SEN policy September 2020

Carter’s Charity Primary School
Policy for the Inclusion of Pupils with

Special Educational Needs

Mission Statement

The community of Carter’s Charity Primary
School is working to give all pupils the best

possible education to develop their full
potential in every aspect of their future life.

Carter’s Charity Primary School Policy for Special Educational Needs

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Carter’s Charity Primary School Policy for Special Educational Needs

Carter’s Charity Primary School

Policy for the Inclusion of Pupils with
Special Educational Needs

We at Carter’s Charity Primary School are committed to meeting the special educational needs
of pupils and ensuring that they make good progress, in line with our mission statement.

Good practice for pupils with special educational needs is good practice for all pupils.

1) Aims and Objectives of the Policy
a) To identify pupils with SEN as early as possible and to make appropriate intervention
through using appropriate teaching methods;
b) To identify pupils of all ability who are underachieving and to act upon this;
c) To support pupils to make optimum progress;
d) To maintain appropriate records and to monitor pupil progress, ensuring all teachers,
non-teaching staff and appropriate external agencies are involved in planning and
meeting the learning needs of the pupil;
e) To provide full access to the curriculum for all pupils;
f) To encourage success and participation for all pupils, whatever their level of ability;
g) To develop partnerships with parents in the education of their pupil and to involve
parents and pupils in the review process;
h) To continue to develop a whole school approach to meeting the needs of pupils.

2) Roles and Responsibilities [See Appendix 1]
a) The Special Educational Needs Co-ordinator (SENCO) and the Headteacher will work
closely with the Special Educational Needs Governor and staff to ensure the effective
day-to-day operation of the school’s special educational needs policy. The SENCO and
Headteacher will identify areas for development in special educational needs and
contribute to the school’s development plan. They will co-ordinate provision at SEN
Support and for pupils with an Education and Health Care Plan.
b) The Governing Body
i) The Governing Body has identified a Governor to have oversight of special
educational needs provision in the school and to ensure that the full Governing Body
is kept informed of how the school is meeting the statutory requirements.
ii) This person is Mrs Sarah Strahan.
c) The Headteacher
i) The Headteacher is the school’s “responsible person” and manages the school’s
special educational needs work. The Headteacher will keep the Governing Body
informed of the special educational needs provision made by the school.
d) SENCO
i) The SENCO is responsible for keeping a register of pupils with SEN and updating this;
supporting pupils with SEN in class; supporting teachers in writing Individual Pupil

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Plans (IPPs) and assessing pupil progress; purchasing and organising resources;
liaising with external agencies; making referrals; ensuring that appropriate records
are kept; supporting the transition of pupils with SEN into the school and into high
school; liaising with the SEN Governor and preparing appropriate reports;
supervising non-teaching staff.
ii) This person is Mrs Janina Callery.
e) School Staff
i) All teaching and non-teaching staff are fully aware of the school’s policy and
procedures for making SEN provision, and monitoring and reviewing that provision
in line with the guidance in the Code of Practice. They are responsible for
differentiating the curriculum for pupils with special educational needs and will
monitor their progress. All teachers who have responsibility for areas of the
curriculum will review and monitor the progress made by pupils in their subject area
and the effectiveness of resources and other curriculum material. All staff will work
closely with the SENCO to ensure that provision for SEN pupils is effective and
appropriate records are maintained.

3) Admissions
a) Pupils with special educational needs will be admitted to Carter’s Charity Primary School
in line with the school’s admissions policy. The school is aware of the statutory
requirements of the SEN and Disability Act and will meet the Act’s requirements. School
will liaise with parents and Early Years placements to ensure a smooth transition and
plan a relevant differentiated curriculum.

4) Access for Disabled Pupils
a) The Disability Discrimination Act, as amended by the SEN and Disability Act 2001, placed
a duty on all schools and Local Authorities to plan to increase over time the accessibility
of schools for disabled pupils and to implement their plans.
b) Schools are required to produce accessibility plans for their individual school and Local
Authorities have a duty to prepare accessibility strategies covering the maintained
schools in their area. Accessibility plans and strategies must be in writing.
c) At Carter’s Charity School, we take responsibility for the education of all children,
whatever their need. Where necessary, adjustments are made to cater for specific need.
Barriers to learning are identified as part of the school’s monitoring processes, both of
the physical and educational environments.

