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“finding success in each child, every day”

THORNBOROUGH INFANTSCHOOL

Special Educational Needs and Disability Policy

SENDCo: Mrs. Gill Bevington

Signed: ..................................Mrs. B. Howard, Headteacher

Signed: ...................................Mrs. G. Eilbeck, Chair of Governors

Date: June 2016Review Date: June 2018

Contents

Page 2 Contents

Page 3 Section 1: Introduction

Page 4 Defining Special Educational needs

Page 5 Policy Compliance

Page 5 Highlights and Changes

Page 6 Section 2: Aims and Objectives

Page 8 Categories of Need

Page 10 Section 3: Identifying Special Educational Needs

Page 11 Section 4: A Graduated Approach to SEND support

Page 13 Section 5: Managing Pupil Needs on the SEND Register

* High Needs Funding

* Specialist Support

Page 14 * Education, Health and Care (EHC) Plans

Section 6: Criteria for Exiting the SEN Register

Page 15 Section 7: Supporting Pupils and Families

Section 8: Supporting Pupils with Medical Conditions

Page 16 Section 9: Monitoring and Evaluation of SEND

Section 10: Training and Resources

Section 11: Roles and Responsibilities

Page 18 Section 12: Storing and Managing Information

Page 19 Section 13: Reviewing this policy

Section 14: Accessibility

Section 15: Complaints, Concerns and Compliments

Page 20 Section 16: Bullying

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Thornborough Infant SchoolSpecial Educational Needs and Disability Policy

Section 1: Introduction

Thornborough Infant School is a small village school where everyone is an important and valued member of the school family. We are proud of our supportive, nurturing and inclusive atmosphere where we believe we can develop thoughtful, caring and compassionate learners. We strongly believe that education and learning should be a broad and enjoyable experience and if children feel happy and secure they are then able to take advantage of our challenging and creative curriculum and strive to reach their potential. We believe we are well placed to support children who need additional support to achieve their potential and those where a special educational need has already been identified. We believe in equal opportunities for all, regardless of race, faith, gender, or capability in all aspects of school life. We are committed to working alongside our parents and carers ensuring we are partners in helping our children learn in the most exciting, engaging and meaningful ways while enabling the best outcomes for every child.

The Head Teacher, Mrs Biddy Howard is responsible for the management of all aspects of the school’s work, including provision for pupil with Special Educational Needs

The SENDCo, Mrs Gill Bevington is responsible for overseeing the day to day operation of the school’s SEND policy and co-ordinating the provision for pupils with special educational needs. She is an experienced SENDCo, gaining a wealth of experience as head of SEN in a large Oxfordshire Primary School. She has a postgraduate diploma in Special Educational Needs.

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Defining Special Educational Needs

The 2015 SEND Code of Practice states that:

“A person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. At compulsory school age this means he or she has a significantly greater difficulty in learning than the majority of others the same age, or, has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools.”

“For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age by mainstream schools, maintained nursery schools, mainstream post-16 institutions or by relevant early years providers.”

“Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer. Children and young people with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Where a disabled child or young person requires special educational provision they will also be covered by the SEN definition.”

DfE Special Educational Needs and Disability Code of Practice: 0 to 25 years Statutory guidance for organisations who work with and support children and young

people with special educational needs and disabilities (July 2014)

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Policy Compliance

This policy complies with the statutory requirement laid out in the SEND Code of Practice 0 – 25, January 2015. 3.66:

The school must* set out its SEN policy and information on its approach to supporting children and young people with SEN.

*In this Code of Practice, the word ‘must’ refers to a statutory requirement under primary legislation, regulations or case law.

This policy has been written with reference to the following guidance and documents:

· Equality Act 2010: advice for schools, DfE Feb 2013· Teachers Standards 2011(introduction updated June 2013)· The National Curriculum in England: July 2014· The Children and Families Act 2014· Schools SEN Information Report Regulations, July 2014· Statutory Guidance on Supporting pupils at school with medical conditions,

September 2014· SEND Codes of Practice 0 – 25 July 2015 and January 2015· Child Protection Policy· Accessibility Plan· Anti-Bullying Policy· Equality and Cohesion Policy

This policy was created by the school’s SENDCo with the SEND Governor in liaison with all the staff and parents/carers of pupils with SEND.

