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Special Educational Needs Policy



Severn View Primary Academy values the contribution that every child and young person can make and welcomes the diversity of culture, religion and learning styles. The school seeks to raise the achievement, remove barriers to learning and increase physical and curricular access for all its pupils. All children and young people with special educational needs (SEN) are valued, respected and equal members of the school.

Provision for pupils with SEN is a matter for the school as a whole. All teachers and teaching assistants (TAs) are teachers of pupils with SEN. The governing body, Principal, SENCO and all other members of staff have important responsibilities.



·      To ensure that the culture, practice, management and deployment of resources are designed to meet the needs of all pupils with SEN

·      To ensure that the needs of pupils with SEN are identified, assessed, provided for and regularly reviewed

·      To enable pupils with SEN to maximise their achievements

·      To ensure that all pupils with SEN are offered full access to a broad, balanced and relevant curriculum including the  Foundation Stage Curriculum and the National Curriculum as appropriate

·      To work in partnership with parents to enable them to make an active contribution to the education of their child

·      To take the views and wishes of the child into account

·      To co-operate closely with other agencies where appropriate

·      To liaise with the Children’s Centre and secondary schools


Roles and Responsibilities

The governing body will, in co-operation with the head teacher:

·         Determine the school’s general policy and approach to provision for pupils with SEN

·         Establish appropriate staffing and funding arrangements

·         Appoint a representative with responsibility for SEN

·         Maintain a general oversight of the school’s work

·         Review the policy annually


The Principal will:

·         Be responsible for the day to day oversight of SEN


In addition, the SENCO, will be responsible for:

·         The strategic development of SEN and provision mapping

·         The day to day operation of the policy

·         Determining the level of intervention appropriate for each pupil in conjunction with the class teacher

·         Monitoring the progress of SEN pupils alongside the SLT

·         Liaising when necessary with parents

·         Leading the reviews of pupils with statements of SEN and at School Action Plus

·         Reporting to governors


Class teachers will:

·         Identify pupils ‘causing concern’

·         Use appropriate differentiation in planning and teaching 

·         Undertake assessments under the direction of the SENCO

·         With the SENCO, determine the appropriate level of intervention

·         Write and deliver Individual Education Plans (IEPs) for pupils in their teaching group

·         Liaise and share records with TAs on individual children

·         Work in partnership with parents, reporting regularly formally and informally and  listening to parents’ views

·         Review IEPs for pupils at School Action and SA+

·         Provide information to the SENCO for the reviews of other pupils


The role of the TA appointed to a child with a statement of SEN will vary depending on the child’s need. Taking this in to consideration together guidance from the class teacher and outside agencies, where agreed appropriate the TA will:

·         Foster independence in learning and managing physical needs

·         Enable the child to access the whole curriculum as far as possible

·         Support the child individually, in a small group and in a whole class situation

·         Plan work programmes or differentiated tasks with the class teacher

·         Work with the pupil towards achieving IEP targets

·         Prepare materials to assist the child’s learning

·         Keep accurate and concise records

·         Contribute to annual reviews

·         Discuss the pupil’s progress regularly with the class teacher, SENCO and parent


Admission Arrangements

The Governing Body is responsible for the admission arrangements which accord with those laid down by the Academies Enterprise Trust, the Local Authority and in our Inclusion and Disability scheme. The school acknowledges in full its responsibility to admit pupils with already identified special educational needs, as well as identifying and providing for those not previously identified as having SEN.


Specialised Provision

The school has toilet facilities for the disabled. There is wheelchair access from the car park and around the main building and into the hall but access to the playground is more difficult.


Allocation of Resources

Funding for staffing comes from the school’s delegated budget. Our provision map identifies how the funds are used to support children with different needs, across the school


Identification, Assessment, Provision and Review

Early identification of pupils with SEN is vital and SEN children and provision mapping is the focus of staff meetings.

Pupils with SEN are usually identified by class teachers in their day to day assessments.

In addition results from formal assessments will be used.

These include:

·         Foundation Stage Profile

·         APP

·         Classroom observations

  • KS1 SATS
  • Optional SATS
  • CATS


Identification for Foundation Stage pupils may also include;

·         Pre school information

·         Health visitor concern

·         Prior medical information

·         Parental concern


The area of need and appropriate level of intervention are determined by class teacher in consultation with the SENCO and, if appropriate, external specialists.

The class teacher informs the parents at the earliest opportunity to alert them to concerns and enlist their active help and participation.


