SPECIAL EDUCATIONAL NEEDS AND DISABILITY POLICY September 2015 SENCo – Rebecca Whiteley (NASCO award) SENCo – Jen Jakes (NASCO award) Assistant Vice Principal Visible Support – Sian Harris [email protected] Section 1 INTRODUCTION Bradford Academy provides a values rich environment, dedicated to the affirmation, formation and high standards of achievement for all our children or young people; in other words, all children or young people in the Academy are known, valued and understood. The higher the standard of justice in the child’s or young person’s rights and the Academy’s values, the higher the levels of learning, empathy and tolerance in children or young people’s achievement and formation. These principles are the rights of all the children or young people and should be the guiding principles underlying all Academy policies and procedures. To ensure that we are able to fulfil our mission, vision and values, we need to ensure that we have an effective Special Educational Needs Policy that ensures that our children or young people’s needs and rights are met. This policy has been written with guidance and reference to the following documents: • • • • •

The Children and families Act 2014 Articles 12 and 13 of the United Nations Convention of the Rights of the Child The Equality Act 2010 Special Educational Needs and Disability Code of Practice: 0-25 years (June 2014) http://www.gov.uk/government/uploads/system/uplads/attachment_data/file/284 301/statutory_schools_policies.pdf

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This update links with the new SEND Code of Practice and the Policy changes include: • • • •

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SEND Code of Practice now covers 0-25 years Single school SEND categories Graduated approaches to provision rather than an ILP approach Transferring existing statements into Education, Health and Care Plans: There will be a dual system in place from September 2014 and these will all be transferred by April 2018 Local Authorities will have a Local offer and schools will have an SEND information report There will be Joint Commissioning roles between Education, Health and Social Care.

EQUAL OPPORTUNITIES There is a significant overlap between children and young people with SEND and those with Disabilities and many such children and young people are covered by both SEND Code of Practice and equality legislation. For example, all schools have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. In addition schools are required to make arrangements to support pupils with medical conditions. These directives are embedded in our SEND policy.

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Section 2 PURPOSE The first responsibility of all members of staff is to secure the affirmation, formation and achievement of every child or young person, to ensure access, choice and freedom from discrimination. Through our specialism of Citizenship with Enterprise, combined with Quality First Teaching, we offer the affirmation and formation of the unique individuality and equality in each people. This is confirmed with rights in law and belief, where every teacher is responsible and accountable for all pupils in their class, wherever or whoever they are working with. VALUES We have a duty to safeguard and promote the rights and responsibilities of our children or young people and we believe that this is achieved in an environment in which all child or young people are known, valued and understood. AIMS To ensure that all children or young people have access to a broad and balanced curriculum

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♦ To provide a differentiated curriculum appropriate to the individual’s needs and ability through this high quality provision

To focus on inclusive practice and removing barriers to learning

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To ensure the identification of all children or young people requiring SEND provision as early as possible in their education, to ensure early intervention

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To ensure that parents/carers of children or young people with SEND needs are kept fully informed of their child or young people’s progress and attainment and are a key part of the decision making

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To ensure that children or young people are involved, where practicable, in decisions affecting their future SEND provision

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To ensure that children or young people take as full a part as possible in all Academy activities

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To ensure collaboration between Education, Health and Social Care Services

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To ensure there is greater choice and control over support and guidance for children or young people with SEND

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To ensure successful preparation for adulthood, including independent living and employment

We recognise that many children or young people will have special needs at some time during their school life. By consistently implementing this policy, we believe children or young people will be helped to overcome their difficulties. Whilst many factors contribute to the range of difficulties experienced by some children or young people, we believe that much can be done to overcome them by parents/carers, teachers and children or young people working together.

