ROSELYN HOUSE SCHOOL

SPECIAL EDUCATIONAL NEEDS POLICY

MISSION STATEMENT

Moving forwards together to a positive future

 

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 identity, race and sexual orientation; 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. We challenge discrimination across all protected characteristics and aim to provide positive information about different groups of people, that is non- stereotyping.

 

These aims can be achieved by being attachment aware in the following ways:

 

  • Being ‘fair’ is not about everyone getting the same (equality) but about everyone getting what they need (equity)

 

  • Understanding that behaviour is a form of communication. In the Code of Practice of SEN in 2014, SEMH replaced BESD which helps to promote a shift towards viewing behaviour as a communication of an emotional need

 

  • Taking non-judgemental, curious and empathetic attitude towards behaviour. We need to reflect on the feelings and emotions that may drive a certain behaviour rather than the behaviour itself

 

  • We need to understand that our students are vulnerable and not ‘badly behaved’. We need to find out what is making them vulnerable and put the appropriate strategies in place

 

  • We need not to take some behaviours personally and question why a young person is struggling and how do we help through this distress

 

  • Putting relationships first where we have strong relationships and operate as a whole school community where there is connection, inclusion, respect and value for all

 

  • Maintain clear boundaries and expectations. We have to have expectations, routines and structure. This is what makes our young people feel safe. At Roselyn House School we pride ourselves on nurture and structure

 

  • We need predictable routines and responses to behaviour which are modelled appropriately

 

  • Certain behaviours should be made explicit and rewards and sanctions an expected response

 

  • Understand that not all behaviours are a matter of choice and not all behaviours are within a young person’s control

 

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.

 

  • To provide a local offer to the LEA

 

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 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 The Code of Practice (2015) and it will be monitored and evaluated according to changes within the Code of Practices and when they arise.

 

Children’s SEN are generally thought of in the following four broad areas of need and support :

  • communication and interaction
  • cognition and learning
  • social, emotional and mental health
  • sensory and/or physical needs

 

However, individual young people often have needs that cut across all these areas and their needs may change over time. For instance speech, language and communication needs can also be a feature of a number of other areas of SEN, and children with an Autism Spectrum Disorder may have needs across all areas.

 

At Roselyn House School, we aim that, ‘The special educational provision made for a child should always be based on an understanding of their particular strengths and needs and should seek to address them all, using well-evidenced interventions targeted at areas of difficulty and, where necessary, specialist equipment or software. This will help to overcome barriers to learning and participation. Support should be family centred and should consider the individual family’s needs and the best ways to support them.’ (CoP 5.33)

 

The main changes from the SEN Code of Practice (2001) reflect the changes introduced by the Children and Families Act 2014. These are:

 

  • The Code of Practice (2014) covers the 0-25 age range and includes guidance relating to disabled children and young people as well as those with SEN
  • There is a clearer focus on the participation of children and young people and parents in decision-making at individual and strategic levels
  • There is a stronger focus on high aspirations and on improving outcomes for children and young people
  • It includes guidance on the joint planning and commissioning of services to ensure close co-operation between education, health and social care
  • It includes guidance on publishing a Local Offer of support for children and young people with SEN or disabilities
  • There is new guidance for education and training settings on taking a graduated approach to identifying and supporting pupils and students with SEN (to replace School Action and School Action Plus)
  • For children and young people with more complex needs a co-ordinated assessment process and the new 0-25 Education, Health and Care plan (EHC plan) replace statements and Learning Difficulty Assessments (LDAs)
  • There is a greater focus on support that enables those with SEN to succeed in their education and make a successful transition to adulthood
  • Information is provided on relevant duties under the Equality Act 2010
  • Information is provided on relevant provisions of the Mental Capacity Act 2005
  • There is new guidance on supporting children and young people with SEN who are in youth custody

 

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 identity, sexual orientation, ethnicity, impairment, ability, 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 mental health needs, 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, mental well-being, 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 young person has SEN if they have learning difficulties that calls for special educational provision to be made.

