SEN (Special Educational Needs) Policy


Manchester Mesivta

  Special Educational Needs Policy



 This policy is to promote the successful inclusion of pupils with special educational needs and disabilities at Manchester Mesivta.


Section 1: Introduction

The SENCO at out school is Rabbi David Benarroch MA (SEN), QTS

Telephone   0161 773 1789

Email          This email address is being protected from spambots. You need JavaScript enabled to view it.

The SENCO is a member of the Senior Leadership Team.

The SEN Governor is Mr Avremi Rosenberg


This policy complies with the statutory requirements laid out in the SEND

Code of Practice 0-25 January 2015 and has been written with reference to the following guidance and documents:

• Equality Act 2010: advice for schools DfE Feb 2013

• SEND Code of Practice 0-25 (2015)

• Schools SEND information Report Regulations (2014)

• Statutory Guidance on Supporting Students at School with medical conditions April 2014

• Safeguarding Policy

• Accessibility Plan

• Teachers’ Standards 2012


The policy has been created by the school’s SENCO in liaison with appropriate school staff, governors and parents.

This is an inclusive school and there are high expectations for the achievement of SEN students. The school has a regard for the Code of Practice 2015 in that:

• It sees that all students are entitled to an education that enables them to make progress.

• All students have access to a broad and balanced curriculum

• Teachers are expected to set high expectations for every student, whatever their prior attainment.

• Teachers are expected to use appropriate assessments to set targets which are deliberately ambitious. Potential areas of difficulty are identified and addressed at the outset.

• Students with SEN are able to study the full national curriculum.

• 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.

• The school regards high quality teaching, differentiated for individual students, as the first step in responding to students who have or may have SEND

• The school regularly and carefully reviews the quality of teaching for all students, including those at risk of underachievement.

• The Pupil Premium is additional funding for publicly funded schools in England to raise the attainment of disadvantaged pupils and close the gap between them and their peers. The Pupil Premium gives schools extra funding to raise the attainment of disadvantaged pupils. The Pupil Premium is paid to schools as they are best placed to assess what additional provision their pupils need.



Section 2: Aim

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.



This policy should:

1. Identify and provide for students who have special educational needs and additional needs

2. Work within the guidance provided in the SEND Code of Practice (2015)

3. Support the operation of a “whole student, whole school” approach to the management and support of special needs

4. Provide a SENCO who will ensure a clear vision for the school by developing a robust response to the new legislation

5. Provide support and advice for all staff


Section 3: Identifying Special Educational Needs

A student has SEN when their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to students of the same age.

Student skills are assessed on entry and information from their previous setting also helps inform teaching staff.

Subject teachers, supported by the senior leadership team, will make regular assessments of progress for all students. These should seek to identify students making less than expected progress given their age and individual circumstances.

This can be characterised by progress which:

• is significantly slower than that of their peers starting from the same baseline

• fails to match or better the student’s previous rate of progress

• fails to close the attainment gap between the student and their peers

• widens the attainment gap

Teacher assessment will include progress in areas other than attainment – for instance where a student needs to make additional progress with wider development or social needs in order to make a successful transition to adult life.



Where progress continues to be less than expected, the SENCO, working with other key members of staff, should assess whether the young person might have SEN.

This will include:

·        Evidence of high quality teaching targeted at areas of weakness.

Informal evidence gathering

·        Extra teaching or other rigorous interventions designed to secure better progress, where required.

·        Monitoring student response to support

·        Involving parents and carers


Broad areas of need

·        Communication and interaction

·        Cognition and learning

·        Social, emotional and mental health difficulties

·        Sensory and/or physical needs

The purpose of identification is to consider the action the school needs to take rather than fitting a student into a category. At Manchester Mesivta, the needs of the whole young person are considered, not just the special educational needs.

There are some issues which may impact on progress and attainment but which are not SEN. These are:

• Disability (the Code of Practice outlines the ‘reasonable adjustment’ duty under

current Disability Equality legislation but these alone do not constitute SEND)

• Attendance and Punctuality

• Health and Welfare

• English as an Additional Language

• Being in receipt of Student Premium Grant

• Being a Looked After Child

• Being a young person of Servicemen/women


Section 4: The Graduated Approach to SEN support in Manchester Mesivta.


The role of subject teachers is to provide high quality teaching for all students, as the Code of Practice states: 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. Schools should regularly and carefully review the quality of teaching for all students, including those at risk of underachievement.


The school regularly and carefully reviews 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 most frequently encountered.


In recording student needs on a central register, the criteria for entering a student will include:

• Previous support such as information from primary school and outside agencies

• Evidence of little progress despite quality teaching from subject teachers

• Considering individual student progress in school, alongside national data and expectations of progress. This will include high quality and accurate formative assessment, using effective tools and early assessment materials.


Where a student is identified as having SEN, the school will take action to remove barriers to learning and put effective special educational provision in place. This SEN support will take the form of a four-part cycle of: Assess, Plan, Do, Review, through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the student’s needs and of what supports the student in making good progress and securing good outcomes. It is at this stage that a young person will be placed on the SEN register.


The four part cycle:



The subject teacher working with the SENCO should assess where a young person is not making adequate progress, despite high quality teaching targeted at an area of weakness.

They should draw on evidence from a clear analysis of the student’s need such as:

·        The subject teacher’s assessment and experience of the student

·        Information regarding student progress, attainment and behaviour

·        The student’s development in comparison to peers

·        The views and experience of parents

·        The student’s own views

·        Advice from external support services when available

Once SEN has been established, an Intervention Plan (IP) will be initiated.