5) Pupils with Other Needs
a) Medical Needs
i) The school recognises that pupils at school with medical conditions should be
properly supported so that they have full access to education, including school trips
and physical education. Some children with medical conditions may be disabled and
where this is the case the school will comply with its duties under the Equality Act
2010.

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ii) A Health Care plan may be necessary for some other children with medical
conditions, including allergies. This is written by the SENCO in conjunction with
parents and the relevant health professionals, including the school nurse team. A
medical information card will be displayed in the staff room and a copy will be kept
in class registers as well as in the school kitchen if necessary. Information regarding
children with asthma, informing staff where inhalers are kept is also on display and
in class registers. These children also have access to an emergency inhaler, with
written parental permission. The school has a policy for managing pupils with
medical needs and this can be accessed via the school office.

b) Others may also have special educational needs and will have an Education, Health and
Care plan which brings together health and social care needs as well as their special
educational provision and the SEND Code of Practice 2014 is followed.

c) Looked After Children
i) Pupils who are being looked after by the local authority may require intervention
and support from staff in school and will have a Care Plan written for them, in liaison
with the local authority.

6) Storing and Managing Information
a) Information concerning children with SEN will be held securely within school, in line
with the school’s data protection policy. Confidential paper records will be kept in
locked cabinets. Electronic copies of these files may be held on password protected
computers. When children are entered on the SEN register, information relating to the
child and their special need will be entered into the school’s data management system
(SIMS). All records are confidential, in line with the school’s Confidentiality Policy.

7) Resources
i) The Governors will ensure that the needs of pupils are met by employing a SENCO
and support staff to support teachers and pupils. The Headteacher and SENCO will
identify the areas of pupil need and make appropriate provision.
ii) The SENCO will liaise with the ICT Co-ordinator to ensure that ICT is used effectively
to provide extra support for children with special educational needs, where
appropriate.
iii) The Governors will ensure that monies are set aside to develop resources in
curriculum areas.
iv) The school allocates a proportion of its full school budget to SEN, including staff
salaries, resource provision and external support, including the local authority’s
SEND Service. This amount fluctuates with need.
v) The SENCO organises and plans the amount of additional in-class and external
specialist support required for pupils with an Education and Health Care Plan. The
pupils who receive SEN Support are covered from within the school’s existing budget
and receive additional support from the class teacher, including a differentiated
curriculum to meet their needs.
vi) Pupils may also receive in-class support from teaching assistants, interventions in
small groups or on a one-to-one basis from the SENCO or trained TAs. This is

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planned through liaison between the SENCO and the class teacher.
vii) The SENCO reports annually on the efficient and effective use of resources for pupils

receiving SEN Support and those with Education and Health Care Plans.

8) Identification, Assessment, Reviews
a) Identifying Special Educational Needs
i) The SEN Code of Practice identifies 4 broad areas of need. These are:
• Communication and Interaction
• Cognition and Learning
• Social, Emotional and Mental Health Difficulties
• Sensory and/or Physical Needs
b) At Carter’s Charity School, we consider the needs of the whole child when assessing
additional need. We identify a special educational need where a pupil requires support
that is different from or additional to that normally available to pupils of the same age.
We believe that the high quality teaching within our school caters for the needs of the
majority of the pupils within the classroom setting.
c) Regular assessments are made by teachers of all pupils. During this process, a pupil may
be identified as making less than expected progress given their age and individual
circumstances. This is characterised by progress which:
i) Is significantly lower than that of their peers starting at the same baseline
ii) Fails to match or better the child’s previous rate of progress
iii) Fails to close the attainment gap between the child and their peers
iv) Widens the attainment gap
d) Assessments do take into account progress in areas other than attainment – for
example social needs, or developmental needs.
e) The SENCO liaises closely with the assessment co-ordinator to analyse data and
individually track pupils who are experiencing difficulties. Baseline information,
Foundation Stage Profiles, PIPS, SATS, PIVATS and Standardised Scores are all used to
inform the school of pupils who may require early intervention strategies.
f) The class teacher discusses any concerns with the SENCO and Assessment Coordinator.
In the first instance children’s needs will be addressed within the school’s current
provision, using highly trained and skilled practitioners to develop programmes to meet
these needs. If deemed necessary the school will employ the services of outside
agencies, where the need identified cannot be met within school’s current provision.
g) We aim to ensure that the focus on outcomes for children results in those with
additional needs making at least expected progress given their age and individual
circumstances.
h) We aim to involve parents and pupils in planning and reviewing progress and to keep
clear, factual records of any additional provision, teaching strategies and involvement of
specialists.

