SUMMARY OF SPECIAL EDUCATIONAL NEEDS POLICY

Our Special Educational Needs Policy was rewritten in 2002 to reflect the current DfES code of practice. A full copy may be viewed by arrangement at school.

The aims of the special needs provision at Little Heath School are:-

- To enable pupils to reach an appropriate level of cross-curricular Reading and Spelling commensurate with their ability, but not necessarily their chronological age.
- To support pupils with greater difficulty in learning than the majority of children of that year group.
- To define the need as early as possible in the pupil’s schooling and as soon as the need becomes evident.
- To address the individual needs of children with specific learning difficulties through a structured and well-defined system.

The Admission Process
Children will be admitted to the Nursery and the School without reference to ability or aptitude.

Assessment
- All children are assessed to reveal their reading age and spelling age plus National Curriculum levels within Literacy, Numeracy and Science.
- Assessment may be requested from other professional bodies e.g. Educational Psychologist, School Medical Service, Specialist Advisory Service and Special Learning Difficulties Base.
- Children found to be below the level expected are set SMART (Small Measurable Achievable Relevant Timed) targets.
- Diagnostic tests may be given to highlight areas where additional support is needed.

Monitoring and Review
i). Children are given programmes of work towards set targets. They are monitored by class teachers and in reinforcement groups on a day-to-day basis.
ii). The review of targets for children on the Teacher Concern register usually takes place termly. New targets are set by the class teacher with the child, where appropriate, in conjunction with the SENCO.
iii). Targets on the Individual Education Plans of children at ‘school action’, ‘school action plus’, EPF or Statement of Educational Need will usually be reviewed termly. They will also be reviewed on the advice of outside agencies and following an annual review of a Statement of Educational Needs.

Partnership with Parents
- The School invites parents to make appointments to discuss concerns they may have in addition to official parent consultation evenings.
- Parents are kept informed of concerns staff may have and are made aware of their children’s IEP targets, which are reviewed termly and their comments invited. Parents are encouraged to become involved with any additional support through home-school liaison.

Allocation of resources to and among SEN pupils
- Specialised equipment, assessments, books, schemes and programmes of study including ICT are held in the Special Needs Room. These are available to the whole staff.
- The SENCO’s timetable is allocated to children at ‘School Action’ and ‘School Action Plus’ on the code of practice either individually or in reinforcement groups.
- Before school Reading Club is operated by the SENCO for children from Year 1 – Year 6 whose reading age is below chronological age.
- Classroom assistant time is used to support children with special educational needs for structured tasks or classroom support.

Building adaptations and special facilities
• There is a ramp for wheelchair access to the School entrance.
• We have a toilet adapted for the disabled.
• Although there are steps within the building, all rooms are accessible by wheelchair.
• Additional funding is being sought to replace stepped areas with ramps.