Special Educational Needs Policy


Statement of Intent


Roselyn House School values the abilities and achievements of all its students, and is committed to providing for each student, irrespective of ability, gender and race, a happy and caring environment in which they can develop their full potential.  We feel that we provide a nurturing environment for young people in which to recognise their individual needs and grow.



The Special Educational Needs (SEN) aims of the school are:


  • To ensure that all students have access to a broad and balanced curriculum.


  • To provide a differentiated curriculum appropriate to the individual’s needs and abilities.


  • To ensure the identification of all students requiring SEN provisions as early as possible in their school career.


  • To ensure that our students take as full a part as possible in all school activities.


  • To ensure that parents/carers of our students are kept fully informed of their child’s progress and attainment.


  • To ensure that all students are involved, where practicable, in decisions affecting their future SEN provision.


  • To offer individualised timetables to cater for specific needs.


  • To provide an Individual Learning Support Plan which caters for Social and Emotional aspects of learning, literacy/numeracy development.


  • To identify learning styles of students to help model learning plans and develop learning/thinking skills.
  • To provide specific intervention in Speech and Language/Communication Therapy, Anger Management, Social Interaction.


We recognise that our students have statements of Special Needs and will develop additional needs within their school life.  In implementing this policy we believe students will be helped to overcome their difficulties.


This document has been developed in consultation with the Headteacher, Deputy Headteacher and other members of staff within Roselyn House School; taking into consideration present and previous needs of our students.


It is a working document which reflects the ethos and practice within the school in relation to children with SEN.  It has been written with due regard to the requirements of the Special Educational Needs (2001) Code of Practice and it will be monitored and evaluated according to changes within the Code of Practices and when they arise.


At Roselyn House School, we are committed to inclusion.  We plan to develop cultures, policies and practices that include all our learners.  We aim to engender a sense of community and belonging, and to offer new and positive opportunities to learners who may have experienced previous difficulties.


This does not mean that we treat all learners in the same way, but that we will respond to learners in ways which take account of their varied life experiences and needs.


We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background.


This policy describes the way we meet the needs of students who experience barriers to their learning, which may relate to sensory or physical impairment, learning difficulties, or emotional or social development, or may relate to factors in their environment, including the learning environment they experience in school.


We recognise that students learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity.  We recognise for many of our students a crucial factor is their readiness to learn.  Often there have been large gaps in their education and a distrust may have developed.  This can be overcome by individually designed packages which aim to slowly integrate a young person back into learning.  We believe that many students, at some time in their school career, may experience difficulties which affect their learning, and we recognise that these may be long or short term.


Whilst many factors contribute to the range of difficulties experienced by our young people, we believe that much can be done to overcome them by parents/carers, teachers/learning support mentors, associated agencies and students working together.



Definition of SEN


A child has SEN if he/she has learning difficulties that calls for special educational provision to be made.


A child has learning difficulties if he/she:


  • has a significantly greater difficulty in learning than the majority of children of the same age


  • has a disability which prevents hinders the child from making use of educational facilities


Children are not regarded as having learning difficulties solely because their language, or form of language, is different from that in which they are taught.


Roselyn House School will have due regard for the Special Needs Code of Practice when carrying out our duties towards all our students, and ensure that parents/carers are notified of the specific SEN provision being made for their child.


Special Education Provision means:


For a child over two, educational provision which is additional to, or different from, the educational provision made generally for children of the same age in maintained schools in the area.  Roselyn House School is an Independent Special Needs School registered with the DFE for students with Social, Emotional and Behavioural Difficulties, Autism and/or Aspergers.


All staff are involved with working with our young people at Roselyn House School.  The team with specific responsibility for working on individualised learning plans are:


SEN Co-ordinator (SENCO):

Miss S Damerall

SEN Learning Mentor:

Mrs T Higgins

SEN Learning Mentor:

Miss L Kendall







All of our students admitted to Roselyn House School have a statement for Social, Emotional and Behavioural Difficulties.  In addition we cater for specific learning difficulties/associated disorders:




Students who experience difficulty with short-term memory, concentration and organisation.  This is often noticeable when processing information due to difficulty with visual and auditory perception skills.







