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The Trinity Handbook

SEND (Special Educational Needs and Disability) Policy

SEND Policy

Ethos

"This Catholic School will seek to educate the whole person, academically, morally, socially and spiritually through the example of Jesus Christ and the witness of committed capable teachers". (The Trinity Catholic School Mission Statement)

This policy explains how The Trinity School makes provision for pupils with SEND, in line with the school’s ethos and with current legislative requirements (SEND Code of Practice 2014, Equality Act 2010).

At The Trinity School all children are entitled to a broad, balanced, relevant and differentiated curriculum. As a Catholic school we acknowledge the unique creation of every person and endeavour to meet the individual educational needs of all pupils. We are a mainstream secondary school, but are committed to providing where possible the necessary support in order to meet the needs of every pupil so that they can reach their potential.

SEND Report and Frequently Asked Questions

This policy should be read in conjunction with the SEND Report and FAQ article available in the Trinity Handbook on the school website.  Furthermore, there is an Accesibility Policy which is also available in the Trinity Handbook on the school website. 

Definition of SEND

The Special Educational Needs and Disability Code of Practice (0-25 years) 2014 states that:
“A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. A child of compulsory school age has a learning difficulty or disability if he or she:

  • Has a significantly greater difficulty in learning that the majority of others of the same age; or
  • Has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or post 16 institutions”

Many children and young people who have SEND may have a disability under the Equality Act 2010 defined as “… a physical or mental impairment which has a long term and substantial adverse effect on their ability to carry out normal day to day activities.”

This definition includes children and young people with long term medical conditions such as asthma, diabetes, epilepsy and cancer. Children and young people with such conditions do not necessarily have SEND but where a child requires special educational provision over and above the adjustments, aids and services required by the Equality Act 2010, they will additionally be covered by SEND definition.’

We provide for all kinds of SEN within the four main areas described in the new Code of Practice, June 2014. These are:

  1. Communication and interaction
  2. Cognition and learning
  3. Social, mental and emotional health difficulties
  4. Sensory and/or physical needs

If you require further information about the provision for SEND in the school please contact the Special Needs Co-ordinator, SENCO (SENCO@trinity.nottingham.sch.uk), or the designated member of the Senior Leadership Team via the school office.

Points of contact for SEND

At The Trinity Catholic school the SENCO, Mrs E Aitchison, is responsible for the day to day operation of the SEND policy. The Deputy SENCO is Mrs P Latimer and Mr S McClafferty is the member of Senior Leadership attached to SEND.  All SEN provision is co-ordinated from the Emmaus Centre, situated between the two school sites on Kingsbury Drive, and Elim located in the Lower School on Beechdale Road. All staff and governors contribute to the implementation of the policy which will be reviewed within the school year. The Link Governor for SEND is Mrs S Morris. 

Identification and Assessment: Record keeping and review

SEND records from primary schools are used to identify those pupils already on the SEND register. The SENCO visits the primary schools in the Academy Trust to discuss the needs of the pupils and to understand the provision that has been made for them at the primary school.

All pupils on entering Year 7 (or the school, if it is an in-year entry) are given a spelling test and a reading age test. The results from this will determine if further testing is required. All pupils on the SEND register are screened again at the end of the academic year. Progress is measured and reviews of interventions take place.

The school’s system for regularly observing, assessing and recording progress of all pupils is used to identify any children who are not progressing satisfactorily and who may have additional needs. This includes reference to information provided by assessments by specialist services as well as internal subject assessments.

All pupils identified as having SEND are placed on the school SEND register which is accessible to all teaching staff along with resources, guidance and access to CPD training materials.

A profile is formulated for all pupils identified as having specific learning needs and these profiles are shared with all staff on SIMS, the School’s Information Management System. A pupil may be removed from the SEND register but this will only take place after consultation with and the agreement of the parent/carer.