 

A young person has learning difficulties if they:

 

  • have a significantly greater difficulty in learning than the majority of others of the same age, or

 

  • has a disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

 

(SEN Code of Practice January 2015)

 

Young people 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 and Training Provision means:

 

‘The local authority must set out in its Local Offer an authority-wide description of the special educational and training provision it expects to be available in its area and outside its area for children and young people in its area who have SEN or disabilities from providers of relevant early years education, maintained schools, non-maintained special schools, pupil referral units, independent institutions approved under section 41 of the Children and Families Act 2014, and the full range of post-16 providers. This includes information about the arrangements the local authority has for funding children and young people with SEN, including any agreements about how providers will use any budget that has been delegated to them.’ (CoP 4.32)

 

Roselyn House School is an Independent Special Needs School registered with the DFE for students with Social, Emotional and Mental Health 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:

 

Personalised Learning Co-Ordinator/ Assistant Headteacher

 

Miss K Holmes

SEN Learning Mentor/ Autism Co-ordinator

 

Behaviour Mentor

 

Business Manager

 

RHISE Co-ordinator

 

Headteacher

Mrs T Higgins

 

 

Mr J Birkenhead

 

Mrs R Smith

 

Mr A Hartley

 

Miss S Damerall

 

   

 

Admissions

 

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

 

·

Dyslexia

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.

 

 

 

 

·

Dysgraphia

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.

 

 

 

 

·

Dyscalculia

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.

 

 

 

 

·

Dyspraxia

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.

 

 

 

 

·

ADD & ADHD

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/ EHCP they may or not be invited for a Non Prejudicial Visit to the school which will allow time for the Headteacher and Business Manager 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 a placement will be offered. However, the Headteacher and Business Manager 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.

 

All of our students have an EHC Plan or are undergoing conversion from a statement. The purpose of an EHC Plan is to make special educational provision able to meet the special educational needs of the child or young person, to secure the best possible outcomes for them across education, health and social care and, as they get older, prepare them for adulthood.

 

The EHC Plan uses assessment to:

 

  • establish and record the views, interests and aspirations of the parents and child or young person

 

  • provide a full description of the child or young person’s special educational needs and any health and social care needs

 

  • establish outcomes across education, health and social care based on the child or young person’s needs and aspirations

 

  • specify the provision required and how education, health and care services will work together to meet the child or young person’s needs and support the achievement of the agreed outcomes

 

 

Identification, Assessment and Provision

 

All teachers are responsible for identifying students’ individual needs and, in collaboration with the Personalised Learning Mentor and SEN Learning Mentor/Autism Co-ordinator, 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.

 

Students may be identified as having a range of the following needs which may be combined and can change over time:

 

Communication and interaction

 

Young people 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 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.

 

Young people with ASD, including Asperger’s Syndrome and Autism, 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.

 

Cognition and learning

 

Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. 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. Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.

 

Social, emotional and mental health difficulties

Young people 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 young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder

 

Sensory and/or physical needs

 

Some children and young people require special educational provision because they have a disability which 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 and young people with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning, or habilitation support. Young people with an MSI have a combination of vision and hearing difficulties.

 

Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers

 

Early Identification

 

Early identification of students with additional requirements is a priority.

 

CAT Testing- Miss Holmes

Literacy – Miss Holmes

Numeracy – Mr Hartley/ Miss Willacy

Behaviour – Mr Birkenhead

Emotional Intelligence – Miss Gornall

VARK/ Learning styles – Mrs Lloyd

Learning Support Plans – Miss Holmes

 

The school will use appropriate screening and assessment tools, and ascertain students’ progress through:

 

Tracking student progress is an important part of teaching and learning so that teachers can see any student who may need additional support, but also any student who may be excelling. Students also need to be aware of how they are doing so they have a reason behind their learning and re-focus their education from a disaffected experience.