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Section 3 DEFINITION OF SPECIAL EDUCATIONAL NEEDS Bradford Academy will have due regard for the Special Needs Code of Practice 2014 when carrying out our duties towards all children or young people with Special Educational Needs, and ensure that parents/carers are notified when SEND provision is being made for their child or young person. A child of compulsory age or a young person has a learning difficultly if he or she: ♦

Has a significantly greater difficulty in learning than the majority of children or young people of the same age

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Has a disability which prevents or hinders the child or young person from making use of educational facilities of a kind provided for children or young people of the same age in other schools in the local area

Special education provision means: •

For children or young people of two or over, educational provision which is additional to, or different from, the educational provision made generally for child or young peoples of the same age in maintained schools (other than special schools) in the area

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For children or young people under two, educational provision of any kind

The categories of need are being redefined over the transition period, whilst the Children and Families Act is being fully implemented:

New Cognition and Learning Communication and Interaction Social, Emotional and Mental Health Sensory and/or Physical

Current Moderate Learning Difficulties, Specific Learning Difficulties Autism Spectrum Condition Speech, Language and Communication Needs Behaviour, Emotional and Social Difficulties Physical Difficulties Hearing Impaired Visually Impaired Sensory Difficulties

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Section 4 IDENTIFICATION, ASSESSMENT, PROVISION AND REVIEW - A GRADUATED APPROACH TO SUPPORTING SPECIAL EDUCATIONAL NEEDS AND DISABILITIES

At Bradford Academy we have adopted a whole school approach to SEND policy and practice. Children or young people identified as having SEN are, as far as is practicable, fully integrated into mainstream classes. Every effort is made to ensure that they have full access to the National Curriculum and are integrated into all aspects of Academy life. The SEND Code of Practice 2014 makes it clear that all teachers are teachers of all children, including children or young people with Special Educational Needs and has a specific focus of Quality First Inclusive Teaching. ASSESS Teaching children or young people is a whole-school responsibility. The core of the teacher’s work involves a continuous cycle of planning, teaching, and Assessment for Learning, taking into account the differences in children or young people’s abilities, aptitudes, and interests. The needs of most children or young people will be met through a differentiated curriculum, informed by the effective use of prior data and the completion of the class context sheets or provision map.

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Early identification of need may require increased levels of provision and support. Where a teacher has a concern about the progress of a child or young person, the following actions will be taken: ♦ The teacher will discuss the concern with the SENCO, who will review with the teacher the provision already made ♦ The SENCO or appropriate teacher will discuss concerns with parents/carer ♦ The Learning Guide/Class Teacher will be informed that a concern has been raised and will work with the SENCO to gather information from across the curriculum ♦ Standardised screening or assessment tools, including screening/diagnostic tests may be used to identify specific needs ♦ Provision will then be adapted to meet need and targets set with input from the learner and parents where needs are identified as range 3 and 4 ♦ Ensure Pastoral Support Workers/Managers/Class Teachers develop effective communication and collaboration with parents/carers to nurture a positive relationship built on understanding and trust ♦ Involve the Academy multi-professional team where appropriate Teachers will be informed that the child has been placed on the referral list (secondary) ♦ SENCO refers to appropriate external agencies (primary) ♦ A time frame will be agreed and review will take place ♦ Identifying and assessing SEN for children or young people whose first language is not English requires particular care. Schools should look carefully at all aspects of a child or young person’s performance in different areas of learning and development or subjects to establish whether lack of progress is due to limitations in their command of English or if it arises from SEN or a disability. Difficulties related solely to limitations in English as an additional language are not SEN. THE RANGE OF PROVISION - PLAN All children or young people at Bradford Academy have access to Quality First Inclusive class-based teaching. For some children or young people with SEND, additional interventions are required. This is the key component of Personalising Learning and the main strategy through which we meet the needs of our children or young people.

Range One ♦

Full-time education in classes, with additional help and support by class teacher/subject teachers through a differentiated curriculum. This includes Range

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One interventions, where all learners benefit, at key moments, from additional small group or 1:1 interventions, within the classroom. These are either delivered by the class/subject teacher or another adult (HLTA, Learning Assistant, Early Years Practitioner etc.) This constitutes Quality First Inclusive teaching.

Range Two ♦

Additional, time-limited, small group intervention programmes which target learners according to need, to accelerate their rates of progress and secure their learning. This ‘catch up’ intervention must help children or young people to master their learning so that when they return to their mainstream classes, their progress is maintained. In addition in class support is maintained as needed.

Range Three ♦

Some children or young people need a further level of support that cannot be delivered in the context of whole class or small groups. Range three includes focused individual tuition, delivered by school based or external expertise. Such tuition supplements existing learning and does not replace it and must ensure that children or young people apply their learning to maintain the progress made when they return to class. Where possible, this will be provided by a Higher Level Learning Assistant in conjunction with the class/subject teacher. Range Three intervention might include other alternative specialised provision.