Policy Highlights and Changes

This policy acknowledges the following main changes brought in by the SEND Code of Practice, 0-25, January 2015:

Greater responsibility to support children’s needs from delegated resources School Action and School Action Plus have been replaced with one school based

category of need – ‘Special Education Needs Support’ (SENS) A new SEN Support Plan document, produced by the Local Authority, to be used

instead of Individual Provision Maps for children on the SEN register A focus on more child-centred approaches; including child-centred annual reviews Outcomes rather than ‘provision’ focused The ‘Behaviour’ category of need has been replaced with ‘Social, Emotional and

mental health needs Education, Health and Care Plans will replace Statements of SEN and offer support

for children and young people from 0-25 years

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Section 2: Aims and Objectives

At Thornborough School our overarching aim is to create an atmosphere of encouragement, acceptance, respect for achievements and sensitivity to individual needs.In such an atmosphere we believe all pupils can thrive.

We aim: · To work within the guidance provided by the SEN Code of Practice, 2015· To provide a SENDCo who will work with the SEN Inclusion Policy· To provide a ‘whole pupil, whole school’ approach to the management and support

for Special Educational Needs. · To identify, at the earliest possible opportunity, barriers to learning and participation · To make reasonable adjustments in order to overcome any barriers; ensuring full

access to the curriculum for all children · To ensure that every child experiences success in their learning and achieves to the

highest possible standard · To enable all children to participate in lessons fully and effectively · To value and encourage every child’s contribution to the life of the school· To work in partnership with parents and carers · To work with the Governing Body to enable them to fulfil their statutory monitoring

role with regard to the Policy Statement for SEND · To work closely with external support agencies, where appropriate, to support the

need of individual pupils · To ensure that all staff have access to training and advice to support quality teaching

and learning for all pupils

We will achieve this by: Creating happy and secure learning environments for all children Ensuring that all pupils have access to an appropriately differentiated curriculum Making early identification of special educational needs Identifying and removing potential barriers to learning; ensuring that necessary and

appropriate provision is made for children identified as having special educational needs

Promoting continuity of care by using a graduated Assess, Plan, Do, Review approach as recommended by the 2015 SEND Code of Practice

Ensuring that the child and their family are kept at the centre of any identification and assessment processes

Gathering children’s views so that they are confident that their wishes will be taken into account and that they have a shared responsibility for their own learning and progress

Recognising, valuing and celebrating children’s personal achievements Working in partnership with parents/carers in developing and implementing a joint

learning approach at home and in school Keeping clear, up to date, records of all necessary aspects of the child’s special

educational needs provision and progress Ensuring that parents/carers are kept informed of their child’s progress

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Ensuring consistent implementation of the school’s SEN policy by all staff Using the SEND Code of Practice and the Buckinghamshire Guidelines for SEND to inform and guide

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Categories of Need

There are four broad categories of SEN in Chapter 6, paragraph 6.28 onwards of the 2015 Code of Practice:-

Communication and Interaction - this includes children with speech and language delay, impairments or disorders, specific learning difficulties such as dyslexia, dyscalculia, dysgraphia and dyspraxia, hearing impairment, and those who demonstrate features within the autistic spectrum.

Cognition and Learning - this includes children who demonstrate features or moderate, severe or profound learning difficulties or specific learning difficulties such as dyslexia or dyscalculia, dysgraphia or dyspraxia.

Social, Emotional and Mental Health - this includes children who may be withdrawn or isolated, disruptive or disturbing, hyperactive or lack concentration.

Sensory and/or Physical - this includes children with sensory, multisensory and physical difficulties.

-Behavioural difficulties do not necessarily mean that a child or young person has aSEN and should not automatically lead to a pupil being registered as having SEN.

-Slow progress and low attainment do not necessarily mean that a child has SEN andshould not automatically lead to a pupil being recorded as having SEN.

-Persistent disruptive or withdrawn behaviours do not necessarily mean that a child oryoung person has SEN.

-Identifying and assessing SEN for children or young people whose first language isnot English requires particular care; difficulties related solely to limitations in Englishas an additional language are not SEN.

-Careful consideration may need to be given to children in receipt of a Pupil Premium Grant, children of Servicemen and Women and children being ‘Looked After’. These children may have particular circumstances which could impact on progress and attainment but this does not mean that they have SEN.

