Reculver School Definition of SEN Support pupils

Recent History

Following the publication of the Contextual Information from May 2016 School Census data and also advice from Louise Langley, KCC Monitoring and Quality Assurance manager, a review has been conducted of the definition of SEN Support.

Since March 2016, following advice from the KCC AEN Update Briefings and the KCC Outstanding SEN Training course on 9.2.16, the SEN Status definition for the children at Reculver was revised to match with the new KCC definition of SEN.

The new definition of SEN that KCC had adopted relates to the amount of support a pupil requires, in financial terms, which therefore links to those in receipt of High Needs Funding.

All Pupils who received High Needs funding were therefore recorded as SEN Support on SIMS. 

The KCC definition is:

“SEN Support is intensive and personalised intervention which is required to enable the child to be engaged in learning.  It will usually involve significant amounts of resource from the educational setting (approaching or exceeding the nationally prescribed threshold for schools and colleges).  Each child identified as SEN Support will have outcomes which have been agreed through a process of collaboration and discussion.  A personalised programme of support will be devised and be reviewed and adjusted frequently (at least three times a year) with close child and or parental involvement.” 

At Reculver there are many other children who have in the past been classified as SEN due to issues such as Dyslexia or who have other Barriers to learning.  These are identified in the SEN area of SIMS as “Early Intervention”.  The school is not required to report externally on pupils categorised as Early Intervention. 

 

Revised definition of SEN Support

The decision has been taken to review the definition of SEN Support to reflect more accurately the level of SEN in the school in comparison with the rest of schools in Kent (as evidenced by the May school census data).

The reference document used to formulate Reculver’s definition of SEN Support is the SEN Code of Practice dated January 2015.

 

 Reference Template for identification of Pupils that are to be identified as SEN Support (SEN COP 6.14 P94)

 

Year Groups

Communication, Language, English and Maths

SEN COP References

Early Years – on Entry to School

  1. External Agency support: Paediatrician, STLS, OT, Speech and Language (Not if only for Speech Production issues as these could be developmental issue that may resolve themselves).
  2. SCARF Funding in Place from Nursery

(a) SEN COP 6.28 p97

Early Years – End of Foundation Stage

  1. Working within 30 – 50 months or lower
  2. Ongoing External Agency support as above including Speech and Language for speech Production issues (developmental speech production issues should have been resolved by the age of 5)

(c) SEN COP 6.30 p97

(c) SEN COP 6.45 p100

By the end of Year 1

  1. Any of the above
  2. Lack of expected progress despite accessing appropriate interventions (Progress of less than 3 steps in the year in Reading, Writing or Maths)

 

(f) SEN COP 6.30 p97

(f) SEN COP 6.37 p99

(f) SEN COP 6.38 p99

(f) SEN COP 6.45 p100

Year 2 to Year 6

  1. Despite having met the Mainstream Core Standards (High Quality Teaching), the pupil is working significantly below ARE (one year or more below ARE)
  2. Lack of expected progress despite accessing appropriate interventions (Progress of less than 3 steps in the year in Reading, Writing or Maths) such that if interventions were withdrawn the child would not be able to make further progress.
  3. Requiring External Agency support: Paediatrician, STLS, OT, Speech and Language
  4. Receiving Multiple personalised interventions due to complexity / severity of need (In receipt of High Needs Funding)
  5. Having long term and substantial barriers to making progress ( medical, ASD, ADHD, Attachment Disorder, Dyslexia, Dyscalculia, Dyspraxia, Physical, VI, HI) which require support / intervention / resources that are above and beyond the school’s offer of Mainstream Core Standards.

 

(g) SEN COP xiv. P16

(g) SEN COP 1.24. P25

(g) SEN COP 6.37 p99

(g) SEN COP 6.38 p99

 

(h) SEN COP xiv. P16

(h) SEN COP xv. P16

(h) SEN COP 6.30 p97

(h) SEN COP 6.37 p99

(h) SEN COP 6.38 p99

(h) SEN COP 6.45 p100

 

(i) SEN COP 6.47 p101

 

 

(j) SEN COP xv. P16

(J) SEN COP 6.30 p97

(k) SEN COP xviii P16

(k) (SEN COP xiii. P15)

(k) SEN COP 1.32. P27

(k) SEN COP 6.29 p97

 (K) SEN COP 6.31 p98

(K) SEN COP 6.32 p98

(K) SEN COP 6.34 p98

(K) SEN COP 6.47 p101

 

SEN Code of Practice References

 

 

 

 

 

 

“A child or young person has SEN if they have a learning difficulty or disability which

Calls  for special educational provision to be made for him  or her.”  (SEN COP xiii. P15)

 

“A child of compulsory school age or a young person has a learning difficulty or

disability if he or she:

•  has a significantly greater difficulty in learning than the majority of others of

the same age, or

•  has a disability which prevents or hinders him or her from making use of

facilities of a kind generally provided for others of the same age in

mainstream schools” (SEN COP xiv. P16)

 

 “For children aged two or more, special educational provision is educational or

training provision that is additional to or different from that made generally for other

children or young people of the same age by mainstream schools, maintained

nursery schools, mainstream post-16 institutions or by relevant early years providers.”

