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SEND, EAL and G&T Policy Document Approved on 26/04/2013
These Policies stand for all sections of the School including the EYFS. Certain sections which only apply to certain age groups are clearly identified. NB HoS refers to the Head of Junior / Senior School whichever is applicable
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SEND Policy Disability Equality and Access
3 Year Plan (2013-2016) FOUNDATION
Hipperholme Grammar School’s Learning Support Department Disability Equality and Access Plan has four inter-linked elements:
1. Information gathering 2. Improvements in access to the curriculum and employment by:
Providing for all pupils a curriculum that is appropriate to their needs.
Ensuring that the curriculum is delivered in such a way that all pupils, regardless of any impairment, may benefit fully from it.
Ensuring that recruitment procedures provide equal opportunities.
3. Physical improvements to increase access to education and associated services by:
Ensuring that all school buildings and grounds are fully accessible to pupils with mobility, sensory and other impairments.
Providing appropriate educational equipment and physical aids to ensure that educational programmes in the school can be fully accessed by all pupils
4. Improvements in the provision of information in a range of formats for disabled
pupils by:
Providing for pupils and their parents/guardians information about the school and its curriculum in a format that takes account of any disabilities.
Information gathering
Determining assistance required
Purpose and Benefit To enable the school to address specific disabilities either prior to entry to HGS or whilst at HGS.
Actions
Questionnaire included in application pack for parents asking parents to inform the School of any diagnosed disability/medical condition for which special provision needs to be made.
Access Arrangements for pupils when taking entrance exam.
To obtain any individual plans addressing any specific requirements identified above. Involve e.g. pupil, parents, staff, nurses, outside agencies as appropriate in order to devise appropriate plan.
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Gather feedback from disabled members of the community, both staff and pupils. Start/Finish Questionnaire for 2013 entry Responsibility Headmaster
Admissions Officer Head of Learning Support
Success Criteria Early identification of individual needs
Necessary adjustments made for each pupil Access to the school gradually improved for disabled people
Improving access to the curriculum and employment
Access to the Curriculum Purpose and Benefit
All pupils have equal access and benefit equally from the curriculum Actions
To monitor disabled pupils’ achievements in exams and tests. Use of standardised tests to give standardised Reading and Spelling Levels. Use of MIDYIS data. To ensure that all teaching staff of disabled students are informed of individual pupil’s needs Timetable modification Room modification Extra resources such as duplicate text books and coloured overlaid to be made available. One to one and small group tuition available through private arrangement Open Door policy to improve staff confidence to teach pupils with LDD Academic Departments encouraged to develop a consistent approach to differentiation to support disabled pupils Review IEPs and set new targets. Entering pupils for correct tier in exams. Correct Access Arrangements put into place. Interview with Head of Careers to ensure good choice of AS/A2.
Start/Finish On going Responsibility
Heads of Departments Heads of Section Head of Learning Support Individual teachers. Examination Officer
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Success Criteria
LDD pupils achieve their full potential. LDD pupils have individual education plans and are monitored and are not disadvantaged in any way.
Necessary adjustments made for each pupil Access to the school gradually improved for disabled
3. Physical improvements to increase access to education and associated services The buildings of the school are old and of a variety of building styles. The main building was built around 1800 and has several storeys. None of the buildings have lift access to upper floors but any new buildings will adhere to building regulations and will therefore conform to the DDA legislation. Classrooms are generally allocated on a per subject basis, with each academic department’s classrooms being allocated as a group based on the valid benefit of having all the facilities for one subject in one place. Pupils, therefore, must move from classroom to classroom, often on different floors and in different buildings. A physically disabled pupil would not be able to access all areas of the school. Given the extremely limited design of the original school, it is not practicable to install lifts to many rooms. Hand rails and ramps have already been fitted to ground floor areas to provide access to disabled people to school events on the ground floor. To ensure a pupil with physical disabilities could have full access to the curriculum, lessons could, if necessary, be relocated to other departments. A disabled toilet in the Senior School is planned to be built in July 2013.
Improvements in the provision of information in a range of formats for disabled pupils and parents or guardians
Title Purpose and
Benefit Actions Start/Finish Responsibility Success Criteria
Access to Information
To ensure that parents and guardians are fully informed.
1. Review information sent to parents and guardians to ensure it is accessible. 2. Ensure all staff are aware of guidance on accessible formats
Ongoing Ongoing
Headmaster All parents receive information in a format appropriate to their needs e.g. tape, large print, Staff produce routine information for pupils in appropriate format
Improve communication
To improve communication with disabled pupils and users
1. Review the website to ensure that it is clear, simple and easy to use 2. Publish
Academic Year 2013/4
Admissions Officer Network Manager School Secretary
Delivery of information is improved
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information in an appropriate format as required
Equal Opportunities EYFS
Within the EYFS We aim to:
provide a secure and accessible environment in which all our children can flourish and in
which all contributions are considered and valued;
value the contribution of all families to our understanding of equality and diversity;
provide positive non-stereotyping information about gender roles, diverse ethnic and cultural
groups and disabled people;
improve our knowledge and understanding of issues of anti-discriminatory practice,
promoting equality and valuing diversity; and
make inclusion a thread that runs through all our activities.
EYFS key themes and commitments
A Unique Child Positive Relationships Enabling Environments Learning and Development
1.2 Inclusive practice 1.3 Keeping safe
2.1 Respecting each other 2.2 Parents as partners 2.3 Supporting Learning 2.4 Key Person
3.2 Supporting every child 3.4 The wider context
Areas of learning and development
Training
We seek out training opportunities for staff and volunteers to enable them to develop anti discriminatory and inclusive practices, which enable all children to flourish.
We ensure that staff are confident and fully trained in administering relevant medicines and performing invasive care procedures when these are required.
We review our practices to ensure that we are fully implementing our policy for promoting equality, valuing diversity and inclusion.
Curriculum
The curriculum we offer encourages children to develop positive attitudes about themselves as well as people who are different from them. It encourages children to empathise with others and to begin to develop the skills of critical thinking.