 

Tracking student’s progress at Roselyn House School is done by subject staff through assessment files which all teachers should have. These should be referred to regularly and updated on a regular occasion. Data should be updated on the student’s Learning Support Plan.

 

 

 

Assessment used:

 

Cat 4

Provides a rounded profile of student ability so you can target support, provide the right level of challenge and make informed decisions about students’ progress. It provides a unique profile of strengths and weaknesses across four areas:

 

Verbal Reasoning – the ability to express ideas and reason through words is essential to subjects with a high language content, and the most obvious skill picked up by traditional assessment.

 

Non-verbal Reasoning – problem-solving using pictures and diagrams; skills which are important in a wide range of school subjects, including maths and science-based subjects.

 

Spatial Reasoning – the capacity to think and draw conclusions in three dimensions, needed for many STEM subjects, but not easily measured by other datasets.

 

Quantitative Reasoning – the ability to use numerical skills to solve problems, applicable well beyond mathematics.

 

It’s statistically reliable. CAT4 was standardised on 25,000 students and it’s verified every year based on analysis from a quarter of a million students.

 

Cat 4 testing gives you details on the potential of students, flagging where hidden factors are affecting performance. A range of easy-to-follow individual and group reports provide a more complete picture than curriculum tests can provide by themselves. They’re benchmarked against national performance and include KS2, GCSE and A-level indicators.

 

Progress Test Series – English, Maths, Science

Measures students’ knowledge, understanding and application of the core subjects:

 

English: focuses on grammar, punctuation and spelling, and on reading comprehension, using age-appropriate fiction and information texts.

 

Maths: assesses key aspect of maths appropriate to the age of the student including mental maths for those aged 8 and over.

 

Science: measures two dimensions of science learning, understanding of science content, and working scientifically (application of skills).

 

The PT Series is a once-a-year progress measure, used at the end of the academic year. It can also be used twice a year to support individual interventions and teacher planning.

 

It’s statistically robust. The PT Series was standardised against a UK sample of over 100,000 students, with benchmarks verified every year based on analysis from half a million students.

 

It supports school improvement initiatives by showing the relative performance of your students compared to national benchmarks. Testing year-on-year enables you to track individual and group progress. Transition tests provide an accurate profile of your students and sets a baseline from which to monitor progress.

 

New Group Reading Test

Tests not just the ability of students to decode what they read, but also to comprehend and apply meaning. It can be used to measure phonemic awareness in less able readers too.

 

NGRT (digital) can be used alongside New Group Spelling Test (NGST), which is also fully adaptive. The two tests work together, with a Spelling and Reading Report comparing and analysing the results from both.

 

NGRT was standardised against a UK sample of over 11,700 students. The national benchmarks within NGRT are verified every year based on analysis from almost half a million students, so it’s guaranteed to be statistically robust.

 

The test shows the reading ages and the Standard Age Scores of your students, so you can introduce extra challenge or interventions to address problems before they impact on performance. When used termly, reports show the progress your students have made across the year.

 

New Group Spelling Test

New Group Spelling Test (NGST) is an adaptive assessment which allows termly monitoring of spelling skills. When combined with our New Group Reading Test (NGRT) you can assess reading and spelling together.

 

The New Group Spelling Test (NGST) allows teachers to assess spelling ability benchmarked against the national average, and monitor progress.

NGST is aligned to the new curriculum in England and all questions are delivered via audio. The test is fully adaptive which means that the material adapts to the student’s ability.

 

The New Group Spelling Test has two sections:

Single word section - tests five or six spelling rules in line with the new curricula.

Spelling in context section - tests a variety of different spelling rules using sentence completion tasks.

 

NGST features three equivalent forms A, B and C, one of which can be used in each term of the year.

 

By administering NGST for all students at the beginning, middle and end of a school year, you can monitor spelling progress.

 

NGST is a screener for all students at the beginning of a year, to identify any students who may be in need of additional diagnostic assessment and support for specific literacy difficulties.

