


• Main provision by class/subject teacher with support from Inclusion SENCO and advice from education and non-education professional as appropriate

• Daily access to staff in school with experience of SEBD, e.g. behaviour support worker, lead behaviour professional, Inclusion SENCO .

• Additional adult, under the direction of the teacher, supports pupil working on modified curriculum tasks

• Increased access to a combination of individual, small group and whole class activities.


• Teaching focuses on both curriculum and SEBD outcomes throughout the school day.

• Tasks and presentation personalised to pupil’s needs.

• Individualised level/pace/ amount of teacher talk.

• Learning style determines teaching methods.

• 1:1 teaching for the introduction of new concepts and the reinforcement of classroom routines and expectations.

• Small steps targets within group programmes and/or 1:1 work tasks.

• Targets are monitored with the pupil daily

22


• Increased differentiation by presentation and/or outcome.

• Simplify level, pace, amount of teacher talk/ instructions.

• Increased emphasis on identifying and teaching to preferred learning style.

• Opportunities for skill reinforcement/revision/transfer and generalisation.

• Some use of specific group or 1:1 programmes.

Preparation for any change and the need for clear routines.

• Individual targets within group programmes and/or 1:1.

• Teaching approaches should take account of the difficulties in the understanding of social rules and expectations within the classroom.

• Emphasis on increasing differentiation of activities and materials and take account of individual learning styles.

• Short term individual support focusing on listening, concentration, social skills, and solution focused approaches.

• Regular small group work with an increasing emphasis on relationships, emotions, social skills, conflict resolution.

• Consideration of an alternative, differentiated curriculum that allows flexibility to teach according to emotional needs, not chronological age, play, creative activities, drama.

At least 2 of the above

targets. • Accessing mainstream lessons for most of

the time with complimentary access to LSU or other internal support arrangements.

• PRU prevention placements.

Sensory and/or Physical Medical Conditions

Hearing Impairment

Assessment and Planning

• Part of school and class assessments. • Curriculum plans include individual/group

targets.


• Mainstream class • Attention to seating, lighting and acoustics


• Main provision by class/subject teacher

Assessment

• Part of school and class assessments. • Possible use of specialist tools to assess

access to spoken language in class on request to STDC.

Planning

• Curriculum plans include individual / group targets.


• Mainstream class. • Attention to seating, lighting and acoustics.

Assessment

• Part of school and class assessments. • May require modification to the

presentation of assessments. • Possible use of specialist tools to assess

access to spoken language in class on request to STDC.

Planning

• Curriculum plan reflects levels of achievement and includes individually focused Communication Passport targets.

23


Agreed joint written advice and Support Team for Deaf Children (STDC) on effects of hearing loss, classroom management. Advice given by hospital audiologist / Sensory Support. Communication Passport following advice from Sensory Support.


• Full inclusion within National Curriculum.


• Main provision by subject teacher. • Contact family. • Request specialist to visit school:

Observe pupil in class Speak to pupil Cvvch discrisinaton Gather data on progress diisv staff- Losssnicaton Passport (class teacher / SELCO)

• Wriavn rvCort circslatvd to schooln asill and hospital.

• Additional support from STDC if needs change on request from school.


• Full inclusion within National Curriculum. Teaching strategies which facilitate access to the curriculum, social / emotional development and class participation


• Mainstream class. • Attention to seating, lighting and acoustics. Opportunities for 1:1 and small group work.


• Main provision by class/subject teacher. • Contact family. • Request specialist to visit school:

Observe pupil in class Speak to pupil Cvvch discrisinaton Gather data on progress diisv staff (class tvachvr / SdLO)

• Wriavn rvCort circslatvd to schooln asilln hospital.

• nnsal vlvctroacosstc hvarina aid chvckse • Monitoring visit to speak to pupil/SELCO • Possible input from Sensory Support and/or

other professionals.


• Full inclusion within National Curriculum • Possible differentiation by presentation

and/or outcome • Opportunities for use of new technologies

for explanation, clarification and reinforcement of lesson content and language.

24


Specific interventions for speaking, listening and teaching of phonics.

Visual Impairment


School staff aware that pupil may be experiencing visually related learning difficulties and monitor pupil performance in this respect.


• Mainstream class. • Attention to seating position in classroom,

lighting & glare.


• Quality First Teaching. • Full inclusion within mainstream class. • Teaching strategies which facilitate access

to thv csrricslssn social / vsotonal dvivloCsvnt and class CartciCatone

• Advice from Visual Impairment team / vnsorl sCCorte Losssnicaton CassCort following advice from Sensory Support.


