SPECIAL EDUCATIONAL NEEDS (SEN) POLICY

The school is non-selective and welcomes children of all abilities, including those with Special Educational Needs (SEN) and those with an Education and Health Care (EHC) plans. We are committed to ensuring that all pupils are able to make progress in line with our mission statement and aims.

In all cases, we will endeavour to make reasonable changes to the physical environment, teaching methods, the curriculum and assessment to cater for children whatever their needs. We may reluctantly have to decide that we are unable to meet children with complex disabilities, if this is considered to be unfair to their educational requirements.

The school has a Special Educational Needs Coordinator (SENCO) who oversees the school’s provision for children with special needs and with EHC plans. The SENCO will work closely with all staff and a designated member of the School Board to ensure that the school’s special educational needs policy is appropriate to each child. Teachers, working closely with the SENCO where appropriate, will have the responsibility for the curriculum and will monitor and review the progress made by pupils within their classes (or subject areas if appropriate) to ensure the effectiveness of all curriculum materials and other resources.

The school will meet any statutory requirements of the SEN and Disability Act. It will arrange induction meetings with parents to ascertain whether the child is identified with early years’ action or early years’ action plus, and will develop appropriately differentiated curriculum for each child. If while the child is in the school, the school is alerted to the possibility that the child may have a difficulty in learning – either through the school’s own teaching staff or parent/carer intervention – then the school will endeavour to collect all relevant information and plan for the child’s needs.

Provision for children with disabilities is covered in the School’s Accessibility Policy.

The school will track pupil progress as an important part of its special educational needs’ provision. This will include a record of what happens on entry, monitoring of the curriculum and assessment for the child, the child’s early years’ action plans, progress made, and movement between stages.

 The school will outline the action that takes place to ensure that each child has access to the curriculum and assessment, and can make progress within the school. It is important that each child with special educational can participate in the full range of school activities, for example: after school clubs, school assemblies, plays and productions, out of school trips, swimming and sports, school teams, homework.

 At every stage of the child’s education, we will seek to work closely with parents/carers. If a parent/carer has any concerns about the provision of education made for their child with Special Educational Needs, then these should be discussed first with the class teacher. If the situation is not resolved, then the SENCO and/or school Principal may be contacted. Finally, complaints may be made to the School Board if the situation still needs resolution.

 In the case of children who have an EHC Plan, we participate fully in the planning and review process for such children, and provide the relevant Local Authority with information to facilitate the formal Annual Review process.

The Independent Grammar School: Durham

Reviewed: May 2020, October 2022

Next Review due: October 2024