WILLIAM COBBETT PRIMARY SCHOOL Special Educational Needs and Disability Policy (SEND) Governors’ Committee Responsible: Children and Learning Review Period: Annually

Review Date:

December 2015

Status: Recommended

Next Review Date: December 2016

Introduction At William Cobbett Primary School, we are committed to giving all our children every opportunity to achieve their best. We believe that the achievement, attitude and well – being of every child matters and inclusion is the responsibility of everyone within our school. We are teachers of all children, including those who are identified as having special educational needs and disabilities. All our children have a common entitlement to a broad, balanced academic and social curriculum, which is accessible to them. We believe that all children should be equally valued in school. We will strive to eliminate prejudice and discrimination and to develop an environment where all children can flourish and feel safe.

Definition of SEN and Disability (SEND) At our school we use the definition for Special Educational Needs (SEN) and for disability (D) from the SEND Code of Practice (2014). This states: SEN: A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her. A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England Disability: Many children and young people who have SEN, may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities. Key Roles and Responsibilities

Special Education Needs Co-ordinator (SENCo): The SENCo has day-to-day responsibility for SEND and the coordination of specific provision made to support individual children with SEND, including those who have Educational, Health and Care plans. Part of the role of the SENCo is to co-ordinate arrangements with the class teacher / year leader regarding those children with SEN and disabilities. The SENCo is Jenny Daniels ([email protected] 01252 312772 ext. 208) and is based at the junior site. The Assistant SENCO is Chris Court, who is based at the infant site. William Cobbett Primary School SEND Policy December 2015

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The Woodland Centre – The head of the centre is accountable for providing professional leadership, guidance and management in relation to the Woodland (Special Needs Support) Centre to secure high quality teaching, effective use of resources and improved standards of learning and achievement for all children in the Woodlands Centre. The Head of the Woodland Centre is Belinda Romeu ([email protected] 01252 312772 ext. 212), who holds a Master’s degree in Professional Studies in Education (Autism Spectrum Disorders) The Head of the Woodland Centre and the SENCo are members of the school Senior Leadership Team Staff in school with specific roles:        

Neil Taylor is the SEND Governor and is responsible for reporting SEND matters to the Governing Body. Jenny Daniels is the line manager of the KS2 Higher Level Teaching Assistants and Teaching Assistants Chris Court is the line manager of the Foundation Stage and KS1 Higher Level Teaching Assistants and Teaching Assistants Belinda Romeu is the line manager of the Higher Level Teaching Assistants and SEN Teaching Assistants in Woodland Centre Julie Campbell, the Headteacher, is the lead Designated Child Protection Officer (DCPO) with Gillian Payne, Tracy West and Belinda Romeu as our other DCPOs Jenny Daniels the member of staff responsible for managing the Pupil Premium (PP) / Looked After Children (LAC) funding Jenny Daniels is responsible for managing the schools responsibility for meeting the medical needs of children Sue Marsh is the Home School Link Worker (HSLW) and provides support for families with any issues they may have around SEND.

Aims and Objectives of the policy Aims At William Cobbett Primary school all children, regardless of their particular needs, are provided with first class, inclusive teaching which will enable them to make the best possible progress and feel that they are a valued member of the wider school community. We expect that all children with SEND will meet or exceed the high expectations set for them based on their age and starting points. Ambitious educational and wider outcomes will be set from the children’s EHCP’s, statements (until 2017) or their Support Arrangement documents, in consultation with parents/carers and the children. We will use our best endeavours to give children with SEND the support they need. We want all children to become confident individuals who will be able to make a successful transition on to the next phase of their educational journey and into adulthood. Objectives 1. To implement the SEND code of practice across the school by ensuring a clear process for identifying, assessing, planning, providing and reviewing for children who have special educational needs and disabilities, with the child and their parents/carers at the centre of the process. 2. To develop effective whole school provision for children with special educational needs and disabilities. 3. To deliver a programme of ASD specific training and support for all staff working with children in the Woodland Centre, which develops our practice within the guidance set out in the SEND Code of Practice (July 2014).