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9) A Graduated Approach to Special Educational Needs
a) Where a child is assessed as having additional needs, the following steps will be taken:
i) Child placed on a monitoring register. High quality teaching, targeted at identified
weaknesses will continue for a specified time. Parents will be informed of the areas
of concern.
The following process is followed:
b) ASSESS:
i) If limited or no progress is made, the class teacher, in conjunction with the SENCO,
will assess whether the child has special educational needs. Targeted assessments
may be made at this time, either by school, or by any SEN service the school may
employ. Parental permission for these tests will be sought, and results discussed
with parent, and where appropriate, with the child.
ii) Other factors affecting the child will be discussed at this time, to aid assessment as
to whether there is a special educational need, or whether other factors are causing
the concern. Where it is felt other factors are of more concern, appropriate action
will be taken.
c) PLAN:
i) Where it is decided, after assessment, to provide the pupil with SEN support, their
name will be placed on the SEN register, and parents formally notified. A meeting
will take place between the teacher, SENCO, parent, and where appropriate, the
child, to plan any adjustments, interventions and support to be put in place. These
aims will be outcome based and a clear date for review set.
ii) All staff working with the child will be made aware of the child’s needs and the
support agreed.
d) DO:
i) The class teacher remains responsible for working with the child on a day to day
basis and ensuring extra support takes place. If the child is working on outcomes
with other adults, it is still the class teacher’s responsibility to plan for and assess the
impact of support. The SENCO will support with further assessments.
e) REVIEW:
i) The impact of the support will be reviewed in line with the agreed date.
ii) The impact of the support on the child will be assessed, and the class teacher,
alongside the SENCO, will revise the support in light of the outcomes. This will be
done in consultation with the parent and, where appropriate, with the pupil.

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10) Managing Pupils’ Needs on the SEN Register
a) Once a child is placed on the SEN register, they are considered under the category of
SEN support. At the planning meeting an Individual Pupil Plan will be drawn up, stating
the outcome required for the child, and the strategies and provision that will be put in
place to support them to achieve the outcomes. A clear date for review will be set,
usually half -termly. The plan will be written by the class teacher, in conjunction with the
SENCO, parent and, where appropriate, the pupil.
b) Provision mapping identifies the interventions and support the child is receiving. These
maps are closely monitored by the SENCO and updated each half term in line with the
child’s changing needs. Where extra support is needed, school will liaise with the
relevant outside agencies to provide this support.

11) Formal Assessment
a) Where staff and parents feel a child is still not making expected progress, despite
increasing the intensity of support, a decision may be made to apply to the Local
Authority (Lancashire County Council) for a Statutory Integrated Assessment (SIA).
b) Any adult involved with the pupil can request an SIA. A recent report from an
Educational Psychologist is required, along with a Common Assessment Framework
(CAF) and associated Team Around the Family (TAF) documents, evidence of the school
support already received and an All About Me Profile (AAMP). There is a 20 week
assessment process from the receipt of the request. After 6 weeks, parents and school
will receive a letter to state whether a SIA will be carried out.
c) If an SIA is carried out, at 12 weeks, a decision will be made, after evidence is gathered,
whether to implement an Education Health Care Plan (EHC) or a support plan. By 14
weeks a draft EHC will have been written. At this point a co-production meeting can be
requested. After 20 weeks the final EHC plan will be put in place. EHC plans must be
reviewed annually, and views sought from all who work with and are involved with the
child.