Parents/carers of pupils on the SEND register are invited for a review with the SENCO about their child’s provision and progress twice a year. The SENCO and/or members of the SEND team are also in attendance at every Parents’ Evening.


Provision

Whilst the school has limited specialist provision for special educational needs, the school has supported children with a range of different additional needs and we are committed to whole school inclusion. All pupils on the SEND register are placed in teaching groups in line with their academic ability. Therefore, SEND support is dispersed across many teaching groups in consultation with subject teachers to determine the level of support that is required.

The main methods of provision made by the school and co-ordinated by the SENCO are:

  • Full-time education in classes, with additional help and support by class teachers through a differentiated curriculum.
  • Teaching Assistants are allocated, where resources allow, to specific groups or faculties.
  • Tailored intervention to target specific learning needs and ensure that pupils are making progress towards achieving their targets.
  • In-class support with resources or specialised equipment.
  • Advice from specialists to provide support within class or as part of an agreed and monitored withdrawal programme.
  • Provision for those students who have SEND is graduated according to their needs. 

Specific SEND Support are interventions that are additional to or different from the school’s ‘Universal Provision,’ (the school’s differentiated curriculum). SEND Support intervention is triggered by the teacher’s or others’ concern, underpinned by evidence, about a pupil who, despite receiving differentiated learning opportunities:

  • Makes little or no progress even when teaching approaches are targeted particularly in a pupil’s area of weakness
  • Shows signs of difficulty in developing literacy or mathematics skills that result in poor attainment in some curriculum areas
  • Presents persistent emotional and/or social behavioural difficulties, which have not improved by the behaviour management techniques usually employed in the school
  • 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 a differentiated curriculum

The SENCO facilitates further investigation and assessment of the pupil’s particular strengths and weaknesses and then plans future support for the pupil in discussion with colleagues. The action is monitored and reviewed. The pupil’s teachers remain responsible for working with the pupil within lessons. All known information about the pupil is collected and additional new information is sought from parents and other external agencies. Pupils’ profiles are regularly updated.

The SENCO liaises with external support services in order to provide appropriate strategies to support all pupils.

Educational, Health and Care Plans

If a special school placement is necessary for a pupil, or parents feel that school is not making appropriate provision due to their child’s lifelong, complex or significant difficulties a statutory assessment may be requested. This process is usually requested by a school but can be requested by a parent. The application for an Education, Health and Care Plan will combine information from a variety of sources including:

  • Parents
  • Teachers
  • SENCO
  • Social Care
  • Health Professionals

Information will be gathered relating to the current provision provided, action points that have been taken, and the preliminary outcomes of targets set. A decision will be made by a group of people from education, health and social care about whether or not the child is eligible for a EHC Plan. Parents have a right to appeal against a decision not to initiate a statutory assessment leading to an EHC Plan.

Further information can be found via the Nottingham Local Authority.

Following Statutory Assessment an EHC Plan will be provided by Nottingham City Local Authority if it is decided that the child’s needs are not being met by the support that is currently available. The school, pupil and parents will be involved in developing and producing the plan. Once formed the EHC Plan will be kept as part of the pupil’s formal record and reviewed at least annually by staff, parents and the pupil. The annual review enables provision for the pupil to be evaluated and, where appropriate, for changes to be put in place.

Effectiveness of SEND Provision

The Governing Body will monitor, review and report upon the implementation of the SEND policy during the course of the academic year. An analysis of pupil attainment and progress will provide detailed and quantifiable evidence relating to the impact of the policy and this will be evaluated through the school’s assessment procedures:

  • The school’s tracking systems and teacher assessments
  • Use of standardised tests including reading and spelling ages
  • An analysis of external tests including GCSEs or equivalent qualifications
  • Raise Online, ALPs and 4matrix
  • Reports provided by external agencies

Social and Emotional Well Being

The Trinity Catholic School is committed to the principle of inclusion for all pupils, including those with special needs. All pupils have the opportunity to join any school activity including trips and extra-curricular activities. The SEND department in Emmaus and Elim is open to all students before and after school and students with SEND are encouraged to take part in all aspects of the school day. For example, TAs will accompany SEND students to extra-curricular clubs if they require support.