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4. To deliver training and support for all staff working with children with SEND in order to develop our skills, knowledge and practice in line with the current Code of Practice. Identification of Needs We accept the principle that children’s needs should be identified and met as early as possible. There are four areas of need as stated in the SEND code of practice, 2014 (COP). 1) Communication and interaction- Some children have a difficulty in 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. For example, children with Autistic Spectrum Disorders (ASD), including Asperger syndrome, are likely to have particular difficulties with social interaction. They may also experience difficulties with speech, understanding language, communication and imagination, which can impact on how they relate to others. 2) Cognition and learning- Children with learning difficulties learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs from moderate learning difficulties (MLD) to children with profound and multiple learning difficulties (PMLD). Specific learning difficulties (SpLD), affect one or more specific aspects of learning such as dyslexia, dyscalculia and dyspraxia. 3) Social, emotional and mental health difficulties- Children 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 displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, eating disorders or physical symptoms that are medically unexplained. Other children may have disorders such as attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD) or attachment disorder.

4) Sensory and/or physical needs - Some children require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. Many children with vision impairment (VI),hearing impairment (HI) or a multi-sensory impairment (MSI) and other medical conditions such as acquired brain injury, epilepsy, hyper/ hypo mobility issues, cerebral palsy will require specialist support and /or equipment to access their learning. Whilst these identified areas are the primary needs, we also consider the needs of the whole child, which also may impact on the pupil’s progress. These could include:     

Attendance and punctuality Health and welfare Being a looked after child (LAC) English as an additional language (EAL) Being in receipt of the Pupil Premium (PP)

The admission criteria for children who attend the Woodland Centre is detailed in their Admission Policy. A Graduated Approach to SEND Support All children will benefit from receiving quality first class teaching. The class teacher / specialist teacher is responsible for providing differentiated expectations (including interventions) for all children and good quality, personalised teaching. This is the first step in responding to children who may have SEND. All teachers are responsible for and accountable for the progress and development of all the children in their class, including children who access support from teaching assistants or specialist staff. William Cobbett Primary School SEND Policy December 2015

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Class teachers use a variety of assessment procedures to monitor the progress and outcomes for all children e.g. class observations, pupil tracking system and half termly pupil progress meetings. Class teachers then will discuss their concerns with the SENCo and /or the assistant SENCo when children’s progress is less than expected, given their age and individual circumstances. The SENCo, assistant SENCo and Head of Centre work closely with the Senior Leadership team, using whole school tracking data as an early identification of special educational needs. We also use a number of additional indicators of needs i.e.      

Analysis of data, including entry profile information, Foundation Stage data, early phonic checks, KS1 teacher assessments, PIPS, reading ages, phonic ages, termly and annual pupil assessments. Following up of teachers concerns Following up parental concerns Tracking individual pupil progress over time Information from previous schools on transfer Information from other services

The SENCo, assistant SENCo and members of the senior leadership team discuss individual pupil’s progress and plan for additional teaching and / or appropriate interventions (e.g. Fisher Family Trust, Talk Boost, Project X code, Better Reading Partnerships, Write Away, Success at Arithmetic, First Class @Numbers, SNAP mental maths, Jump Ahead, sensory circuits, precision teaching, phonics catch-up, Emotional Literacy support, RDA (Riding for the disabled) access to the sensory suite) for the children. Particular care is taken when identifying and assessing SEND for children whose first language is not English. Where children have higher levels of need, and with parental permission, the school may to seek advice from external agencies. These agencies include: • Educational Psychology Service (EPS) • Learning and Language Support (LLS) • Speech and Language Therapy Service • Behaviour Support Service (BSS) • Physical/Sensory Support Service • Educational Welfare Team • Children’s Services • School Nurse/Paediatric health team • Child and Adolescent Mental Health Service (CAMHS)

If the support needed can be provided by adapting the school’s core offer then a child might not be considered SEND or placed on the SEND register. If, however, the support required is different from or additional to what is ordinarily offered by the school, the child will be placed on the SEND register at SEND Support. The school will then seek to remove barriers to learning and put effective special educational provision in place. This begins a cycle of assess, plan, do, review with the child at the centre of the process. A SEND Support Arrangements document, which includes a one page profile, may be started. This is intended to be a working document which is regularly updated as more is understood about the child’s SEN, including their response to interventions. Where a child and family would benefit from co-ordinated support from more than one agency, an Early Help Assessment may be used to identify help required and to prevent needs escalating.