 

A valuable reference point and means of national comparison

 

The Standard Age Score (SAS) provides a national benchmark, allowing the ability to  compare each student’s performance with other children of the same age, and track progress year-on-year.

 

Data is presented in visually accessible tables, bar charts and scatter graphs that allow for easy comparison, as well as clear narrative explanations that explain the student profile and its implications for teaching and learning.

 

The diagnostic information provided together with the ability to measure impact pre and post intervention makes NGST a valuable assessment. The reports include:

Group report for teachers - stanines for each section to highlight where a wide discrepancy may need particular attention.

 

Individual report for teachers – offers a detailed analysis of responses to the two sections of NGST, a profile summary and tailored implications for teaching and learning

 

Group progress report for teachers – see two points of progress at-a-glance against a national sample

 

Group progress report for three points of progress

 

A spelling and reading group report - allowing you to compare scores for NGST and NGRT

 

A spelling and reading individual report - allowing you to compare scores for NGST and NGRT

 

Spelling and Reading scores can be combined

 

Spelling and reading reports combine and compare scores from both tests – SAS, stanine and age equivalent scores

 

Dyscalculia Screener

Identifies dyscalculic tendencies in students aged 6–14+ years and recommends intervention strategies to help them achieve their potential.

 

The 30 minute test is a tool for screening an entire year group, or for screening those students showing some signs of difficulty. It can play an important part in helping both specialist and non-specialist teachers distinguish between those individuals who have poor maths attainment and those whose difficulties are associated with dyscalculia. The screener provides a true measure of a student's facility with numbers through evaluating their ability to understand number size, simple addition and simple multiplication.

 

The Dyscalculia Screener has been standardised, so you can be assured that results presented are accurate and reliable. Results are easy to interpret and information on a student's strengths and weaknesses are detailed across each test. Standard Age Scores are provided.

 

The assessment offers the following reports:

 

A Diagnostic Group Report; a convenient way of assimilating and storing results for a group of readers.

 

A Parent/Carer Report plus further guidance and letter templates will help support your communication with parents and carers both before and after screening.

 

Dyslexia Screener

The Dyslexia Screener is an assessment that identifies dyslexic tendencies in students aged 5–16+ years and recommends intervention strategies to help them achieve their potential.

 

The 30 minute test is an ideal tool for screening an entire year group, or for screening those students showing some signs of difficulty. It can play an important part in helping both specialist and non-specialist teachers distinguish between those individuals who are having general difficulties in literacy and those whose difficulties are associated with dyslexia.

 

The assessment comprises six tests covering three areas, with two assessments for each: Ability, Attainment and Diagnostic.

 

Pupil Attitudes to Self and School

Uncovers emotional or attitudinal problems (such as low self-regard or attitudes to attendance) likely to hinder achievement at school.

 

PASS was established by educational psychologists and standardised on 600,000 children, so the results are statistically reliable in measuring highly subjective and sensitive issues.

 

It informs on potential, or actual, risks of disengagement in children, graded according to a simple traffic light system, and measured against national benchmarks. Green, yellow, amber and red flags provide an instant visual indication of problems and their severity.

 

It’s a short self-evaluation digital survey which takes just 20 minutes. Students are asked to respond to a series of statements about learning and school, corresponding to these nine standardised factors proven to be significantly linked to educational goals.

 

It looks and measures the following attitudinal factors:

 

1. Feelings about school

Explores whether a student feels secure, confident and included in their learning community.

 

2. Perceived learning capability

Offers an insight into a student’s level of self-respect, determination and openness to learning.

 

3. Self-regard

Equivalent to self-worth, this measure is focused specifically on self-awareness as a learner, highlighting levels of motivation and determination.

 

4. Preparedness for learning

This measure covers areas such as study skills, attentiveness and concentration, looking at the student’s determination and openness to learning.

 

5. Attitudes to teachers

This measures a young person’s perceptions of the relationships they have with the adults in school. A low score can flag a lack of respect.

 

6. General work ethic

Highlights the student’s aspirations and motivation to succeed in life, this measure focuses on purpose and direction, not just at school, but beyond.