This is a difficulty which affects writing ability which is often illegible and inaccurately spelt.  Many of our students experience this at varying degrees but it is not a match towards intelligence or have an effect on the ability to read.  The student may also experience difficulty with co-ordination and fine motor skills.







A student may have normal language ability but has difficulty with Maths skills.  They do not tend to notice common mistakes and can transpose, omit or reverse numbers.  There can be difficulty with time, direction sequences and memory for names.  Often a student may be late and find it difficult to follow timetables.  They can also have a poor sense of direction and get lost.







This is a developmental disorder which affects co-ordination.  It can impact on movement, perception, thought and can affect speech.  The student may experience difficulties with fine motor movement, whole body movement and hand – eye co-ordination.  They tend to lack co-ordination, the ability to sequence and organise.







A student diagnosed with ADD or ADHD may display disruptive behaviours which are not age appropriate.  They may have difficulty in focusing attention and struggle to complete a task.  Often his/her behaviour can be impulsive, be prone to mood swings and social clumsiness.  A student experiencing ADHD is often hyperactive and impulsive; finding it difficult to see the dangers of his/her actions and a student experiencing ADD has a higher risk of co-morbid depression or anxiety disorders.  He/she may find it difficult to concentrate.






Oppositional Defiance Disorder

Students may demonstrate a pattern of anger which is displayed through disobedience, hostility and defiance behaviour towards authority figures.  They can often be stubborn and often angry.







Aspergers/ Autistic Spectrum Disorder

This is a developmental disability characterised by impairments in social skills, language and behaviour.  He/she may experience difficulty with verbal communication and eye contact.






Conduct Disorder

This is a psychological disorder diagnosed which presents itself through a persistent anti-social behaviour where the basic rights of others are not considered and the student is often not age appropriate.






On reading a student’s statement they may or not be invited for a Non Prejudicial Visit to the school which will allow time for the Headteacher and Deputy Headteacher to get to know the individual child and background surrounding them.  Following this if the school feels that we can meet the young person’s needs that a placement will be offered.  However the Headteacher and Deputy Headteacher reserve the right to refuse a student admission if it is felt that their particular educational needs cannot be adequately met within the school or if their level of need is severe or if they could cause a danger to themselves or others around them.



Identification, Assessment and Provision


All teachers are responsible for identifying students’ individual needs and, in collaboration with the SENCO and SEN Learning Mentors, will ensure that those students requiring different or additional support are identified as early as possible.  Assessment is the process by which students with SEN can be identified.


Whether or not a student is making progress is seen as a significant factor in considering the need for individualised SEN provision at Roselyn House School.



Early Identification


Early identification of students with additional requirements is a priority.  The school will use appropriate screening and assessment tools, and ascertain students’ progress through:


  • evidence obtained by teacher observation/assessment


  • their performance in National Curriculum (N.C.) against level descriptors


  • student progress in relation to objectives in the National Literacy and Numeracy strategies


  • Neale Reading Analysis, Nfer Nelson Single Word Spelling Test, Suffolk Reading Scale


  • Nfer Nelson Mathematics Test


  • VARK – Learning Style Assessment


  • Emotional Literacy Test


  • Behaviour Profile Assessment


  • records from student’s previous school


  • information from parents/carers


  • individual Speech & Language Assessment



The main methods of provision made by the school are:


  • full-time education in classes, with additional help and support by Class Teacher/Learning Support Mentor through a differentiated curriculum


  • periods of withdrawal to work with a SEN Learning Support Mentor on Literacy, Numeracy, Communication, Speech & Language, Social, Emotional and Anger Management development


  • in-class support with adult supervision


  • support from specialists within class or as a part of a withdrawal programme


  • SEAL Curriculum supported by Therapeutic Activities


  • outside agencies to support specific need e.g. Speech & Language Therapy, CAMHS, Occupational Therapy



English as an Additional Language


Particular care will be needed for students whose first language is not English.  Teachers will closely follow their progress across the curriculum to ascertain whether any problems arise from uncertain command of English or from SEN.  It will be necessary to assess their proficiency in English before planning any additional support that may be required.  We have a translator/interpreter of Urdu, Gujarati, Punjabi and French.