Emotional support is available in the form of mentoring programmes, work with assigned Key Workers, as well as access to the School Nurse and the school’s Faith in Families school social worker. There is also a regular CAMHS (Children and Adolescent Mental Health Service) drop-in service which pupils may be referred to by staff by agreement with agreement from parents.

Training in SEND

We aim to keep all school staff up to date with relevant training and developments in teaching practice in relation to the needs of pupils with SEND.

Our school offers the following training programmes:

  • Staff training takes place in staff meetings or on INSET days
  • The SENCO attends the annual SEN conference organised by the Nottingham City Local Authority
  • The SENCO attends regular SENCO network meetings open to SENCOs from all city schools and hosted frequently here
  • New teachers and students teachers are provided with special induction training around SEND at The Trinity Catholic School

The SENCO attends relevant SEND courses and facilitates/signposts relevant SEND focused external training opportunities for staff.

Involvement of Parents/Carers

At all stages of the special needs process, the school aims to keep parents/carers fully informed and involved.  This is done through review meetings and regular correspondence between home and school.  It is hoped that this will assist in supporting pupils to reach their full potential.  Parent/carers are encouraged to make a full and active contribution to their child’s education. The school welcomes feedback from parents all year round and parents can make an appointment to speak to any member of staff, including the SENCO, throughout the year.

The Children and Families Act 2014 places a requirement on local authorities to publish a SEND Local Offer, which will set out a range of additional services and provision across education, health, social care and across the public, voluntary and independent sectors. This will detail information about what is available to support families both with and without an EHC plan. The SENCO will help parents of pupils with SEND to identify appropriate provision that may be available through the local offer. They may also signpost parents to the Parent Partnership Service, or other organisation who may be able to offer specific advice, guidance and support, where required.

The Nottingham City Local Offer is available on their website. 

Involvement of Pupils

Where appropriate pupils with SEND will be assigned a Key Worker and where possible they will meet regularly to ascertain the wishes and feelings of the young person. Pupils are encouraged to attend their review meetings with their parents. In addition pupil voice surveys on the work of the Emmaus and Elim centres are carried out yearly and the results are used to influence future work of the SEND department.

Transition

The SENCO will visit all of the feeder primary schools to gather information on incoming Year 7 pupils with SEND. All non-feeder schools are also contacted by phone. An additional transition day is offered to those Year 6 pupils identified by the primary SENCOs as requiring one. We also co-ordinate with those external services that offer additional transitional support, such as the Autism Transition Team. The SENCO attends the Year 6 Parents’ Induction Evening.

Transitional support for students between years and/or Key stages is organised when needed and this is usually delivered by the pupil’s Key Worker.

Accessibility

The Trinity Catholic School has lessons taught in classrooms on narrow split level corridors, on different floors with 23 flights of stairs and on two sites divided by a busy road, which pupils must be able to cope with safely. Where possible there have been reasonable adjustments made to the school building to improve accessibility. 

Complaints procedure

Complaints about SEND provision within the school will be investigated initially by the SENCO and Headteacher who will report back to the complainant through the normal complaints procedure. If the complaint is not resolved, it will be considered by a Governor with responsibility for SEND and further recommendations may be made.

Glossary

SEND – special educational needs and disabilities
SENCO – special educational needs coordinator
TA – teaching assistant
LA – Local Authority
CAMHS – Children and Adolescent Mental Health Service
EHC – Educational, Health and Care
SIMS – School Information Management System

Review

This Policy was last reviewed in February 2017 and is reviewed annualy.

Next Review Due: February 2018

Policy Owner: Mrs E Aitchison (SENCO)

Link Governor: Mrs S Morris

Approval

This policy was approved by the Local Governing Body in May 2016