Special Educational Needs and Disability Policy

This policy is written in accordance with the advice given in the Children and Families Act 2014 and the SEND Code of Practices 0 to 25 years, 2014, overall ethos and values of the school.

This policy complies with the guidance given in Statutory Instrument 1999 No 2506. It has also been written with reference to the following guidance and documents:

• Every Child Matters – Outcomes Framework DfES 2004.

• The Special Educational Needs and Disability Regulations 2014.

SEND Code of Practice: 0 to 25 years 2014.

• Children and Families Act 2014.

• Removing Barriers to Achievement DfES 2004.

Fundamental Principles

At The Radclyffe School we value the abilities and achievements of all our students and are committed to providing, for each student, the best possible environment for learning to enable them to reach their personal potential.

We understand that all students have individual needs and endeavour to make every effort to achieve maximum inclusion of all students whilst meeting students’ individual needs.

In order to provide effective learning opportunities for all, we will endeavour to follow the three key principles from SEND Code of Practice: 0 to 25, 2014 by:

• Paying particular regard to the views, wishes and feelings of the child or young person, and the child’s parents.
• Responding to students’ diverse needs.
• Overcoming potential barriers to learning and assessments for individuals and groups of students.

Aims:
• To identify as early as possible the needs of children and young people and intervene early to support these needs.

• To enable all students to have access to mainstream education by offering a broad, balanced, relevant curriculum and the best possible learning opportunities to enable maximum progress.

• To ensure all students are valued, given a sense of worth and helped to develop confidence in their abilities and strengths in both academic and social areas of the school experience.

• To ensure support is provided for any student who at any time in their school career requires additional or different provision to help them achieve success.

• To collaborate with colleagues from education and social care as appropriate.

• To secure early and efficient identification of students requiring additional support on entry to the school or as circumstances change.

• To use a systematic cycle of planning, action, review and evaluation to monitor the progress of identified students.

• To adopt a graduated response of action and intervention to develop ways of overcoming barriers to learning and setting targets for improvement.

• To ensure that communication systems within school are effective.

• To encourage active participation of parents / carers in all decisions.

• To ensure that students express their views and are always fully involved in the decision making processes.

• To liaise effectively with all outside agencies and other relevant stakeholders.

• To provide cost effective, flexible deployment of resources to ensure all students’ needs are met and they are used to maximum effect.

• To successfully prepare students for adulthood, employment and independent living.

• To invest in the professional development for staff in relation to SEND students.

This policy will operate in conjunction with other school, Local Authority and National policies. It will be renewed annually by ensuring SEND objectives are addressed in the School Continuous Improvement Plan (SCIP) and comply with the Governments Programme of Change.