Special Educational Needs Policy
The governing body undertakes, in accordance with its responsibilities under the SEN Code of Practice, to do its best to ensure that the necessary provision is made to support pupils with a special educational need at Burleigh Community College to
access the curriculum
access the facilities on the campus
participate to the fullest extent possible in the life of the college.
To this end they will strive to ensure that provision is made for pupils with SEN that is
"additional to or different from the educational provision made generally for children of their age in LEA maintained schools (other than special schools)."
Education Act 1996
The governing body will take account of the targets and expectations specified in the Every Child Matters Framework in relation to students with a Special Educational Need and will endeavour to ensure that Special Needs pupils are enabled to "be healthy, stay safe, enjoy and achieve, make a positive contribution and achieve economic well-being".
The governing body will take an active interest in the provision for SEN pupils and one of its members will take on specific responsibility for the oversight of the work of the college in providing for SEN pupils. The current SEN Governor is Mrs. Jagjit Samra.
The governing body will keep the college’s SEN policy under review and will monitor both the policy and the college’s SEN provision to ensure that it continues to provide appropriately for the SEN pupils in the college.
They will report to parents annually on the college’s SEN provision with specific reference to ways in which that provision has been developed.
2 The Special Educational Needs Coordinator (SENCO)
The governing body will ensure that the college appoints an appropriate person to act as the Special Educational Needs Coordinator. This person will have responsibility under the Principal for the day-to-day coordination of Special Needs provision within the college.
The current holder of this post is Mr. Dave Jagger [Cert. Ed., B.Ed. (English and Education), Dip. RSA (the teaching of English as a Second Language in Multicultural Schools)]
In the current management structure of the college Dave Jagger is also the Learning Support Curriculum Team Leader, having responsibility also, therefore, for English as an Additional Language, Gifted and Talented and Alternatives.
overseeing the day-to-day operation of the college’s SEN policy
coordinating provision for all pupils on the SEN Record
management of the work done to teach and support SEN pupils by teachers who are members of the SEN Department and of teachers from subject departments who provide Additional Teacher Hours for the support of pupils with a Statement of Special Educational Needs
arranging for the formal and informal assessment of pupils’ needs
maintaining the SEN Record and the records kept on SEN pupils, ensuring that they are as full, accurate and up-to-date as possible
liaising with subject departments and advising teachers with regard to the needs of SEN pupils and teaching strategies to meet these needs
contributing to the college’s Ongoing Professional Development programme with reference to teaching strategies to address pupils’ special educational needs
liaising with feeder High Schools in connection with pupils’ transition to Burleigh
liaising with parents of SEN pupils in connection with the welfare and progress of their children
liaising with various outside agencies with respect to the education and welfare of SEN students
management of the Learning Support Centre in the college and of the college’s learning resources for SEN students
management of the team of Learning Support Assistants
reporting regularly to the Principal and to the governing body on the work of the SEN Department
contributing to the college’s School Improvement Plan
The department currently consists, in addition to the SENCO, of one full time teacher of Special Needs. This teacher provides part of the Additional Teacher Hours, teaches the Learning Skills and Support Option group and the Life Skills groups.
Teachers from a range of subject departments provide lessons to fulfil the college’s obligation to provide Additional Teacher Hours for pupils whose Statement of Special Educational Needs specify them.
The SEN department also includes a team of Learning Support Assistants (LSAs). The majority of these provide support for SEN pupils’ learning either in-class or in withdrawal situations. They are allocated to subject departments and specialise in supporting work in the subjects taught in their department as well as developing students’ basic literacy and numeracy skills.
Others in the team specialise in providing personal support for pupils with health or mobility difficulties (e.g. cerebral palsy) to facilitate their access to the buildings, facilities and equipment as well as the curriculum.
In addition, the team includes Teaching Assistants (TAs) who take on greater responsibility for the organisation and management of provision for SEN pupils.
The LSA Team is managed by the LSA Team Leader who organises their work, allocates responsibilities and provides their performance management. The current LSA Team Leader is Mrs Gail Fox, who also takes responsibility for SEN administration.
4 Arrangements for the Admission of Pupils with Special Educational Needs
Burleigh Community College strives to be a fully inclusive institution.
The governing body acknowledges and respects the right of children with a special educational need to be educated within the mainstream. They further acknowledge, in accordance with Section 316 of the Education Act 1996, that if the parent of a child with a Statement wishes their child to be educated in mainstream, a place must be found for them unless this is incompatible with the efficient education of other children and there are no reasonable steps that can be taken to prevent this incompatibility. All pupils are welcomed to the college, including those with a special educational need, whether this involves a learning difficulty or a need that involves a difficulty with mobility and physical access to the campus and facilities.
In considering applications from parents for their child to be admitted to the college consideration will be given to the LA’s published admissions criteria and procedures. This policy gives priority to the preference of parents with regard to the school at which a pupil is given a place. In the event that a chosen school is oversubscribed or is not the pupil’s catchment school, priority will be given to students with a Statement of Special Educational Need.