Our environment is as accessible as possible for all visitors and users. If access is found to treat disabled children or adults less favourably then we make reasonable adjustments to accommodate their needs. We do this by:
making children feel valued and good about themselves;
ensuring that children have equality of access to learning;
undertaking an access audit to establish if the setting is accessible to all children;
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making adjustments to the environment and resources to accommodate a wide range of learning, physical and sensory impairments;
making appropriate provision within the curriculum to ensure each child receives the widest possible opportunity to develop their skills and abilities, e.g. recognising the different learning styles of girls and boys;
positively reflecting the widest possible range of communities in the choice of resources;
avoiding stereotypes or derogatory images in the selection of books/visual materials;
celebrating a wide range of festivals;
creating an environment of mutual respect and tolerance;
differentiating the curriculum to meet children’s individual and additional needs;
helping children to understand that discriminatory behaviour and remarks are hurtful and unacceptable;
ensuring that the curriculum offered is inclusive of children with special educational needs and children with disabilities;
ensuring that children learning English as an additional language have full access to the curriculum and are supported in their learning; and
ensuring that children speaking languages other than English are supported in the maintenance and development of their home languages.
Valuing diversity in families
We welcome the diversity of family lifestyles and work with all families.
We encourage children to contribute stories of their everyday life to the setting.
We encourage parents/carers to take part in the life of the setting and to contribute fully.
Junior School Equal Opportunities
We challenge personal prejudice and stereotypical views whenever they occur.
We value each pupil's worth, we celebrate the individuality and cultural diversity of the community centred on our school, and we show respect for all minority groups.
We are aware that prejudice and stereotyping are caused by poor self-image and by ignorance. Through positive educational experiences, and support for each individual's legitimate point of view, we aim to promote positive social attitudes, and respect for all.
Food
We recognise that mealtimes are an important social occasion. We help children to learn about a range of food, and of cultural approaches to eating, and to respect the differences among them.
Meetings
Meetings are arranged to ensure that all families who wish to may be involved.
Information about meetings is communicated in a variety of ways - written, verbal and in translation - to ensure that all parents have information about and access to the meetings.
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Supporting Children with SEND EYFS
The Hipperholme Grammar Junior School EYFS provides an environment in which all children are supported to reach their full potential.
• We have regard for the DfES Special Educational Needs Code of Practice (2001). • We ensure our provision is inclusive to all children with special educational needs. • We support parents and children with special educational needs (SEN). • We identify the specific needs of children with special educational needs and meet
those needs through a range of SEN strategies. • We work in partnership with parents and other agencies in meeting individual
children's needs. • We monitor and review our policy, practice and provision and, if necessary, make
adjustments. •
EYFS key themes and commitments
A unique child Positive relationships
Enabling environments
Learning and developments
1.1Child development 1.2 Inclusive practice 1.4 Health & well-being
2.1Respecting each other 2.2Parents as partners 2.3Supporting learning 2.4Key person
3.2Supporting every child 3.3The learning environment 3.4The wider context
4.1Play & exploration 4.2Active learning 4.3Creativity & critical thinking
Procedures
• We designate a member of staff to be the Special Educational Needs Co-ordinator (SENCO) and give his/her name to parents. Our SENCO is Mrs Louise Reynolds (EYSF). We ensure that the provision for children with special educational needs is the responsibility of all members of the setting.
• We ensure that our inclusive admissions practice ensures equality of access and opportunity.
• We work closely with parents of children with special educational needs to create and maintain a positive partnership.
• We ensure that parents are informed at all stages of the assessment, planning, provision and review of their children's education.
• We provide parents with information on sources of independent advice and support. • We liaise with other professionals involved with children with special educational
needs and their families, including transfer arrangements to other settings and schools.
• We provide a broad, balanced and differentiated curriculum for all children with special educational needs.
• _ We use a system of planning, implementing, monitoring, evaluating and reviewing
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Educational profiles • Individual educational plans (IEPs) for children with special educational needs. • We ensure that children with special educational needs are appropriately involved at
all stages of the graduated response, taking into account their levels of ability. • We have systems in place for supporting children during Early Years Action, Early
Years Action Plus, Statutory Assessment and the Statement process. • We use a system for keeping records of the assessment, planning, provision and
review for children with special educational needs. • We provide resources (human and financial) to implement our Special Educational
Needs Policy in the EYFS • We provide in-service training for parents, practitioners and volunteers. • We raise awareness of any specialism the setting has to offer, e.g. Dyslexia trained
staff. • We provide a complaints procedure. • We monitor and review our policy annually.
Definition of Learning Difficulties: Children have a special educational need if they have a learning difficulty, which calls for special educational provision to be made for them. Children have a difficulty if they:
Have a significantly greater difficulty in learning than the majority of children of the same age, or
Have a disability which prevents or hinders them making use of educational facilities of a kind generally provided for children of the same age, or
Where there is evidence of a discrepancy between intellect and performance. (Special Educational Needs Code of Practice, November2001. DfES)
Aims of Learning Support Department:
To allow pupils who are taught in the Learning Support Department greater access to a broad and balanced curriculum and to make them independent in their skills
To raise reading, spelling and comprehension accuracy levels
To increase confidence and self esteem of pupils
To raise general attainment levels
To support and guide pupils in their learning
To support staff and help them to enable all pupils to realise their potential and have access to the curriculum
Objectives for children with Special Educational Needs:
To apply a whole school policy to meeting each child’s individual needs following the guidelines of The Code of Practice for SEN (DfES 2001) and The Equality Act 2010
To identify, at the earliest opportunity, any child who may have special educational needs
To ensure that all school staff are aware of each child’s needs so that such needs may be met in all school settings
To provide a caring, supportive atmosphere and environment for those pupils identified with difficulties
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To promote self respect, independence and responsibility be encouraging pupils to be involved in the setting of targets and in self assessment
To endeavour that no child is discriminated against, in any area of school life, on the basis of his/her disability
To ensure that children’s records include information relating to their individual needs and the interventions, which have been provided and their outcomes
To conduct regular reviews of the children’s progress
To work in partnership with the children’s parents at all stages
To provide support for staff through Individual Education Profiles, so that the children’s needs can be met in the mainstream classroom
To provide suitable differentiated work and resources during the learning support lessons, to enable all children to access the curriculum at their own level
Responsibilities in accordance with The Code of Practice January 2001 and The Equality Act 2010: Head Teacher:
Will have an overview of the Department
Will monitor that all procedures are in place and being carried out
Will monitor that each child is receiving their entitlement
Will keep the Governing Body informed of procedures in the Learning Support Department
Establish appropriate staffing
Will maintain that the school reserves the right to make extra charge for extended support
Governing Body:
To have responsibility for monitoring that the Learning Support Department is fulfilling its obligation to the contents of The Code of Practice (Revised January 2001) and The Equality Act 2010. The governor responsible for Learning Support is Patricia Atkinson.