12) Monitoring and Evaluation Procedures
a) It is the responsibility of all class teachers to monitor the support and provision for
pupils with SEN in their care. This work is co-ordinated by the school’s SENCO and
integrated into the whole process.
i) The class teacher and SENCO will liaise closely and make special arrangements in the
class. This may involve grouping, a special programme of work, modified tasks,
different seating arrangements or extra adult attention. The class teacher and
SENCO will make more detailed arrangements for a programme of support, including
an IPP which will be written by the class teacher, with support from the SENCO.
ii) For pupils with an Education and Health Care Plan, provision will be made in
accordance with their EHC plan. IPPs will be created by the class teacher and SENCO
with support from specialist teachers and other professionals, with targets taken
from the plan. IPP targets will be monitored weekly and formally reviewed 4-5 times
per year and an annual review (6 monthly for under 5s) carried out by the school in

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conjunction with the LEA and outside agencies. The child’s and parents’ views form a
key part of the review process.
iii) For pupils receiving SEN Support, IPP targets will be monitored weekly and assessed
and reviewed 4-5 times per year. Parents, the pupil, class teacher and TA will be
invited, if appropriate. Progress will be discussed and new plans devised. In all cases,
evaluated IPPs and new targets will be discussed with parents.
b) Carter’s Charity School regularly evaluates all of its practices to ensure that the very best
provision is available to all of our pupils. SEN provision has a very high profile within the
school, and is regularly monitored by the SENCO, SLT and Governing Body. SEN support
plans are monitored by the SENCO to ensure all support being offered is targeted to
improve outcomes for children. SEN is a regular item on staff meetings.

13) Curriculum
a) With reasonable adjustments where appropriate, all pupils with SEN have a full
entitlement to a broad and balanced curriculum as provided for all other pupils,
including after school activities and educational visits.
b) The school’s main aim is to provide a variety of teaching and learning opportunities,
differentiated planning opportunities, appropriate support and resources within the
pupil’s classroom. In order to maximise their access and participation, some pupils may
be taught in intervention groups or on a 1:1 basis for short periods of time.
c) National Tests
i) During assessments, pupils with additional needs may be supported in a variety of
ways including 1-1 support and extra time. For Statutory tests, extra support may be
applied for, with the decision resting with the local authority.

14) Success Criteria
a) All staff will have the opportunity to be involved in discussions regarding future policy
and provision; the progress of pupils on the register will be reviewed and parents invited
to comment; Governors will discuss progress and an annual report will be made
available in the autumn term to all parents, through the school’s newsletter.
b) In particular the success of the policy will be measured against the objectives stated at
the start of the policy and use will be made of the following indicators:
• Pupils are identified as early as possible;
• Pupils make good progress against the specific targets set for them;
• Complete and appropriate records exist and are maintained for all pupils and
progress is monitored regularly;
• Support staff and appropriate external agencies are integrated into the school;
• Some pupils move off the register altogether as a result of intervention;
• Where formal assessment is undertaken, pupils receive an EHC plan, or support
plan;
• Pupils enjoy their schooling and are proud of their success;
• Parents express satisfaction with what is provided.

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c) Criteria for Exiting the SEN Register
i) Children on the SEN register will be monitored closely, in relation to the outcomes
set for them. As outcomes are achieved, new outcomes may be identified and
planned for.
ii) Where the class teacher, in discussion with the SENCO and parent, feels the pupil
has made such progress as to become expected progress, the child will be taken off
the SEN register.
iii) Parents will be formally notified. The pupil will continue to be monitored, to ensure
current progress is maintained, and high quality teaching from the school staff will
be the main focus of support.