Monitoring Student Progress


Progress is the crucial factor in determining the need for additional support.  Adequate progress is that which:


  • prevents the attainment gap widening


  • is equivalent to that of peers starting from the same baseline but less than the majority of peers


  • narrows the attainment gap between student and peers


  • equals or improve upon the student’s previous rate of progress


  • ensures full curricular access


  • shows an improvement in self-help and social or personal skills


  • shows improvement in the student’s behaviour


  • is satisfactory to student and parents/carers


The teaching of SEN students is a whole school responsibility.  The core of the teachers’ work involves a continuous cycle of planning, teaching and assessing, taking into account the differences in students’ abilities, aptitudes and interests.  Some students may need increased levels of provision and support at varying times throughout their school life.


Each student will undergo an Assessment on admission to the school where learning and specific needs will be identified.  From this point individual learning programmes will be agreed by the LEA and put in place.  Likewise, initial programmes may have been agreed prior to admission and may be agreed to cease at this point, since the need has already been met.  A comprehensive Learning Support Plan will be developed and reviewed at the Annual Review stage.  This will contain information on Specific Individual Learning Programmes for Literacy, Numeracy and Speech and Language Development, Preferred Learning Styles/Strategies, Specific Intervention Programmes and Strategies and SEAL Activities.


Where concerns remain despite sustained intervention Roselyn House School will recommend to the LEA that a formal assessment by an outside body, such as an Educational Psychologist, should take place.  Following this assessment, a revised learning programme will be put in place.  The school also recognises that the parents/carers have a right to request a formal assessment.



Record Keeping


The school will record the steps taken to meet students’ individual needs.  The SENCO will ensure that records are accurately maintained.


In addition to these records a student’s profile may also contain:


  • information from a previous school


  • information from parents/carers


  • information on progress and behaviour


  • student’s own perception of difficulties (student participation)


  • information from health/social services


  • information from other agencies



School Provision System


Early intervention can be put into place following a visit by the student and agreed with the placing authority.  During the six week assessment period intervention can be triggered through concern, supplemented by evidence that, despite receiving differentiated teaching, students:


  • make little or no progress


  • demonstrate difficulty in developing literacy or numeracy skills


  • show persistent emotional/behavioural difficulties which are not affected by the school’s behaviour management strategies


  • have sensory/physical problems, and make little progress despite the provision of specialist equipment


  • experience communication and/or interaction problems and make little or no progress despite experiencing a differentiated curriculum


If the school decides, after consultation with the parents/carers, that a student requires additional support to progress, the SENCO, in collaboration with teachers, will support the assessment of the student and have an input in planning future support.


The class teacher will remain responsible for planning and delivering individualised programmes.  Students at this level may not necessarily have individual targets as often a higher level of class differentiation will support the student.  Parents will be closely informed of the action and results.


Students who require additional support are provided with opportunity for withdrawal sessions which will cover individual learning programmes in literacy, numeracy,

social development, communication and anger management.  These individual programmes will reflect assessment by the SENCO and be carried out by the school’s SEN Learning Support Mentors.


Some students will require additional support from an outside agency; where further assessment may be required and additional intervention implemented.  This will be organised by Roselyn House School in discussion with the placing LEA.  External support services will require access to a student’s records in order to understand the strategies employed to date, and the targets set and achieved.


The specialist may be asked to provide further assessments and advice, and possibly work directly with the student. Parental consent will be sought for any additional information required.


The SENCO in collaboration with the Class Teacher and SEN Learning Support Mentor will decide the action required to help the student progress.  Based on the results of previous assessments, the actions might be:


  • deployment of extra staff to work with the student


  • provision of alternative learning materials/special equipment


  • group support


  • provision of additional adult time in devising interventions and monitoring their effectiveness


  • staff development/training to undertake more effective strategies


  • access to outside agencies for advise on strategies, equipment or staff training


  • strategies for students’ progress will be recorded in an Individual Education Plan (IEP) containing information on short-term targets, provision made, date for review, success and/or exit criteria, the outcomes recorded at review


  • specific individual learning programmes and specific intervention strategies will be recorded in a Learning Support Plan containing assessment data and progress made in literacy, numeracy, behaviour, emotional literacy and preferred learning style. 