Learning Support Co-ordinator:
Learning Support Co-ordinator to be responsible for day to day operation of school policy and co-ordinating provision for pupils with Learning Support needs
To facilitate the transfer of information
Liaising/advising staff
Maintaining the school’s SEN register and records
Liaising with Parents
Organising in service training for staff by invited expert
Liaising with external agencies
Giving guidance for schools on Code of Practice and Equality Act
Maintaining Learning Support resources
Communicating Department policy to Parents through parent’s evenings, individual meetings or telephone calls whenever appropriate
Contributing to whole school planning and evaluation
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Responsibility to ensure that pupils are not treated less favourably within the school (Equality Act)
Provision for assessment and exam arrangements (Equality Act)
Provision for pupils (visual, speech/language/physical) who may need reasonable adjustment (Equality Act)
Individual Education Profiles issued to staff annually to inform on pupils needs
Liaising with feeder schools to give or receive relevant information on pupils
Informing class teachers of the need to provide and record differentiation in their planning, to address the specific needs of children, highlighted by their individual education profiles
Implementation: Learning Support Co-ordinator Junior School – Mrs Sue Powell B.Sc. P.G.C.E. Dip. Sp.L.D. Assessors Practising Certificate. Learning Support Assistant - Mrs Margot Walker Responsibilities:
Screen and record literacy skills
Help classroom teachers to provide intervention through Early Years Action and School Action plan
Plan and implement interventions following the advice of outside agencies through Early years Action Plus and School Action Plus, or a statement of educational needs
Provide specialist teaching to individuals, in response to needs identified at School Action and School Action Plus or a statement of educational needs
Keep individual Educational Profiles, to be reviewed annually with class teacher
Maintain SEN records so that they are readily accessible to staff
Provide information on all children with SEN to all members of staff who may be involved with them
Liaise with parents at all stages and involve them in decision making
Seek and respond to views of the children themselves at all stages
Ensure that suitable exam and entrance assessment arrangements are made for children who cannot cope with normal procedures
Admission Arrangements: At Nursery, Early Years children may arrive in school being supported by an outside agency, e.g. SALT. The Early Years Department liaise with that agency and records of communications are held by the head teacher.
We do not run a full range of diagnostic test for specific learning difficulties on admission
Any child who, at the admission interview, appears to have a specific learning difficulty, may be referred for further assessments so that the school is able to provide the appropriate intervention on arrival
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Entry is judged on an individual basis. If the school is made aware of a Special Educational Need prior to entry then the decision to admit will be made on the basis of this knowledge and a judgement of whether the school is able to address the particular needs of this child, given its resources, facilities, staffing and current arrangements
Hipperholme Junior School offers some Learning Support it does NOT advertise itself as offering specialist provision
Identification and Assessment:
Pupils may be identified during the admissions procedure
Pupils may be identified through their class teachers
Pupils may be identified through parental concerns
Any pupils whose reading accuracy, spelling accuracy or comprehension is of concern
Learning Support staff use data from tests to identify pupils with discrepancy in performance and potential
i) Whole School Assessment: Year groups assessment results are analysed for discrepancies ii) Learning Support Assessment: Once a child has been identified at class/entry level, specific tests for ability range and performance will be administered within the Department by Learning Support co-ordinator Results of Identification:
Pupils are offered support lessons and parents informed
Pupils have individual lessons weekly on a withdrawal basis funded by parents/carers.
Curriculum Support:
Supporting class teachers in differentiation techniques
Provide training for Teaching Assistants
Ensuring that pupils are receiving provision within the classroom to cater for their needs (Equality Act)
Individual information reports issued at the beginning of the year to assist teachers to plan for pupils needs
Time Tabling:
When support is needed in a withdrawal situation, the first priority is to ensure that all children have access to a broadly based curriculum and do not miss core subjects on a regular basis
Pupils are withdrawn on a rotational basis External Links:
After the identification/assessment process, parents are informed if there is a cause for concern. This would lead to the pupil being placed on the school SEN register
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The Learning Support Department strongly encourages a Parent/School partnership
The Learning Support Department is committed to involving and informing parents about the progress of their child
Parents are encouraged to participate in the process of identification and made aware of the teaching options relating to their child
Parents are advised and encouraged to participate in activities to boost their child’s progress, thus reinforcing the home/school partnership
External links with parents through Parents Evenings and organised meetings
At key transitional points e.g. Year 2 and Year 6, parents of children working in the Learning Support Department are encouraged to seek the advice and support of the Learning Support Department and outside agencies
Educational Psychologists are used throughout the school when deemed necessary
Consultants used for inset training and departmental support Complaints: Should anyone have any concerns or complaints about Special Education Needs Provision, they can refer to the Head of Learning Support, the Head teacher or, in extreme cases, to the Governors, in accordance with the grievance policy. Inset: All staff at Hipperholme Junior School attend conferences and training days on their own specialist areas. There are also regular INSET days held at school on topics of general concern. Special Needs are included in this general programme. Future Development: The following areas have been highlighted for development during 2012/2013:
Improve communication between the Learning Support Department and Class teachers through time allocated to termly planning meetings
To further encourage the planning and recording of differentiated tasks within the class plans which enable individual children to achieve their potential
To develop the recording of progress through the Schoolbase system.