5 Facilities for Pupils with Special Educational Needs
The college has a classroom dedicated to the teaching and general education of pupils with Special Educational Needs. This is known as the Skills support Centre and is equipped with teaching materials and resources for SEN pupils. These included books and other paper resources as well as educational games and equipment. In addition there is hardware such as tape players, an OHP, video and DVD players and a number of computers linked to the college’s network and the Internet.
These resources are constantly reviewed and kept up to date.
There is an office for the Learning Support Curriculum Team adjacent to the Skills Support Centre, which provides a management base for SEN in the College.
There has been extensive work done to both buildings and environment at the college to facilitate access for disabled pupils (and adults). Five specially adapted lavatories are provided in different blocks and there are lifts to accommodate wheel chairs or people using other mobility aids in three blocks.
The campus is equipped with a number of ramps and handrails to facilitate movement around the campus between blocks and there are handrails on stairs inside buildings to assist with movement within the blocks.
6 Funding for SEN
The governing body undertakes to ensure that the funding received from the LA through the Delegated Budget for the provision of education for pupils with Special Educational Needs, particularly those with a Statement, will be used for that purpose.
The reduction in the SENCO’s teaching commitment to allow for the administration of SEN will be funded from the college’s base budget to the amount indicated by the LA’s formula.
The Governors will report annually to parents on how SEN has been funded.
7 Identifying Pupils with Special Educational Needs
The majority of pupils with a special educational need have been identified as such in their primary or High Schools and so on arrival at Burleigh their special needs are well known.
The SEN Department maintains excellent relationships with the SEN Departments of its three feeder High Schools through regular contacts between the Burleigh SENCO and the High School SENCOs.
Formal records are received from the High Schools in advance of pupils’ transfer and the LSA Team Leader and TAs visit High Schools in the Summer Term to meet and discuss pupils who will be transferring in the following Autumn. The SENCO, the SEN teacher or the LSA Team Leader, aim to attend all Transitional Reviews of Year 9 pupils with a Statement.
Information received from High Schools is reviewed at the start of Year 10 to determine the most appropriate support for each pupil.
Pupils can also be assessed for a Special Educational Need after their arrival at Burleigh. Pupils can be recommended by subject teachers, pastoral staff or parents to be assessed and this will be carried out initially by the SENCO who may decide to seek further assessment and advice from the LA’s Specialist Teaching Service.
In deciding whether to place a child onto the SEN Record reference is made to the LA’s document "Revised Code of Practice: Special Educational Needs - Criteria for Placement".
Pupils are, as far as possible, actively involved in the process of their assessment.
Parents are informed at the beginning of Year 10 if their child is being placed on the college’s Special Needs Record. If it becomes appropriate to add a child to the SEN Record while he or she is at Burleigh, parents are similarly informed. The department aims to seek the advice of parents in this situation and to take their knowledge of the pupil into account in making a decision.
There are three stages at which a pupil may be placed on the SEN Record.
School Action
School Action Plus
A Statement of Educational Special Need.
In addition, the SEN Department has a list of those pupils about whom, while they are not formally placed on the SEN Record, concern has been expressed, either at their High School or at Burleigh, and who will be kept under observation to determine whether any intervention is required.
Burleigh aims to offer a broad and balanced curriculum in accordance with the National Curriculum. It aims to offer all pupils the opportunity to achieve success in their studies and as many GCSE’s as they are capable of.
Pupils with Special Educational Needs are specifically included in this aim.
Most pupils with Special Educational Needs are taught in ordinary classes with all other students and receive support to allow them to access the learning and to succeed to the best of their ability.
In some cases, for instance those pupils with a Statement that specifies Additional Teacher Hours, extra help and tuition is given outside of normal lessons.
The college has high expectations for SEN pupils, as for all pupils, and targets are regularly set and monitored to maintain the progress and learning of SEN pupils.
9 Access to College Activities
The college aims to allow all pupils the opportunity to participate in a range of educational activities. The college aims to make appropriate arrangements to allow SEN pupils to participate alongside their fellow pupils and to be included in activities in such a way that they are able to take part in the same activity.
To this end staff make adaptations to activities, equipment and procedures to allow this to happen. SEN students may also be supported in their participation by LSAs, other adults or by other pupils.
The governing body makes use of the following criteria in monitoring and evaluating the success of provision for SEN pupils:
The maintenance of accurate, up-to-date records by the SENCO and other staff
Evidence from classroom observation by the college management team and by the SENCO
Analysis of data including GCSE results, projected grades and test results
Monitoring of SEN procedures and practice by the SEN governor
The college’s Self Evaluation process for the SEF
Evidence from Local Authority SEN monitoring
Evidence from Ofsted inspections
The college’s Improvement Plan
The annual governors’ report to parents
An annual report by the SENCO in person to the Governing Body’s Student Affairs Sub-committee
The governors are open to representation from parents of pupils with Special Educational Needs concerning any complaints they may have about the education of their child specifically related to their Educational Special Need and the provision made for it.
