Special Educational Needs Policy
This policy is currently based on the Special Educational Needs (SEN) Code of Practice 2001 which
gives practical guidance to schools on how to implement their statutory responsibilities in relation to
children with SEN, in Part IV of the Education Act 1996.
At Hadleigh Junior School we are committed to offering an inclusive curriculum to ensure the best
possible progress for all our pupils whatever their needs or disabilities. Not all children with disabilities
have special educational needs and not all pupils with special educational needs meet the definition of
disability however this policy covers all of these pupils.
This school provides a broad and balanced curriculum for all children. The National Curriculum is our
starting point for planning teaching which meets the specific needs of individuals and groups of children.
When planning, teachers set suitable learning challenges and respond to children's diverse learning
needs. Some children have barriers to learning that mean they have special needs and require particular
action by the school.
These requirements are likely to arise as a consequence of a child having special educational needs.
Children have special educational needs if they have a learning difficulty which calls for special
educational provision to be made for them.
Children have a learning difficulty if they:
· have a significantly greater difficulty in learning than the majority of children of the same age; or
· have a disability which prevents or hinders them from making use of educational facilities of a
kind generally provided for children of the same age in schools within the area of the Local
· are under compulsory school age and fall within the definition at (a) or (b) above or would so do if
special educational provision was not made for them.
(The above definition of SEN is taken from Section 1.3 of the SEN Code of Practice.)
Special educational needs may relate to one or more of the following areas of need:
· communication and interaction;
· cognition and learning;
· behaviour, emotional and social development;
· sensory and/or physical needs;
· medical conditions.
Children may have special educational needs either throughout or at any time during their school career.
This policy ensures that curriculum planning and assessment for children with special educational needs
takes account of the type and extent of the difficulty experienced by the child.
Aims and objectives
In making provision for pupils with SEN, our aims and objectives are:
· to provide a stimulating and caring environment within which pupils can learn and develop to their
· to ensure that the special educational needs of children are identified, assessed and provided for
from the earliest possible age;
· to ensure that all partners in the process of meeting a child’s individual needs understand and
fulfil their responsibilities;
· to ensure, in particular, that all school staff understand and fulfil their roles and responsibilities in
providing for children's special educational needs;
· to have the highest expectations of the progress in learning which can be achieved by all
individual pupils, regardless of their individual needs;
· to enable all children, including those with SEN, to have full access to all elements of the school
curriculum, and to maximise their learning and achievement;
· to ensure that parents or carers are able to play their part in supporting their child's education;
· to ensure that our children have a voice in deciding how their individual needs might best be met;
· to ensure that all necessary resources are made available to meet pupils’ individual needs.
Assessment of need and the ‘graduated response’
The SEN Code of Practice 2001 describes a ‘graduated response’, through which the provision made by
the school intensifies over time if the child continues to struggle to make progress, despite increasing
levels of support.
All children are assessed through our normal processes when they enter school so that we can build
upon their prior learning and any special provision already made for them.
Early identification of special educational needs is vital. The school informs the parents or carers at the
earliest opportunity to alert them to concerns about a child’s progress or additional needs and seeks to
enlist their active help and participation.
Wherever possible, we aim to meet children’s learning needs through differentiated planning, teaching
and support, as part of our normal classroom practice. This is sometimes referred to as wave 1
provision: high quality, inclusive teaching. Where a pupil or group of pupils need additional support to
enable them to successfully gain lost ground in learning and catch up with agerelated
tailored intervention programmes will be provided, often through the support of a teaching
assistant. This is sometimes referred to as wave 2 provision, and pupils in receipt of such intervention
will not normally be considered to have special educational needs.
Wherever possible, we do not withdraw children from the classroom. There are times, though, when to
maximise learning, we ask the children to work in small groups, or in a one to one
situation outside the classroom.
If our assessments indicate or confirm that a child has a significant longer term learning difficulty, we
continue to use wave 1 and 2 strategies to support them, but will plan more specialist individualised
provision, designed to meet their specific needs. This is sometimes referred to as wave 3 provision.
These children will usually be included on our register of SEN, and parents will be made fully aware of
this designation and the outcomes of our assessments. This level of support is referred to School Action.
The child's class teacher will offer interventions that are different from or additional to those provided as
part of the school's usual working practices. The class teacher will keep parents or carers informed of the
provision being made and draw upon them for additional information to help plan that provision. The
SENCO will oversee the provision for the pupil, and take the lead in further assessments of their needs.
Where the provision required differs significantly from our normal range of differentiated, inclusive
strategies in the classroom, or where the pupil has specific specialist needs, such as sensory, physical,
communication or behavioural needs, we will record the special planning required and interventions on a
provision map. Some pupils receiving support through School Action will not need a provision map if
normal classroom planning can easily encompass planning for their individual needs. The provision will
record the nature of the child’s special needs, the planned objectives of the special provision being
made, the agreed short term
targets set for the child, and the additional support to be used. It will also
indicate the date for the plan to be reviewed. In most cases, this review will take place once a term.
Parents or carers will always be invited to attend and contribute to the provision map review meeting.
The pupil’s views on their progress and the nature of the provision being made to meet their needs will
also be sought, through age appropriate
means. In many cases, particularly for older pupils, it will be
appropriate for them to attend the provision review meeting.
If a provison review, or other assessment of a pupil’s progress, identifies that, over a period of two terms,
progress has been insufficient, despite all appropriate resources being used to support the pupil, it may
be concluded that support is needed from outside specialist services. In this case we will, with parental
consent, request external specialist support. In most cases, children will be seen and assessed in school
by external support services, including an educational psychologist. This may lead to additional
strategies or strategies that are different from those used in School Action. This enhanced level of
support is called School Action Plus. All pupils at School Action Plus will have a provison map. External
support services will provide information for the pupil's new map. The new strategies in the provision will,
wherever possible, be implemented within the pupil's normal classroom setting. The service providing
the additional support will be invited to attend subsequent provision map review meetings.