 

7. Confidence in learning

Identifies a student’s ability to think independently and to persevere when faced with a challenge.

 

8. Attitudes to attendance

Correlating very highly with actual attendance 12 months later, this measure enables teachers to intercede earlier with strategies to reduce the likelihood of truancy.

 

9. Response to curriculum demands

This measure focuses more narrowly on school-based motivation to undertake and complete curriculum-based tasks, highlighting the student’s approach to communication and collaboration.

 

Emotional Literacy

This is a standardised assessment measuring students' emotional literacy and providing ideas for intervention.

 

The assessment is designed to discover where students’ strengths and weaknesses are in the area of emotional literacy, in order to provide a better understanding of these competences and, where necessary, to highlight areas for intervention.

Emotional Literacy covers five key areas of emotional literacy:

 

  • Self-awareness
  • Self-regulation
  • Motivation
  • Empathy
  • Social skills

 

The assessments take the form of three checklists:

 

Student checklist – the child marks themselves against statements such as ‘I often lose my temper’ using ‘very like me’ through to ‘not like me at all’. Each answer has a numerical score, which combine into an overall emotional literacy score.

 

Teacher checklist – completed by the teacher and scored in the same way as the student checklist – produces a score for each of the subscales (self-awareness, self-regulation, motivation, empathy and social skills) as well as the overall emotional literacy score.

 

Parent checklist - mainly used for the parents of children receiving 1-1 or small group intervention – produces a score for each of the subscales, as well as the overall emotional literacy score.

 

VARK

Is an assessment that gives guides to learning styles, in order to build strategies for teaching students to meet their individual styles of learning. It helps a student to learn about their self and promotes understanding as a learner.

 

In addition to aforementioned assessment, we use,

 

  • evidence obtained by teacher observation/assessment

 

  • student performance measures in Roselyn House School’s Levels against 1-9 level descriptors

 

  • Behaviour Profile Assessment

 

  • records from student’s previous school

 

  • information from parents/carers

 

  • individual Speech & Language Assessment, Occupational Therapy, Autism Spectrum assessment where required

 

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

 

  • RHISE programmes of outreach learning

 

  • 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. 

 

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. This is taking the SEN Code of Practice, Assess, Plan, Do and Review approach.

 

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 Personalised Learning Co-ordinator 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/mental health 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 Personalised Learning Mentor, 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 Personalised Learning Co-ordinator 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 Personalised Learning Co-ordinator  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 (IEBP) 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 IEBP 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 IEBP’s

 

IEBPs 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 IEBPs 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.

 

‘Effective parent participation can lead to a better fit between families’ needs and the services provided, higher satisfaction with services, reduced costs (as long-term benefits emerge), better value for money and better relationships between those providing services and those using them. Local authorities and parents should work together to establish the aims of parent participation, to mark progress and build trust. To enable effective parental participation, local authorities should consider in particular the timing of events and meetings – for example, organising them during the school day while children are at school and ensuring that parents have enough notice to allow them to organise childcare.’

(CoP 2015 4.13)

 

The school considers parents/ carers of our students as valued partners in the process.

 

 

 

 

Involvement of Students

 

Depending on appropriateness, SEN students will also be encouraged to participate in the decision making processes affecting them.

 

‘Local authorities must engage young people directly in developing and reviewing the Local Offer and should consider setting up a forum, or a range of forums, to do so. Local authorities should make every effort to engage a cross-section of young people with a range of SEN and disabilities, in a variety of settings and circumstances and at different ages within the 16–25 age range. Local authorities should make every effort to establish the issues on which young people most want to be engaged. They should also consider using a variety of methods to engage young people. These could include surveys and social media or young people’s forums, and making existing consultation groups, such as a local youth council, accessible to young people with SEN or disabilities. Young people should also have opportunities to be engaged independently of their parents.’ (CoP 4.11)

 

At Roselyn House School, we involve students in all aspects of decision making about their education and future options, especially Post 16. We encourage students to become more independent at Key Stage 4 and 5 with the introduction of Personal, Learning and Thinking Skills, Independence and Life Skills. We encourage students who may have communication difficulties to use a variety of ways of expressing themselves or utilising an interpreter/facilitator. Students are involved in target setting for their future. They complete learning goals Termly to set out what they want to do.