It is hoped that in the first instance differences and problems can be resolved through discussions between the parents and the SENCO. If the parent is not satisfied of the outcome at this stage they should follow the procedure laid down in the college’s Complaints Policy.
Should matters still not have been resolved to the parents’ satisfaction, they can address their concern to the Chair of Governors or to the SEN Governor at the college, preferably in writing.
The governing body undertakes to investigate any complaint referred to them by a parent and to attempt to resolve any differences that may have arisen between the parent and the college over the SEN provision for their child.
They will report their findings and the outcomes of any investigation to the parents.
The college’s Continuing Professional Development Programme includes topics directly related to SEN and focussing on raising the awareness of teachers and other staff of issues and developing the knowledge and use of techniques for teaching SEN pupils. Topics are decided with reference to the college’s School Improvement Plan. The SENCO contributes to the delivery of these training sessions.
The SENCO delivers an introductory session on SEN at Burleigh for new teachers as a part of the college’s staff induction programme.
There is a specific training programme for Learning Support Assistants aimed at developing their skills in supporting SEN pupils. There is also an LSA induction programme for newly appointed LSA’ delivered jointly by the SENCO and the LSA Team Leader.
The SENCO contributes to the programme for Initial Teacher Training students on placement in the college relating to their responsibilities regarding SEN and the college’s procedures.
Members of the SEN Department attend courses and conferences where these are of particular relevance provided by outside agencies such as the LA’s School Improvement Service and Specialist Teaching Service and independent providers.
Where appropriate training sessions are provided by such outside agencies on college premises.
The SEN Department has links with a wide range of agencies outside the school and seeks to maintain excellent working relationships with them to the benefit of SEN pupils.
These agencies are the following:
The LA’s Specialist Teaching Services for assessment of SEN pupils, support for individual pupils and advice and training for staff. These include:
The Hearing Impaired Service
The Visually Impaired Service
Autism Outreach
The Literacy Support Service
The LA’s Micro technology Service for the provision of computer equipment for the use of SEN pupils
The NHS Occupational Therapy Service for assessment and advice regarding accessibility
The LA’s Educational Psychology Service for assessment and advice on individual pupils and for staff training
The LA’s School Improvement Service for advice and training
Connexions for careers and other advice for SEN pupils
The LA’s Educational Welfare Officer
The School Nurse for health related issues
The LA’s Student Support Service for work with individual pupils
The Youth Offending Team where they are involved with Burleigh pupils
Leicestershire Social Services where they are involved with pupils or their families
The Parent Partnership where they are supporting parents of SEN pupils at Burleigh
A number of agencies and providers offering alternative provision to the mainstream curriculum for those pupils for whom it is appropriate
From time to time the SEN Department may work with other agencies in connection with the specific needs of a pupil.
Burleigh values the input of parents to the success of the education of their children with Special Educational Needs and seeks to encourage their active interest and involvement.
Teachers and other staff seek to work with parents to support pupils in the most appropriate and effective ways possible. They acknowledge and value their unique knowledge and experience of their children’s special needs, their strengths and the strategies that are most effective in helping them to learn. They seek to encourage them to share this knowledge with Burleigh staff for the benefit of the children’s education and welfare. SEN staff are always eager to talk to parents and parents are welcome to write or telephone the department office. If it is not possible to speak to them at that time, contact will be made as soon as is practicable.
Parents will be informed that their child is placed on the SEN Record and of the outcome of any assessments carried out Parents of pupils with a Statement are invited to Annual Review meetings and provided with all relevant information and copies of documents relating to the process.
Formal information for parents on pupil progress, targets and performance will be provided through the college’s normal reporting system.
Parents are welcome to be supported in meetings and in their dealings with the SEN Department by such agencies as the Parent Partnership.
The college seeks to maintain excellent and active links concerning SEN with its three feeder High Schools. These are
Garendon High School
Limehurst High School
Woodbrook Vale High School
The SENCO is in regular contact with the SENCOs of the High Schools to discuss the transition of pupils between Key Stage 3 and Key Stage 4.
In addition to attending Transition Reviews for Statemented pupils in Year 9, including the drawing up of a Transition Plan, detailed information is exchanged on all pupils on the SEN Record both written and oral.
Pupils are visited in their High Schools by TAs and a significant number each year make pre-induction visits to Burleigh to familiarise themselves with the campus and for Burleigh SEN staff to meet and get to know them.
Once pupils are in Year 10 the Burleigh SENCO on occasion contacts the High School SENCOs to ask their advice and seek to avail himself of the acquired knowledge and experience of the child possessed by the High School.
The SEN Department also maintains good working links with FE colleges, chiefly Loughborough College in order to aid in the transition of pupils to FE after their GCSEs. Students are helped with the application process, taken for visits and interviews where necessary and information is provided to the FE colleges orally and in references and files sent to them. Similar information is provided to other colleges and training establishments.