Special Education Needs.

Special Educational Needs and Disability (SEND) Policy

This policy is in line with our teaching and learning policy and equality policy and aims to support inclusion for all of our children. The responsibility for the management of this policy falls to the Director while the day-to-day operation of the policy is the responsibility of the Special Educational Needs Co-ordinator (SENCo). The Director and the SENCo will work together closely to ensure that this policy is working effectively.
High quality teaching is that which is differentiated to meet the needs of the majority of pupils. Some pupils will need something additional to and different from what is provided for the majority of pupils; this is special educational provision and we will use our best endeavours to ensure that provision is made for those who need it.

The O’ Brien Language Centre (The Centre) will do its best to ensure that the necessary provision is made for any pupil who has special educational needs or disabilities. We will ensure that all staff in the school are able to identify and provide for those pupils who have special educational needs or disabilities to allow pupils with SEND to join in the activities of the school.
The staff will also work to ensure that all SEND pupils reach their full potential, are fully included within the school community and are able to make successful transfers between educational establishments. This policy aims to support all members of staff in providing positive whole school approaches towards the learning, progress and achievement of SEND pupils. With this as an underlying principle, we believe that:
All teachers are teachers of Special Educational Needs.
Every teacher is responsible and accountable for the progress and development of all pupils in their class.
Teaching and supporting pupils with SEND is therefore a whole school responsibility requiring a whole school response. Meeting the needs of pupils with SEND requires partnership working between all those involved – parents/carers, external agencies and the San Miguel de Salinas concejala de Educatiõn y Cultura.

School Admissions
No pupil will be refused admission to school on the basis of his or her special educational need. We will not discriminate against disabled children in respect of admissions for a reason related to their disability. We will use our best endeavours to provide effective educational provision.

Aims and Objectives
To provide the structure for a pupil-centred process that engages pupil, family, school and other professionals in planning for and implementing high quality, needs-led provision that is consistent across the school. This is to ensure all of our pupils are able to access the same opportunities for learning and social development achieving maximum progress, fulfilling their potential and promoting their well-being.

The SEND Policy of The Centre reflects the principles of the 0-25 SEND Code of Practice (2014). The aims of this special educational needs policy are to:
• Ensure the Equality Act 2010 duties for pupils with disabilities are met,
• To enable pupils with special educational needs to have their needs met,
• To take into account the views of the pupils with special educational needs,
• To encourage good communication and genuine partnerships with parents/carers of children with special educational needs,
• To facilitate full access to a broad, balanced and relevant education, including an appropriate curriculum for all Key Stages for pupils with special educational needs,
• To implement a graduated approach to meeting the needs of pupils by assessing, planning, implementing and assessing our practice.
• Develop a culture of inclusion valuing high quality teaching for all learners, with teachers using a range of effective differentiation methods,
• Employ a collaborative approach with learners with a SEN or disability, their
families, staff within school and any other relevant agencies
• Set appropriate individual learning outcomes based on prior achievement, high aspirations and the views of the learner and family,
• Share expertise and good practice across the school and local learning community,
• Make efficient and effective use of school resources,
• Have regard to the Code of Practice (2014) for the identification, assessment,
support and review of special educational needs

Definition of SEN
Pupils have special educational needs if they have a learning difficulty or disability which calls for special education provision to be made for him/her, namely provision which is additional to or different from that normally available in a differentiated curriculum. The Centre regards pupils as having a Special Educational Need if they:
a) Have a significantly greater difficulty in learning than the majority of pupils of the same age, or;
b) Have a disability which prevents or hinders him/her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions
c) A child under compulsory age has special educational needs if they fall within the definition at (a) or (b) above or would do so if special educational provision was not made for them.
Pupils must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.
The Centre will have regard to the SEND Code of Practice 2014 when carrying out its duties towards all pupils with SEND and ensure that parents/carers are informed by the school that SEND provision is being made for their child.
There may be times in a pupil’s school career when they are identified as having a Special Educational Need.
These pupils will be provided with intervention and/or support that is ‘additional to or different from’ the normal differentiated curriculum. This may be on an ongoing basis or for a limited time. Many pupils with sensory and/or physical disabilities may require adaptations, made as reasonable adjustments under the Equality Act 2010.