Targets and objectives will be identified and agreed with the student, parents and teachers. Additional provision, where appropriate, will be incorporated into the plan. The plan will clearly outline interventions to be undertaken and the personnel involved. There will be clear, measurable outcomes. These will be recorded on the Intervention Plan (IP).


Interventions will be implemented by the relevant staff.


Reviews will evaluate the effectiveness of the support given and the impact on the student’s progress. Assessment information will be gathered, measured against desired outcomes and written into the Intervention Plan (IP) to monitor impact. Adjustments may be made following the review. Progress will be formally reviewed every term.

Where a student has a statement or Educational Health and Care Plan (EHCP), a statutory annual review meeting will take place.



Section 5 Managing Students’ Needs on the SEN register

When a pupil is identified as having SEN and their category/categories of need have been established, parents/carers will be contacted and information will be sought in order to involve them in the process. The views of the pupil will also be sought. The Intervention Plan (IP) will then be written, recording all pre assessments and pre observations made.

This plan will be written by the SENCO or SEN staff in consultation with parents/carers, teachers, heads of year, SEN/intervention staff, the pupil and other professionals (including; advisory professionals, health, social care, Educational Psychologist) if appropriate. The level of need of the pupil will determine what interventions/actions will be undertaken. A plan will be drawn up, which involves the setting of targets and then actions will be agreed and recorded.


The activities or interventions will be undertaken by the staff outlined in the plan. The plan will be reviewed at least termly, but it will be reviewed earlier if it is felt that the plan is not working and if additional interventions need to be put in place.


After a term, the plan will be reviewed, again taking into account parent/carer views whenever possible and the views of the pupil. The outcomes and impact will be assessed following the criteria outlined in the plan.

The staff delivering the actions will be responsible for evidencing the progress according to the outcomes described in the plan. If the pupil is beginning to make progress following the plan, the interventions/actions will be continued. If the pupil has made significant progress then their name may be removed from the SEN list, parents/carers will be informed if this is the case.


The level of provision will be decided according to the progress a student makes. The school will use existing resources in a targeted way initially. If a young person fails to make progress, the Local Authority’s advice will be sought. The school will ensure that it works closely with the Local Authority and links with the Local Offer which is available on the authority’s web site. The Local Offer incorporates links to outside agencies.

There are systems for working with outside agencies are in place. Joint working with other professionals may include advice and support from:

Specialist support/therapies

Clinical treatments

Delivery of medications

Speech and Language Therapy

Child and Adolescent Mental Health Service

Occupational Therapy


School health

Specialist equipment and wheelchairs


 Section 6: Criteria for exiting the SEN Register

Students will be added to the register on transition according to the following criteria:

a. previous school information

b. advice from appropriate outside agencies and professionals

c. liaison with parents

Students will exit the register when the need becomes less significant because progress can be demonstrated and/or additional resources to assist with progress are no longer required.


Section 7: Supporting Students and Families

Parents/carers will be guided towards the LA local offer, with additional support from school and advice being provided by Bury Parent Partnership. Parents/carers will be advised of outside agencies that could provide them and their children with additional support.

The school assesses pupils with regard to exam access arrangements, if it is felt that that they are required. We also proved text help for pupils to access when reading documents for exams or key assessments.

Additional support is provided to parents/carers and pupils with SEN during transition from primary school to Manchester Mesivta and when transferring to college or work based employment.

The school values the support it receives from parents/carers and actively encourages them to become engaged with the school in order to support the needs of their children.


Section 8: Monitoring and Evaluation of SEN

The school is able to monitor the success of its provision by looking closely at a number of factors including:

• Accessibility of classrooms for disabled students by adapting timetables and rooming.

• Arrangements to ensure accessibility and safety for all.

• The progress of SEN students academically and socially through internal and external assessment, and monitoring behaviour and attendance.

• The use of the form tutor and pastoral system to monitor student well-being.

• Evaluating the management of any safeguarding concerns, where appropriate.

• A SEN CPD group which includes teachers from a variety of departments which evaluate and plan around the changing needs of the school following the new Code of Practice.

• Regular whole-school SEN reviews.

• Regular meetings with the SEN Governor.

• Support staff being made aware of the specific requirements of students.

·        Training for Teaching Assistants.

• The SENCO ensures that required training is up to date.


Section 9: Training and Resources

• The school is funded for SEN by the Local Authority following the updated national system used for mainstream schools:

Element 1: core education, place led funding from the Education Funding Agency for all students attending school

Element 2: Additional Support driven by proxy indicators such as local deprivation and prior attainment decided by the Education Funding Agency

Element 3: Top-up funding from the Local Authority to meet the individual needs of High Need students placed in the school.

•. The school will continue to ensure that staff receive training to support the teaching of SEN students.

• All teachers and support staff undertake induction on taking up a post and this includes a meeting with the SENCO to explain the systems and structures in place around the school’s SEN provision and practice.

• The SENCO works closely with the Local Authority and attends meeting and training in order to keep up to date with local and national SEND updates.


Section 10 Complaint and Appeals

Any complaints or appeals against this policy will be through the school Governor’s complaints procedure.


The SEN policy is to be reviewed and amended annually. It will be reviewed in consultation with staff, parents/carers, pupils and governors. It will next be reviewed in October 2022.


SEND Information Report


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