Foreland Fields School

Special Educational Needs & Disability Policy

 

Ratified by Full Governing Body March 2017

 

This policy is written in line with the requirements of:

 

This policy should be read in conjunction with the following school policies:

 

This policy was developed with governing body, members of staff and the parent forum of the school, and will be reviewed annually.

 

Definition of SEN and Disability

(SEN and D Code of Practice 0 – 25 Years 2015)

 

Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Where a disabled child or young person requires special educational provision they will also be covered by the SEN definition.

SEN & D Code of Practice 0-25 (2015)

 

 

1. The kinds of special educational need for which provision is made at the school

Foreland Fields School is the lead Special school for pupils in the Thanet district with Profound, Multiple, Severe or Complex learning difficulties. It caters for primary aged pupils with Cognition and Learning difficulties resulting from Profound, Severe and Complex needs.  It also caters for secondary age pupils with Several Communication & Interaction needs and learning difficulties and a combination of ASD and Severe Cognitive Impairment.

 

Profound, Severe and Complex

Children with profound and severe needs will exhibit many of the following:

 

Children with complex needs may have:

An uneven profile with higher levels of attainment and functioning in some curricular areas. These pupils will have ‘complex’ needs which are the result of two or more combinations of need in addition to cognition and learning (i.e. physical, sensory, medical, communication and interaction) and will experience considerable difficulty in accessing mainstream school.

 

Profound and Multiple Learning Difficulties

Pupils with profound and multiple learning difficulties have severe and complex learning needs, in addition they have other significant difficulties, such as physical disabilities or a sensory impairment. Pupils require a high level of adult support, both for their learning needs and also for personal care. They are likely to need sensory stimulation and a curriculum broken down into very small steps.

 

Some pupils communicate by gesture, eye pointing or symbols, others by very simple language. Their attainments are likely to remain in the early P’ scale range (P1-P4) throughout their school careers.

 

Severe Learning Difficulties

Pupils with severe learning difficulties have significant intellectual or cognitive impairments.

This has a major effect on their ability to participate in the school curriculum without support. They may also have associated difficulties in mobility and co-ordination, communication and perception and the acquisition of self-help skills.

 

Pupils with SLD will need support in all areas of the curriculum. They may also require teaching of self-help, independence and social skills. Some pupils may use sign and symbols but most will be able to hold simple conversations and gain some literacy skills. Their attainments may be within the upper P scale range (P4-P8) for much of their school careers.

 

Severe Communication and Interaction Needs and Learning Difficulties

Children with severe communication and/or interaction needs associated with combination of autism and learning difficulty will present with many of the following:

 

In addition to these specific diagnostic features, the pupil may exhibit a range of other non-specific problems such as fear/phobias, sleeping and eating disturbances, temper tantrums, and aggression. Self-injury (e.g. by wrist biting) may also be evident.

 

Or

 

A specific language impairment (specific speech and/or language disorder) as opposed to a language delay. The child/young person will have long-term severe speech and language difficulties that cause substantial and extensive barriers to learning. The pupil will present with many of the following:

 

 

2. Information about the policy for identification and assessment of pupils with SEN

All pupils at Foreland Fields School will have been identified as having SEN and been assessed prior to admission to the school. They will have a Statement of Special Educational Need, or an Education, Health and Care Plan, which gives full details of their Special Educational Needs and the provision necessary to address these.

 

Statements of Special Educational Needs and Education, Health and Care Plans contain aims, or outcomes, for pupils to address their areas of need, and these are broken down into shorter term targets which are reviewed with parents 3 times a year.

 

If it is felt that a pupil’s needs have changed, the school can ask for these to be re-assessed by an appropriate professional, such as an Educational Psychologist, Therapist or Consultant, in order that the Statement of Special Educational Needs or Education, Health and Care Plan can be amended.

 

In the Foundation Stage, pupils are assessed through ongoing observations recorded in the form of notation, pieces of work, photographs and film, these being collected in “My Learning Journey”.

 

Pupils are assessed using evidence collected which is recorded 3 times a year against the Foundation Stages of development.

 

Ongoing observations inform pupil progress, learning styles, achievements and interests, and are used to identify next steps in learning and inform planning.

 

At the end of the Foundation stage, pupil progress is recorded through the characteristics of effective learning and against the Foundation Stage Profile Early Learning Goals (as emerging, expected and exceeding).

 

Pupils from Year R to Year 14 are assessed 3 times a year against Pupil Asset Levels or P’ Levels to review their academic progress. Parents are given a report each year detailing the levels their child is at in all subjects.

 

Pupil Asset

Due to the removal of National Curriculum levels, the Kent Association of Special Schools (KASS) came together to develop an assessment system which could monitor the progress of pupils within Kent’s special schools and would also make it possible to undertake school to school comparison of progress. Foreland Fields School are currently introducing this system.