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Strands of Action to meet special educational needs at Hipperholme Junior School.
Wave 1 (differentiated learning in class)
Wave 2 School Action (differentiation + small group/individual support)
Wave 3 School Action+ (differentiation +individual help with support teacher)
Wave 3+ (Individual help+ advice from external agency)
Assessment and Planning
Teacher assessment and screening tests
Teacher assessment, screening tests, in-school whole class assessments
In-school individual assessment by SpLD teacher
External assessment by external therapist/Ed Psychologist
Grouping for teaching purposes
Grouping flexibility used within the classroom
Small groups/pairs/individual work outside the classroom. PAT Toe by Toe Stride Ahead
As wave 2 plus individual support from SpLD teacher
Individual tuition to support programme drawn up by external therapist.
Human Resources
Class teacher and teaching assistant.
Learning support assistant in liaison with class teacher, parents/carers
Learning support teacher in liaison with class teacher, parents/carers
Learning support teacher in liaison with external therapist, class teacher and parents /carers
Curriculum and Teaching Methods
Differentiation for curriculum access using VAK
Specific reinforcement of particular skill through differentiated activities & resources
IEP to support specific targets
IEP to support specific targets
THE SENIOR SCHOOL
Learning Support Statement of Intent -
Our commitment to the school, pupils and parents
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We offer to the whole school support and expertise to help resolve difficulties and promote positive solutions for pupils experiencing barriers to their learning. We employ a range of strategies to achieve this including:
Identification & assessment of individual needs
Designing individual learning programmes
Advising and working with colleagues (academic & pastoral)
Liaising with external agencies
Communicating with parents We are committed to equal opportunities and show due regard in our work, policy and procedures to SENDA 2001.
Definition of Learning Difficulties:
Children have a special educational need if they have a learning difficulty, which calls for special educational provision to be made for them. Children have a difficulty if they:
Have a significantly greater difficulty in learning than the majority of children of the same age, or
Have a disability which prevents or hinders them making use of educational facilities of a kind generally provided for children of the same age, or
Where there is evidence of a discrepancy between intellect and performance. (Special Educational Needs Code of Practice, November2001. DfES)
Aims of Learning Support Department:
To allow pupils who are taught in the Learning Support Department greater access to a broad and balanced curriculum and to make them independent in their skills
To raise reading, spelling and comprehension accuracy levels
To increase confidence and self esteem of pupils
To raise general attainment levels
To support and guide pupils in their learning
To support staff and help them to enable all pupils to realise their potential and have access to the curriculum
To provide guidance to utilise the examination concessions effectively.
Objectives for children with Special Educational Needs:
To apply a whole school policy to meeting each child’s individual needs following the guidelines of The Code of Practice for SEN (DfES 2001) and Equality Act 2010
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To identify, at the earliest opportunity, any child who may have special educational needs
To ensure that all school staff are aware of each child’s needs so that such needs may be met in all school settings
To provide a caring, supportive atmosphere and environment for those pupils identified with difficulties
To promote self respect, independence and responsibility be encouraging pupils to be involved in the setting of targets and in self assessment
To endeavour that no child is discriminated against, in any area of school life, on the basis of his/her disability
To ensure that children’s records include information relating to their individual needs and the interventions, which have been provided and their outcomes
To conduct regular reviews of the children’s progress
To work in partnership with the children’s parents at all stages
To provide support for staff through Individual Education Profiles, so that the children’s needs can be met in the mainstream classroom
To provide suitable differentiated work and resources during the learning support lessons, to enable all children to access the curriculum at their own level
Responsibilities in accordance with The Code of Practice January 2001 and the Equality Act Sept 2010:
Head Teacher:
Will have an overview of the Department
Will monitor that all procedures are in place and being carried out
Will monitor that each child is receiving their entitlement
Will keep the Governing Body informed of procedures in the Learning Support Department
Establish appropriate staffing
Will maintain that the school reserves the right to make extra charge for extended support
Governing Body:
To have responsibility for monitoring that the Learning Support Department is fulfilling its obligation to the contents of The Code of Practice (Revised January 2001) and the Disability Discrimination Act (Sept 2002)
Learning Support Co-ordinator:
Learning Support Co-ordinator to be responsible for day to day operation of school policy and co-ordinating provision for pupils with Learning Support needs
To facilitate the transfer of information with departments
Liaising/advising staff
Maintaining the school’s SEN register and records
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Liaising with Parents
Organising in service training for staff by invited specialists.
Liaising with external agencies
Giving guidance for schools on Code of Practice and Equality Act
Maintaining Learning Support resources
Communicating Department policy to Parents through parent’s evenings, individual meetings or telephone calls whenever appropriate
Contributing to whole school planning and evaluation
Responsibility to ensure that pupils are not treated less favourably within the school (Equality Act)
Provision for assessment and exam arrangements (Equality Act)
Provision for pupils (visual, speech/language/physical) who may need reasonable adjustment (Equality Act)
Individual Education Profiles issued to staff annually to inform on pupils needs
Liaising with feeder schools to receive relevant information on pupils
Informing class teachers of the need to provide and record differentiation in their planning, to address the specific needs of children, highlighted by their individual education profiles
Implementation:
Learning Support Co-ordinator - Mrs S. Powell B.Sc. P.G.C.E. Dip. Sp.L.D.
Responsibilities:
Screen and record literacy skills
Plan and implement interventions following the advice of outside agencies through a statement of educational needs
Provide specialist teaching to individuals, in response to needs identified at School Action and School Action Plus or a statement of educational needs
Keep individual Educational Profiles, to be reviewed annually
Maintain SEN records so that they are readily accessible to staff
Provide information on all children with SEN to all members of staff who may be involved with them
Liaise with parents at all stages and involve them in decision making
Seek and respond to views of the children themselves at all stages
Ensure that suitable exam and entrance assessment arrangements are made for children who cannot cope with normal procedures
Identification and Assessment:
Pupils may be identified during the admissions procedure
Pupils may be identified as needing learning support at a previous school
Pupils may be identified through subject teachers or form tutors.