 

‘All students aged 16-19 (and students up to the age of 25 where they have an EHC plan) should follow a coherent study programme which provides stretch and progression and enables them to achieve the best possible outcomes in adult life.’ (CoP 7.6)

 

Transitions

 

SEN support should include planning and preparation for the transitions between phases of education and preparation for adult life. To support transition, the school will share information with the school, college or other setting the child or young person is moving to. We will agree with parents and students the information to be shared as part of this planning process. Where a student is remaining at the school for post-16 provision, this planning and preparation should include consideration of how to provide a high-quality study programme, individualised for his or her needs.

 

Meetings will be held to update assessment for EHC Plans and support provided during the transition into adult services in respect of education, health and care needs.

 

 

 

 

Planning for Adult Life

 

Being supported towards greater independence and employability can be life transforming for young people with SEN. This support needs to start early and should centre around the child or young person’s own aspirations, interests and needs.

 

All professionals working with them should share high aspirations and have a good understanding of what support is effective in enabling children and young people to achieve their ambitions.

 

Preparing for adulthood means preparing for:

 

  • higher education and/or employment – this includes exploring different employment options, such as support for becoming self-employed and help from supported employment agencies

 

  • independent living – this means young people having choice, control and freedom over their lives and the support they have, their accommodation and living arrangements, including supported living

 

  • participating in society, including having friends and supportive relationships, and participating in, and contributing to, the local community

 

  • being as healthy as possible in adult life

 

At Roselyn House School we operate programmes of study in Key Stage 4 & 5 to help plan for the best outcomes in adult life which focuses on aspirations and outcomes, using information from EHC plans and other planning to anticipate the needs of our young people and ensure there are pathways into college/ employment, independent living, participation in society and good health.

 

We design bespoke packages in Year 12 & 13 which do not mean attendance at school for five days. It may include attendance at other training providers, periods outside education institutions with appropriate support, including time and support for independent study.

 

A package of provision can include non-educational activities such as:

  • volunteering (D of E) or community participation
  • work experience
  • opportunities that will equip young people with the skills they need to make a successful transition to adulthood, such as independent travel training, and/or skills for living in semi-supported or independent accommodation, and
  •  training to enable a young person to develop and maintain friendships and/or support them to access facilities in the local community. It can also include health and care related activities such as physiotherapy.

 

Full-time packages of provision and support set out in the EHC plan should include any time young people need to access support for their health and social care needs. This includes associated therapies.

 

Inclusion and Equality

 

All schools have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. These duties are anticipatory – they require thought to be given in advance to what disabled children and young people might require and what adjustments might need to be made to prevent that disadvantage. Schools also have wider duties to prevent discrimination, to promote equality of opportunity and to foster good relations.

 

The Mental Capacity Act

 

The right of young people to make a decision is subject to their capacity to do so as set out in the Mental Capacity Act 2005. The underlying principle of the Act is to ensure that those who lack capacity are empowered to make as many decisions for themselves as possible and that any decision made or action taken on their behalf is done so in their best interests. Decisions about mental capacity are made on an individual basis, and may vary according to the nature of the decision. Someone who may lack capacity to make a decision in one area of their life may be able to do so in another.