IEPs are written by the class teacher and are reviewed twice during the year. The class teacher is responsible for:

  • delivering the provision stated in the IEP
  • formatively recording progress
  • reviewing IEPs for pupils at School Action
  • contributing information to the reviews of pupils at School Action Plus and with statements of SEN


For pupils at School Action most of the provision is made in-class through differentiation and adult support and through intervention programmes. Intervention programmes are usually delivered by trained TAs. When pupils are withdrawn for such provision the school ensures that there is minimum disruption to their curricular entitlement.


In addition to the above, pupils at School Action Plus will benefit from either direct input or advice to the teacher from one or more external specialists.


The provision identified in all statements of SEN will be met in full.


Access to the Curriculum

All pupils have the entitlement to a broad, balanced and relevant curriculum. All pupils with SEN are taught in mainstream classes and study the curriculum appropriate for their ability. All teaching and support staff are aware of the National Curriculum Inclusion Statement and in their planning and teaching they strive to:

·         Provide suitable learning challenges

·         Meet the pupils’ diverse learning needs

·         Remove the barriers to learning and assessment


Teachers match the learning to the needs and abilities of the pupils. They use a range of strategies to develop the pupils’ knowledge, understanding and skills. Where appropriate, materials are modified or support is provided to enable pupils with SEN to access the learning or the assessment processes.


The school acknowledges that its practices make a difference. Because of this the school and teachers regularly review issues related to pupils with SEN and classroom organisation, teaching styles and methods, materials and tasks to determine how these could be improved.



Monitoring and Evaluating the Success of the Education Provided for Pupils with SEN

The school, including the governing body is committed to regular and systematic evaluation of the effectiveness of its work. The school employs a series of methods to gather data for analysis including:

·         Termly analysis of achievement data of pupils with SEN

·         Regular observation of teaching by the head teacher and SLT

·         Analysis of the attainment and achievement of pupils with SEN

·         Success rates in respect of IEP targets

·         Scrutiny of teachers’ planning and pupils’ work by SLT

·         The views of parents and the pupils

·         Monitoring by the SEN governor


As a result of the above the school has full information for reporting to Governors and external agencies when required


Arrangements for Dealing with Complaints from Parents

Complaints from parents will, in the first instance, be responded to by the Principal. If the matter cannot then be satisfactorily resolved they are invited to refer the matter, in writing, to the Chair of Governors who will refer the matter to the appropriate committee. The committee will invite parents to come and make representations in person if they wish. Appeals against the committee’s will be heard by the Appeals’ committee who will have consulted with the LA for guidance. There is also a parent partnership available.


Arrangements for CPD

All teachers, TAs and governors have the opportunity to receive training in a variety of aspects of SEN relevant to their needs. Where applicable, whole school INSET, is organized and the SENCO attends training days and conferences organized by the LA and outside providers. The SENCO informs new teachers and TAs of SEN procedures and record keeping procedures.


Links with outside agencies

The school has links with various services and is able to request appropriate advice and support for different types of difficulties.

The school works closely with outside agencies as and when necessary. These include the Educational Psychology Service, the School Medical Service, Speech and Language Therapists, advisory teachers, the Primary Behaviour Support Team, outreach, EWO and the Reintegration Service


Links with Other Schools

The school receives records for all new children from pre-schools and previous schools attended. These are used to help identify any children who may have special needs or may require additional support.

The school should maintain links with the Children’s Centre and receiving secondary schools. Pupils about to transfer should make visits to their new school in the summer term.

SEN/vulnerable children moving on to Archway will have the opportunity to make additional visits to their peers in order to ease the transition.

We believe it is important to access the outreach services which is partnership working between special and mainstream schools.


The Role Played by Parents of Pupils with SEN

In accordance with the SEN Code of Practice the school believes that all parents of children with SEN should be treated as equal partners. The school has positive attitudes to parents, provides user-friendly information and strives to ensure that they understand the procedures and are aware of how to access advice. Parents will be supported and empowered to:

·         Recognise and fulfil their responsibilities as parents and play an active and valued role in their child’s education

·         Have knowledge of their child’s entitlement within the SEN framework

·         Make their views known about how their child is educated

·         Have access to information, advice and support during assessment and any related decision making processes about special educational provision

·         The SENCO and class teacher strive to maintain regular contact with the parent and pass on up to date information.

·         The SENCO arranges meetings between outside agencies and parents


The Role Played by Pupils with SEN

Pupils with SEN are encouraged from reception age to be involved in their education. They are encouraged to monitor their progress towards their targets and to discuss their progress with their class teacher/TA. All staff endeavour to make children feel they have a valuable contribution to make and their views are important. Children with statements have the opportunity to contribute to their annual review and where appropriate attend the relevant parts of their annual review.


Policy to be reviewed in conjunction with Equal Opportunites, Gifted & Talented and Inclusion Policies.