Pupils may be identified through parental concerns
Any pupils whose reading accuracy, spelling accuracy or comprehension is of concern
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The Learning Support co-ordinator uses data from tests to identify pupils with discrepancy in performance and potential
i) Whole School Assessment:
All year 7 take standardised assessments on entry (MIDYIS) results are analysed for discrepancies. All year 7 are screened for a reading, spelling and comprehension age on entry to year seven, results are analysed for discrepancies.
ii) Learning Support Assessment:
Once a child has been identified at class/entry level, specific tests for ability range and performance will be administered within the Department by Learning Support co-ordinator
Results of Identification:
Pupils are offered support lessons and parents informed
Pupils have weekly individual lessons on a withdrawal basis
Curriculum Support:
Supporting class teachers in differentiation techniques
Ensuring that pupils are receiving provision within the classroom to cater for their needs (Disability Act)
Individual information reports issued at the beginning of the year to assist teachers to plan for pupils needs
Time Tabling:
When support is needed in a withdrawal situation, the first priority is to ensure that all children have access to a broadly based curriculum and do not miss core subjects on a regular basis
Pupils are withdrawn on a rotational basis External Links:
After the identification/assessment process, parents are informed if there is a cause for concern. This would lead to the pupil being placed on the school SEN register
The Learning Support Department strongly encourages a Parent/School partnership
The Learning Support Department is committed to involving and informing parents about the progress of their child
Parents are encouraged to participate in the process of identification and made aware of the teaching options relating to their child
Parents are advised and encouraged to participate in activities to boost their child’s progress, thus reinforcing the home/school partnership
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External links with parents through Parents Evenings and organised meetings
At key transitional points e.g. Year 6-7 and Year 10-13, parents of children working in the Learning Support Department are encouraged to seek the advice and support of the Learning Support Department and outside agencies
Educational Psychologists are used throughout the school when deemed necessary. At AS level their input is strongly recommended
Consultants used for inset training and departmental support
Internal Links
Liaise with teaching staff to disseminate information about pupils
Future Development:
To further encourage the planning and recording of differentiated tasks within the class plans which enable individual children to achieve their potential
Improve administrative tasks and record keeping
Strands of Action to meet special educational needs at the Senior School. Wave 1 (differentiated
learning in class) Wave 2 School Action (differentiation + small group/individual support)
Wave 3 School Action+ (differentiation +individual help with support teacher)
Wave 3+ (Individual help+ advice from external agency)
Assessment and Planning
Teacher assessment and screening tests
Teacher assessment, screening tests, in-school whole class assessments
In-school individual assessment by SpLD teacher
External assessment by external therapist/Ed Psychologist
Grouping for teaching purposes
Grouping flexibility used within the classroom
Small groups/pairs/individual work outside the classroom. Clinics Workshops
As wave 2 plus individual support from SpLD teacher
Individual tuition to support programme drawn up by external therapist.
Human Resources Subject Teacher Subject teacher/HofS in liaison with parents/carers
Learning support teacher in liaison with class teacher, parents/carers
Learning support teacher in liaison with external therapist, class teacher and parents /carers
Curriculum and Teaching Methods
Differentiation for curriculum access using VAK
Specific reinforcement of particular skill through differentiated activities & resources
IEP to support specific targets
IEP to support specific targets
Provision for English as an Additional Language
Foundation
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Hipperholme Grammar School Foundation (the ‘School’) is a multi-cultural school. The School wants all of its pupils to have the same educational opportunities and experiences. This Policy applies throughout the Foundation. From time to time, the School may admit children for whom English is an Additional Language (EAL) if, on initial assessment, it deems them able, with appropriate support, to benefit in due course from the mainstream curriculum. Until such a time as the pupil is integrated in to the mainstream curriculum, individual tuition in English is provided by a specialist teacher as appropriate. 3. It is a condition of admission that the cost of such tuition and of any necessary assessment charges should be borne by the parents. Such charges will be communicated to parents with the offer of a place. 4. If the School has reason to suspect that a pupil for whom English is an Additional Language may also have Special Educational Needs, the Parents and the School will refer to the School's Policy on Learning Support. 5. Children who receive assistance with EAL are fully integrated into school life at the School. They will be part of a class group and will follow an appropriate timetable with the help of a specialist EAL teacher.
GIFTED AND TALENTED POLICY Foundation
Introduction
It should be noted that unfortunately the 1993 SEN code of practice did not include gifted and talented pupils in the definition of those with special educational needs. The target group for the Governments’ gifted and talented programme are the most able 10% - 15% of pupils (in national terms). Because of their ability, the educational requirements of these pupils can be different from that of the main body of the school’s population if they are to achieve their true innate potential, e.g. they need more conceptually challenging material or opportunities to develop specific talents or skills. There is a clear distinction between the Government cohort of gifted and talented pupils, i.e. a gifted pupil is considered to be one who shows exceptional ability in one or more of the elements of the School curriculum. a talented pupil is considered to be one who shows exceptional practical/performing abilities in one subject. It should be noted the traditional concept of 'Gifted and Talented' in educational psychology is restricted to a much smaller percentage of pupils - as low as 1% or 2%. Therefore much reference material relates to this smaller cohort of pupils.
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Aims This policy and its implementation aims to:
Ensure that all relevant school policies include a focus on the needs of gifted and talented children.
Set clear criteria by which gifted and talented pupils can be assessed, identified, registered.
Identify effective school-wide strategies that support the gifted and talented and nurture their capacity for unrestricted learning and creative thought.
Identify clear roles and responsibilities for staff both within the School and the LA, particularly the Gifted and Talented Co-ordinator.
