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Frank Barnes School for Deaf Children

Additional Special Educational Needs Policy

Educational Visits Policy

Ratified: March 2016

Updated October 2016

Review: March 2019

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Contents

1.0 INTRODUCTION 3

1.1 Definition of Special Educational Needs 3

1.2 Contact Details 3

1.3 Purpose 4

1.4 Aims & Philosophy 4

1.5 Special Educational Needs at Frank Barnes 5

2.0 PROVISION 5

2.1 Admission Arrangements 5

2.2 Facilities for Additional SEN 5

2.3 Resource Allocation 5

2.4 Providing a Personalised Curriculum for all Pupils 6

2.5 SEN Training 6

2.6 Arrangements for Co-ordinating SEN Provision 6

2.7 Guiding Principles on the Provision of SEN 6

3.0 IDENTIFICATION, ASSESSMENT & REVIEW 7

4.0 SCHOOL SUPPORT 7

5.0 PROVISION MAPPING 8

6.0 GOVERNING BODY’S ROLES AND RESPONSIBILITIES` 8

7.0 PARENTS & LINKS BEYOND THE SCHOOL 9

7.1 Partnership with Parents 9

7.2 Links with other Schools 9

7.3 Links with Health Services, Social Services & Voluntary

Organisations 9

7.4 Multi-Disciplinary Meetings 9

8.0 MEDICAL NEEDS 10

9.0 BEHAVIOUR 10

10.0 INITIAL SEN CONCERN / REFERRAL FORM 11

11.0 TEACHER TRACKING FORM 12

12.0 PROVISION MAP 13

13.0 DOCUMENT CONTROL 16

Additional Special Educational Needs Policy

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1.0 INTRODUCTION

Frank Barnes School provides a bilingual education for deaf children from the London area. Education and learning is through British Sign Language. We provide the full National Curriculum and a Deaf Studies curriculum. The pupils at Frank Barnes already have a statement/Education, Health and Care Plan (EHCP) or undergoing assessment towards an EHCP. This policy complies with the statutory requirement laid out in the SEND Code of Practice 0-25 (September 2014) and has been written with reference to the following guidance and documents:

Equality Act 2010: advice for schools Department for Education (DfE) February 2013

Schools SEN Information Report Regulations (2014)

Children and Families Act 2014

Statutory Guidance on supporting pupils at school with medical conditions April 2014 This policy was created by the school’s Head Teacher and SENCO with the SEN Governor in liaison with the staff and parents/carers of pupils. This policy will be updated annually and any new information occurring during the year will be added accordingly. 1.1 Definition of Special Educational Needs

“A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision that is different from or additional to that normally available to pupils of the same age.’ Code of Practice 2014 (6.15) The Special Educational Needs Co-ordinator (SENCO) works for 0.4 or 0.6 each week

Making referrals to multi-professional agencies

Liaising with multi-professional agencies for specialist support and guidance for staff

Providing support for relevant staff in understanding the pupils additional needs

Developing strategies and individual programmes monitoring additional SEN provision

Buying extra resources with Additional SEN budget

1.2 Contact details

Our Headteacher is Dani Sive. He can be contacted via the office. Please email her on

[email protected]

Our SENCO is Judith Evans. Please email her on [email protected]

We have one Deputy Headteacher: Katherine O’Grady. She works with supporting families

in the communities. Please contact her on [email protected]

Our SEN Governor is Robert Adam. Please contact him on [email protected]

Our Business Manager is Angela Scheffer. Please contact her on

[email protected]

Our Leader of Bilingual practice is Catherine Drew. Please contact her on

[email protected]

Our School Nurse is Natalie Emmett. Please contact her on

[email protected]

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Our Educational Audiologist is Tony Gillies. Please contact him on

[email protected]

If you are unsure of who to contact regarding an issue or request, please email the office

and they will direct your email to the correct person. You can contact the office on

[email protected]

1.3 Purpose The purpose of this policy is to outline the procedure of identification, assessment and resultant strategies formed to support pupils with special educational needs additional to their deafness that create a barrier to their learning. The policy should:

