SEN Policy

Tweendykes School

Special Educational Needs (SEN) policy. May 2016

 

 

1. Introduction

1.1 Tweendykes provides a broad and balanced curriculum for all children. The curriculum is based on the National Curriculum. When planning, teachers set suitable learning challenges and respond to children’s’ diverse learning needs.

1.2 Teachers take account of pupils special educational needs and make provision where necessary to support individual or group of children as and thus enable themto participate effectively in curriculum activities.

1.3    Pupils will have special educational needs throughout their school career, this policy ensures that curriculum planning and assessment for pupils with special educational needs takes account of the type and extent of difficulty experienced by the child.

 

2. Aims and objectives

2.1 The aims of this policy are;-

  • to create an environment that meets the special educational needs of each child;
  • to ensure that the special educational needs of children are identified and assessed and provided for;
  • to make clear the expectations of all partners in the process;
  • to identify the roles and responsibilities of all staff inproviding for children’s special educational needs;
  • to enable all pupils to have full access to all elements of the school curriculum.

 

3. Educational inclusion

3.1 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.

 

3.2 Teachers respond to children’s needs by;

  • providing support for children who need help with communication, languageand literacy,
  • planning to develop children’s understanding through the use of all available senses and experiences;
  • planning for children’s full participation in learning and in physical and practical activities;
  • helping children to manage their behaviour and take part in leaning effectively and safely;
  • helping individuals to manage their learning , particularly trauma or stress , and to take part in learning.

 

3.3 The school provides opportunities for pupils to take part in lessons and activities in mainstream schools as part of our Inclusion work. Senior pupils are able to access learning resources and facilities within Winifred Holtby including swimming, sports, science and design and technology.

 

 

4. The role of the governing body

4.1 The governing body does its best to secure the necessary provision for all pupils at the school. They will consult with the LA to ensure that appropriate provision is provided for the pupils in terms of access to the building, and the curriculum. (Please refer to school Single Equality Duty Scheme)

 

5. Assessment

5.1 All pupils at the school, have been assessed by the Local Authority and will have a statement of special educational needs or Education Health and Care Plan or be in the process of receiving one. If a pupil has not yet received their statement /EHC they will be offered an assessment place until such time as their statement arrives.

 

6. Access to the Curriculum

6.1 All children have an entitlement to a broad and balanced curriculum which is differentiated to enable children to:

understand the relevance and purpose of learning activities;

experience levels if understanding and rates of progress that bring feelings of success and achievement

 

6.2 Teachers use a range of strategies to meet children’s special educational needs. Lessons have clear learning objectives; we differentiate work appropriately, and we use assessment to inform the next stage of learning

 

6.3 Individual Education Plans (IEPs) are used for all pupils. By breaking down targets into finely graded steps, we ensure that children experience success.

 

7. Partnership with parents

7.1 At all stages of a pupil’s time at Tweendykes, the school keeps parents fully informed and involved. We take account of the wishes and feelings and knowledge of parents. We encourage parents to make an active contribution to their child’s education.