15) Training and Resources
a) The school receives funding from the Government, as part of a formula, to help support
children with additional needs. This funding is used in many different ways by the
school. The majority of the funding goes towards providing highly trained staff to work
with children and provide high quality teaching.
b) All staff are encouraged to undertake training and development in order to maintain
and develop the quality of teaching and provision to best respond to the strengths and
needs of all pupils.
c) Training needs are identified in a variety of ways, including rigorous appraisal systems.
All staff are offered to a range of training to help them support pupils with additional
needs, both in house and external. This training ensures that we have a team who are
confident to provide education that focuses on positive outcomes for all pupils.
d) All teachers and support staff undertake induction on taking up a post and this includes
a meeting with the SENCO to explain the systems and structures in place around the
school’s SEND provision and practice and to discuss the needs of individual pupils.
e) The school’s SENCO regularly attends the Local Authority’s SENCO cluster meetings in
order to keep up to date with local and national updates in SEND. She has completed
her NASC accreditation

16) Complaints
i) If a parent of a pupil with special educational needs is concerned about the provision
that school is making for them, they should, in the first instance, refer the matter to
the pupil’s class teacher and/or the SENCO. Reference should be made to the
school’s Complaints Policy should further action be deemed necessary.
ii) We aim to deal with any complaints at the earliest opportunity but within 20 days at
the latest.

17) Outside Agencies
a) The school is involved with many external agencies, with the aim of providing
comprehensive support for all pupils in school. All external colleagues are made to feel
part of our school community and work closely with pupils, parents and staff. People
who assist in our school include:
• Education

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(a) SEND
(b) Educational Psychologist
(c) SENDO
(d) Pupil Referral Unit
• Health
(a) School nurse team
(b) Paediatrician
(c) Occupational Therapist
(d) Speech and Language Therapist
(e) CAMHS
(f) Physiotherapist
(g) Paediatric Epilepsy nurse specialist.
• Educational Welfare Officer (EWO)
• Police Community Support Officer
• Children’s Services
• Parent Partnership Services

18) Supporting Pupils and Families
a) School offers support in many ways to pupils and families. The details of this support
can be found in the school’s SEN Information Report. This report is updated annually.
b) This links into Lancashire County Council’s local offer which is located at:
http://www.lancashire.gov.uk/children-education-families/special-educational-needs-
anddisabilities.

19) Transitions
a) Particular attention is given to ensure that at Carter’s Charity Primary School we are
aware of any new pupils identified as having special educational needs so that
appropriate arrangements can be made in advance of their admission.
b) When pupils with special educational needs transfer to high school or another primary
school, relevant information will be passed on to the SENCO at the new school.
c) Children with SEN are supported throughout school, and special consideration is given
to them at transition points (moving key stage, and moving to high school).
d) On moving a key stage, staff involved in the education of the pupil will meet in the
Summer Term to share information. Any SEN support plans will be shared at this time.
All pupils have the opportunity to spend time in their new classrooms in the Summer
Term.
e) Transition to High School can be stressful for any child. Children with SEN are given
special consideration. Reviews in Year 5 should begin to establish the parents’ choice of
High School in order to assess the arrangements prior to the transfer. A Transition
Review will be held in the autumn or early spring term of Year 6. An additional, informal
review will be held later in the year, when a High School place has been allocated, to
which the High School SENCO will be invited. School will liaise directly with the
secondary school SENCO to ensure a smooth transition. Extra visits may be arranged as
part of this process.

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20) Target Setting
a) The school’s special educational needs targets for the academic year 2020/21 are
influenced by the current situation with the coronavirus pandemic and may be altered
as circumstances change. As at September 2020 the targets are:
i) To manage the support for EHCP children and those in need of intimate care
while complying with the school’s health and hygiene policies and procedures
ii) To support the assessment of children with specific needs=, liaising with service
providers to ensure individual targets can be met and suitable progress made
iii) To support classroom staff in the development of interventions and individual
support while maintaining compliance with the school’s health and hygiene
policies and procedures

Signed: ………… ……… (Headteacher)

Signed: ………Mrs. S Strahan………………… (SEN Governor)
Date: September 2020
Next Review Due: September 2021

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Appendix 1

List of personnel involved in SEN issues

POSITION NAME
Headteacher Brendan Hassett
SENCO Janina Callery
Designated safeguarding lead(DSL) Brendan Hassett
Deputy DSL Leanna Spence
Chair of Governors Viv Taylor
Safeguarding Governor Viv Taylor
SEN Governor Sarah Strahan
SEN Adviser
SEN Officer Brendan Hassett
Assessment Co-ordinator Hannah Detko
ICT Co-ordinator

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