Thursday, 28 February 2019 00:00

SEN Information Report

SEN Information Report

 1. Aims

Our SEN policy and information report aims to:

·         Set out how our school will support and make provision for pupils with special educational needs (SEN)

·         Explain the roles and responsibilities of everyone involved in providing for pupils with SEN

·         For all students to receive an appropriate education one that is appropriate to their needs, promotes high standards and the fulfilment of potential. This should enable them to:

·         achieve their best

·         become confident individuals living fulfilling lives, and

·         make a successful transition into adulthood, whether into employment, further or higher education or training

·         The quality of teaching for students with SEN, and the progress made by students, is a core part of the school’s performance management arrangements and its approach to professional development for all teaching and support staff.

 

2. Legislation and guidance

This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:

·         Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEN and disabilities

·         The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEN co-ordinators (SENCOs) and the SEN information report

 

3. Definitions

A pupil has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.

They have a learning difficulty or disability if they have:

·         A significantly greater difficulty in learning than the majority of others of the same age, or

·         A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools

Special educational provision is educational or training provision that is additional to, or different from, that made generally for other children or young people of the same age by mainstream schools.

 

4. Roles and responsibilities

4.1 The SENCO

The SENCO is Rabbi Dovid Benarroch

They will:

·         Work with the headteacher and SEN governor to determine the strategic development of the SEN policy and provision in the school

·         Have day-to-day responsibility for the operation of this SEN policy and the co-ordination of specific provision made to support individual pupils with SEN, including those who have EHC plans

·         Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEN receive appropriate support and high quality teaching

·         Advise on the graduated approach to providing SEN support

·         Advise on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively

·         Be the point of contact for external agencies, especially the local authority and its support services

·         Liaise with potential next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned

·         Work with the headteacher and governing board to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements

·         Ensure the school keeps the records of all pupils with SEN up to date 

 

4.2 The SEN governor

The SEN governor will:

·         Help to raise awareness of SEN issues at governing board meetings

·         Monitor the quality and effectiveness of SEN and disability provision within the school and update the governing board on this

·         Work with the headteacher and SENCO to determine the strategic development of the SEN policy and provision in the school

 

4.3 The headteacher

The headteacher will:

·         Work with the SENCO and SEN governor to determine the strategic development of the SEN policy and provision in the school

·         Have overall responsibility for the provision and progress of learners with SEN and/or a disability

 

4.4 Class teachers

Each class teacher is responsible for:

·         The progress and development of every pupil in their class

·         Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching

·         Working with the SENCO to review each pupil’s progress and development and decide on any changes to provision

·         Ensuring they follow this SEN policy

 

5. SEN information report

5.1 The kinds of SEN that are provided for

Our school currently provides additional and/or different provision for a range of needs, including:

:

·         Communication and interaction, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties

·         Cognition and learning, for example, dyslexia, dyspraxia,

·         Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD), 

·         Sensory and/or physical needs, for example, visual impairments, hearing impairments, processing difficulties, epilepsy 

·         Moderate/severe/profound and multiple learning difficulties

 

5.2 Identifying pupils with SEN and assessing their needs

We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

·         Is significantly slower than that of their peers starting from the same baseline

·         Fails to match or better the child’s previous rate of progress

·         Fails to close the attainment gap between the child and their peers

·         Widens the attainment gap

This may include progress in areas other than attainment, for example, social needs.

Slow progress and low attainment will not automatically mean a pupil is recorded as having SEN. 

When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

 

5.3 Consulting and involving pupils and parents

We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that:

·         Everyone develops a good understanding of the pupil’s areas of strength and difficulty

·         We take into account the parents’ concerns

·         Everyone understands the agreed outcomes sought for the child

·         Everyone is clear on what the next steps are

Notes of these early discussions will be added to the pupil’s record and given to their parents.

We will formally notify parents when it is decided that a pupil will receive SEN support.

 

5.4 Assessing and reviewing pupils' progress towards outcomes

We will follow the graduated approach and the four-part cycle of assess, plan, do, review

The class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:

·         The teacher’s assessment and experience of the pupil

·         Their previous progress and attainment and behaviour

·         Other teachers’ assessments, where relevant

·         The individual’s development in comparison to their peers and national data

·         The views and experience of parents

·         The pupil’s own views

·         Advice from external support services, if relevant

The assessment will be reviewed regularly.

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.