 

Pupil Asset – KASS Algorithm

The KASS algorithm was developed from historic pupil progress data covering a three-year period, across all year groups. All Kent special schools were asked to contribute their data to the development of the progress algorithm. The algorithm is referenced, but not driven by, progress expectations within Progression Guidance. The schools involved were representative of all Kent special schools meeting the needs of all pupils with Profound Severe and Complex Needs (PSCN), Behaviour and Learning (B&L) and Communication and Interaction (C&I). The data set included data from over 1000 pupils. The algorithm was developed and tested by the KASS core data group.

 

The algorithm takes account of both progress from differing start points and the changing rates of progress across Key Stages as pupils move through their school lives from Year 1 through to Year 11.

 

Expected progress is generally more challenging than Progression Guidance Median.

 

3. Information about the school’s policies for making provision for pupils with special educational needs whether or not they have EHC Plans, including

 

3a - How the school evaluates the effectiveness of its provision for such pupils

 

The SEN and D Code of Practice 0-25 (2015) characterises less than expected progress given a child’s age and individual circumstances, as:

•    Significantly slower than that of their peers starting from the same baseline.

•    Failing to match or better the child’s previous rate of progress.

•    Failing to close the attainment gap between rates of progress.

•    Widening the attainment gap.

 

The progress of individuals and groups of pupils are evaluated three times a year, including the monitoring of identified ‘vulnerable groups’  This rigorous assessment is in place in order to identify any attainment gaps, in terms of groups that are performing less well than others, or to identify any curriculum areas that pupils perform less well than in others.

Where attainment gaps are identified, action plans to address these are identified in the School Improvement Plan, which is updated annually.

 

3b - The school’s arrangements for assessing and reviewing the progress of pupils with special educational needs

Every pupil in the school has their progress tracked 3 times per year. 

The progress of every individual pupil at Foreland Fields School is evaluated annually. Pupil Asset will be used for tracking and reporting from September 2017. 

 

Where pupils are identified as making progress below expectations when compared to pupils with similar starting points, barriers to learning are identified through the writing of a Case Study. These identify the barriers and the intended intervention.

 

3c - The school’s approach to teaching pupils with special educational needs

Pupils at Foreland Fields School have a wide range of age, need and ability, and as a result, teaching and learning needs to be planned and delivered in ways that are appropriate to different groups of pupils.

 

In order to meet the Special Educational Needs of pupils at Foreland Fields School, appropriate provision in the form of educational and therapeutic strategies and techniques is put in place where pupils are identified as having particular needs. This includes the way the school organises teaching in order to meet the needs of different groups of pupils.

 

The curriculum is under constant review in order to ensure that it reflects and meets the needs of all pupils in the school. We have, for example, developed provision and accreditation for more able pupils, including introducing Entry Level courses and also ensured, during our most recent revision of the curriculum, that the more specialist approaches and adaptations necessary to meet the needs of pupils with PMLD and ASD are more fully described within the whole curriculum.

 

In order to meet the needs of its changing pupil population, the school keeps under review the way it organises teaching. Significant changes have been made in terms of moving from mixed need and ability teaching to more specialist provision by need type and ability, for the reasons detailed below.

 

a) The increasing incompatibility of pupils with PMLD and ASD (even when the latter have lower levels of academic attainment) both in terms of learning styles and environments, but also in terms of ensuring pupil safety.

 

b) Ensuring that the delivery of the curriculum meets the needs of all pupils, having sufficient differentiation and challenge. We need to ensure that teaching is accurately targeted at all levels of attainment and, as the range of levels of attainment increased, this became more difficult in mixed ability classes.

 

c) Ensuring greater continuity where pupils spend time in our Inclusion Classes at Garlinge Infant School and Hartsdown Technology College.

 

Across the school, there are specialist classes for pupils with PMLD and ASD as well as classes for pupils with SLD or Complex needs, although these groupings remain flexible, in order to ensure viable classing groups and numbers. By organising classes in this way, more specialist teaching environments and strategies have been able to be set up for each group.

 

At Foreland Fields School, the quality of teaching is judged to be good as at our last Ofsted inspection (June 2013).

 

3d - How the school adapts the curriculum and learning environment for pupils with special educational needs

At Foreland Fields School we aim to provide a Whole Curriculum in line with our own Values and Ethos. This enables us to achieve our aims for our pupils.

 

The Whole Curriculum includes the statutory curriculum for each part of the school, additional curriculums appropriate for those pupils who are of non-statutory school age plus additional content and approaches to meet the particular needs of our pupils.

 

All pupils of Statutory School Age follow a curriculum broadly based on the National Curriculum. Pupils of statutory school age have access to all of the National Curriculum subjects.

 

For all pupils the curriculum is further enhanced and differentiated accordingly in order to fulfil and meet specific individual requirements.