Areas of Special Educational Need
Under the SEND Code of Practice 2014 pupils identified as having a special educational need (SEN) will be considered within one or more of the following categories of need:
Cognition and Learning;
Children with learning needs may learn at a slower pace than other children and may have difficulty developing literacy or numeracy skills or understanding new concepts. Learning needs may be in addition to or as a result of other special educational needs.
Children with a specific learning difficulty (SpLD) will have difficulties related to one or more of dyslexia (reading and spelling), dyscalculia (maths), dyspraxia (co-ordination) and dysgraphia (writing).
Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.
Cognition and Learning needs include:
• Specific learning difficulties (SpLD)
• Moderate learning difficulties (MLD)
• Severe learning difficulties (SLD), and
• Profound and multiple learning difficulties (PMLD)
Social, Emotional and Mental Health Difficulties
Children may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self- harming, substance misuse, eating disorders or physical symptoms that are medically unexplained.
Other children may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.

Social, Emotional and Mental Health Difficulties include:
• ADD
• ADHD
• Attachment Disorder
Communication and Interaction needs
Children with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or because they do not understand or use social rules of communication.
The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives. Children with autism, including Asperger’s Syndrome, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
Communication and Interaction needs include:
• Speech, language and communication needs (SLCN)
• Autism (including Asperger Syndrome)

Sensory and/or Physical needs
Some children require special educational provision because they have a disability and this prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age-related and may fluctuate over time.
Many children with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning. Children with an MSI have a combination of vision and hearing difficulties. Some children with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.
Sensory and/or physical needs include:
• Visual impairment (VI)
• Hearing impairment (HI – including Deaf and hearing impairment)
• Multi-sensory impairment (MSI – sometimes referred to as Deafblind)
• Physical disability (PD).


A Graduated Response to SEND Early Concerns
The progress made by all pupils is regularly monitored and reviewed. Initially, concerns registered by teachers, parents/carers or other agencies are addressed by appropriate differentiation within the classroom and a record is kept of strategies used. This can be then used in later discussions if concerns persist.

How we identify and support pupils with SEN
All pupils’ attainment and achievements are monitored by their teacher who is required to provide high quality teaching and learning opportunities differentiated for individual pupils. Where a pupil is making inadequate progress or falls behind their peers, additional support will be provided under the guidance of the class teacher. Adequate progress could:
• Be similar to that of peers;
• Match or better the pupils’ previous rate of progress;
• Close the attainment gap between the pupil and their peers;
• Prevent the attainment gap growing wider.
Where pupils continue to make inadequate progress despite support and high quality teaching, the class teacher will work with the school’s Special Educational Needs Coordinator (SENCo) to assess if a pupil has a significant learning difficulty and agree appropriate support.
In some cases it may be necessary to seek assessment by or advice from an external professional such as a specialist teacher or educational psychologist. This will always involve discussion and agreement with the pupil’s parents/carers.
When considering whether a pupil has a special educational need any of the following may be evident:
• Makes little or no progress even when teaching approaches are targeted particularly in a pupil’s identified area of weakness;
• Shows signs of difficulty in developing literacy or mathematics skills which result in poor attainment in some curriculum areas;
• Persistent emotional or behavioural difficulties which are not ameliorated by appropriate behaviour management strategies;
• Has sensory or physical problems and continues to make little or no progress despite the provision of specialist equipment
• Has communication and /or interaction difficulties and continues to make little or no progress despite the provision of an appropriate differentiated curriculum.
• Has emotional or behavioural difficulties which substantially and regularly interfere with the pupil’s own learning or that of the class groups, despite having an individualised behaviour support programme;
• Has SEND or physical needs that require additional specialist equipment or regular advice or visits by a specialist service;
• Has a communication and/or an interaction difficulty that impedes the development of social relationships and cause a substantial barrier to learning.
Where a pupil is identified as having SEN, we will take action to support effective learning by removing barriers to learning and put effective special educational provision in place. This SEN support will take the form of a cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes.
For pupils with low level special educational needs this cycle will fit into the regular termly assessment and planning cycle for all pupils. For those pupils with more complex needs or for who a more frequent cycle needs to be employed additional meeting dates will be set.



