Pheasey Park Farm and Children’s Centre Special Educational Needs and Disability Code of Practice: 0 – 25 years Monday 23rd March 2015

 New code of practice  Assessment and Tracking  Graduated response  Ofsted feedback and guidance  Current initiatives and long term goals  Showcase of interventions offered at Pheasey Park Farm

 Whole School Approach – All Staff must ensure the needs of all learners are met  All Staff provide high quality teaching – which is inclusive for all children  Mrs. S. Nation – Inclusion Supervisor  Mrs. S. Morgan – SEN / SEND Coordinator  Mrs. J. Colman – Speech and Language Coordinator

Special Educational Needs and Disability Code of Practice: 0 – 25 years ‘A delay in learning and development may or may not indicate that a child has SEN, equally, difficult or with-drawn behaviour does not necessarily mean a child has SEN either’

 A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for them.  A child of compulsory school age or a young person has a learning difficulty or disability if they: Have a significantly greater difficulty in learning than the majority of others 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 others of the same age in mainstream school or mainstream post-16 institutes.

All children are entitled to an education that enables them to: Achieve the best possible educational and other outcomes, and Become confident young children with a growing ability to communicate their own views and be ready to make the transition through compulsory education.

 Look at each child as an individual with individual needs. Arrangements are put in place to support children with SEN or disabilities.  Has a clear approach to identifying and responding to SEN.  Recognise the benefit of early identification and provide effective provision ensuring that children’s long-term outcomes are improved.  We regularly review and evaluate the quality and breadth of support that is available for children with SEN or disabilities.

A diagnosis doesn’t take the tendencies away equally a child still shows traits without a diagnosis – we cater for each child individually for their needs. Examples  Autism – subtle social cues such as a smile, wave or grimace convey little meaning  ADD (attention deficit disorder) – has trouble staying focused; is easily distracted  Dyslexia – difficulty remembering short lists of instructions

 Parent’s voice is vitally important if a child has been identified as having additional needs  It is more productive if a partnership between school and parents is created and both are kept informed of the child’s learning journey at all stages  Parents and school must work together implementing the ‘graduated approach’ with 4 stages of action – Assess, Plan, Do and Review.  Times of transition (Children’s Centre and school, KS1-KS2 and KS2-KS3) as well as Year Group change can be key times for all children

 Assess (Practitioner led)  Plan  Do (1 Term)  Review  Plan  Do (1 Term)  Review  Transition – SENCO involvement  Do  Review  Plan  Do  Review  Transition – Healthcare Plan (old Statement) Initial / Early Response 2 Cycles needed 1 cycle = 1 term Individual Action Plan 2 Cycles needed 1 cycle = 1 term Other agencies become involved

 At Pheasey Park Farm we maintain a record of children’s progress (how your child improved since last time they were assessed)  Attainment must be measured on what each child can do – independently (child achievement )  We aim for parents to be kept up to date with a true reflection of what their child can do – nothing should come as a shock  Progress check at age two (Health Visitor) will initially highlight any concerns – this can then be passed onto the Children’s Centre to start a graduated response if needed

The most effective schools understand the importance of high expectations and the use of accurate data. Practice in effective schools indicates that the progress of all pupils is tracked and pupil progress data is analysed on a regular basis. Good analysis of progress data should identify the pupils making less than expected progress given their age and individual circumstances. This can be characterised by progress which: Is significantly slower than that of their peers starting from the same baseline. Fails to match or better the child’s previous rate of progress. Fails to close the attainment gap between the child and their peers. Widens the attainment gap.

 We strive to ensure that every practitioner understands their role and responsibility to SEN children.  Reflection process – before labelling any child as ‘SEN’, practitioners have been asked to evaluate their own practice.  ‘High quality teaching’ takes into account different learning styles and different needs of all children.  Responsibility of all learners, including SEN children, is that of the class teacher – some decisions can easily be made by practitioner without SENCO having to be involved – such as pencil grip, wearing glasses, location in classroom.

 Pheasey Park Farm have a duty of care under the Equality Act  The safety and care of all children at Pheasey Park Farm is paramount  Reasonable adjustments are made for individuals when appropriate  Children with any medical conditions get the support they require to meet their needs

SDP Priorities for Improvement To improve the progress of all pupil groups including SEN pupils A recent pre-Ofsted Inspection (March 2015) said ‘TAs and teachers have extensive understanding of SEN pupil’s learning needs. Teachers and TAs work closely together to plan work for their pupils…… TA support is skilled and effective.’

Teachers and teaching assistants are provided with vast opportunities for continued professional development – including SEN focus All teachers and TAs are regularly observed both formally and informally - their provision for SEN children is monitored Senior Management Team monitor SEN children’s books and lesson plans to ensure provision is pitched correctly All Teaching Assistants across the school will have undertaken accredited training with Edge Hill University and Every Child Counts by the end of this academic year Mrs. S Morgan to undertake SENCO Accreditation Starting September 2015

Available under the local offer Wordshark Numbershark Focus group support Toe by Toe Pragmatics Speech and Language Handwriting Booster Focus child support Please note other interventions and support are available to support children though these are not available under the local offer and are implemented with top up money

 A massive thank you to the teaching assistants and teachers who have volunteered and given their time to showcase some of the interventions that have just been mentioned.  Please take time to look at the different interventions and ask any questions about them – Staff are happy to help.

 Parents Feedback Questionnaires have been given out with pens – please fill them in  If you have any questions please ask any of the Staff or equally speak to your child’s class teacher Parent and Pheasey Partnership – working together can create a better future for your child.