 

5.5 Supporting pupils moving between phases and preparing for adulthood

We will share information with the school, college, or other setting the pupil is moving to. We will agree with parents and pupils which information will be shared as part of this.

 

5.6 Our approach to teaching pupils with SEN

Teachers are responsible and accountable for the progress and development of all the pupils in their class.

High quality teaching is our first step in responding to pupils who have SEN. This will be differentiated for individual pupils.

We will also provide the following interventions:

·         One-to-one support

·         Small group work

·         Access to Teaching Assistants

·         Referral to the Specialist Teacher within the SEN Centre

·         Counselling if required

 

5.7 Adaptations to the curriculum and learning environment

We make the following adaptations to ensure all pupils’ needs are met:

·         Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.

·         Adapting our resources and staffing

·         Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.

·         Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.

 

5.8 Additional support for learning

We have 10 teaching assistants who are trained to deliver the above interventions.

Teaching assistants will support pupils on a 1:1 basis when the pupil is not able to access the curriculum on an ongoing basis.

Teaching assistants will also support pupils in small groups when necessary.

 

5.9 Expertise and training of staff

Our staff and teaching assistants receive regular training in SEN. During 2018/9 all staff attended the six sessions delivered by the JSENSE charity. These included topics such as Learning Difficulties, Managing ADHD.

Our SENCO has over ten years’ experience in this role and is a qualified specialist teacher in Specific Learning Difficulties.

He is allocated half a day to manage SEN provision.

We have a team of ten teaching assistants that are well trained.

We use specialist staff for those with learning difficulties.

 

5.10 Securing equipment and facilities

Mesivta is a safe environment with full time security. No people can leave or come into the premises without authorization from the office.

 

5.11 Evaluating the effectiveness of SEN provision

Explain your school’s approach here. You should describe how your school evaluates the effectiveness of the provision for pupils with SEN, equipment and facilities to support pupils. These are suggestions only.

We evaluate the effectiveness of provision for pupils with SEN by:

·         Reviewing pupils’ individual progress towards their goals each term

·         Reviewing the impact of interventions after 12 weeks

·         Monitoring by the SENCO by the SEN Governor

·         Using provision maps to measure progress

·         Holding annual reviews for pupils with EHC plans

5.12 Enabling pupils with SEN to engage in activities available to those in the school who do not have SEN

All of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs.

All pupils are encouraged to go on our residential trips

All pupils are encouraged to take part in sports day/school plays/special workshops, etc.

No pupil is ever excluded from taking part in these activities because of their SEN or disability.

All classrooms have access for disabled pupils.

5.13 Support for improving emotional and social development

We provide support for pupils to improve their emotional and social development in the following ways:

·         Pupils with SEN are encouraged to be part of the school council

·         We offer counselling sessions for pupils that encounter emotional difficulties.

We have a zero tolerance approach to bullying.  

5.14 Working with other agencies

Where necessary the school will involve outside agencies, including health and social care bodies, local authority support services and voluntary sector organisations. This also includes Pathways counselling service. We will also work with local community leaders.

5.15 Complaints about SEN provision

Complaints about SEN provision in our school should be made to Rabbi Sulzbacher in the first instance. They will then be referred to the school’s complaints policy.

The parents of pupils with disabilities have the right to make disability discrimination claims to the first-tier SEND tribunal if they believe that our school has discriminated against their children. They can make a claim about alleged discrimination regarding:

·         Exclusions

·         Provision of education and associated services

·         Making reasonable adjustments, including the provision of auxiliary aids and services

 

5.16  Contact details of support services for parents of pupils with SEN

Parents requiring further support can be in touch with Bury Parent Partnership

Morley Street Bury BL9 9JQ Tel: 0161 763 5001

 

5.17  Contact details for raising concerns

If there are any concerns, please be in touch with the SENCO, Rabbi Dovid Benarroch 0161 773 1789 or email: This email address is being protected from spambots. You need JavaScript enabled to view it..

5.18 The local authority local offer

Our local authority’s local offer is published on their website www.bury.gov.uk

 

6. Monitoring arrangements

This policy and information report will be reviewed by Rabbi Dovid Benarroch every year. It will also be updated if any changes to the information are made during the year.

It will be approved by the governing board.

 

7. Links with other policies and documents

This policy links to our policies on:

·         Accessibility plan

·         Behaviour

·         Equality information and objectives

·         Supporting pupils with medical conditions

 

 

 

 

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