In identifying a pupil as needing SEN support the class teacher, working with the SENCo, should carry out a clear analysis of the pupil’s needs. This should draw on the teacher’s assessment and experience of the pupil, their previous progress and attainment, as well as information gathered from other areas of the school.
The pupil’s development in comparison to their peers and national data should also be considered along with the parent/carer’s views and experience, the pupil’s views and, if relevant, advice from external support services. The school and parents/carers will meet, where appropriate, with other agencies.
This assessment will be reviewed regularly to ensure support and intervention are matched to need, barriers to learning are identified and overcome so that a clear picture of the interventions put in place and their impact is developed. With some areas of SEN, the most reliable method of developing a more accurate picture of need will be the way in which the pupil responds to an intervention.
Parents/carers, with their child, will meet with the class teacher and the SENCo to decide on the interventions and support to be put in place as well as the expected impact on progress and development. The date for review will depend on the level of need present.
Any resultant plan will clearly identify the areas of needs, the desired outcomes, the support and resources provided, including any teaching strategies or approaches that are required.
The support and intervention provided will be selected to meet the outcomes identified for the pupil, based on reliable evidence of effectiveness and will be provided by staff with appropriate skills and knowledge.
Where appropriate, the school will record the support from other agencies and how this will support the pupil in achieving the desired outcomes.
Parents/carers will then be formally notified by letter when it is decided to provide a pupil with SEN support (although parents/carers should have already been involved in the assessment of need).
So, if it is agreed that a pupil requires SEN support, all parties meet and decide on the way forward, detailing the support which intends to bring about progress.

The class teacher remains responsible for working with the pupil on a daily basis and will work closely with any other colleagues involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching.
The SENCo will support the class teacher in the further assessment of the pupil’s needs, in problem solving and advising on the effective implementation of support. The class teacher is responsible for the daily implementation of any plan.

There will be a review on the date previously agreed. This review will evaluate the impact and quality of the support and interventions and include the views of the pupil and their parents/carers.
Parents/carers will be given information about the impact of the support and interventions provided enabling them to be involved with planning the next steps. Where appropriate other agencies will be asked to contribute to this review.
Where a pupil has complex needs involving more than one agency it will depend on the pupil’s needs and the frequency of the educational reviews as to whether external agencies attend each educational review.
This review will feedback into the analysis of the pupil’s needs, then the class teacher, working with the SENCo, will revise the support in light of the pupil’s progress and development, with decisions on any changes made in consultation with the parent/carer and the pupil.
Where there is a sustained period of insufficient or no progress, the school may decide to gain involvement and advice from a specialist or external agency. The school will consult with parents/carers before involving a specialist or external agency.
When a pupil has made sufficient progress in their area of need that they no longer require any provision that is different from or additional to that which is normally available as part of high quality and differentiated teaching they will no longer be seen as requiring support.

Monitoring and Evaluation of SEND
Regular monitoring of the quality of provision for all pupils including those with SEND follows the Centre’s assessment and monitoring calendar. Additional training, advice and support will be provided to teaching staff where
necessary in order to facilitate pupil progress and to meet pupil needs.
Pupil progress is tracked regularly and where pupils are not making sufficient progress additional information is sought and appropriate action taken.

Supporting Pupils and Families
We value and accept the positive role and contribution parents/carers can make. We make every effort to work in full co-operation with parents/carers, recognising and respecting their roles and responsibilities. Parents/carers are encouraged to work with the school and other professionals to ensure that their child’s needs are identified properly and met as early as possible.
In order that they play an active part in their child’s development, the school endeavours to provide parents/carers with the relevant information so they can reinforce learning in the home.
At The Centre we endeavour to support parents/carers so that they are able to
feel fully supported and taken seriously should they raise a concern about their child. And to:
• Recognise and fulfil their responsibilities and play an active and valued role in their child’s education
• Understand procedures and documentation
• Make their views known about how their child is educated
• Have access to information, advice and support during assessment and any
related decision-making process about special educational provision.
Parents/carers of a child with SEN support will have the opportunity to meet with the SENCo at least two times a year formally. The SENCo is happy to meet with parents/carers, without prior arrangement, whenever possible.
Parents/carers are encouraged to seek help and advice from relevant Independent Information Advice and Support services.
These are able to provide impartial and independent advice, support and information on special educational needs and disabilities.