Disability

Many children who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health

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conditions such as asthma, diabetes, epilepsy, and cancer. Children with such conditions do not necessarily have SEN, but there is a significant overlap between disabled children and young people and those with SEN. Where a disabled child requires special educational provision they will also be covered by the SEN definition.

As a school we observe two key duties: We must not directly or indirectly discriminate against, harass or

victimise disabled children We must make reasonable adjustments, including the provision of

auxiliary aids and services, to ensure that disabled children are not at a substantial disadvantage compared with their peers. This duty is anticipatory – it requires thought to be given in advance to what disabled children might require and what adjustments might need to be made to prevent that disadvantage.

The school’s Equality and Cohesion Policy and objectives and the Accessibility Plan can be found on the school website.

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Section 3: Identifying Special Educational Needs

We endeavour to work even more closely with parents and children to ensure that we take into account the child’s own views and aspirations as well as parents’ experience of, and hopes for, their child.

We know that all children benefit from ‘Quality First Teaching’: this means that every teacher expects to assess, plan and teach all children at the level which allows them to make progress. We have high expectations of all our children and children on our SEN register make progress which compares well with the progress made by other children in school. Children with SEN are identified by one of three assessment routes all of which are part of our overall approach to monitoring the progress of all pupils:

The progress of every child is monitored through half-termly pupil progress meetings. Where a child is identified as not making progress despite Quality First Teaching, an additional meeting will take place with the SENDCo where a plan of action is agreed.

Teachers are continually monitoring children’s learning and progress. If they observe that a child, as recommended by the 2015 Code of Practice, is making less than expected progress, given their age and individual circumstances, they will seek to identify a cause.

This can be characterised by progress which, • is significantly slower than that of their peers starting from the same baseline • fails to match or better the child’s previous rate of progress • fails to close the attainment gap between the child and their peers • widens the attainment gap

In this instance the teacher will meet informally with the child and also with the parent/carer to gather views and record concerns. The concerns will then be discussed with the SENDCo in order to consider a potential Special Educational Need. Sometimes parents are concerned about their child’s learning. We take all parental requests seriously and investigate them carefully.

“Consideration of whether special educational provision is required should start with the desired outcomes, including the expected progress and attainment and the views and wishes of the pupil and their parents. This should then help determine the support that is needed and whether it can be provided by adapting the school’s core offer or whether something different or additional is required… The outcomes considered should include those needed to make successful transitions between phases of education and to prepare for adult life.”

(DfE SEND Code of Practice 2015: p99: 6.40 and 6.42)

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Section 4: A Graduated Approach to SEN Support

AssessIn identifying a child as needing SEN support, the class teacher working with the SENDCO, will carry out a clear analysis of the pupil’s needs. This will draw on the teacher’s assessment and experience of the pupil, their previous progress and attainment, the views and experience of parents, the pupil’s own views and, if relevant, advice from external support services. In some cases, outside professionals from health or social services may already be involved with the child. These professionals should liaise with the school to help inform the assessments. Where professionals are not already working with school staff the SENDCO will contact them with parental consent.

PlanWhere it is decided to provide a pupil with SEN support, the parents must be formally notified. The teacher and the SENDCO should agree, in consultation with the parent and the pupil, the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour, along with a clear date for review. The support and intervention provided should be selected to meet the outcomes identified for the pupil, based on reliable evidence of effectiveness and should be provided by staff with sufficient skills and knowledge. Where appropriate, plans should seek parental involvement to reinforce or contribute to progress at home. All teachers and support staff who work with the pupil should be made aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required. This should also be recorded on the school’s information system.

DoThe class teacher should remain responsible for working with the child on a daily basis. Where the interventions involve group or one-to-one teaching away from the main class or subject teacher, they should still retain responsibility for the pupil.

It is the class teacher’s responsibility to work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and link them to classroom teaching.

The SENDCO should support the class or subject teacher in the further assessment of the child’s particular strengths and weaknesses, in problem solving and advising on the effective implementation of support.

ReviewThe effectiveness of the support and interventions and their impact on the pupil’s progress should be reviewed in line with the agreed date.

The impact and quality of the support and interventions should be evaluated, along with the views of the pupil and their parents. This information will feed back into the analysis of the pupil’s needs enabling the class teacher with the support of the SENDCO, to revise the

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support in light of the pupil’s progress and development, deciding on any changes to the support or outcomes in consultation with the parent and pupil.