Enable us to have a unified and consistent approach to teaching deaf children with SEN

Ensure staff are aware of the procedures for identifying, assessing and monitoring the progress of pupils with additional SEN

Explain how staff are working together to close the progress gap

Inform and involve parents/carers fully in decisions about their child’s provision

1.4 Aims & Philosophy We are committed to high standards in teaching and learning for all children in our school. We aim for fluency in BSL and English to enable all deaf children to have full access to a broad, balanced and high quality curriculum. We have high expectations of all children with SEN. Children at Frank Barnes School use British Sign Language, a full and recognised language. There should not be a barrier to learning if the communication environment is fully accessible. Every teacher at our school is a teacher of every child including those with SEN. All staff work together to raise the aspirations of all children by focusing on outcomes for them.

1.5 Special Educational Needs at Frank Barnes There are four types of need set out in the Code of Practice 2014. These include:

Communication and interaction

Cognition and Learning

Social, mental and emotional health

Sensory and/or physical needs

2.0 PROVISION

2.1 Admission Arrangements Deaf children who are admitted are those that will benefit from the education we provide and whose needs can be met within existing resources. Children referred to the school for possible admission will

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Be invited for an initial visit with parents

Attend an assessment morning in a relevant class without parents

Reports on the child will requested for consideration However, if the admission assessment identifies that the child has additional needs that can be met through the inclusive practice that the school offers, appropriate provision will be planned and implemented to personalize their learning. If a 1:1TA support is needed, then this would need to be requested from the child’s LA with reasons for this need.

2.2 Facilities for Additional SEN

Speech and language therapists on-site

Occupational therapy on-site (through direct referrals or written into EHCP)

Physiotherapy on-site (where written into EHCP or statement)

Nurse available

In-class support

Adapted technology

Sensory room

2.3 Resource Allocation We do not receive funding through an additional needs formula for children on our roll who have needs beyond their deafness but resources are made available from our school budget e.g. PECS. Funding for larger equipment required to support pupil’s with a physical difficulty e.g. wheelchairs, standing frames, chariots will be obtained through the child’s LA.

2.4 Providing a Personalised Curriculum for all Pupils All teachers are required to show personalised learning for the pupils they teach. Clear strategies will be shown and in some cases additional support will be provided. Resources allocated are related to the additional SEN of children, needs of staff and needs of the whole school. The allocation is monitored regularly by the SENCO and other staff involved.

2.5 SEN Training This is provided through local and external courses and is arranged by the Deputy Headteacher in liaison with the SENCO.

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2.6 Arrangements for Co-ordinating SEN Provision The SENCO is currently acting in this role. All teachers are accountable for referring (see Appendix 1) pupils that they feel should have more support. All teachers should track and record interventions, observations and discussions (see Appendix 3 and 4). The SENCO is responsible for co-ordinating identification, assessment and monitoring of additional SEN. This includes liaising with the Team Around the Child/Family, including LA SEN departments, educational psychologists and other professionals. The SENCO is also responsible for monitoring the use of Provision Maps (appendix 5) and organising support within the school.

2.7 Guiding Principles on the Provision of SEN

The needs of all the deaf children at Frank Barnes are recognised and are paramount in decisions on curriculum provision

We have high expectations for all children

We recognise and praise the achievements of all children

All children at Frank Barnes have the same entitlement to receive the full National Curriculum, where appropriate

We believe that all children should be fully included in the school and that they should feel fully included

SEN is the responsibility of all staff

Attitudes to SEN must be positive

Parents are encouraged to be partners in their child’s education and the school is proactive in involving parents

The ethos of the school is founded on the strength of the diversity of its community

Staff have access to relevant training

We recognise the experience and expertise all our staff already have

The basis of our SEN policy is to ensure equality of opportunity and outcomes for our pupils

Staff should inform the SENCO of any changes to the pupil’s situation

3.0 IDENTIFICATION, ASSESSMENT & REVIEW

All pupils within KS1 and KS2 have an EHCP or statement. Pupils are being transferred onto EHCPs on a rolling programme set by each Local Authority. All pupils will have transferred by 2018. Children in the EYFS sometimes begin school without an EHCP in place. The school works with the LA to write the EHCP.