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Assess: “In identifying a child as needing SEN support, the class or subject teacher, working with the SENCo or assistant SENCo should carry out a clear analysis of the pupil’s needs” (6.45 COP) We will ensure that we regularly assess all children’ needs so that each child’s progress and development is carefully tracked compared also to their peers and national expectations. We will listen to the views and experience of parents/carers and the pupil. In some cases we will draw on the assessments and guidance from other education professionals e.g. Educational Psychologists (EPs), the Learning and Language service, and from health and social services where appropriate Plan: “Where it is decided to provide a pupil with SEN support, the parents must be formally notified, although parents should have already been involved in forming the assessment of needs as outlined above. The teacher and the SENCo/assistant should agree, in consultation with the parent and the pupil, the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review” (6.48 COP) Where SEND Support is required the teacher and SENCo/assistant SENCo with the parent/carer will put together a plan outlining the adjustments, interventions and support which will be put in place for the pupil as well as the expected impact on progress and outcomes, including a date when this will be reviewed. Targets for the pupil will be shared with her/him using child friendly language. All staff who work with the pupil will be made aware of the plan. Parents will be asked to share in the monitoring of progress through any home learning Do: “The class or subject teacher should remain responsible for working with the child on a daily basis. Where the interventions involve group or one-to-one teaching away from the main class or subject teacher, they should still retain responsibility for the pupil. They should work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching. The William Cobbett Primary School SEND Policy December 2015

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SENCo should support the class or subject teacher in the further assessment of the child’s particular strengths and weaknesses, in problem solving and advising on the effective implementation of support” (6.52 COP) The class or subject teacher is responsible for working with the pupil on a daily basis. She/he will also liaise closely with TAs or specialist staff who provide support set out in the plan and monitor the progress being made. The SENCo will provide support, guidance and advice for the teacher Review: “The effectiveness of the support and interventions and their impact on the pupil’s progress should be reviewed in line with the agreed date” (6.53 COP) The plan including the impact of the support and interventions will be reviewed each term by the teacher, SENCo, parent/carer and the pupil. This will inform the planning of next steps for a further period or where successful the removal of the pupil from SEND Support. For children with an EHCP, the Local Authority must be informed of the date for the annual review meeting and will be provided with the appropriate documentation. Local authority representatives should attend any transfer meetings and have the right to attend any review meeting. Parents / Carers and Children’s involvement in the process We believe in a person centred approach to information gathering and the cycle of assess, plan, do, and review. Termly reviews and target setting meetings are planned to generally coincide with parents’ evenings where possible but more frequent meetings may be required. Targets, written in child friendly language are shared with children and their successes are celebrated. KS2 children with a Statement or an EHCP will be invited to send an invitation to their parents to attend their annual review and may attend part of the meeting to share their achievements for the year and aspirations for the future. Children may contribute to the meeting by bringing a selection of their work.

SEN Provision SEN support can take many forms. This could include: • an individual learning programme • evidence based interventions • extra help from a teacher or a learning support assistant • making or changing materials, resources or equipment • working with a child in a small group • using specialist equipment • observing a child in class or at break and keeping records • helping a child to take part in the class activities • making sure that a child has understood things by encouraging them to ask questions and to try something they find difficult • helping other children to work with a child, or play with them at break time • supporting a child with physical or personal care difficulties, such as eating, getting around school safely, toileting or dressing • access to a nurture group or our Emotional Literacy programme