PERSONALISED PROVISION – DO The SENCO, in collaboration with the teacher, Key Stage Leaders and Directors of Personalising Learning, will deliver and monitor the provision/interventions to ensure the children or young people make progress.

IMPACT OF PERSONALISED PROVISION - REVIEW Each additional provision will be assessed for its impact by comparing baseline and exit data. This will be communicated to the child or young people and their parents/carers. Their views will be taken into account and the overall impact of support with be judged against the original success criteria. At this point plans will be revised in the light of outcomes. Reviews will take place at least once a term.

Section 5 REQUEST FOR STATUTORY ASSESSMENT (Education Health and Care Plan) 8 Researched and written by Lisa Rumford/Rebecca Whiteley/Mandy Hamilton

Range Four The Academy will request a Statutory Assessment from the Local Authority when, despite an individualised programme of sustained intervention within Range 3, the child or young people remains a significant cause for concern. A Statutory Assessment might also be requested by a parent or outside agency. The Academy will have the following information available: •

The action followed within the range models for individual need

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The child or young people’s Learner Passport or IEP

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Records and outcomes of regular reviews undertaken, including the PUR report

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Information on the child or young person’s health and relevant medical history.

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Academic progress

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Other relevant assessments from specialists such as support teachers and Educational Psychologists

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The views of parents/carers

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The views of the child or young person

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Social Services/Educational Welfare Service/Multi-Professional reports

An Education, Health and Care Plan will normally be provided where, after a Statutory Assessment, the Local Authority considers the child or young person requires provision beyond that which the Academy can offer. However, the Academy recognises that a request for a Statutory Assessment does not inevitably lead to an EHCP. Parents have the right of appeal and can contest such decisions, at which point the Academy would provide evidence as/when/if requested.

REVIEWS OF EHCP’s EHCP’s must be reviewed annually. The Local Authority will inform the Principal at the beginning of each Academy term of the child or young person requiring a review. The Principal (or delegated person) will organise these reviews and invite: 9 Researched and written by Lisa Rumford/Rebecca Whiteley/Mandy Hamilton

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The child or young person’s parent/carer

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The child or young person, if appropriate

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The relevant teacher/Learning Guide

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The SENCO

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A representative of the Local Authority

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Any other people the Local Authority considers appropriate

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Any other Professionals involved

The aim of the review will be to: •

Assess the child or young people’s progress in relation to the IPM targets

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Review the provision made for the child or young people in the context of the progress made

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Consider the appropriateness of the existing EHCP in relation to the child or young people’s performance during the year, and whether to cease, continue, or amend it

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Set new targets for the coming year and long term targets

Year 6 reviews will be significant in preparing learners for secondary alongside Year 8 reviews which prepare the child or young person for transition to personalised pathways in Key Stage 4, employment, Further Education, workbased training, Higher Education and adult life. Beyond Year 9, the Transition Plan will be reviewed and involve the Connexions Service. The Academy recognises that the responsibility for such Transition Plans lies with these specialist services. With due regard for the time limits set out in the Code of Practice, the SENCo will write a report of the Annual Review meeting and send it, with any supporting documentation, to the Local Authority. The Academy recognises the responsibility of the Local Authority in deciding whether to maintain, amend, or cease an EHC Plan.

Section 6 SUPPORTING CHILDREN, YOUNG PEOPLE AND THEIR FAMILIES

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PARTNERSHIP WITH PARENTS/CARERS Bradford Academy firmly believes in developing a strong partnership with parents/carers and that this will enable children or young people with Special Educational Needs and Disabilities to achieve their potential. As an All Through school, we are able to develop strong relationships with parents/carers and associate health workers to enable the early intervention with our children. The Academy recognises that parents/carers have a unique overview of their child or young person’s needs and how best to support them, and that this gives them a key role in the partnership. All staff play a key role in the development of these relationships, working with external members of our multi-professional team where appropriate. The Academy will make available, to all parents/carers of children or young people, with Special Educational Needs and Disabilities details of the parent partnership service available through the Local Authority.

