Lead Person ……………………………………SEN Co-ordinator
Revised …..…………………………………….September 2015
Review date………………….…………………..September 2017
The school’s vision is:
- To develop every child to their full potential in all aspects of school life – health, emotional well-being, learning, citizenship and to engender a sense of belonging
- To foster an atmosphere which does not tolerate discrimination on any grounds – race, colour, culture, gender, SEN, disability, social/economic background
- To encourage knowledge, understanding and acceptance of difference – race, colour, culture, gender, SEN, disability, social/economic background
- To ensure reasonable adjustments are made to cater for all children’s diverse needs
- To maintain awareness of current disability legislation and how it affects our school
The number of pupils currently on the SEN register is identified below:
- 7 children with Statements and Education Health Care Plans (EHCP)
- 73 children with SEN Support
The range of disabilities include – Hearing Impairment, Speech and Language and associated communication difficulties, Dyspraxia, ADHD, Global delay, Dyslexia and children with characteristics of Autism, some with a formal diagnosis.
Statistically, the school has one of the highest deprivation indices for primary schools in the city. A large number of our children have significant emotional and behavioural needs.
An increasing number of children enter Early Years with extremely poor communication skills. The majority of these problems can be remedied through language development/enrichment programmes within the school and also with the advice and guidance of the Speech and Language Service.
Attendance is generally good amongst the SEN population and exclusions are rare.
There are no activities or areas of school which are inaccessible to the children attending at present. Adaptations to equipment have been made and there is a programme of monitoring/oversight by support staff where necessary.
In some circumstances, the children and their families, in consultation with the school, make decisions on the appropriate level of inclusion e.g. swimming, sports activities, non-educational visits. Alternative arrangements are made if it is felt deemed appropriate.
Teaching staff are aware of the varying needs of the children in their care. Each teaching member of staff and support TA are given the guidance and support needed for the pupils they support.
School has set the following priorities for the development of information and data to support the school’s accessibility plan:
- To ensure all staff are aware of the varying needs of children throughout the school
- To gather information formally on medical needs and set up a data base
- To disseminate information about pupil medical needs to relevant staff
- To provide regular training on current legislation for all staff
The views of children with Statements/EHCP and those with SEN Support are sought at Annual Reviews and twice yearly IEP reviews.
Their responses are usually positive. They feel that they are dealt with fairly and given opportunities to participate fully in the life of the school.
The school has an open door policy for parents/carers to discuss the needs of their children. Every effort is made to see parents/carers immediately, but if this is not possible a further time is arranged to suit all parties.
In consultation at Annual Reviews, parents/carers of children with Statements/EHCP have been satisfied with the level and quality of support given to their children.
Links with outside agencies are good and advice is sought regularly on a range of issues.
4. Increased access to the curriculum for disabled pupils
All children with disabilities currently educated at Thanet have access to the whole curriculum. No child is denied access to an appropriate curriculum on the basis of disability. Specific needs are addressed on an individual basis with common needs embedded in normal good practice.
We have good relationships with a wide range of outside agencies and seek help and advice as necessary. Learning support is directed to groups of children with greatest need and/or children with a specific identified need.
Support for children with Statements/EHCP is varied, no longer automatic one to one support, but related directly to the level and type of need. Most of our statemented children have a named person giving one to one support in accordance with the hours identified on each statement.
We aim to develop independence among all our children particularly amongst our most potentially ‘dependent’ children. We constantly review levels of support to achieve an acceptable balance between supporting dependence and supporting independence.
We have a range of hardware on loan from ESPD for particular children.
The school has set the following overall priorities for increasing curriculum access:
- To build access issues into existing policies e.g. strategies to help visual impairment, dyslexia, hearing impairment
- To examine alternative forms of recording e.g. signing, use of word processing packages
- To audit computer software in the school with regard to potential use for differing types of disability
5. Improving the physical environment
There is no disabled access to the upper floor, where Year 5 and 4 classrooms are located. At present this is not an issue as all our SEN children are mobile and are able to climb stairs independently, however Frederick Holmes have agreed to loan a stair climber if circumstances change.
A representative from the Hearing Impaired service is satisfied with the acoustics in the school in general and advised that, in the hall where acoustics are not good, children with hearing problems would be adequately supported by sitting near the front.
The school has set the following overall priorities for improving the physical environment:-
Acquire temporary ramps for wheelchair access to areas as necessary.
6. Improving the provision of information
Information given to all children and parents is routinely written in simple language.
Makaton/PEC signing is used to support communication for one child and all staff, including lunch time supervisors have had training from SALT.
At present we have no children who require different provision but we are aware of differing resources and where to get help e.g. VI Service will support use of Braille.
The school has set the following overall priorities for improving access to information:-
To audit need and build into existing policies.
Duration, review and revision
This plan will run until October 2017.
The plan will be evaluated annually and significant changes made.
Changes to Government legislation will be implemented as soon as practicable and the plan altered accordingly.
The plan will be fully reviewed and a new plan written in September 2017.
The plan will be available for all staff as part of an existing system of access to policies.
Copies will be centrally held and will be available to all parents or interested bodies on request.
The plan is available on the website.