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SEN Policy

 

Pupils with Special Educational Needs

The majority of pupils will learn and progress within the general teaching arrangements of mainstream education.  Those who have difficulty in so doing may have special needs.

 A pupil has special educational needs if he has a learning difficulty which calls for additional provision to be made for him.

 

Behavioural, Emotional and Social Difficulties

All pupils at Brompton Hall School have experienced behavioural, emotional and social difficulties and associated learning problems in mainstream (and/or other special schools). They have failed to meet expectations in these schools and may have subsequently disrupted the education of other pupils.

The special educational needs provision provided for them in mainstream/other special schools has not appropriately met their needs and the balance of evidence presented to and assessed by the LA has suggested that the pupils’ behavioural, emotional and social difficulties:

            -  Are significant and/or complex;

            -  Have not responded to school/external agency measures;

            -  Call for special educational needs provision which cannot reasonably be

               provided within the resources available in mainstream/other special schools.

 

The child’s statement names Brompton Hall as the appropriate educational resource and details the nature of provision required.

All pupils at Brompton Hall are the subject of such a statement.

 

Policy, Practice and Provision

Brompton Hall School aims to provide a positive experience of education which motivates pupils towards success.  It will include:

  • Strategies to eradicate inappropriate behaviour;
  • Promotion of positive relationships with peers and adults;
  • Encouragement to accept the consequences of behaviour;
  • Acceptance of responsibility by the pupil for his own behaviour;
  • The promotion of increased self worth and developing self-esteem.

 

To achieve this we will need to do the following:

 

1.   Build sound relationships so that the staff and pupils can work positively together. 

2.   Create relationships with the pupils to ensure that they experience trust and security (i.e. require a 'contact person' : key     worker/class tutor).

3.   Ensure full discussion of acceptable behaviour so that everyone understands the programme.

4.   Create a structured environment - rules, routines, expectations, consistent management and the idea of logical         consequences.

5.   Create an organised day - stimulating differentiated curriculum, small groups, individual programmes, good preparation,     management of time, the appreciation of the roles of others and a wide range of social experiences.

6.   Develop individual behavioural and curriculum programmes and reward positive behaviour and achievement.

7.   Continue to develop and assess the whole school approach to behaviour.

8.   Ensure close working relationship with parents as partners in the education of their child.

 

The following will help to promote success in achieving such targets:

       a)   Frequent private/public praise and commendation of individual pupils;

      b)   A pleasant and comfortable environment;

      c)   Opportunities to take responsibility and to participate in some aspects of the running of the school;

      d)   Clear academic targets set in the knowledge and confidence that the pupils can and will succeed in the tasks set;

      e)   Good role models set by staff;

      f)   Recognising that pupil outcomes are better when curriculum and approaches to discipline are agreed and supported by     staff acting together.

 

Other Learning Difficulties

Although SEMH is common to all pupil’s statements there are a variety of reasons why pupils have those difficulties. In many cases it is because they have other learning difficulties that have made education a difficult experience for them. In Dec 2012 an additional 9% of pupils were diagnosed as being on the autistic spectrum (a similar number were suspected to be on the spectrum but have not been diagnosed for a variety of reasons), 34.5% had ADHD (more have presenting symptoms but no formal diagnosis, again for various reasons), 9% had MLD, 3.6% were visually impaired, 1.8% had SLD. Many pupils are also diagnosed with additional needs and some of these are difficult to categorise on the statement.

 

The school assesses the additional needs of each pupil individually. The assessments are done by observation, testing and consultation with other professionals. Individualised programmes are drawn up for pupils via annual targets and Individual Education Plans. These programmes and management strategies are shared amongst the staff group by the SENCO and monitored by the tutor and keyworker. Our aim is to deploy resources to overcome difficulties, implement workable strategies and to maximise progress for all pupils.

 

The  School's  Governing  Body

The Governor with responsibility for special educational needs is: Louise Potter

The responsibility for arrangements to identify, assess and meet the special educational needs of the pupils rests with the Governors. They have a specific duty to

a)    Do their best to secure the necessary provision for each pupil;

b)    Ensure that each pupil's needs are made known to all teaching, care and

       support staff;

c)    Ensure that all pupils have equal access to the National Curriculum and

       Brompton Hall care programmes.

 

The  Role  of  the  Headteacher

The Headteacher is the person responsible in receipt of information from the LA regarding the special educational needs of each pupil.  He will be the principal agency through whom the Governors discharge their duties.  He oversees special educational needs provision and represents those needs in discussion where necessary.

The Headteacher is responsible for:

a)    Developing appropriate individual programmes through class teachers and unit care staff;

b)    Identifying and providing CPD for all staff to ensure good quality teaching and learning in the twenty-four hour curriculum; (the teacher/child care appraisal schemes contribute to this process);

c)    The day-to-day operation of the special educational needs policy and the evaluation of its effectiveness;

d)    Liaison with external agencies including advisory service, pupil support (psychological and educational social work teams), Social Services, Careers Service, Health Trusts, other special and mainstream schools and voluntary bodies;

e)    Making arrangements for assessment, recording and reporting (includes academic / care curriculum records, placement plans, IEPs and statutory annual review of special educational needs, transition plans, and annual / Y11 National Record of Achievement);

f)    Working closely with parents to ensure special educational needs provision is a team effort and the benefits extend in practice into the home.