Individual Education Plan


The IEP will record only that which is different from or additional to the normal differentiated curriculum, and will concentrate on three or four individual targets that closely match the student’s needs.



Reviewing IEP’s


IEPs will be reviewed termly. This review will be an “in-house” review between staff, and student, as appropriate.  Parents/carers will be informed by the school as to when this is to take place.  Initial IEPs are presented, discussed and agreed at the Initial Assessment meeting.



SEN Inset


All staff are encouraged to attend courses that help them to acquire the skills needed to work with SEN students.  As a routine part of staff development, INSET requirements in SEN will be assessed.  The Headteacher will undertake a similar review of training needs.  Individual Learning Plans will be discussed with all staff and specific interventions with SEN Learning Mentors.



Partnership with Parents/Carers


Roselyn House School firmly believes in developing a strong partnership with parents/carers and that this will enable our students with SEN to achieve their potential.  The school recognises that parents/carers have a unique overview of the student’s needs and how best to support them, and that this gives them a key role in the partnership.


“Parents/Carers hold key information and have a critical role to play in their children’s education.  They have unique strengths, knowledge and experience to contribute to the shared view of a child’s needs and the best way of supporting them.”  (CoP2.2)


The school considers parents/carers of our students as valued partners in the process.  Depending on appropriateness, SEN students will also be encouraged to participate in the decision making processes affecting them.



Complaints Procedure


The school’s complaints procedure is outlined in the school prospectus.



Links with External Agencies


The school recognises the important contribution that external support services make in assisting to identify, assess, and provide for SEN students.  When it is considered necessary, colleagues from the following support services will be involved with our students:


  • Behavioural Support Services


  • Dyslexia Institute Educational Psychologists


  • Educational Psychologists


  • Speech Therapists


  • Young Addaction


  • Young Peoples Service








In addition, important links are in place with the following organisation:


  • Placing Authorities


  • Social Services


  • Other Groups and Organisations
























Sample Learning Support Plan

Name of Student:


Class/ Year:

Class 2/ Year 10

Annual Review Date:


Annual Review Update






Reading Comp

National Curriculum Level

19/01/10 (On arrival)



Standard 70

2nd centile

Chronological Age 12.0



Standard 62

1st centile

Chronological Age 12.0



15/09/10 (Initial Assessment)


7.09 (7.02 to 8.06)

7.01 (6.09 to 7.05)



Autumn 2010

7.00 (Single WORD)

7.00 (NARA II)



February Spring 2011

7.05 (Single WORD)

7.09 (NARA II)

7.01(NARA II)



Summer 2011

7.06 (Single WORD)

8.06 (NARA II)

9.01 (NARA II)



Autumn 2011

7.10 (Single WORD)

8.06 (BURT)




Spring 2012

7.10 (Single WORD)

8.10 (BURT)


S&L 3c

R 3c

W 3c








National Curriculum Level




Mathematics Reasoning 7.0 (0.5)

Numerical Operations



Level 9.

Raw Score 6.


Autumn 2010


Spring 2011


Summer 2011


Autumn 2011


Spring 2012






General behaviours causing


Specific behaviours causing


Initial Assessment:

Initial Assessment:

  • Attention
  • Distracted by internal/external events Unable to sustain attention
  • Unable to sustain attention
  • Motivation
  • Lacks motivation
  • Lethargic and unwilling to work

Annual Review:

Annual Review:

  • Attention
  • Distracted by internal/external events Unable to sustain attention
  • Unable to sustain attention
  • Motivation
  • Lacks motivation
  • Lethargic and unwilling to work

Subjects with general behaviour concerns

Subjects with specific behaviour concerns

Initial Assessment:

Initial Assessment:











Emotional Literacy:

* below average

** well below average

Initial Assessment:










Learning Style:

Initial Assessment:


Multi-Modal (with Aural and Kinesthetic strongest elements)

Multi-Modal (Aural/Kinesthetic)





Specific Individual Learning Programme:

Preferred Learning Styles/Strategies:

25% Individualised Timetable:

Literacy development –

Sitis Sisters Reading Scheme


Sitis Sisters is a structured reading scheme for non-readers and lower than average ability readers who have never successfully managed to read a book. It is aimed at engaging girls and is appropriately challenging.