(SEN COP xv. P16)

 

 “Many children and young people who have SEN may have a disability under the

Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term

and substantial adverse effect on their ability to carry out normal day-to-day

activities’. This definition provides a relatively low threshold and includes more

children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’

is defined as ‘more than minor or trivial’. This definition includes sensory impairments

such as those affecting sight or hearing, and long- term health conditions such as

asthma, diabetes, epilepsy, and cancer. Children and young people with such

conditions do not necessarily have SEN, but there is a significant overlap between

disabled children and young people and those with SEN. Where a disabled child or

young person requires special educational provision they will also be covered by the

SEN definition”. (SEN COP xviii. P16)

 

Chapters 5, 6 and 7 provide guidance for early years providers, schools and colleges

on identifying children and young people’s SEN and making provision to meet those

needs as early as possible. (SEN COP 1.18. P23)

 

“High quality teaching that is differentiated and personalised will meet the individual

needs of the majority of children and young people. Some children and young people

need educational provision that is additional to or different from this. This is special

educational provision under Section 21 of the Children and Families Act 2014.

Schools and colleges must use their best endeavours to ensure that such provision

is made for those who need it. Special educational provision is underpinned by high

quality teaching and is compromised by anything less. “  (SEN COP 1.24. P25)

 

“There is a significant overlap between children and young people with SEN and

those with disabilities and many such children and young people are covered by both

SEN and equality legislation.” (SEN COP 1.32. P27)

 

“In practical situations in everyday settings, the best early years settings, schools and

colleges do what is necessary to enable children and young people to develop,

learn, participate and achieve the best possible outcomes irrespective of whether

that is through reasonable adjustments for a disabled child or young person or

special educational provision for a child or young person with SEN.” (SEN COP 1.34. P27)

 

6.14 All schools should have a clear approach to identifying and responding to SEN. The

benefits of early identification are widely recognised – identifying need at the earliest

point and then making effective provision improves long-term outcomes for the child

or young person.

 

6.15  A pupil has SEN where their learning difficulty or disability calls for special

educational provision, namely provision different from or additional to that normally

available to pupils of the same age. Making higher quality teaching normally

available to the whole class is likely to mean that fewer pupils will require such

support. Such improvements in whole-class provision tend to be more cost effective

and sustainable.

 

6.16  Schools should assess each pupil’s current skills and levels of attainment on entry,

building on information from previous settings and key stages where appropriate. At

the same time, schools should consider evidence that a pupil may have a disability

under the Equality Act 2010 and, if so, what reasonable adjustments may need to be

made for them.

 

6.17  Class and subject teachers, supported by the senior leadership team, should make

regular assessments of progress for all pupils. These should seek to identify pupils

making less than expected progress given their age and individual circumstances.

This can be characterised by progress which:

•  is significantly slower than that of their peers starting from the same

baseline

•  fails to match or better the child’s previous rate of progress

•  fails to close the attainment gap between the child and their peers

•  widens the attainment gap

 

6.18  It can include progress in areas other than attainment – for instance where a pupil

needs to make additional progress with wider development or social needs in order

to make a successful transition to adult life.

 

6.19  The first response to such progress should be high quality teaching targeted at their

areas of weakness. Where progress continues to be less than expected the class or

subject teacher, working with the SENCO, should assess whether the child has SEN.

While informally gathering evidence (including the views of the pupil and their

parents) schools should not delay in putting in place extra teaching or other rigorous

interventions designed to secure better progress, where required. The pupil’s

response to such support can help identify their particular needs.

 

6.20  For some children, SEN can be identified at an early age. However, for other

children and young people difficulties become evident only as they develop. All those

who work with children and young people should be alert to emerging difficulties and

respond early. In particular, parents know their children best and it is important that

all professionals listen and understand when parents express concerns about their

child’s development. They should also listen to and address any concerns raised by

children and young people themselves.

95

 

6.21  Persistent disruptive or withdrawn behaviour s do not necessarily mean that a child or

young person has SEN. Where there are concerns, there should be an assessment

to determine whether there are any causal factors such as undiagnosed learning

difficulties, difficulties with communication or mental health issues. If it is thought

housing, family or other domestic circumstances may be contributing to the

presenting behaviour a multi-agency approach, supported by the use of approaches

such as the Early Help Assessment, m ay be appropriate. In all cases, early

identification and intervention can significantly reduce the use of more costly

intervention at a later stage.

 

6.22  Professionals should also be alert to other events that can lead to learning difficulties

or wider mental health difficulties, such as bullying or bereavement. Such events will

not always lead to children having SEN but it can have an impact on wellbeing and

sometimes this can be severe. Schools should ensure they make appropriate

provision for a child’s short-term needs in order to prevent problems escalating.

Where there are long-lasting difficulties schools should consider whether the child

might have SEN. Further guidance on dealing with bullying issues can be found on

the GOV.UK website – a link is given in the References section under Chapter 6.