Parents will be given clear information about the impact of the support and intervention provided. They will be invited to review progress against the agreed outcomes and contribute to planning the next steps at least termly.

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Section 5: Managing Pupils Needs on the SEND Register

All children on the SEND Register will have a Personal File, which details all the important information about the child, including their areas of strengths and weakness, outcomes, IEP’s and reviews, and reports and recommendations from any other Professionals who have contact with the child. The Personal File is designed to be a working document which is continually being updated to reflect the current needs of the child. The SENDCo will normally manage the organisation of these files.Formal review meetings vary according to the child’s needs but meetings will take place at least three times a year, where parents, class teacher , the SENDCo and the pupil, where appropriate, will be involved in reviewing progress and setting new outcomes. Class teachers are responsible for evidencing progress according to the outcomes described in the plan. These are then shared with everyone involved with the child. The SENDCo reviews allrecords provided by class teachers to ensure consistency across the school and appropriateness and quality of outcomes. See Thornborough School’s response to the Local Offer on Website

High Needs Funding If a child is in urgent need of intensive support, the SENDCo can apply for additional funding and support from the LA High Needs Block. The details of how to do this can be found in the SEN section of the Bucks Grid for Learning.

Specialist SupportWhere a pupil continues to make less than expected progress, despite evidence-based support and interventions that are matched to the pupil’s area of need, the SENDCo may consider making a referral to outside professionals. The pupil’s parents will always be involved in any decision to involve specialist support. The involvement of specialists and what is discussed or agreed will be recorded and shared with the parents and teaching staff supporting the child, in the same way as other SEN support.Examples of the outside agencies we work with are:-

Educational Psychology School Nurse Community Paediatrics Occupational Therapy Speech and Language Therapy Physiotherapy Pupil Referral Unit CAMHs (Child and Adolescent Mental Health Service) Specialist Teaching Service Social Care Family resilience Education and Welfare officers Counsellors Local SEN specialist support from Special Schools County SEN team

Education, Health and Care Plans (EHC Plans)

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If children fail to make progress, in spite of high quality, targeted support at Special Educational Needs Support (SENS), it may be appropriate to make an application to the Local Authority for an assessment for an EHC Plan. An EHC Plan may be requested, for example;

When a child with SEN is Looked After and therefore additionally vulnerable A child has a disability which is complex or lifelong and means that they are likely to

always need a high level of additional support in order to access the curriculum and to learn effectively

The child’s achievements are so far below their peers that he/she may, at some point, benefit from special school provision.

It is important to note that having a diagnosis (e.g. of ASD, ADHD or dyslexia) does not mean that a child is eligible for a Statutory Assessment for an EHC Plan.If the application for an EHC Plan is successful, a member of the Local Authority (LA) will call a meeting for parents, the child and the school together with any health or social care professionals who are involved with the family. The meeting will record the child’s strengths, their dreams and aspirations as well as the barriers they face. Following the meeting, the LA will produce the EHC Plan which will record the decisions made at the meeting.When a pupil has a Statement of SEN or EHC plan, the local authority must review that plan as a minimum, every twelve months. The SENDCo is responsible for organising and chairing all Annual Review meetings in line with LA guidelines.Each local authority has been given three years to convert current Statements of SEN into EHC Plans.

Please visit http://www.buckscc.gov.uk/education/education-support/special-educational-needs for timelines and additional information.

Section 6: Criteria for Exiting the SEN Register

If it is felt that children are making progress which is sustainable then they may be taken off of the SEND register. If this is the case then the views of the class teacher, SENDCo, parents and pupil need to be taken into account, as well as that of any other professionals involved with the child. If it is agreed by all to take the pupil off of the SEND register then all records will be kept until the pupil leaves the school and passed on to the next setting. The pupil will continue to be monitored through the schools normal monitoring procedures. If it is felt that the pupil again requires additional assistance then the procedures set out in this policy will be followed.

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Section 7: Supporting Pupils and Families

Class teachers, in partnership with the SENDCo, are responsible for ensuring that pupils are able to access assessments carried out within their class. If a child’s needs mean that they are unable to access standardised tests then the SENDCo will liaise with the class teacher to assess pupils’ eligibility for access arrangements.