 

Complaints Procedure

 

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

 

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/Mental Health Support Services

 

  • Dyslexia Institute Educational Psychologists

 

  • Educational Psychologists

 

  • Clinical Psychologists

 

  • Speech Therapists

 

  • Play Therapists

 

  • Occupational Therapists

 

  • Counsellors

 

  • Young Addaction

 

  • CAMHS

 

  • Autism Services

 

  • SCAYT

 

  • Adult Mental Health

 

  • Young Peoples Service

 

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

 

  • Placing Authorities

 

  • Social Services

 

  • Adult Care Services

 

  • Other Groups and Organisations

 

Other Guidance relevant to this policy:

 

  • Working Together to Safeguard Children: A guide to inter-agency working to safeguard and promote the welfare of children (July 2018)
  • Keeping Children Safe in Education: Statutory guidance for schools and colleges  (September 2018)
  • The Children Act 1989 Guidance and Regulations Volume 2 (Care Planning Placement and Case Review) and Volume 3 (Planning Transition to Adulthood for Care Leavers): Guidance setting out the responsibilities of local authorities towards looked after children and care leavers
  • Equality Act 2010: Advice for schools: Non-statutory advice from the Department for Education, produced to help schools understand how the Equality Act affects them and how to fulfil their duties under the Act
  • Reasonable adjustments for disabled pupils (2012): Technical guidance from the Equality and Human Rights Commission
  • Supporting pupils at school with medical conditions (2014): statutory guidance from the Department for Education
  • Special educational needs and disability code of practice:  0 to 25 years Statutory guidance for organisations which work with and support children and young people who have special educational needs or disabilities (January 2015)
  • The Mental Capacity Act Code of Practice: Protecting the vulnerable (2005)

 

This Policy should be read in conjunction with Roselyn House School’s:

 

Equality Policy

Race Equality Policy

3 Year DDA

Speech, Language and Communication Needs at Roselyn House School

Specific Learning Difficulties Policy

Behaviour Policy

Anti-Bullying Policy

Assessment and Marking Policy

Complaints Procedure

 

 

Reviewed: November 2018

 

 

 

 

Sample Learning Support Plan

Name of Student:

XXXXXXXXX

Class/ Year:

Class 2/ Year 10

Annual Review Date:

02/05/2012

Annual Review Update

Literacy:

Date:

Spelling

Reading

Acc

Reading Comp

National Curriculum Level

19/01/10 (On arrival)

WIAT

7.0

Standard 70

2nd centile

Chronological Age 12.0

WIAT

7.0

Standard 62

1st centile

Chronological Age 12.0

     

     

15/09/10 (Initial Assessment)

7.05

7.09 (7.02 to 8.06)

7.01 (6.09 to 7.05)

     

November

Autumn 2010

7.00 (Single WORD)

7.00 (NARA II)

     

2b

February Spring 2011

7.05 (Single WORD)

7.09 (NARA II)

7.01(NARA II)

2b

June

Summer 2011

7.06 (Single WORD)

8.06 (NARA II)

9.01 (NARA II)

2a

November

Autumn 2011

7.10 (Single WORD)

8.06 (BURT)

     

2a

March

Spring 2012

7.10 (Single WORD)

8.10 (BURT)

 

S&L 3c

R 3c

W 3c

 

 

 

 

     

Numeracy:

Date:

National Curriculum Level

 

19/01/10

Wechsler

Mathematics Reasoning 7.0 (0.5)

Numerical Operations

7.0

15/09/10

Level 9.

Raw Score 6.

2c

Autumn 2010

3b

Spring 2011

3a

Summer 2011

3a

Autumn 2011

3a

Spring 2012

4c

 

 

Behaviour:

 

General behaviours causing

concern

Specific behaviours causing

concern

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:

English

English

Art

Art

Now:

Now:

Art

Art

Science

 

Emotional Literacy:

* below average

** well below average

Initial Assessment:

Now:

*Empathy

*Self-Regulation

*Self-Regulation

**Empathy

**Motivation

**Motivation

**Self-Awareness

**Self-Awareness

Learning Style:

Initial Assessment:

Now:

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

www.spelling.hemscott.net

 

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.

 

College:

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

Phonics:

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

Or

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

Or

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.

 

Spelling:

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" "purpose" 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.

 

**Motivation

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:

DIY:

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.

 

Boxing:

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.

 

Music:

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