Section 7 SUPPORTING LEARNERS WITH MEDICAL CONDITIONS Bradford Academy recognises that learners at school with medical conditions should be well supported so that they have full access to education, including school trips and physical education. Some learners with medical conditions may be disabled and where this is the case Bradford Academy will comply with its duties under the Equality Act 2010 as well as ‘Keeping Children Safe in Education’ April 2014 Some children or young people may also have Special Educational Needs and Disabilities and may have a Statement or Education, Health and Care Plan, which would bring together their health and social care needs, as well as their Special Educational provision and ensure that the SEND Code of Practice 2014 is followed.

Section 8 MONITORING AND EVALUATION OF SEND PROVISION Provision for Special Educational Needs is reviewed through our monitoring and evaluation cycle. Ultimately the SENCO will monitor and evaluate provision every half term in conjunction with Data Collection. Learners will be tracked showing 11 Researched and written by Lisa Rumford/Rebecca Whiteley/Mandy Hamilton

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progress made and how the chosen provision has made an impact. Learning Assistants will be regularly observed and support will also be reviewed. Parents will be regularly contacted through PUR days, annual reviews and meetings held by the SENCO. Regular meetings take place between teaching staff and the SENCO to ensure that students are progressing in their subject and how they can achieve their potential and beyond. Throughout this cycle the Ofsted Handbook provides the success criteria for effective SEND provision. In implementing this policy, we will ensure that we can demonstrate good and outstanding practice in terms of SEND provision in relation to the above. The Governing Body will report annually on the success of the implementation of the policy, using the information gathered from the monitoring and evaluation strategies as evidence of provision. A member of the Governing Body will act as the named person for SEND, and will liaise, where appropriate with the Safeguarding Governor to ensure that our provision meets statutory guidelines and the standards expected of the school. Weekly meetings between SEN, the alternative provision team and the pastoral team take in order to discuss provision for individual learner and to discuss joint support in order for learners to access the most effective provision bespoke to them (secondary only) Children or young people’s progress will provide evidence for the success of the SEND policy and this will be analysed carefully through: ♦ ♦ ♦

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The Academy tracking cycle Discussion at Progress Update Review meetings Analysis of each child or young person’s success in meeting the targets set on their Learner Passport/Individual Education Plan The use of data gathered by the administering of nationally recognised standardised tests Evidence generated from Annual Review Meetings

Section 9 ALLOCATION OF RESOURCES AND TRAINING The Governing Body ensures that resources are allocated to support appropriate provision for all children or young people requiring it, and in meeting the objectives set out in this policy 12 Researched and written by Lisa Rumford/Rebecca Whiteley/Mandy Hamilton

Visible Learning Community and SEND The Assistant Vice Principal (Visible Learning) is responsible for Professional Learning in the Academy. In the context of SEND, this includes: ♦ ♦ ♦ ♦

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Ensuring that staff have up to date information regarding SEND Supporting attendance on external courses Mentoring and coaching to share good practice Research through the Visible Learning Community and Joint Practice Development Using the Learning Gateway and website as a vehicle to share the latest research on SEND provision Supporting members of the Learning Development team to attend support/network meetings Providing whole school inset where SEND/Inclusion issues are addressed Facilitating small group workshops through the use of external experts Deployment of Lead Practitioners to share quality SEND practice Bespoke training for Learning Assistants, including access to Higher Tier Learning Assistant accreditation and the Aspirant Teacher Programme Provide opportunities for additional qualifications in SEND, utilising external support and funding where available Enabling colleagues to attend local, regional and national networks, as appropriate so that our SEND provision is based on current best practice and research