Referral, Assessment and Identification Gifted children have a great thirst for knowledge and it is vital that this need is identified as early as possible so that parents and teachers can give them the required level of support in order that they may develop their talents. One of the greatest difficulties is in deciding whether or not to refer a pupil for assessment as gifted and talented. Is the child truly gifted and talented or just bight? The flowing list of characteristics of gifted and talented pupils can prove helpful in the decision whether to refer or not:
Bright Child Gifted and Talented Child
Is interested Is highly curious
Usually has good ideas Always has good ideas and sometimes lateral ideas which may appear at first to be silly
Knows most of the answers Knows most of the answers and starts to asks questions
Answers questions appropriately Answers questions but then tends to elaborate
Needs several repetitions for mastery of a skill
Needs only one or two repetitions for mastery
Understands ideas Constructs abstractions
Study skills are normal. Study skills may be characteristic of pupils much older or even poor.
Accepts normal academic regimes. May avoid academic regimes.
Enjoys peer company Social isolation, often preferring the company of adults. Have a belief that they are misunderstood and different to their peers. Living in their own "private" world.
Grasps meanings Draws inferences
Copies accurately Creates original work and designs
Technician/operator/follower Creator/inventor/leader
Concentration normal to good. Concentration outstanding or problematic.
Absorbs information Manipulates information
Good at memorising Good at memorising and making informed guesses
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Makes observations when shown how Is keenly observant
Pleased with own work Highly self critical and sets exceedingly high standards. May exhibit a high degree of frustration and self-blame associated with low confidence and self-esteem.
Enjoys straightforward sequential problems
Thrives on complexity
One thing that becomes clear from the list of characteristics is that many of them are not necessarily obvious in the classroom or within normal school activities. Therefore any strategies for identifying gifted and talented pupils must take account of these characteristics. Pupils who are thought to be gifted or talented are identified and assessed as early and thoroughly as is possible and necessary.
The Need for Early Identification
Like other children, gifted and talented children can often fail to achieve their potential and may be unable to cope with their abilities and can suffer from many difficulties. Early identification, assessment and provision is therefore very important for any gifted/talented child for the following reasons:
It can minimise the difficulties being encountered by the pupil – difficulties are identified in the table above by text in bold italics.
It can maximise the likely positive response of the child, e.g. gifted and talented children who are underachieving may be given a much needed boost by realising their potential (achieving a high IQ rating).
It can allow for a temporary learning difficulty to be overcome and for future learning to be unaffected.
If the child's learning difficulties prove less transient when addressed by the School alone, the external agencies can be brought in earlier and very likely with more success.
The process starts through liaison with our Primary feeder schools. The Gifted and Talented Co-ordinator visits our feeder primary schools in June to meet prospective pupils and their teachers during the year prior to their transfer to the secondary school. During the first three weeks of September all Year 7 pupils are given a Reading Test (indicating reading and comprehension ages), a Spelling Test and a Non-verbal Reasoning Test. Identification of pupils needing extra provision will be largely based on the results of these tests which are culturally neutral and useful for a range of ethnic groups. The Gifted and Talented Co-ordinator will spend a short time observing Year 7 classes before decisions are made on the kind of support to be provided. Specific requests for assessment and identification are considered from various sources including:
subject teachers request following observations or use of checklists; pupil self request; parental request; peer group request; management request;
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educational psychologist Health Authority or GP request; following information from previous school (e.g. primary school); following blanket testing of Year 7 pupils and National Curriculum tests; following diagnostic tests (norm, standardised and criterion referenced); following individual interviews; following evidence from out-of-school activities; following teacher tracking and observing individual pupils in lessons.
Pupils who are referred, assessed and identified as Gifted and Talented will be placed on the Gifted and Talented register.
Gifted and Talented Register
It is the responsibility of the Gifted and talented Co-ordinator to collate information from all sources, (e.g. feeder primary schools, departmental assessments) referring or identifying a pupil as Gifted and Talented. The collated information is integrated into the Gifted and Talented register. A summary of the register identifying Gifted and Talented pupils and their IEPs is issued to all members of the teaching staff, as soon as possible in the new academic year. The Gifted and Talented Co-ordinator updates the register during the course of the year, e.g. when Gifted and Talented pupils transfer from another school. All updates are circulated via the weekly Staff Newsletter. The Gifted and Talented Co-ordinator also contacts the parents of those on the Gifted and Talented register to inform them that their son/daughter has been identified as gifted or talented and detailing the procedure the school has in place for Gifted and Talented pupils, e.g. the provision of an IEP. We always ensure that a pupil who is identified as gifted and talented is identified as such to other schools and colleges to which they may transfer.
Strategic Provision
Teaching and learning An emphasis is placed on the development of a target-based programme for gifted and talented pupils in order to:
meet individual pupil's needs; build upon their individual strengths; encourage development in areas in which they need support.
For all pupils, a well structured school curriculum that incorporates differentiation (see separate policy) gives them an environment in which they can flourish. However, it is vital to remember that gifted and talented children may be academically several years ahead of their peers but are still likely to be emotionally and socially at their chronological age. A
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'mentor' is therefore appointed for each gifted and talented child - the mentor deals with academic, social and personal development of the pupil. It is important that the child approves of the choice of mentor. To ensure that pupils who have been designated as gifted and talented are appropriately challenged, teachers frequently modify the nature/scale/extent of the tasks with which they are presented. Teachers will:
have extension activities prepared which require the pupils to use their knowledge to solve more complex problems
have enrichment activities prepared which require the pupils to use their existing knowledge in a different or more challenging context (with the possibility of failure introduced as a learning opportunity).
encourage or require pupils to read, write and talk about their work, and to engage in discussions and/or to work with similarly 'gifted' pupils, either from this School or from some other.
enhance the differentiation within a lesson by i. offering a different starting point to the rest of the class
ii. requiring the gifted pupils to follow more detailed or demanding instructions iii. giving gifted pupils more independence to work on more open ended,
abstract or creative activities iv. making use of different learning styles which can benefit pupils by helping to
accelerate their learning. Extension and enrichment activities are crucial as Gifted and Talented pupils tend to finish core set tasks quickly and need less time to consolidate their knowledge.
Setting
The School does use separate sets for Maths and Modern Foreign Languages from the start of Year 8. In other subjects a mixed ability approach is used until the end of Year 9.