 

6.23  Slow progress and low attainment do not necessarily mean that a child has SEN and

should not automatically lead to a pupil being recorded as having SEN. However,

they may be an indicator of a range of learning difficulties or disabilities. Equally, it

should not be assumed that attainment in line with chronological age means that

there is no learning difficulty or disability. Some learning difficulties and disabilities

occur across the range of cognitive ability and, left unaddressed may lead to

frustration, which may manifest itself as disaffection, emotional or behavioural

difficulties.” (SEN COP 6.15 to 6.23 p94 to 96)

 

“Communication and interaction

Children and young people with speech, language and communication needs

(SLCN) have difficulty in communicating with others. This may be because they have

difficulty saying what they want to, understanding what is being said to them or they

do not understand or use social rules of communication. The profile for every child

with SLCN is different and their needs may change over time. They may have

difficulty with one, some or all of the different aspects of speech, language or social

communication at different times of their lives.” (SEN COP 6.28 p97)

“Children and young people with ASD, including Asperger’s Syndrome and Autism,

are likely to have particular difficulties with social interaction. They may also

experience difficulties with language, communication and imagination, which can

impact on how they relate to others.”  (SEN COP 6.29 p97)

 

“Cognition and learning

Support for learning difficulties may be required when children and young people

learn at a slower pace than their peers, even with appropriate differentiation.

Learning difficulties cover a wide range of needs, including moderate learning

difficulties (MLD), severe learning difficulties (SLD), where children are likely to need

support in all areas of the curriculum and associated difficulties with mobility and

communication, through to profound and multiple learning difficulties (PMLD), where

children are likely to have severe and complex learning difficulties as well as a

physical disability or sensory impairment.” (SEN COP 6.30 p97)

 

 “Specific learning difficulties (SpLD), affect one or more specific aspects of learning.

This encompasses a range of conditions such as dyslexia, dyscalculia and

dyspraxia.” (SEN COP 6.31 p98)

 

“Social, emotional and mental health difficulties

Children and young people may experience a wide range of social and emotional

difficulties which manifest themselves in many ways. These may include becoming

withdrawn or isolated, as well as displaying challenging, disruptive or disturbing

behaviour. These behaviours may reflect underlying mental health difficulties such

as anxiety or depression, self-harming, substance misuse, eating disorders or

physical symptoms that are medically unexplained. Other children and young people

may have disorders such as attention deficit disorder, attention deficit hyperactive

disorder or attachment disorder.” (SEN COP 6.32 p98)

 

“Sensory and/or physical needs

Some children and young people require special educational provision because they

have a disability which prevents or hinders them from making use of the educational

facilities generally provided. These difficulties can be age related and may fluctuate

over time. Many children and young people with vision impairment (VI), hearing

impairment (HI) or a multi-sensory impairment (MSI) will require specialist support

and/or equipment to access their learning, or habilitation support. Children and

young people with an MSI have a combination of vision and hearing difficulties.

Information on how to provide services for deafblind children and young people is

available through the Social Care for Deafblind Children and Adults guidance

published by the Department of Health “  (SEN COP 6.34 p98)

 

“Some children and young people with a physical disability (PD) require additional

ongoing support and equipment to access all the opportunities available to their

peers”. (SEN COP 6.34 p98)

 

“High quality teaching, differentiated for individual pupils, is the first step in

responding to pupils who have or may have SEN. Additional intervention and support

cannot compensate for a lack of good quality teaching. Schools should regularly and

carefully review the quality of teaching for all pupils, including those at risk of

underachievement. This includes reviewing and, where necessary, improving,

teachers’ understanding of strategies to identify and support vulnerable pupils and

their knowledge of the SEN most frequently encountered.” (SEN COP 6.37 p99)

 

“In deciding whether to make special educational provision, the teacher  and SENCO

should consider all of the information gathered from within the school about the

pupil’s progress, alongside national data and expectations of progress. This should

include high quality and accurate formative assessment, using effective tools and

early assessment materials. For higher levels of need, schools should have

arrangements in place to draw on more specialised assessments from external

agencies and professionals.” (SEN COP 6.38 p99)

 

“In identifying a child as needing SEN support the class or subject teacher, working

with the SENCO, should carry out a clear analysis of the pupil’s needs. This should

draw on the teacher’s assessment and experience of the pupil, their previous

progress and attainment, as well as information from the school’s core approach to

pupil progress, attainment, and behaviour. It should also draw on other subject

teachers’ assessments where relevant, the individual’s development in comparison

to their peers and national data, the views and experience of parents, the pupil’s own

views and, if relevant, advice from external support services. Schools should take

seriously any concerns raised by a parent. These should be recorded and compared

to the setting’s own assessment and information on how the pupil is developing.” (SEN COP 6.45 p100)

 

“This assessment should be reviewed regularly. This will help ensure that support

and intervention are matched to need, barriers to learning are identified and

overcome, and that a clear picture of the interventions put in place and their effect is

developed. For some types of SEN, the way in which a pupil responds to an

intervention can be the most reliable method of developing a more accurate picture

of need. (SEN COP 6.46 p100)

 

“In some cases, outside professionals from health or social services may already be

involved with the child. These professionals should liaise with the school to help

inform the assessments. Where professionals are not already working with school

staff the SENCO should contact them if the parents agree. (SEN COP 6.47 p101)