Section 10 DESIGNATED SPECIALIST PROVISION (DSP) Physical Disabilities (PD) – Secondary Phase A distinctive feature of the Academy’s provision for Inclusion is the presence of a DSP of 20 places for children or young people with physical needs. These children or young people have needs which go above and beyond the usual degree of need found in mainstream education and the majority of these are likely to be wheelchair users or have additional medical needs which need attending to throughout the Academy day. These care needs are met by the SEND team under the direction of the DSP Manager working alongside the SENCO. This provision is monitored and evaluated in conjunction with the Local Authority and carries additional funding. A separate contract is agreed for this provision which is reviewed on a three-year cycle. All children or young people within the DSP have entitlement to support and review. Children or young people identified as having a place in the DSP are, as far as is practicable, fully integrated into 13 Researched and written by Lisa Rumford/Rebecca Whiteley/Mandy Hamilton

mainstream classes. Every effort is made to ensure that they have full access to the National Curriculum and are integrated into all aspects of Academy life. Where this is not possible, appropriate alternative provision is made which links to their individual needs on either a learning or a physical needs basis, as appropriate. This alternative provision is the responsibility of the Directors of Personalising Learning and is monitored by the Learning Development team alongside the Director of Personalised Learning, in line with the Academy monitoring and assessment guidelines. Autism – Secondary Phase As a result of the success of the DSP for Physically Impaired Students at Bradford Academy, we were given a second DSP for children with autism. It is envisaged that intake will be two per year group from September 2012, with a maximum number of 12 students. Currently there are five members of staff with Mandy Hamilton as Lead Practitioner. Although our priority lies in supporting the needs of the student/s placed in the DSP by the Education Authority, we will be working with other students across the school – both those with a diagnosis of ASC (Autistic Spectrum Condition) and those that the school have identified as having ASC traits. Support will take three main forms: in class support, 1:1/small group interventions and guidance/advice for teachers. We also aim to work with the parents/carers and siblings of ASC students. ASC is seen as a combination of three impairments: social interaction, social communication and flexibility of thought/imagination. Students with a diagnosis will usually have a marked impairment in all three areas; many other students will be seen to have ‘autistic traits’ predominantly in one (but possibly more) of the three areas. Many ASC students can cope very well in mainstream lessons without support, as long as they understand what is expected of them. However, the social aspects of school can be very stressful. With this in mind, we have set up a ‘club’ at break and lunchtime for the more vulnerable students. Through the use of games and activities, we aim to develop the social skills and self-esteem of our child or young peoples, while providing a safe place to come during the most stressful parts of the day. We are also available to students before and after school to deal with any worries, help with homework, etc., as required. Initially, group and individual interventions will be based around Social Skills and Anger Management, as these are the areas that most affect the students in school. However, we aim to develop other interventions that have proved successful elsewhere, including therapies involving drama and Lego. Our aim will always be to improve the self-esteem of our children or young people and help them develop the skills required to be successful and happy in mainstream classes and in the wider world.

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Section 11 Role and responsibilities The Learning Development team have strategic responsibility for SEND at Bradford Academy. The team is: Assistant Vice Principal (Support) DoPL Learning Development SEND Co-ordinator (SENCO) SEND Co-ordinator (SENCO) Lead Practitioner (DSP Autism) Lead Teacher (EAL) SEND Manager DSP Manager (PD) EAL Manager Primary Associate Staff Manager SEND Governor

Sian Harris Lisa Rumford Rebecca Whiteley Jen Jakes Mandy Hamilton

Sue Carroll Gurjit Hayre

This policy will be reviewed annually and all of the above will be consulted in the process, including parents and children and young people. For effective co-ordination staff must be aware of: •

The roles of the participants

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The procedures to be followed

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The responsibility all teachers have in making provision for children or young people with Special Educational needs and Disabilities

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The commitment required by staff to keep the SENCO well informed about children or young people’s progress

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Mechanisms that exist to allow teachers access to information about children or young people

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What exactly constitutes a ‘level of concern’ and at which point Range 1 provision is initiated

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Mechanisms that exist to alert the SENCO to such ‘levels of concern’.

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The procedure by which parents/carers are informed of this concern and the subsequent SEND provision

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Additionally, parents/carers must be given clear guidance to the means by which they can contribute to co-ordination and how they can provide additional information when and if required. THE ROLE OF THE GOVERNING BODY The Governing Body’s responsibilities to children or young people with SEND include: •

Ensuring that provision of a high standard is made for children or young people with Special Educational Needs and Disabilities

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Ensuring that a ‘responsible person’ is identified to give information about the Statement/EHC Plan to all those involved with teaching and supporting the child or young person

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Ensuring that children or young people with Special Educational Needs and Disabilities are fully involved in Academy activities

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Having regard to the SEND Code of Practice 2014 when carrying out these responsibilities