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Managing the needs of Children on the SEND Register Each pupil with SEND is an individual and their plan is tailored to meet their particular needs. SEND Support Arrangements plans are reviewed termly with parents and children. Decisions regarding the level of support provided are needs led, while working within the constraints of the school budget. The class teacher is responsible for: • the progress and development of all children including those with SEND • ensuring the plan is implemented in the classroom • regular liaison with parents and the SENCo • effective deployment of additional adults • Identifying on class planning the provision they are making for children with SEND • Writing and reviewing targets for children with SEND, with support from the SENCo Special Needs Assistants are responsible for: • ensuring that day to day provision is in place for the children they support • implementing agreed strategies and programmes, and advice from specialists. • record keeping • resources • maintaining specialist equipment • regular communication with class teacher and SENCo The SENCo is responsible for: • the SEND policy and its implementation • co-ordinating support for children with SEND • updating the SEN register and maintaining individual pupil records • monitoring the quality of provision and impact of interventions • attending network meetings and updating staff • referrals to and liaison with outside agencies • line managing TAs with responsibility for SEND • liaising with and advising staff • maintaining regular liaison with parents/carers • co-ordinating annual reviews • supporting staff in identifying children with SEND. • mapping provision throughout the school • maintaining links and information sharing with receiving schools

Supporting children at school with medical conditions

William Cobbett Primary School recognises that children with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. Where it is the case that a medical condition meets the criteria of disability the school will comply with its duties under the Equality Act 2010. More details are in our Intimate Care Policy. Reasonable adjustments will always be made to promote access to all areas of the school curriculum for children with a disability, e.g.: an extra adult to accompany a child on school trips or residential journeys. Specific staff have training to support particular needs, e.g. technical knowledge to maintain auxiliary aids and equipment, use of an Epipen or managing diabetes.

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The Welfare Assistant is responsible for the administration of medicines and following the agreed health care / welfare protocols for individual children. Some children may also have special educational needs (SEN) and may have a statement, or Education, Health and Care plan (EHCP) which brings together health and social care needs, as well as their special educational provision. For children with SEN, this guidance should be read in conjunction with the SEN code of practice.

Criteria for removing children from the SEND Register When a child has made sufficient and sustained progress towards achieving their personal targets and it is felt that they are able to maintain this with quality first teaching, they may be removed from the SEND register. The school will continue to monitor children recently removed from the register to ensure good progress is maintained.

Requesting an Educational, Health and Care Plan (EHCP) needs assessment A small number of children, whose needs are complex and long term, may require a greater level of support than that provided at SEND Support from the school’s own resources. For these children a request will be made to the local authority to conduct an assessment of education, health and care needs. This may result in an Education, Health and Care Plan (EHCP) being provided. This brings together the child’s health and social care needs as well as their special educational needs. Statements The Education, Health and Care Plan (EHCP) replaces what were formerly called statements of special educational needs. Children who currently have a statement will continue to maintain this until the transition is made to an EHCP. The school is following Surrey’s transition timetable which will ensure all statements will become EHCPs by 2018. Parents will be informed by the Local Authority in advance of this transition review and will have an opportunity to discuss the process with the SENCo.

Supporting parents/carers and children We provide support in the following ways: • the Headteacher and SENCo operate an open door policy for parents/carers seeking support and advice. • our Home School Link Worker (HSLW), who can signpost additional support / information available for families in Surrey • the dedicated SEND Governor who is available as a contact point • individual arrangements can be made for transition into the main school or The Woodland Centre • additional time and special arrangements for SATs • support for transition between classes • a transition group for vulnerable Year 6 children transferring to secondary school • inviting the SENCo of the receiving secondary school to the final Annual Review in Year 6.

Training and Development Training needs are identified in response to the needs of children currently in the Woodland Centre and on the SEND register. The SENCo, Head of Centre, members of school staff and /or external experts provide regular training to develop teachers’ and teaching assistants’ understanding and repertoire of strategies to identify and support vulnerable children and their knowledge of the SEND issues most frequently encountered. School staff have had specific training in literacy and numeracy interventions, ASD, MAPA, Positive Touch, Sensory Integration, Speech and William Cobbett Primary School SEND Policy December 2015

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Language, Dyslexia , Emotional Literacy and SEND 14. Induction for new staff, in relation to the SEN policy and practice is led by the SENCO/ assistant SENCo. The SENCo, assistant SENCo and Head of Centre regularly attend specialist network meetings (e.g. Weyside Confederation, Local Authority networks, Special Schools meetings) to share good practice with colleagues and keep up to date with SEND developments.