Parents may find it helpful to look at:

…the Bucks LA Local Offer(Regulation 53, Part 4)

http://www.bucksfamilyinfo.org/kb5/buckinghamshire/fsd/localoffer.page The purpose of the local offer is to enable parents and young people to see more clearly what services are available in their area and how to access them. It includes provision from birth to 25 across education, health and social care.

…our admissions policy is determined by Buckinghamshire County Council. The County Policy can be viewed on their website.

… the school’s statutory requirement to provide an SEN Information Report; Regulation 51, Part 3, section 69(3)(a) of the Act.

…links with other agencies to support the family and pupil like the Parent Partnership which from 01-09-14, will be changing its name to Buckinghamshire SEND Information, Advice and Support Service or Bucks SEND IAS Service for short. This is in line with National Guidelines and in response to the Children and Families Act 2014. The contact telephone number will remain the same: 01296 383754.

…the school’s policy on managing the medical conditions of pupils can be found on our website.

Section 8: Supporting Pupils at School with Medical Conditions

The school recognises that pupils at school with medical conditions will be properly supported so that they have full access to education, including school trips and physical education. Some children with medical conditions may be disabled and where this is the case the school will comply with its duties under the Equality Act 2010. Some may also have Special Educational Needs (SEN) and may have a Statement of Educational Need, or an Education, Health and Care (EHC). In these cases the SEND Code of Practice (2015) is followed. The school has a policy for Administering Medicines and within this, Supporting Pupils at School With Medical Conditions, can be found under the “Polices” tab on the school website.

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SECTION 9: Monitoring and Evaluation of SEND

The school’s SEN provision is evaluated through: The close monitoring of classroom practice by the SENDCo Members of staff working as a team when planning for pupils and reviewing their

progress effectively and regularly Members of staff working closely with parents and pupils listening to their views The SENDCo working closely with a range of other Professionals The monitoring of policy and practice by the SEN Governor The close monitoring of the progress of individual pupils from their starting points by

regular and rigorous review The SENDCo actively seeking to review and improve provision for all pupils by

building on successful strategies and looking for areas for improvement and innovation.

Section 10: Training and Resources

In order to maintain and develop the quality of teaching and provision so that we can respond to the needs of our pupils, all staff are encouraged to undertake training and development. Our teachers and Teaching Assistants are very experienced in working with a wide range of SEND. All staff are regularly made aware of training opportunities and sometimes whole school staff training takes place through the Educational Psychology Service, or the School Nursing Team. The school’s SENDCo regularly attends the Buckingham Partnership’s SENDCo network meetings in order to keep up to date with local and national updates in SEND. SEN is funded through the school budget allocation for Prior Attainment.

Section 11: Roles and Responsibilities

Provision for pupils with SEND is a whole school concern.The Governing Body, in consultation with the Headteacher, has a legal responsibility for determining the policy and provision for pupils with Special Educational Needs. It maintains a general overview and has an appointed representative who takes particular interest in this aspect of the school.

For the year 2015-16, the appointed SEN Governor is Ms Jane Pallister.The SEN Governor will ensure that

The necessary provision is made for any pupil with SEND All staff are aware of the need to identify and provide for pupils with SEND Pupils with SEND join in school activities alongside other pupils, so far as is

reasonably practical and compatible with their needs and the efficient education of other pupils

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The school website informs parents how the School is responding to Buckinghamshire’s Local Offer

They have regard to the requirements of the Code of Practice for Special Educational Needs - January 2015

Parents are notified if the school decides to make SEND provision for their child They are fully informed about SEND issues, so that they can play a major part in

school self-review They set up appropriate staffing and funding arrangements, and oversee the

school’s work for SEND

The Head Teacher is responsible for: The management of all aspects of the school’s work, including provision for pupils

with Special Educational Needs Keeping the governing body informed about SEND issues Working closely with the SENDCo The deployment of all Special Educational Needs personnel within the school Monitoring and reporting to governors about the implementation of the schools’

SEND policy and the effects of Inclusion policies on the school as a whole

The Special Educational Needs and Disabilities Co-ordinator (SENDCo) is responsible for: Overseeing the day to day operation of the school’s SEND policy Co-ordinating the provision for pupils with special educational needs Ensuring that an agreed, consistent approach is adopted Liaising with and advising other school staff Helping staff to identify pupils with Special Educational Needs Carrying out assessments and observations on pupils with specific learning problems Supporting class teachers in devising strategies, drawing up Individual Education

Plans,( IEP)’s, Setting targets appropriate to the needs of the pupils, and advising on

appropriate resources and materials for use with pupils with SEN and on the effective use of materials and personnel in the classroom

Liaising closely with parents of pupils with SEND alongside class teachers, so thatthey are aware of the strategies being used and are involved as partners in the process

Liaising with outside agencies, arranging meetings and providing a link between these agencies, class teachers and parents

Maintaining the school’s SEND register and records Assisting in the monitoring and evaluation of progress for pupils with SEND

through the use of existing school assessment information, e.g. class-basedassessments/records, end of year QCA tests, SATs, etc.

