Special Educational Needs

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Special Educational Needs Policy

The Mount School recognises every 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 expected to acknowledge the needs of others. We foster a sympathetic, caring and respectful 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 children feel secure, listened to and respected. All children are encouraged to be proud 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 education of any pupils with special educational needs within our own school environment.
  • We aim to develop a differentiated response to individual pupils, recognising that learning difficulties are not restricted 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 children who may have special educational needs either throughout or at any time during their education at The Mount School.
  • 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 educational needs and to encourage them to participate as far as possible in all aspects 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.
  • To develop and maintain good working relationships between professionals.
  • To ensure efficient and equitable provision.
Responsibilities of the SENCO
  • Oversee the day-to-day operation of the school’s SEN Policy
  • Liaise with and advise fellow teachers
  • Coordinate provision for pupils with special educational needs
  • Oversee the records on all pupils with special educational needs
  • Liaise with parents of pupils with special educational needs
  • Contribute to the in-service training of staff
  • 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.
  • 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 children.
Communication with staff
  • Each term the SENCO produces a list of children requiring special provision. The list is distributed to all staff. Staff record relevant information in their registers.
  • The SENCO and the SEN teacher meet regularly with the Head to discuss any issues concerning SEN children.
  • The SENCO is available to offer advice on special educational needs to all staff on an informal basis.
  • A file will be made available in the staff room containing outline information on the special educational needs of each pupil.
  • Staff who are concerned about the progress of a child in their class complete a Record of Concern slip and then pass this to the SENCO who will take the necessary action.
Procedures
  • Girls are regularly monitored by both formative and summative assessment.
  • By Year 2, in consultation with staff and parents / carers, the SENCO will have referred any child potentially having SEN, to an Educational Pyschologist.
  • 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.
  • The SENCO in consultation with the Head and the parents will decide if it is necessary to refer the child to the school special needs teacher for assessment.
  • Following an assessment parents, the Head, SENCO and Head of Year receive a report which indicates the findings and the recommendations.
  • 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 record 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 valuable source of experience and information. Parents are consulted and kept informed at all intervention stages.

Links with other agencies
A wide range of agencies are available to the school. Each has its own contact and referral procedures and initial contact should be made through the Head or SENCO.

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