 

3e - Additional support for learning that is available to pupils with special educational needs

Pupils at Foreland Fields School receive a level of support that is tailored to individual needs, with pupils with higher levels of need, whether that be as a result of behaviour, care needs or more complex learning needs, receiving a higher level of support.

 

All classes have a qualified teacher and a number of teaching assistants, this varying according to the level of pupil need and number of pupils. Classes for pupils with more complex needs tend to be smaller, typically 6 to 8 pupils, whereas classes for pupils with less complex needs can have up to 10 pupils.

 

3f - How the school enables pupils with special educational needs to engage in activities of the school (including physical activities) together with children who do not have special educational needs

 

Increasing the extent to which disabled pupils can participate in the school’s curriculum.

We aim to:

 

a) ensure that all staff have the requisite knowledge, skills and understanding to teach pupils with the range of needs that attend the school.

 

b) provide optimal organisation of lessons, including groupings of pupils, in order to ensure that the needs of all pupils in the school are met.

 

c) ensure that all pupils are able to take part in and benefit from the full range of curriculum activities provided by the school.

 

d) ensure that all pupils are able to participate in educational visits and journeys.

 

Improving the physical environment of the school for the purpose of increasing the extent to which disabled pupils are able to take advantage of the education and associated services provided or offered by schools.

We aim to:

 

a) ensure that all classrooms are optimally organised to meet the needs of the range of pupils who attend the school.

 

b) ensure that furniture and equipment is selected, adjusted and located appropriately.

 

c) ensure that the size and layout of the school allows access to all pupils

(e.g. with regards to the needs of wheelchair users, pupils with hearing or visual  impairments, Autistic Spectrum Disorder as well as more able and independent students).

 

d) ensure that appropriate care facilities and procedures are in place to meet the needs of all pupils and that staff are trained in their use (for example, care plans, toileting facilities, feeding, dietary requirements, medical needs and pupil behaviour).

 

Improving the delivery to disabled pupils of information which is already provided in writing to pupils who are not disabled

We aim to:-

 

a) ensure that all relevant labels and signs around the school are visible to and understandable by pupils.

 

b) provide information in simple language, symbols, large print or additional languages for pupils and parents/ carers, who may have difficulty with standard forms of printed information.

 

c) ensure that all pupils are able to participate in educational visits and journeys.

 

3g - Support that is available for improving the emotional and social development of pupils with special educational needs

At Foreland Fields School, we believe that it is vitally important for our pupils to develop personal and social skills, including developing independence skills and developing an understanding of their own and others’ emotions. For full details, please see our Relationships and Sex Education (RSE) Policy.

 

Where pupils need additional advice or support to that normally available through the school curriculum and routine teaching, we can access a number of other services to provide support, including School Nursing (who provide support with regards to the emotional and physical aspects of adolescence in boys and girls), CAMHS, Educational Psychology.

 

Foreland Fields School are aware of the need to provide opportunities that will equip young people with the skills they need to make a successful transition to adulthood. The 6th Form curriculum focuses on the development of life skills and independence.

 

 

4. The name and contact details of the SEN Co-ordinator

At Foreland Fields School, many of the responsibilities of the SENCO are undertaken by the Headteacher, as all of the pupils at the school have Special Educational Needs.

 

5. Information about the expertise and training of staff in relation to children and young people with special educational needs and how specialist expertise will be secured

All teachers and teaching assistants at Foreland Fields School receive a wide range of specialist training, dependent on the age, needs and ability of the particular pupils they work with.

We have a number of specialist trainers within the school who can provide support and training to staff, including Makaton, Moving and Handling, MOVE (Movement Opportunities via Education), Proact- SCIP (Positive Range of Options Avoiding Crisis using Therapy - Strategies for Crisis Intervention and Prevention) and other forms of behaviour management.

 

Where pupils have particular medical or specialist care needs, such as enteric feeding, or epilepsy, staff receive appropriate training from Health Care Professionals.

 

All new staff receive an induction programme covering a wide range of issues relating to the education and care of children with Special Educational Needs and all staff receive annual update training.

 

Teachers new to the school take part in a county wide induction programme focussing on the teaching of pupils with Special Educational Needs. CLASS is an alliance consisting of all of the Special Schools in Kent and was selected to become a National Teaching School in September 2015. CLASS provides training and development opportunities for staff within Foreland Fields School.  

 

6. Information about how equipment and facilities to support children and young people with special educational needs will be secured

Where external advisors recommend the use of equipment or facilities which the school does not have, we will purchase it using SEN funding, or seek it by loan.  For highly specialist communication equipment the school will seek the advice of the KCC Communication and Assistive Technology team.

 

7. The arrangements for consulting parents of children with special educational needs about, and involving them in, their education.

All parents of pupils at Foreland Fields School are invited to discuss the progress of their children throughout the year and receive a report when their child’s review is due.

