RATIONALE
"A child has a learning difficulty if he or she ... has a significantly greater difficulty in learning than the majority of children of the same age". [In accordance with the 1993 Education Act, Poole Borough Policy for SEN, and 'Excellence For All Children' (Green Paper)].
Pupils at Branksome Heath Middle School may have special educational needs as a result of one or more of the following:-
- Communication and interaction.
- Cognition and learning, behaviour.
- Emotional and social development.
- Sensory and/or physical needs.
All children are of equal value and should have equal access and entitlement to the resources and inclusion in the opportunities available.
All teachers are teachers of children with SEN. The use of relevant differentiated curriculum will ensure that all pupils have the opportunity to progress and achieve some success.
AIMS ‑ For the pupils
To promote inclusivity to help create an inclusive and caring community. Branksome Heath Middle School aims to provide opportunities for all its pupils, including those with Special Education needs to:-
- Follow a broad, balanced relevant curriculum (giving special help to those pupils who have particular difficulties).
- Demonstrate their full potential, recognising strengths as well as weaknesses.
- Fully participate in all school activities.
- Meet physical, emotional and intellectual needs.
- Offer equal opportunities
- Be involved in decision making
AIMS ‑ For the school
All teachers are responsible for meeting the individual needs of the pupils ‑ special educational needs is recognised by all staff to be a whole school responsibility.
"Provision for pupils with special educational needs is a matter for the school as a whole ..."
(Code of Practice 1.31).
AIMS ‑ For the parents
Branksome Heath Middle School will continue to maintain close, positive and early contact with those parents whose child has a special educational need. Parents will be:-
- Encouraged to discuss any worries with the class teacher/special needs. co‑ordinator/Head of Year.
- Invited to discuss their child if he/she has a learning difficulty.
- Kept informed of any special help which is being provided.
- Invited to contribute to, or attend any reviews, meetings about their child.
OBJECTIVES
- Develop overlapping IEPs
- Develop IEP target linking to curricular target
- Positive Behaviour Management Plans set up
SUCCESS CRITERIA
- Overlapping IEPs set up and updated by teachers
- IEP targets linked to curricular targets and updated by teachers
- PBMP in place as necessary
SPECIAL NEED CO‑ORDINATOR'S ROLE AND RESPONSIBILITIES
The Special Needs Co‑ordinator, Mrs Karen Wrixon is the teacher who is responsible for the day to day operation of the Special Needs policy, which includes:-
- Overseeing the day to day operation of the school's SEN Policy.
- Co-ordinating provision for children with Special Educational Needs.
- Liaising with and advising fellow teachers.
- Managing learning support assistants.
- Overseeing the records on all children with special educational needs.
- Liaising with parents of children with special educational needs.
- Contributing to the in-service training of staff.
- Liaising with external agencies including the LEA's support and educational psychology services, health and social services and voluntary bodies.
"The School's SEN Co‑ordinator should have responsibility for ensuring that records are properly kept and available as needed" (Code of Practice 5.6)
ADMISSION ARRANGEMENTS
Children who have SEN are admitted to Branksome Heath Middle School using the school criteria for admission.
SPECIAL FACILITIES
We have on site a Learning Support Room and resource area, plus toilet. The school has a full time Pastoral Care Worker. There is a stair lift in the Year 4/5 area. There are two disabled toilet facilities. One of the disabled toilets has facilities for a hoist and bed.
IDENTIFICATION AND ASSESSMENT
- Children are identified and assessed on entry to the school and during their school career.
- The school makes use of appropriate screening and assessment tools including National Curriculum data.
- The school takes account of transfer information and parental comments
- Pupils are reviewed termly, set targets and supported either by in class support or withdrawal.
- School Action, School Action Plus and Statemented stages are used.
- Pupils who are identified are placed on the SEN register and records are kept and are available.
IN‑SERVICE TRAINING
- The whole staff are involved in regular and ongoing in‑service training for SEN.
- New staff receive an induction one‑to‑one with the SENCO.
PARTNERSHIP WITH PARENTS AND THE CHILD
"The relationship between parents of children with special educational needs and the school
... has a crucial bearing on the child's educational progress and the effectiveness of any school based action" (Code of Practice 2.4). A good relationship between Branksome Heath Middle School and its parents of children with special needs is supported by the following approach:-
- An invitation to parents to discuss a child's difficulties and be part of the decision making in reviews
- Acting upon parental concerns
- Involving parents as soon as possible after a problem has been identified.
- Children are encouraged to participate in the decision making about their SEN
LIAISON WITH EXTERNAL AGENCIES, HEALTH AND SOCIAL SERVICES
- External agencies etc are consulted when a child reaches School Action Plus of the Code of Practice.
- Ongoing support is available if necessary
LIAISON WITH SCHOOLS AND SPECIAL SCHOOLS
- The school liaises with feeder schools and passes on appropriate information when pupils pass on to the next phase.
- Longspee Outreach is used.
- Montacute Outreach is used.
- Winchelsea Outreach is used.
COMPLAINTS PROCEDURE
The school procedure which is in line with the Poole Borough Policy will be followed.
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