Nationally, only a very small proportion of pupils with SEN will require a statement. A statement of SEN
is a statutory document which outlines the nature of the child’s special needs, the type of provision which
must be made for them, together with any resource allocation stipulated, and identifies the type of school
which can best meet the needs of the child. If our school is named in a child’s statement of SEN, then we
will take every step possible to make the provision required by the statement. All pupils with statements
of SEN will also have provision maps, and an annual review of their statement, conducted in accordance
with the Code of Practice, and in which parents and pupils are involved.
In our school, we aim to offer excellence and choice to all our children, whatever their ability or needs.
We have high expectations of all our children and strive to put these into practice through the removal of
barriers to learning and participation. We want all our children to feel that they are a valued part of our
school community. Through appropriate curricular provision, we respect the fact that children:
· have different educational and behavioural needs and aspirations;
· require different strategies for learning;
· acquire, assimilate and communicate information at different rates;
· need a range of different teaching approaches and experiences.
Teachers respond to children's needs by:
· providing support for children who need help with communication, language and literacy;
· planning to meet children's individual learning needs by recognising a range of learning styles,
including the kinaesthetic approach to learning, and using a wide range of teaching and learning
· planning for children's full participation in learning, and in physical and practical activities;
· helping children to manage their behaviour and to take part in learning effectively and safely;
· helping individuals to manage their emotions, particularly during trauma or stress, so that they
are able to participate fully in the learning opportunities which the school offers.
The role of the SENCO
In our school, the special educational needs coordinator (SENCO):
· manages the daytoday
operation of our SEN Policy and maintains the SEN register;
the provision for children's special educational needs and maintains a provision map
which shows the range of additional support provided for pupils in our school, through waves 1, 2
and 3;supports and advises colleagues;
· oversees all assessments of the progress made by pupils with SEN;
· attends all school action plus provision map review meetings, many of which she will chair.
· maintains records of all children with SEN;
· acts as a main point of communication with parents and carers, in addition to the class teacher;
· acts as the link with external agencies and support services;
· monitors and evaluates this Special Educational Needs Policy, and reports to the governing
body;· manages a range of resources, both human and material, to enable appropriate provision to be
made for children with SEN;
· contributes to the professional development of all staff, in relation to understanding and meeting
the needs of pupils with SEN.
The role of the headteacher
The headteacher is the named ‘responsible person’ for ensuring that the needs of pupils with special
educational needs are met. She oversees and line manages the work of the SENCO. In particular cases,
the headteacher may liaise with external agencies and the LA, and may chair some review meetings,
particularly of pupils with statements.
The role of the governing body
The governing body has due regard to the SEN Code of Practice when carrying out its duties toward all
pupils with special educational needs.
The governing body does its best to secure the necessary provision for any pupil identified as having
special educational needs. The governors ensure that all teachers are aware of the importance of
providing for these children. They consult the LA and other schools, when appropriate, and report
annually, through the school prospectus, to parents and carers on the success of the school's policy for
children with special educational needs. The governing body ensures that parents or carers are notified
of any decision by the school that SEN provision is to be made for their child.
The governing body has identified a governor to have specific oversight of the school's provision for
pupils with special educational needs. The 'responsible person' in this school is the headteacher. The
headteacher ensures that all those who teach a pupil with a statement of special educational needs are
aware of the nature of the statement.
The SEN governor liaises closely with the SENCO and ensures that all governors are aware of the
school's SEN provision, including the deployment of funding, equipment and personnel, and the
effectiveness of this policy.
Allocation of resources
The SENCO is responsible for the operational management of the specified and agreed resourcing for
special needs provision within the school, including the provision for children with statements of special
The headteacher informs the governing body of how the funding is allocated to support special
The headteacher and the SENCO meet annually to agree on how to allocate and use our SEN funding.
The SENCO draws up the necessary resources bid when the school is planning its budget.
Partnership with parents and carers
The school works closely with parents and carers in the support of those children with special
educational needs. We encourage an active partnership through an ongoing dialogue with parents and
carers. The home–school agreement is central to this. Parents and carers have much to contribute to our
support for children with special educational needs.
The school prospectus contains a summary of this SEN Policy, and the arrangements made for children
with additional needs in our school. The named governor overseeing SEN provision is always willing to
talk to parents and carers of pupils receiving additional support.
Through review meetings each term, or regular termly parents’ meetings, we share the progress of
pupils with SEN with their parents or carers. We discuss with parents/carers any outside specialist
support, and seek to involve them in decision making
about the provision planned for their child.
In our school, we encourage children to take responsibility and to make decisions. This is part of
the culture of our school and relates to children of all ages and abilities.
Children are involved in an appropriate way in agreeing targets in their IEPs and in the termly
provision map review meetings. Children are encouraged to review their own progress against
their targets and contribute towards decisions about support for their learning. We seek to
celebrate their successes with them as well as planning and discussing their next steps.
Monitoring and review
The SENCO monitors the progress or difficulties of children on the SEN register. She provides
staff and governors with regular summaries of the impact of our policy on the effectiveness of our
The SENCO is involved in supporting teachers in drawing up provision maps for the children in
their class. The SENCO and the headteacher hold regular meetings to review the work of the
school in this area. The SENCO and the named governor with responsibility for special needs
also hold termly meetings.
The governing body will review this policy within three years, or sooner if necessary, or in
response to changes in national SEN policy.
Miss V .Parkinson (Senco)
Hadleigh Junior School