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Being fully involved in developing and subsequently reviewing SEND policy

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Reporting to parents/carers on the Academy’s SEND Policy including the allocation of resources from the Academy’s budget

THE ROLE OF THE DIRECTORS OF PERSONALISING LEARNING Each Area of Learning has a Director of Personalising Learning, who has a pivotal role in ensuring that the provision for children or young people with Special Educational Needs and Disabilities is high quality and consistent with Academy policies and procedures. Their responsibilities in their subject areas include: •

Being aware of the Academy’s procedures for the identification and assessment of, and subsequent provision for children or young people with Special Educational needs and Disabilities

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Collaborating with the SENCO, subject leaders and teachers to decide the action required to assist progress

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Working with the SENCO, subject leaders and teachers to collect all available information on the child or young person

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Ensuring that the staff in their areas meet the needs of all children or young people with Special Educational Needs and Disabilities through Quality First Inclusive teaching and personalised lessons

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Working with children or young people with Special Educational Needs and Disabilities on a regular basis to deliver the individual programme set out in their IPM

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Tracking the progress of children or young people with Special Educational Needs and Disabilities in their areas to ensure that they are making adequate progress and not falling behind

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Developing constructive relationships with parents/carers

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Being involved in the development and implementation of the Academy’s SEND policy

Section 12 ADMISSIONS The Governing Body believes that the admissions criteria should not discriminate against children or young people with SEND and has due regard for the practice explained in the Code of Practice 2014, which states that ‘All schools should admit children or young people already identified as having special educational needs, as well as identifying and providing for children or young people not previously identified as having SEND. Children or young people with special educational needs but without statements or EHC Plans must be treated as fairly as all other applicants for admission.’ (CoP 1:27) Our Admissions policy states: Where the number of applications for admission is greater than the Published Admissions Number, applications will be considered against the criteria set out below. After the admission of learners with Statements of Special Educational Needs or Educational Health & Care Plans where the Bradford Academy is named on the statement, the criteria will be applied in the order in which they are set out below: 1: Looked after children and children who were looked after, but ceased to be so because they were adopted (or became subject to a residence order or special guardianship order). 2: Special Medical or Social Reasons Special medical reasons for admission where medical circumstances mean that admission to Bradford Academy alone is deemed essential by an independent professional recommendation from the child’s paediatrician/consultant, or 17 Researched and written by Lisa Rumford/Rebecca Whiteley/Mandy Hamilton

Social reasons for admission where social circumstances mean that admission to Bradford Academy alone is deemed essential by an independent professional recommendation from a Director of Social Services, Probation, or the Children and Family Court Advisory and Support Service.

Section 13 ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) Particular care will be needed with children or young people whose first language is not English. Teachers will closely follow their progress across the curriculum to ascertain whether any problems arise from uncertain command of English or from Special Educational Needs. Students with English as a second language may not have Special Educational Needs and careful monitoring is essential to provide appropriate support. It will be necessary to assess their proficiency in English before planning any additional support that might be required. The arrangements for children or young people with EAL are described in the EAL policy.

Section 14 LINKS WITH EXTERNAL AGENCIES/ ORGANISATIONS The Academy recognises the important contribution that external support services make in assisting to identify, assess and provide for, SEND children or young people. We have our own Multi-Professional team to provide valuable support and expertise for SEND children or young people in the school. When it is considered necessary, colleagues from the following support services will be involved with SEND children or young people: •

Educational Psychologists

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Medical professionals

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Speech Therapists

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Physiotherapists

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Learning Support Services

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Social, Emotional and Mental Health Support Team

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NHS Child and Adolescent Mental Health team

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Hearing Impairment services

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Visual Impairment services

In addition, important links are in place with the following organisations: •

The Local Authority

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The Business community

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Education Social Worker Service

Section 15 COMPLAINTS PROCEDURE The Academy’s complaints procedure is outlined in the Academy prospectus. The SEND Code of Practice outlines additional measures the Local Authority must set up for preventing and resolving disagreements. These will be explained to parents/carers if required.

Section 16 POLICY REVIEW The Learning Development team and the Governing Body, undertake a thorough review of both policy and practice each year. The outcomes of this review are used to inform the Academy Development Plan.

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