Monitoring and evaluation of SEND Provision The head teacher and the leadership team regularly monitor and evaluate the quality of provision for all children. The school aims to use interventions in school that have proven outcomes and are evidence based. The impact of SEND provision on the progress and outcomes for children on the SEND register is measured through: • • • • •      

analysis of pupil tracking data and test results at pupil progress meetings progress against national data and based on their age and starting points. interventions baseline and exit data progress against individual targets children’ work and interviews school Self - evaluation School Development Plan priorities Questionnaires and surveys of parents/carers Questionnaires and feedback from children Any external audits by Surrey e.g. SEN Monitoring visits by Babcock/4S and OFSTED inspections Developing best practice e.g. moderation of pupil progress through SENCo networks and local partnerships

The SENCo and assistant SENCo track the effectiveness of the interventions used in school. The SENCo, assistant SENCo and Head of Centre use the Surrey Provision Management Tool to cost provision for children with EHCPs or statements. Decisions are made as to whether specific interventions are proving to be effective in terms of impact, time spent on them and the finance used in providing them. Each year we review the needs of each cohort and if necessary make changes to our provision. The SEND Governor is responsible for: • monitoring the effective implementation of the SEND policy • liaising termly with the SENCo • reporting to the governing body on SEND • ensuring that children with SEND participate fully in school activities Storing and Managing Information Pupil records and SEND information may be shared with staff working closely with SEND children to enable them to better meet the individual child’s needs. We are grateful to parents for their information sharing and openness and respect their confidentiality. Pupil SEND files are kept in a locked filing cabinet. Individual SEND files are transferred to receiving schools when children leave William Cobbett Primary School. Complaints We urge parents/carers with any concerns regarding the SEN policy or the provision made for their child at William Cobbett Primary School to speak to us as soon as possible. In the first instance, please speak to the class teacher, the SENCo or assistant SENCo. If parents/carers feel their child's needs are still not being met they should make an appointment to see the head teacher. William Cobbett Primary School SEND Policy December 2015

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If concerns are still unresolved, parents may wish to use the Surrey Information, Advice and Support Service for Special Educational Needs and Disability (SENDIASS) (formerly Parent Partnership) or engage with the School complaints procedures.

Reviewing the SEND Policy The SEND policy is reviewed annually by the governing body. Date of next review: December 2016

This policy was created in partnership with the Headteacher, the Head of the Woodland Centre, the SEND Governor, the SENCo, the assistant SENCo and representative staff and parents. The draft policy was on the school website throughout January 2016 during which time comments from the wider school community were welcomed. The policy reflects the statutory guidance set out in the Special Educational Needs and Disability code of practice 0-25 years (July 2014)

Access to this policy You can get a copy of our policy in a number of ways: • On the school website, follow the link to: School Information and find the Policies section on the left hand menu. The SEND information Report can also be found in this area. • A hard copy on request at the school office Please let us know if you need this policy to be made available to you in a different format e.g. enlarged font or a language other than English. Compliance This policy complies with the statutory requirement laid out in the SEND Code of Practice 0–25 (July 2014) and has been written with reference to the following related guidance and documents: Equality Act 2010: advice for schools DFE Feb 2013 School SEN Information Report (2015) The National Curriculum in England Key Stage 1/2 framework document Sep 2013 Safeguarding Policy Accessibility Plan Teachers Standards 2012

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Appendices Appendix 1: Key Documentation The following documents have informed this guidance which parents may find helpful: Special educational needs and disability code of practice: 0-25 years https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 Special educational needs and disability: a guide for parents and carers https://www.gov.uk/government/publications/send-guide-for-parents-and-carers Supporting pupils at school with medical conditions https://www.gov.uk/government/publications/supporting-pupils-at-school-withmedical-conditions--3 Keeping children safe in education https://www.gov.uk/government/publications/keeping-children-safe-in-education Surrey SEND 14 Toolkit for Pathway and EHC Plans Surrey Provision Management Tool: Primary Equality Act 2010 Surrey Local Offer Website

Appendix 2: Related School Policies (copies can be found on the school’s website) • • • • • • • • • • • •

Accessibility Plan Admissions Anti-bullying Assessment Behaviour Child protection Complaints Procedure Equality and Single Equality Scheme Marking and feedback policy Safeguarding School Information Report Teaching & Learning

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