Homework
For all pupils homework is set to match their ability and the amount of homework and its frequency is regulated by the school’s homework timetable However, in the case of the gifted and talented pupils some staff may wish to set additional homework, but where this is the case the member of staff has to remain sensitive to the pupil’s social development and so limit the amount of extra homework given.
NAGC Membership
The School is an 'establishment member' of The National Association for Gifted Children and therefore any member of the teaching staff can now seek the advice of NAGC officers - this
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includes free consultations by telephone or letter concerning any individual pupil. In addition the School now receives:
access to INSET, counselling and telephone support services; all copies of all journals published, e.g. NAGC Newsletter and 'Gifted and Talented'; a copy of the NAGC Annual Report; an invitation to the NAGC Annual General Meeting; help with research and with curriculum development.
INSET & CPD
The school carries out regular reviews with all staff to identify the training needs of the individual members of staff regarding the identification and teaching of gifted and talented pupils. It is the role of the Gifted and Talented Co-ordinator, working with the Senior Leadership Team, to consider and identify the training needs in this area. However, one of the areas of particular concern in the design and implementation of the staff INSET Programme and School Improvement Plan is: (1) Are staff allowed enough time to develop the required skills and to prepare
adequately for their role? A useful approach to helping staff develop such skills is first and foremost to help them identify the skills they already have, perhaps by some form of self-rating check-list. The ability to identify and provide for gifted and talented pupils is a major skill.
The following list highlights the range of issues that have been considered when seeking to meet the needs of gifted and talented pupils. They have been developed after consultation with NAGC officers and they represent ongoing key issues for whole-school INSET and development:
Planning schemes of work and the broader curriculum with specific consideration being given to the gifted and talented pupils.
Related 'teaching and learning' issues, e.g. resources, differentiation, teaching and learning styles (see policy on teaching and learning).
Developing enrichment and extension materials to stretch the most able. Raising pupil achievement by removing barriers to learning and assessment for
groups and individuals. Individual Education Plans – Targets, Actions and Outcomes. The role of a school mentor. Developing better parental and community links. Why are these important? The writing of this policy. The structure and dynamics of different teaching groups. How can we identify gifted and talented children and assess their potential? Obtaining help from local and national organisations. (NAGC, NACE, CHI).
Roles And Responsibilities a) The role of the governors
1. To ensure there is a focus on gifted and talented children in school. 2. To have oversight and responsibility for the provision for gifted and talented children
within the school and to ensure adequate resourcing.
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3. To appointment a governor to take a special interest in gifted and talented children. This indicates the priority the Governing Body places in this area. The governor responsible for gifted and talented children is
PATRICIA ATKINSON. 4. To attend training on the education of gifted and talented children.
b) The role of the Headmaster/Senior Leadership Team 1. Effectively plan and manage a common approach towards organisational excellence,
i.e. to ensure that identified objectives are met against agreed quality, timescale and cost parameters. These objectives should address both individual and school needs through setting and achieving specified targets in the School Improvement Plan.
2. To prepare and submit to the Governors for approval a school policy on Gifted and Talented pupils.
3. To appoint a member of the SLT to oversee the implementation of the Gifted and Talented policy.
4. To appoint a Co-ordinator for Gifted and Talented pupils. 5. To ensure that staff development and deployment shows an awareness of gifted and
talented pupils. 6. Lead and motivate the school's staff and initiate whole school activities related to
gifted and talented pupils. 7. Allocate a proportion of budget to the teaching and learning of gifted and talented
pupils. 8. To assist in the mapping and audit of skills and roles in the school and then to deliver
appropriate staff INSET and to monitor performance. 9. To review the curriculum annually in order that it retain continuity, progression,
breadth and balance. 10. To have a strategic role in promoting co-operation and collaboration between
departments and across the whole curriculum with respect to gifted and talented children.
11. To ensure that gifted and talented pupils are discussed at Staff/School Improvement meetings and that best practice and experiences are shared amongst staff.
12. To retain a portfolio of outstanding work and to integrate this with the work on display.
13. To instigate a school wide policy of rewards and recognition for outstanding work and/or progress. N.B. The public recognition of the work of gifted and talented pupils should be done in the knowledge that some are very shy and introverted and that great damage can be done to their self-confidence if they 'have to' go up to the stage to accept the award or praise.
14. To include sections on gifted and talented children in the School Prospectus. 15. To contribute effectively to the work concerning gifted and talented pupils produced
by the local family and network of schools and local supportive businesses, higher education institutions, libraries and museums.
c) The Role of The Gifted and Talented Coordinator 1. To monitor, evaluate, review and lead the implementation of this policy.
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2. To take responsibility for the budget delegated for gifted and talented pupils and to use this to provide INSET and resources to enhance the provision for gifted and talented pupils.
3. To work with the SLT and within the CPD programme to provide/facilitate appropriate INSET and training.
4. To personally demonstrate good practice and to contribute to the induction programme for NQTs.
5. To personally continue professional development in the filed of Gifted and Talented pupils by attending suitable courses.
6. To maintain an up to date register of Gifted and Talented pupils and to use it in accordance with this policy, e.g. by liaising with the parents of Gifted and Talented and encouraging the many different sources of referral.
7. To track the progress of all the pupils named on the School’s gifted and talented register.
8. To report on the progress of those on the register to the Headmaster and Governors as part of the school’s annual review process.
9. To support Lead Learners in ensuring that all teachers are aware of, and consider the needs of, Gifted and Talented pupils within their lessons.
10. To structure IEPs for those on the register and to organise annual IEP review meetings.
11. To organise extension and enrichment activities for the Gifted and Talented pupils - linking to local, regional and national events.
12. To plan cross phase extension and enrichment activities for Gifted and Talented pupils transferring into or out of the school.
d) The role of the HOD 1. To ensure that gifted and talented pupils are considered and mentioned in
departmental policies concerned with teaching and learning and in schemes of work and Improvement Plans.
2. To evaluate the Department's provision for gifted and talented children in the annual planning and development cycle.
3. To plan departmental policies that encourage pupils to review their learning, explore thinking and problem solving and foster success.