 

Parents are invited to contribute to, in writing, and attend an annual review of the SSEN/EHCP during the year which, wherever possible, will also include other agencies involved with the pupil. Information will be made accessible for parents.

 

8. The arrangements for consulting young people with special educational needs about, and involving them in, their education

All pupils and students at Foreland Fields School have been identified as having special educational needs as special educational provision is being made for them. In line with the clearer focus within the SEN and D Code of Practice 0-25 (2015), Foreland Fields School  pupils are, where relevant, consulted about and involved in the arrangements made for them as part of person-centred planning. Pupils and students are invited to contribute in writing – or other appropriate means – towards their Annual Review of SSEN/EHCP and also will be invited to attend part, or all of, the review. In most cases, Parents play a more significant role with, in some cases, the young person taking more responsibility and acting with greater independence in later years.

 

The Children and Families Act 2014 gives significant new rights directly to young people once they reach the end of compulsory school age (the end of the academic year in which they turn 16). When a young person reaches the end of compulsory school age, local authorities and other agencies normally engage directly with the young person rather than their parent, ensuring that as part of the planning process they identify the relevant people who should be involved and how to involve them.

 

Many of the young people who attend Foreland Fields School, and possibly some parents, will not have the mental capacity to make certain decisions or express their views. Provision is made in the Children and Families Act (Section 80) to deal with this. More information can be found at https://www.gov.uk/government/collections/mental-capacity-act-making-decisions.

 

9. The arrangements made by the governing body relating to the treatment of complaints from parents of pupils with special educational needs concerning the provision made at the school

The normal arrangements for the treatment of complaints at Foreland Fields School are detailed in the school’s Complaints Procedure and Policy. We encourage parents, in the first instance, to discuss their concerns with their child’s class teacher or other appropriate staff member to resolve the issue before making the complaint formal to the Headteacher.

Complaints about schools are almost always settled within schools but if they remain unresolved they can be referred to the Secretary of State for Education. The Secretary of State has a duty to consider all complaints raised but will only intervene where the governing body has acted unlawfully or unreasonably. The Department for Education will expect the complaint to have been considered by the school governors first.  There is more detail on the Department for Education website (www.education.gov.uk/schoolcomplaints).

If the complaint remains unresolved and relates to disability discrimination, the complainant can appeal to the First–tier Tribunal (Special Educational Needs and Disability).

There are some circumstances, usually for children who have a Statement of SEN where there is a statutory right for parents to appeal against a decision of the Local Authority. Complaints which fall within this category cannot be investigated by the school.

 

10. How the governing body involves other bodies, including health and social services bodies, local authority support services and voluntary organisations, in meeting the needs of pupils with special educational needs and in supporting the families of such pupils

The governing body have engaged with the following bodies:-

 

11. The contact details of support services for the parents of pupils with special educational needs, including those for arrangements made in accordance with clause 32 (Parent Partnership Services)

IASK provides free, impartial, confidential, advice, support and options around educational issues for parents who have children with special educational needs or disabilities (0-25). They support families of children and young people with special educational needs or disabilities. IASK help to empower parents to make informed choices about their children's education and communicate confidently.

Our advice and support is confidential, impartial and independent from the council. We are not on anybody's side.

IASK is overseen by a steering group, half of which must be parents.

We also support schools in working with parents.

They empower parents to play an active and informed role in their child’s education.  They can be contacted on:

 

Helpline: 03000 41 3000. Monday to Friday, 9am - 5pm.
Email: iask@kent.gov.uk
Address: Shepway Centre, Oxford Road, Maidstone, ME15 8AW
Telephone: 03000 412 412
Facebook: IASK on Facebook
Fax: 01622 671198

 

 

12. The school’s arrangements for supporting pupils with special educational needs in transferring between phases of education or in preparing for adulthood and independent living

At Foreland Fields School, if a child transfers to us from another school/organisation, we work closely with that educational setting before they transfer to us in order to seek the information that will make the transfer as seamless as possible. 

 

We also contribute to a pupil/students’ onward destination by providing information to the next setting. We have good links with the local college, East Kent College, and prepare our students who may be accessing the setting when they leave school by providing a Year 14 link course.  

 

13. Information on where the local authority’s local offer is published.

The local authority’s local offer is published on http://www.kent.gov.uk/education-and-children/special-educational-needs and parents without internet access should make an appointment with the SENCO for support to gain the information they require.

 

 

March 2017

 

 

Governing Body Approval

 

Scrutinised by the Full Governing Body Team on 15th March 2017

 

Ratified by the Full Governing Body on 15th March 2017

 

To be scrutinised by the Strategy Team every year or as changes in legislation/policy dictates.

 

To be ratified by the Full Governing Body thereafter.

 

To be displayed on main School Web Site? Yes

Term Dates
Headteacher Welcome