Special Needs Policy and Procedures including EYFS

List of Staff

Lara Cooke, MA, Specialist Teacher (SENCO)

Ann Mansfield, MASC(ACS), Counsellor

Claire Gilliar, LSA

Emma Cornish, LSA

Gill Dowsett BSc (Hons), LSA

Melinda Statham, LSA

Jenny Grant, LSA

Alyson Knight, LSA

Elaine John, CELTA, LSA

Aims of The Bridge

The aim of The Bridge is to create an environment in the School that meets the specific needs of each pupil and ensures that the special educational needs of our pupils are identified, assessed and provided for. The Bridge is at the top, and centre, of the School literally and metaphorically. We aim to form a bridge between the pupil and his or her potential and to provide supportive links between the work they do in The Bridge itself (in the form of one-to-one lessons) and in their classroom lessons. We aim to enable all pupils to have full access to all elements of the curriculum and to provide them with the strategies to be fully included in the classroom and to cope as independently as possible when they move on to other schools. We aim to ensure that the School has an holistic approach to special needs and ensure that all our teachers feel adequately helped to provide fully inclusive teaching.

Objectives of The Bridge

1. Pupils with SEN will be identified and assessed as early as possible. We have a very low threshold of what we consider special needs and like to intervene as early as appropriate. We consider all needs including those of the very able or gifted.
2. A structured programme of assessment will be used to define needs and to monitor progress.
3. A structured programme of support and Individual Education Plan (IEP) for pupils with SEN will be provided primarily by The Bridge and reinforced in the classroom.
4. Advice will be sought from outside agencies when and where necessary.
5. We will consult with parents and members of staff on a regular basis.

Ethos

We aim to foster a friendly, open atmosphere in The Bridge, where pupils can seek help and

support in all areas of their School life and, moreover, to be happy to receive help. We intend to

facilitate the full inclusion of pupils with a range of individual needs, whilst giving regard for, and

sensitivity towards, their difficulties, which they may feel anxious about. To this end, we may provide

direct and subtle support, whilst making adjustments to our methods and expectations in the

classroom, and teaching the pupil self-managing strategies to help them cope with their difficulties. A

quiet environment is preserved, where pupils can read and access our resources. We welcome our

colleagues to share our knowledge and many informative books.

Learning Support Assistance

The LSAs are an integral part of the Learning Support Team. They take background information about the pupil to the teachers and are able to comment on how the pupil reacts within the classroom  and highlight any difficulties and, of course, successes. They provide useful information to the specialist teachers on a regular basis. They also conduct some of our testing and will extract some pupils from lessons for extra help.

Stages of Special Needs Provision at Barnardiston

Initial Response and Referral

1. If any teacher believes a pupil is not making satisfactory progress, despite additional assistance and explanations, the pupil can be referred to The Bridge. Observations should be made in class over a period of two weeks. The SENCo should be informed of concerns.
2. The concerned teacher should then complete a Referral Form (collected from The Bridge). This must include examples of the pupil’s work and details of initial observations. Form Teachers must be notified. Parents will be informed of concerns by the SENCo and the referring teacher. After action has been taken by The Bridge (testing, observation, referral to educational psychologists or other professionals, decisions about support, etc.) the form will be given to Head and a copy will be kept in The Bridge.
3. Parents will be kept informed at all stages and will be invited in for meetings with the SENCo and other teachers, LSAs, Educational Psychologists, etc. as necessary.
4. The support provided to most pupils will either be under School Action or School Action Plus. In some cases it will be considered beneficial if the pupil is assessed immediately by a professional and thereby that they skip the School Action Stage and go straight to School Action Plus.

School Action

1. The Bridge may assess the pupil using in-house testing.
2. Support will be set up for the pupil with parental permission. This may include individual lessons with Bridge teachers, LSA help in class, Sound Foundations or Prep help.
3. Bridge Specialist Teachers will draw up an Individual Education Plan for the pupil with four targets, including input from the pupil themselves, relevant staff and parents. A complete list of targets is available on doctrina, the School's intranet, and pupils will have them stuck in the back of their prep diary. Pupils have two IEPs a year and these are reviewed at six monthly intervals.
4. Parents are encouraged to keep in full communication with teachers and the SENCo through personal contact and phone calls. Progress is monitored closely through standardised testing, NFER results, observation and reports.
5. All Bridge pupils have a profile prepared by The Bridge, outlining their difficulties and suggestions on how to help them. These profiles are available as paper copies but are principally accessible to teachers and boarding staff on doctrina.

School Action Plus (involving an outside agency, e.g. psychological or medical)

1. A decision may be made by The Bridge specialist teachers and parents to organise an educational assessment by a psychologist or to seek help form outside professionals such as speech or occupational therapists. The headmaster, all teachers and boarding staff can request this external assistance and should speak to the SENCo. The school nurse will coordinate medical referrals and liaise closely with The Bridge.
2. Continued IEPs and monitoring.
3. If there are severe, long-term or complex needs, then a request can be made for a Statement of Special Needs to the Local Authority.

Statement

1. A Statement request can be made by the School or parent, coordinated by The Bridge.
2. A request can be made even if a pupil does not have the earlier stages above, if a sudden change or difficulty arises, e.g. hearing loss.
3. The SENCo will coordinate all paperwork.
4. The LEA has to respond in 6 weeks – if a Statement is put in place, then it could take 26 weeks in total.
5. Continued IEPs. After the Statement is received, the targets for the IEP should be relevant to the Objectives on the Statement.
6. County Documentation will be completed and filed by the SENCo.
7. Review meetings will need to be held. This will involve a meeting, Chaired by the SENCo with the County Ed Psych, parents and pupil, teachers, LSAs and representatives of relevant agencies.

Provision for Pupils for Whom English is an additional Language

Our Policy

All pupils, whether from an English or foreign background, should be enabled to access the curriculum.

Action

For any pupil, for whom English is a second language and who have insufficient language skills to understand the lessons being taught, or to communicate clearly, lessons in English as a second language will be offered. In addition, there will clearly be the benefits of ‘immersion’ within an English-speaking school, with daily use of English as a means of communication, which will assist the process of language assimilation. Geography and history can also take account of the differing backgrounds of the pupils and can use material with which the pupil is familiar (e.g. geography of birth place, historical and sports events of own country).

Aim

All pupils should feel comfortable in the language setting of the School. This includes having regards to their culture and background, as well as any communication considerations.