All of the students attending Brompton Hall school have an identified social, emotional or mental health (SEMH) need and have an Education, Health and Care Plan stating SEMH as their primary area of need.
Although our main focus as a school is to meet all of our pupils' learning, social, emotional and mental health needs, we also aim to identify and meet any additional special educational needs and disabilities they may have, and to provide the appropriate strategies, support and resources for these as well.
- To support and make provision for all of the students SEMH needs and any additional SEN needs.
- To explain the roles and responsibilities of everyone involved in providing for students with SEN.
- To ensure that all students have the opportunity to access the curriculum, engage in learning experiences and be successful in their learning.
Legislation and guidance
This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:
- Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEN and disabilities
- The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEN co-ordinators (SENCOs) and the SEN information report
The School will attend the termly primary and secondary school SENCO Network meetings run by the Local Authority.
Roles and responsibilities
The SENCO will:
- Work with the headteacher and SEN governor to determine the strategic development of the SEN policy and provision in the school
- Have day-to-day responsibility for the operation of this SEN policy and the co-ordination of specific provision made to support individual pupils with SEN, including those who have EHC plans
- Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEN receive appropriate support and high quality teaching
- Advise on the graduated approach to providing SEN support
- Advise on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
- Be the point of contact for external agencies, especially the local authority and its support services
- Liaise with potential next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned
- Work with the headteacher and governing board to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements
- Ensure that all documentation relating to student’s individual SEN needs are regularly monitored and reviewed.
The SEN governor
The SEN governor will:
- Help to raise awareness of SEN issues at governing board meetings
- Monitor the quality and effectiveness of SEN and disability provision within the school and update the governing board on this
- Work with the headteacher and SENCO to determine the strategic development of the SEN policy and provision in the school
The Headteacher will:
- Work with the SENCO and SEN governor to determine the strategic development of the SEN policy and provision in the school
- Have overall responsibility for the provision and progress of learners with SEN and/or a disability
Each class/subject teacher is responsible for:
- The progress and development of every pupil in their class
- Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching
- Working with the SENCO to review each pupil’s progress and development and decide on any changes to provision
- Ensuring they follow this SEN policy