The Mount School

Special Educational Needs Po= licy

The Mount School recognises e= very child’s right to a broad and balanced curriculum. The Mount Special Educational Needs Policy acknowledges that children at different times may = have a special educational need and this will entail making certain adjustments = and extra provision to meet those needs.

Each member of the school community is expecte= d to acknowledge the needs of others. We foster a sympathetic, caring and respec= tful attitude towards one another. All pupils are valued and opportunities are provided to develop their potential.

Aims of the Special Educational Needs Policy

· = ; We strive to create an atmosphere where chil= dren feel secure, listened to and respected. All children are encouraged to be p= roud of their individual achievements. Opportunities are afforded for the efforts and contributions of all pupils to be recognised and rewarded.

· = ; We take care to consider the child within the context of his or her home, language, culture and community.

· = ; We aim to provide high standards of teaching= and learning to enable all children regardless of race, colour, class or gender= to develop as motivated independent learners.

· = ; We endeavour to secure the efficient educati= on of any pupils with special educational needs within our own school environm= ent.

· = ; We aim to develop a differentiated response = to individual pupils, recognising that learning difficulties are not restricte= d to low achieving pupils and can be present in any child at any stage.

Objectives of Special Educational Needs Policy

· = ; To identify and assess the needs of all chil= dren who may have special educational needs either throughout or at any time dur= ing their education at The Mount School.

<= ![if !supportLists]>· &nb= sp; To deliver effective support to the children= and their parents/carers.

· = ; To provide special help, where appropriate, = to children with special educational needs.

· = ; To integrate children with special education= al needs and to encourage them to participate as far as possible in all aspect= s of school life.

· = ; To give children access to the curriculum and promote learning, allowing children to achieve their potential.

· = ; To encourage parent/carer partnership at all stages of special educational needs provision.

<= ![if !supportLists]>· &nb= sp; To develop and maintain good working relationships between professionals.

<= ![if !supportLists]>· &nb= sp; To ensure efficient and equitable provision.=

Responsibilities of= the SENCO

<= ![if !supportLists]>· &nb= sp; Oversee the day-to-day operation of the school’s SEN Policy

<= ![if !supportLists]>· &nb= sp; Liaise with and advise fellow teachers

<= ![if !supportLists]>· &nb= sp; Coordinate provision for pupils with special educational needs

<= ![if !supportLists]>· &nb= sp; Oversee the records on all pupils with speci= al educational needs

<= ![if !supportLists]>· &nb= sp; Liaise with parents of pupils with special educational needs

<= ![if !supportLists]>· &nb= sp; Contribute to the in-service training of sta= ff

· = ; Liaise with appropriate external agencies including the LEA’s support and educational psychology services.

· = ; Follow up any findings of the Educational Psychologist with further referral to any other appropriate external agency e.g. speech therapist or a dyslexic clinic.

<= ![if !supportLists]>· &nb= sp; Monitor the progress of any child deemed to = have SEN.

· = ; Make aware to all teaching staff and non-teaching staff who may come into contact with any child with SEN the needs and requirements of those child= ren.

Communication with staff

· &nb= sp; Each term the SENCO produces a list of child= ren requiring special provision. The list is distributed to all staff. Staff re= cord relevant information in their registers.

· &nb= sp; The SENCO and the SEN teacher meet regularly with the Head to discuss any issues concerning SEN children.

· &nb= sp; The SENCO is available to offer advice on special educational needs to all staff on an informal basis.

· &nb= sp; A file will be made available in the staff r= oom containing outline information on the special educational needs of each pup= il.

· &nb= sp; Staff who are con= cerned about the progress of a child in their class complete a Record of Concern s= lip and then pass this to the SENCO who will take the necessary action. =

Procedures

· &nb= sp; Girls are regularly monitored by both format= ive and summative assessment.

· &nb= sp; By Year 2, in consultation with staff and parents / carers, the SENCO will have referred any child potentially having SEN, to an Educational Pyschologist.

· &nb= sp; Any child consistently struggling with the curriculum is brought to the attention of the SENCO by the class teacher completing a Record of Concern slip.

· &nb= sp; The SENCO in consultation with the Head and = the parents will decide if it is necessary to refer the child to the school spe= cial needs teacher for assessment.

· &nb= sp; Following an assessment parents, the Head, S= ENCO and Head of Year receive a report which indicates the findings and the recommendations.

<= span style=3D'mso-bookmark:_Toc146592623'>· = ; The child may then be offered either:=

1. In class support.

2. One lesson per week with the special needs teacher out of class.

3. Referral for further professional assessment.

Record Keeping

The SENCO keeps a r= ecord of each SEN child, which contains relevant letters, reports and notes.

Partnership with Parents

Parents/carers are encouraged to participate in their child’s education and are a valuab= le source of experience and information. Parents are consulted and kept inform= ed at all intervention stages.

Links with other agencies

A wide range of age= ncies are available to the school. Each has its own contact and referral procedur= es and initial contact should be made through the Head or SENCO.

This policy was com= plied with reference to the DfES Special Needs Code of Practice ref: DfES/581/2001