Children in Care:
When a child is in care, the carers are accorded the same rights and responsibilities as parents. The Director is the Designated Children Looked After teacher.

Pupil Voice
We hold the views of pupils highly and recognise the importance of gaining genuine pupil views in promoting the best pupil outcomes. Pupils are able to share their views in a number of different ways (appropriate to age and ability).
We ask all pupils to contribute to the setting of their own outcomes.


Partnership with External Agencies
The Centre has access to external agencies when advice is sought.

Transition
A change of school, class and staff can be an exciting, yet anxious time for all pupils. We recognise that this can be very challenging for some pupils with SEND. We endeavour to make sure these periods of change are carefully managed in a sensitive way to provide continuity of high quality provision and reassurance to pupils and families.

Training and Resources

Allocation of resources
• Resources are allocated to support children with identified needs as identified previously.
• Each year we map our provision to show how we allocate human resources to each year group; this is reviewed regularly and can change during the academic year, responding to the changing needs within our classes.
• This support may take the form of differentiated work in class, or a change of class if such a change is deemed necessary.
• Specialist equipment, books or other resources that may help the pupil are purchased as required

• External trainers can be brought in to address more specialist training needs such as dealing with specific medical conditions (e.g. epilepsy) or to train staff in the use of specific interventions.
• Peer support and guidance is available daily for all staff in school and some of the best training development occurs through professional dialogue with colleagues looking at meeting the specific needs of a pupil.

The Centre will:
• ensure that children and young people with SEN engage in the activities of the school alongside pupils who do not have SEN
• designate a teacher to be responsible for co-ordinating SEN provision – the SENCO.
• inform parents/carers when they are making special educational provision for a child


The Director has responsibility for the day-to-day management of all aspects of the school’s work, including provision for children with special educational needs. The Director will work closely with the SENCo.

SENCo:
In collaboration with the Director, the SENCO determines the strategic development of the SEND policy and provision with the ultimate aim of raising the achievement of pupils with SEND.
The SENCo takes day-to-day responsibility for the operation of the SEND policy and co-ordinates the provision for individual children, working closely with staff, parents/carers and external agencies. The SENCo provides relevant professional guidance to colleagues with the aim of securing high-quality teaching for children with special educational needs.
Through analysis and assessment of children’s needs, and by monitoring the quality of teaching and standards of pupils’ achievements and setting targets, the SENCo develops effective ways of overcoming barriers to learning and sustaining effective teaching.
The SENCo liaises and collaborates with class teachers so that learning for all children is given equal priority.
The principal responsibilities for the SENCo include:
• Overseeing the day-to-day operation of the SEND policy
• Co-ordinating provision for SEND pupils and reporting on progress
• Overseeing the records of all children with special educational needs and
ensuring they are up to date
• Liaising with parents/carers of children with special educational needs
• Contributing to the in-service training of staff
• Being a point of contact with external agencies.
• Liaising with early years providers, other schools, educational psychologists,
health and social care professionals and independent or voluntary bodies
• Liaising with potential next providers of education to ensure a pupil and their parents/carers are informed about options and a smooth transition is planned
• Monitoring the impact of interventions provided for pupils with SEND
• To lead on the development of high quality SEND provision as an integral part of the Centre’s aims.

All Teaching Staff
• All staff are aware of the school’s SEND policy and the procedures for identifying, assessing and making provision for pupils with special educational needs.
• Class teachers are fully involved in providing high quality teaching, differentiated for individual pupils. This includes reviewing and, where necessary, improving, their understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered.
• Class teachers are responsible for setting suitable learning challenges and facilitating effective special educational provision in response to pupils’ diverse needs in order to remove potential barriers to learning. This process should include working with the SENCo to carry out a clear analysis of the pupil’s needs, drawing on the teacher’s assessment and experience of the pupil as well as previous progress and attainment.

Meeting Medical Needs
The Centre 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.


The Centre is fully accessible for wheelchair users and has a disabled toilet facility. The Centre works hard to maintain and develop this accessibility.


Responding to Complaints
In the first instance, complaints about the provision or organisation of SEND are dealt with through the procedures outlined in the Centre’s policies.