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However, there may be additional needs that have not been included in the statement/EHCP due to these needs becoming apparent as the child develops. In this case we attempt to solve these difficulties through early intervention.

4.0 SCHOOL SUPPORT INCLUDING OTHER PROFESSIONALS

All pupils receive support from the school based SALT team. Parental consent is required for the practitioner to begin direct work with the child. If the child needs further support, the help of the SENCO will be requested. The teachers will complete a SEN referral form (see Appendix 1). At this stage, all information regarding the pupil, and any additional information from the parents, will be gathered. Parental permission will be requested to refer to local school based services involved with the pupil e.g. Occupational Therapy and Physiotherapy. The SENCO may organise further assessment or specialist advice to record the child’s strengths and weaknesses, plan future support for the child in discussion with colleagues, and monitor and review the action taken. Full information will be kept on all action taken. In order that support can be delivered a timely fashion, and early intervention be secured, the school will endeavor to provide programmes of additional support as soon as need becomes clear. Parents should be fully involved in the school-based response to their child, understand the purpose of any intervention or programme of action, and be told about the parent partnership service when additional SEN are identified. If it is identified that the pupil has additional needs beyond those in their EHCP, which are likely to exist for some time, an amendment will be requested, either at normal review points or through calling an early review or an interim review. This will enable the amendments to be requested and longer term funding to be put in place. Advisory support from MSI and VI specialists is either provided through the pupils LA or through a contract with SENSE. Individual consultancy may be provided through one off visits funded through the SEN budget. All specialist advice is used to inform provision for the individual pupil.

5.0 PROVISION MAPPING

All pupils have a provision map. (appendix 5) These are updated termly. The aim of the map is to provide holistic information about the individual child’s needs and the provision being made to support them. Each term parents are invited to visit the school and review the Provision Map. The targets on the Provision Map are taken from the EHCP, from the previous review and from any professional guidance received. The SENCO and Deputy Head review Provision Maps on a termly basis. Provision maps are discussed at the termly Pupil Progress meetings, where Leader of Teaching and Learning, the SENCO, The SALT team and the teacher all discuss the success of any interventions and plan for the next term.

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6.0 GOVERNING BODY’S ROLES AND RESPONSIBILITIES

The Governing Body should, with the SENCO, decide upon the school’s SEN policy and approach to meeting pupils’ special educational needs. They will ensure that:

Targets set for the Deputy Headteacher should include SEN.

All staff are aware of the SEN policy and monitor its implementation.

They report to parents annually on the implementation of the SEN policy, of any changes made and allocation of resources.

The SEN governor visits the school regularly to monitor this provision The Headteacher will include the information on additional SEN provision in the Headteacher’s report to governors.

7.0 PARENTS & LINKS BEYOND THE SCHOOL

7.1 Partnership with Parents If a concern is raised by a parent regarding an additional SEN then a meeting will be held with the parent(s) and relevant staff. A referral from may be filled in if necessary. At all stages parents must be involved and their views must support the targets set and development of strategies. Relevant translations of this policy can be made available.

7.2 Links with other Schools Parents and children are provided with meetings and support prior to secondary transfer (Year 5). They are encouraged to visit a range of relevant secondary provision available for deaf children. Where it is deemed appropriate and helpful, liaison can occur between the SENCO and the secondary school of transfer.

7.3 Links with Health Services, Social Services & Voluntary Organisations

The school nurse co-ordinates medical assessments as part of the plan and review procedure.

The Headteacher is the Designated Child Protection Officer for the school who liaises with social service departments in feeder authorities.

The school has links with the major deaf organisations and specialist support agencies (eg. BDA, NDCS, National Deaf CH)

The school has a speech and language service funded by the health authority based in the school.

The teacher responsible for audiology liaises with all relevant audiological clinics.

Due to the nature of the school, it is important the staff record conversations they have with multi-agencies and/or parents and pass this information to the SENCO and relevant persons.