School staff aware that pupil may be experiencing visually related learning difficulties and monitor pupil performance in this respect.


• Mainstream class. • Attention to seating position in classroom,

lighting & glare.


• Quality First Teaching. • Full inclusion within mainstream class. • Teaching strategies which facilitate access to

the curriculum, social / emotional development and class participation.

• School staff make basic adaptations to curriculum delivery and materials to facilitate access for a visually impaired pupil. E.g. enlargement of resources.


Planning based on current visual performance and prognosis of possible changes- access to new technologies.


• Mainstream class. • Some additional group and individual

work to meet identified needs and to facilitate learning and inclusion, as appropriate.


• Quality First Teaching. • Full inclusion within mainstream class. • Teaching methods which facilitate access

to the curriculum, social / emotional development and class participation.

• Some modification / differentiation of learning materials and curriculum delivery to facilitate access. E.g. Attention to speed of lesson delivery and speed of working of VI pupil.

Multi-Sensory Impairment

See HI and VI guidance

See HI and VI guidance Assessment and planning

• Part of school and class assessments • Visual and hearing assessments

conducted by external specialist. • Functional sensory assessment by

25


external specialist. • As appropriate to needs; ongoing

assessment of communication, cognition, mobility, social and emotional development

• Curriculum plan closely tracks levels of achievement

• Targets are individual and SMART (jointly formulated and monitored).


Daily opportunities for small group work and individual support to ensure access to new experiences and afford opportunities to complete work, preview and review lessons


• Significant modification to learning materials and curriculum delivery

• Individual mobility and independence/life skills programmes

Human Resource and Staffing

• Daily access to individual support, trained to meet the needs of pupils with Multi-Sensory Impairment (MSI).

• Input from mobility/rehabilitation officer. • Input from other educational and non-

educational professionals as appropriate. • Need for balanced approach to support

and intervention to facilitate social inclusion.

26


Physical Difficulties

Assessment

• Inclusion SENCO/SELCO may be involved in more specific assessment and observations.

• Regular review of personal educational plan. • Pre referral advice from the teaching

support service.

Planning

• Settings curriculum plans including individual/group targets.

• Parents/carers involved regularly and support targets at home.


• Mainstream class with flexible approach to grouping and or some individual work.

Circle time activities to help build self-esteem.


• Pre handwriting assessment and relevant skills practice.

• Individual dressing and undressing skills programme.

• Access to gross motor skills assessment. May need access to basic equipment such as pencil grips, stubby handled paint brush.

Resources

• Main support from teaching assistants with support from Inclusion SENCO /SELCO.

Assessment

• As for Wave 1 but with advice from teaching support service and possibly health care professionals. E.g. Physiotherapist & Occupational Therapist.

Planning

• Normal curriculum planning in addition to closely focussed and monitored targets.


• Full inclusion within the National Curriculum through enhanced use of differentiation and group support.

• Buddy system. Circle time activities to help boost self-esteem.


• Pre handwriting skills programme • Individual dressing and undressing skills

programme. • Access to appropriate ICT equipment. • May need specialist seating and or

furniture or equipment.

Resources

• Main support from teaching assistants with support from Inclusion SENCO /SELCO and or specialist support service when needed

• Supervision may be needed to meet

Assessment

• For mobility and curriculum access to be carried out by both educational and health colleagues.

• May need ICT assessment to aid with future curriculum recording.

Planning

• Curriculum planning now closely linked to Communication Passport targets.

• May need specialist seating. Modified PE/outdoor play curriculum is likely to be needed.


• Mainstream classroom setting. • Small group or one to one adult input to

practice skills. • Individual skills based work may need to

take place outside the classroom. • Nurture group input may be necessary to

help with low self-esteem.


• Programme to support pre handwriting and handwriting skills.

• Differentiated writing materials and equipment.

• Differentiation to PE curriculum. • Dressing and undressing skills programme. • ICT equipment to aid full participation in a

lesson.

27


hygiene needs and or outside play and provision at lunch time.

Will need specialist seating and or furniture or equipment.

Resources

• Flexible use of classroom support to access curriculum and develop skills needed to fully access the curriculum, e.g. note taking, diagram drawing.

Training and advice from specialist support service for teaching and support staff.

Updated: June 2014 Mr A Kirby Review: 2015

rbhs send policy 14

Documents

inclusion senco

sen students

inclusion provision

inclusion teaching assistants

mainstream selco

staff inclusion manager

provision maps

mainstream y7