XXXXX has a mismatch between her experimental and oral skills and her skills in reading and writing.


The scheme will look at developing vocabulary, develop understanding of the events in a story, provide opportunities for formal sentence work and increase confidence in creative writing. This can be achieved through shared work and oral activities.




Spelling It Right – National Grid For Learning



In order to improve and develop his spelling ability, XXXXX should develop an interest in words and feel safe about trying new words, not just words he is sure about. She will learn about the way words are built up using syllables, basic spelling patterns of English. In order to understand the meanings of words she will develop the ability to memorise strategies. She will learn about prefixes and suffixes and when to use them. She will be encouraged to write for her own enjoyment without the fear that she will be criticised. Along with a reading scheme, XXXXX should be encouraged to read for pleasure and encourage her to look closely at words and talk about the vocabulary she uses. She will be encouraged to experiment with new words and discuss their uses.



To attend Preston College one day per week and complete a Level 1 Course in Childcare. To participate in both theory and practical sessions. To complete assignments relating to the course.


Multimodal preferences with a preference for Aural and Kinaesthetic learning styles. It is necessary for XXXXX to use more than one strategy for learning and communicating. She  will feel insecure with just one. Sometimes she may just switch into a different learning style for specific learning or stay in a mode different from the one the teacher is using as a result of low self esteem and desire to avoid the task for fear of failure.


Auditory Learners

  • sit where she can hear but needn't pay attention to what is happening in front
  • may not coordinate colours or clothes, but can explain why she are wearing what she are wearing and why
  • hum or talk to herself or others when bored
  • acquire knowledge by reading aloud
  • remember by verbalising lessons to herself (if she don't she have difficulty reading maps or diagrams or handling conceptual assignments like mathematics).

XXXXX has an Aural learning style which is one of the most well known learning styles. She soaks up information and finds this easiest when it is presented in an auditory way. She enjoys to talk in a one to one situation and to hear what others have to say.

Features: The aural learning style combines the best of auditory learning with musical memory. It is one of the primary learning styles. People who have this kind of learning style work best when they are able to hear directions and speak answers.

Learning techniques: There are strategies that can be used to increase learning for aural learners, such as listening closely to lessons while taking notes. Reading notes aloud also helps. Many aural learners tape lessons and training and play back the tapes as a study method. Maths concepts can be translated into oral problems. When trying to memorise something, speak the words over and over out loud.


XXXXX needs to be able to direct herself physically towards the speaker or sound, in order to achieve maximum attention. She should be encouraged to consider where the focus for listening should be. The focus will vary according to different activities, and her needs to be made aware of this. If the focus for aural/oral interaction is not an adult, then the students need to be reminded of the learning objective for the specific activity. Seating arrangements should be made clear to XXXXX and the purpose explained so that she does not waste valuable learning time trying to reorganise herself.


When asking XXXXX to work in a group, both in and outside the classroom, encourage her to focus on the speaker, who may be an adult or another student. In order to interact with others, XXXXX needs to be grouped facing others around the table .It is important to identify with XXXXX if she has a preferred hearing side.


Kinaesthetic Learners

  • need to be active and take frequent breaks
  • speak with their hands and with gestures
  • remember what was done, but have difficulty recalling what was said or seen
  • find reasons to tinker or move when bored
  • rely on what she can directly experience or perform
  • activities such as cooking, construction, engineering and art help them perceive and learn
  • enjoy field trips and tasks that involve manipulating materials
  • sit near the door or someplace else where she can easily get up and move around
  • are uncomfortable in classrooms where she lack opportunities for hands-on experience
  • communicate by touching and appreciate physically expressed encouragement, such as a pat on the back

Specific Intervention Programmes and Strategies:

SEAL Activities


Saying the Sounds:

XXXXX needs to be able to pronounce the sound represented by each letter pattern. It is useful for her to be able to say the letter names but to prioritise the sound.