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7.4 Multi Disciplinary Meetings The SENCo will arrange multi-disciplinary meetings to discuss pupils with additional needs as necessary. The aim of the meeting will be to review Provision maps and discuss strategies to support the pupil’s learning and agree any additional intervention required. The parents will be sent a form to complete to identify any issues they would like raised and the SENCo will feed back any outcomes to the parents afterwards. The meetings will be chaired by the SENCo and will include the following professionals as appropriate:

Speech and Language Therapist

School Nurse

Educational Psychologist

Occupational Therapist

Physiotherapist

High Trees – Deaf CAHMS

8.0 MEDICAL NEEDS

The needs of learners with chronic or long-term medical conditions are considered alongside other vulnerable groups. Outreach workers are employed (subject to funding) to ensure the safeguarding of their needs and the continuation of their learning whether the pupil is at school, home or in hospital. Refer to the first aid policy for information regarding administration of medication. Also refer to the medical needs policy. In summary, consent must be obtained from parents/carers before administering any medication. For many long term medication needs staff will require appropriate training, and this is provided by the school nurse.

9.0 BEHAVIOUR

“Developing responsibility” is central to our behaviour policy. This means increasing all pupils’ involvement in decision-making and in determining acceptable behaviour. Our philosophy on positive behaviour management is based on the following:

Effective teaching and learning and communication takes place in a calm and happy atmosphere where all are respected and valued.

We have high expectations and believe that praise, success and a relevant curriculum that meets individual needs are the key to good behaviour.

We consider behaviour management to be the shared responsibility of all members of the school community.

A clear structure of rewards and sanctions understood by all in the school

Track behaviour through SENCO form and/ or behaviour incident sheets (appendix 1 and 5)

For further information please refer to the school’s Behaviour Policy.

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10.0 FRANK BARNES SCHOOL – INITIAL SEN CONCERN / REFERRAL FORM

Name of Pupil:

Teacher:

Class:

Date:

Area of Concern:

What would you like to happen?

Strategies used within the class: (curriculum, interventions, resources, personal strategies)

History of events: (include patterns, why you are concerned, habits, reactions, attach evidence)

Discussion/reaction from pupil: (what do they say?)

Discussion with parents:

Action Points:

Date for review: ________________________

.

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11.0 TEACHER TRACKING FORM

12.0 PROVISION MAP

Name: D.O.B: Class: Class Teacher:

Special Educational Needs & Disability Objectives from Annual Review Report

Diagnosis

.

Primary need (type of deafness)

Secondary need

Transport:

Preferred communication and learning styles Equipment to support my learning

Multi-Agency Provision R – awaiting referral S – support received and programme implemented

Speech & Language Therapy Occupational Therapy (OT) Physiotherapy SENSE

VI (Visual Impairment) support Educational Psychologist School Nurse x O CAMHS (Clinical psychologist)

Play Therapy Swallowing and feeding (SALT) Cochlear Implant/ Audiology Team

x A Family CSW (Home visits)

PROVISION MAP ……………………………….. Term 2016

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Individual Plans

Play Therapy Plan Learning Mentor plan Behaviour plan Moving & Handling Plan

Speech and Language plan x BSL language plan x Feeding (SALT plan) OT/Physiotherapy plan x

Intervention programmes 2016-2017

Child’s Levels

Area of Need Where is the

learner currently?

Intended Outcome

Intervention

and

Staff involved

Family Support and Involvement

Review Date and Impact

Communication

Cognition & Learning

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Current Levels

Expected Levels for next year

Literacy: Speaking and Listening

Reading

Writing

Numeracy

Science

Parent/Carer’s Afternoon (_______ Term 20__)

Views of parents/carers

Agreed Action

Review date and Impact

Celebrations:

Ambitions for their future:

Signed teacher: Signed parent/carer: …………………………………….

13.0 DOCUMENT CONTROL

This is Frank Barnes School’s Additional Special Educational Needs Policy as at Spring 2013. This policy will be reviewed on a 3 yearly basis.

Committee Curriculum

Staff Responsible SENCO

Adopted November 2005

Last Review Spring 2016

Review Period Annual update and 3 year review

Review Date October 2017 Spring 2019

Position/Title

Print Name

Approved Signature

Date Approved