Contributing to the in-service training of staff Liaising with the SENDCos in receiving schools to help provide a smooth transition

from one school to the other Taking part in SEND moderation

Class teachers are responsible for:

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Providing high quality teaching for all children Assessing pupil’s needs and planning appropriate adjustments, interventions and

support to match the outcomes identified for the pupil in liaison with the SENDCo, parents and pupil

Regularly reviewing the impact of these adjustments, interventions and support, Including pupils with SEND in the classroom, through providing an appropriately

differentiated curriculum. Retaining responsibility for the child, including working with the child on a daily basis Making themselves aware of the school’s SEND policy and procedures for

identification, monitoring and supporting pupils with SEND. Directly liaising with parents of children with SEND

Teaching Assistants should: Be fully aware of the school’s SEND policy and the procedures for identifying,

assessing and making provision for pupils with SEND. Use the school’s procedure for giving feedback to teachers about a pupil’s progress. Work as part of a team with the SENDCo and the Teacher supporting a pupil’s

individual needs and ensuring inclusion of pupils with SEND within the class. Play an important role in implementing Individual Education Plans and monitoring

progress.

Staff with responsibility for Child Protection are:- Headteacher – Biddy Howard, Designated Person SENDCo – Gill Bevington, Deputy Designated Person

Staff with responsibility for managing the Medical Needs of pupils are:- Mrs Amanda Willmot – Bursar/Secretary Mrs Jackie Oxley - HLTA

Section 12: Storing and Managing Information

Documents relating to pupils on the SEND register will be stored in their Pupil File in the school office. SEND records will be passed on to a child’s next setting when he or she leaves the school. The school system for managing and storing personal information adheres principally to the Record Keeping and Confidentiality Policies.

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Section 13: Reviewing the Policy

This policy has been written to comply with the new Statutory requirements laid out in the 2014 Children and Families Act, the SEND Code of Practice 0-25, January 2015 and the Equality Act, 2010. It should be read alongside other school policies especially:-

Managing Medicines Policy Behaviour Policy Child Protection Policy Teaching and Learning PolicyAnd also, Accessibility Plan Anti-bullying Policy Complaints Procedure Confidentiality Policy Data Protection Policy Equality and Cohesion Policy Use of Force & Restraint Policy Managing Medical Conditions in School Policy

This SEN policy is reviewed annually by governors as recommended by NASEN.

Section 14: Accessibility

The Staff and Governors of Thornborough School are committed to an inclusive mainstream education and equal opportunities for all, regardless of race, faith, gender or capability in all aspects of life. In order to meet the requirements of the Code of Practice 2015, it is the responsibility of the Governing Body to make any necessary adaptions to the physical environment of the school, in order to accommodate children with a range of sensory disabilities.

The Headteacher and SENDCo can be contacted by telephone or email at the school at any time during the school day.

The School’s Accessibility Plan can be found on the School website under the Local ‘Offer/SEN section’ of the ‘More’ tab.

Section 15: Complaints, Concerns and Compliments

The staff of Thornborough School endeavour to work in partnership with parents and carers to ensure a collaborative approach to meeting the needs of all pupils. For any complaints, concerns or compliments relating to Special Educational Needs, please contact the Head teacher, Biddy Howard.

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Section 16: Bullying

‘to celebrate individuality and allow individuals to develop without fear‘,…states the School’s ‘Anti-Bullying’ Policy. This abiding principle is central to the School’s SEND policy. The ‘Anti-Bullying’ Policy actively…Promotes respect and tolerance for others and the schoolHelps pupils towards an understanding of what is right and wrongSupports the forming of good relationships with adults and peersEntreats all pupils and staff to understand what bullying is and that it is always unacceptable.

The Anti-Bullying Policy may be viewed and read in full on the school’s website.

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