When she says the letter sound it should be as pure as possible with little of the following vowel sound combined, e.g. mmm and sss rather than muh and suh.


The use of phonic sites for saying pure sounds could help to suppliment XXXXX’s development.


Blending the Sounds

‘Blending’ is the term used to describe reading a sequence of sounds, then combining them to read a word. (e.g. d-o-g/ dog) When blending it is particularly important to use pure sounds to be able to hear how they blend to make a word.


XXXXX responds well to multi-sensory approaches to learning. Blending can be multi sensory by eithis using:


Phonic fingers: hold up or point to a finger for each sound in a word, then say the complete word


Sound buttons: make XXXXXs under the letters in a word to show how the phonemes are represented. Use a dot to show whise a single letter represents a sound and a line to show whise more than one letter represents a sound.


Segmenting the sounds

Segmenting is the process of orally splitting a word into its sounds before spelling it

You can make segmenting multi sensory by using either:


Phonic fingers


Phoneme frames: say the word and decide how many sounds are in it (sock, s-o-ck, 3 sounds). Draw a box to represent each sound ooo then decide how to represent each of the sounds in the box.



Encourage XXXXX to try new words. This could be done by:

  • playing word games, such as:

Hangman , Boggle, Scrabble, Shannon's game

  • encouraging effective memorising strategies
  • encouraging good reading/writing posture - sitting up - eyes 12 to 18 inches away from the work forearms making a triangle with the torso
  • encouraging spare time reading
  • pointing out interesting newspaper items
  • encouraging visits to the library
  • buying comics, magazines and books as treats
  • respecting "good mistakes" :  those which use letter
    patterns which do make the right sound, even
    though they are not right for that particular word.
    e.g.: So, for "purpose": "purpus" would be a good guess - like "focus" "prupose" would be a less good guess
  • ensuring a dictionary is on hand






Use of the Emotional Curriculum for Early Teens KS4.

*Empathy – XXXXX will be encouraged to develop caring and compasionate attitudes and to become more tolerant of others. He will look at taking on the persepective of others and understand their feelings.


*Self-Awareness – XXXXX will look at becoming aware of both inner and outer states and processes. This involves knowing the likes, dislikes, hopes, preferences, cultural heritage, talent, shortcomings and other uniqunesses that make up each individual.


*Self-Regulation – this involves building a vocabulary for feelings and knowing and understanding the relationship between thoughts, feelings, and actions. It also includes the ability for XXXXX to learn to read feelings, clues in others and to respond appropriately. There is also work for XXXXX to focus what goes on behind  feelings and how the primary feelings underlying anger can control such strong and uncomfortable feelings.



Establishing learning behaviours


  • Be definite with XXXXX – know what expectations are and show certainty
  • Get him in the room
  • Be calm and consistent – interact calmly and fairly using a measured tone of voice at all times
  • Give her structure – ensure that lessons are well planned identifying XXXXX’s learning needs so that she has a clear understanding of requirements
  • Be positive – offer lots of praise for achievements and behaviours




Therapeutic Activities to support SEAL Development:


To take on responsibility of identifying and maintaining areas of Roselyn House School. To select appropriate materials to use and to go out and purchase them. To complete the repair work and be able to explain to others the reason for it. To feel a sense of ownership and promote the value of a tidy, safe school to others.



To develop in confidence by participating in a range of pad work and punching techniques such as Jabs, left and right hooks and upper cuts. To work on general fitness using skipping ropes, the gym, medicine balls as well as working on using the correct footwork, balance and boxing stance.  To spar in the ring with the boxing instructor and integrate some of the techniques while sparing. To adhere to the codes of conduct when at the gym and show self-discipline and a positive attitude towards the instructor and fellow peers.



To develop interest and skills in playing the guitar and drums. To share this enthusiasm with other students and encourage a formation of a band. To learn the bass guitar. To build up confidence and perform in front of others