4. Implement best practice educational techniques for gifted and talented children in the team and bridge the gap between educational requirements and technical capabilities.
5. To help staff within the team to plan and build on existing skills and to form clear, relevant and attainable targets for gifted and talented pupils setting a clear timetable and guidance for the annual review. All staff should have a shared understanding of teaching skills.
6. To refer cases of gifted and talented pupils to the Gifted and Talented Coordinator. 7. To ensure that gifted and talented pupils are discussed at Team/Department
meetings and that best practice and experiences are shared amongst staff. 8. To plan when learners need support for skills in the context and course of study. 9. To use outcomes of evaluation of learning for professional development of staff. 10. To retain a portfolio of outstanding work and to integrate this with the work on
display across the Department.
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e) The role of the Class Teacher All staff must be involved and committed to an agreed action plan to improve the provision for gifted and talented children - above all teaching staff must support each other and in turn be supported by the SLT. 1. To assist in the identification and referral to the HOD/Learning Co-ordinator and
SENCO of children who are gifted and talented and who need support. 2. To assess personal development needs in relation to their professional development. 3. To participate in making teaching more effective in terms of subject content and
mode of delivery and thereby enhance pupils' learning. 4. To assist in the successful implementation of IEPs for all gifted and talented pupils. 5. To facilitate learning using a variety of meaningful activities which involve pupils in
the learning process. 6. To help the pupil make sense, and interpret information and events in order to
process the experience, and create knowledge. 7. To set clear goals and communicate them to all pupils at the beginning of the lesson. 8. To develop activities which allow for reflection, application and future use of
learning. 9. To provide the necessary structures which facilitate learning. 10. To encourage the pupils to assist in displaying their own work. 11. To integrate previous class learning experiences to allow pupils to draw together and
make sense of present learning. 12. To ensure that gifted and talented children have access to the Curriculum by
providing a situation in which each pupil's exposure to content and skills matches his/her rate of learning and alternative differentiated materials and learning strategies are employed.
13. To familiarise themselves with the names of Gifted and Talented pupils identified on the school’s register who are in their classes
f) The role of the Parents/Guardians - see Home/School Liaison Policy The role of the parents or carers of gifted and talented children is the same as that for all children, which is to play an active and positive role in their child’s education, by:
attending Parent’s and School Open Evenings
actively supporting their child with their homework
playing an active role in the development of their child’s desire to learn
Monitoring, Evaluation and Review
The initial responsibility for monitoring the progress of gifted and talented pupils falls to the individual subject teachers and the Heads of Departments within each department. However, it is also the responsibility of the Gifted and Talented Co-ordinator to track the progress of all the pupils named on the schools gifted and talented register. It is also the Co-ordinator’s responsibility to report on the progress of those on the register to the Headmaster and Governors as part of the school’s annual review process.
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APPENDIX 1 Characteristics of gifted children
The common elements of a checklist for gifted and talented children are described below. N.B. The gifted and talented child may fulfil any number or combination of the criteria and yet not perform well at school. The checklist should be used tentatively and a qualified educational psychologist employed to administer tests such as the Wechsler Intelligence Scale for Children (WISC) if this is felt appropriate. Other suitable tests are the Stanford Binet, Terman Merrill and Raven's Progressive Matrices, and the Manchester University British Ability Scales.
The gifted and talented child:
asks lots of questions and learns more quickly and easily than others. has a very fast and retentive memory and good powers of recall. shows keen powers of observation and reasoning, of seeing relationships and of
generalising from a few given facts. is an imaginative or creative thinker. is a very good independent worker. is extremely curious and can concentrate for long periods on subjects of interest. is good at seeing, doing, drawing, building or designing though poor at talking, listening
and writing, i.e. they are gifted with 'visual-spatial' skills and may show outstanding mechanical and artistic ingenuity. N.B. Good hand eye co-ordination is indicative of this range of skills.
enjoys problem-solving, often missing out the intermediate stages in an argument and making original connections.
is well ahead in mathematics, particularly in problem solving. has an unusual imagination which can come out in the way they respond to
questions. has and an astonishing strength of will and purpose! has a wide range of interests and very good general knowledge and vocabulary -
often beyond that expected for their age. shows strong feelings and opinions. may have a good yet penetrating or odd sense of humour. sets high standards and is a perfectionist and obsessive about accuracy. pursues hobbies (which are often associated with older children or adults) with great
enthusiasm which sometimes verges on being an obsession. often prefers games which are often associated with older children or adults. often wants to spend time with older children as well as with adults. is morally, socially and ethically gifted, with a well-developed sense of the
implications of actions or situations. This can manifest itself as a high level of sensitivity and empathy towards others.
can appear very arrogant and yet be sensitive to perceived 'put downs'. can appear to be an extrovert or an introvert within a peer group. can show leadership qualities.
If adequate provision is not made for them, gifted and talented pupils may tend to:
become bored because not enough is demanded of them.
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appear lazy, lethargic, inattentive, daydream, switch off or appear to have a short attention span.
need less sleep than most others of their age. appear quiet, introverted and even depressed. disrupt lessons with truculence or by 'clowning around'. be uncooperative, difficult to motivate and critical of the teachers and the peer
group. have handwriting and presentation skills which may lag behind their reading and other
skills. dislike producing work on paper because of the frustration caused when they are
unable to live up to their own impossibly high standards in handwriting and drawing. This is where ICT can help.
avoid attending school due to imaginary illnesses. under perform in tests and even I.Q. tests - the relevance of the tests is not
immediately apparent to the child. APPENDIX 2 Useful Contacts. The following are voluntary organisations which support gifted and talented children: National Association for Able Children in Education (NACE) Room L6 Westminster College Oxford 9X2 9AT Tel: 01865 245 657 The National Association for Gifted Children (NAGC) Elder House Milton Keynes MK9 1LR Tel: 01908 673 677
The Support Society for Children of Higher Intelligence (CHI) PO Box 4222 London SE22 8XG Tel: 01386 881 938.
