Moneydarragh PS
Special Educational Needs Policy

Return to Policies Page

Produced by
Special Education Needs Co-ordinator & Teaching Staff at Moneydarragh PS

Adopted by Board of Governors 22/10/07
To be reviewed April 2009

Definition of Special Educational Needs

As defined by the "Code of Practice on the Identification & Assessment of Special Educational Needs" a pupil has Special Educational Needs if:

" they have a significantly greater difficulty in learning than the majority of pupils of the same age or

" they have a disability which either prevents or hinders them from making use of educational facilities provided for other pupils of the same age

Aims of school policy

" To provide a broad, balanced, relevant and differentiated curriculum for those with SEN
" To identify and address special educational needs within school and to create a support structure consistent with thoroughness
" To develop a support system based on the "Code of Practice" for SEN
" To promote a positive learning environment to offer the maximum opportunity for all children to achieve their full potential
" To provide equality of opportunity regardless of race, gender, creed or class
" To deploy a range of teaching strategies suited to age, ability and aptitude
" To offer a range of relevant learning experiences and a variety of teaching resources to meet a variety of needs
" To ensure those with SEN are appropriately integrated into the life of the school
" To ensure all staff recognise their responsibilities to those with SEN
" To involve parents fully in the education of their children
" To promote a partnership with parents" To promote a partnership with specialist support services e.g. Educational Psychology, Department of Health & Social Services (DHSS)
" To monitor, evaluate and review our policy

Admission arrangements

The admission arrangements for pupils to this school are set out in our admissions policy and are in line with SELB or CCMS guidelines. The admission of Statemented pupils is co-ordinated through the SELB and measured against:

" the suitability of the placement for the pupil
" the suitability of the placement for other pupils in the same setting
" the efficient use of SELB resources

Appropriate placement is vitally important and there are consultation mechanisms built into these processes.

Specialisms & special facilities

Special facilities
-Classroom 2000 computers with a range of software for Special Education Needs
-Separate reading schemes, maths material which is strictly used with SEN children only.
(See 'resources' for further detail)

Roles & Responsibilities

The Principal -Ms Margaret Rogers
" establishes quality provision
" determines school policy with governors re staffing and funding
" ensures staff participation in policy development
" ensures adequate INSET
" ensures policy is delivered and monitored
" may consult with Board about policy
" ensures confidentiality as appropriate
" continued responsibilities during assessments
" informs governors on SEN issues

The SENCO - Mrs Shona McConville

" Maintains an SEN Register
" Enables staff to identify those with SEN
" Advises and supports staff on matters relating to SEN i.e assist teachers, when necessary in drawing up Individualised Education Plans (IEP's) for pupils, and identifies appropriate resources
" Provides information to and liaises with the parents of pupils with SEN i.e. review meetings once each year
" Organise and co-ordinate SEN staff meeting
" Establish effective links with outside specialist support e.g. ELB, Psychology service and DHSS. (From 2006/7 SELB has allocated eight hours per annum for the School Psychologist.)
" To ensure effective links with feeder schools
" Develop a range of resources and support strategies for special educational needs
" Complete requisition of SEN resources
" Ensure a whole school approach to SEN
" Provide INSET training for staff
" Be an advocate for those with SEN

The Class Teacher
" Delivers quality practice for pupils with SEN ensuring lessons and homework are suitably differentiated
" Collects accurate SEN information
" Writes and review IEP's
" Liaises with parents of pupils with SEN
" Liaises with SENCO
" Assists in devising SEN Policy
" Ensures other policies acknowledge SEN

The Board of Governors
" Must have regard for SEN
" Reports annually to parents regarding SEN
" May appoint a named governor(s) to liaise on SEN issues
" May appoint a SEN sub committee
" Determines school policy with the principal regarding staffing and funding arrangements

Classroom or Domestic Assistance
" Assists the pupil for whom they are employed
" Enables the pupil to access the curriculum
" Assists the class teacher in delivering quality practice for SEN
" Relates pupil difficulties to the class teacher

Voluntary Helper
" Assists the class teacher in delivering quality practice for SEN

Identification of Special Educational Needs

In line with the Code of Practice and the breadth of SEN we identify pupil difficulty through a range of methods:

Information from parents

Information from School Paediatrician

Information from DHSS

Informal Assessment (e.g. early years identification)

Formal Assessment

Standardised Scores

Diagnostic tests

Consultation with Educational Psychology

Consultation with Special Education (SELB)

The professional judgements of the staff

Standardised Tests used in school include:

NFER Progress in Maths from P1-P7 (Annually in Summer term)

NFER Progress in English from P3-7 (Annually in Summer term)

NFER Group Reading Test P4-P7 (Once yearly in Summer Term)

Schonell Spelling P3-P7 (If necessary)

These scores are analysed. Children are identified and targets are made and reviewed.
Additional assessments carried out in school include:

Baseline assessment is devised and administered by the P1 teacher to all new P1 pupils at the end of September.

P2-7: Spelling test weekly and at the end of each half-term

End of Key Stage Assessment scores are also used to monitor progress and identify problems.

Revised Curriculum implementation of computerised NI standardised assessments (INCAS) to P1& P5 starting Autumn 2007; each class will eventually complete these assessments yearly.

Inclusion & Integration

School Aims

At Moneydarragh we aim to

" enable children to reach their full potential in all aspects of the school's curriculum including the NI Curriculum, and in particular to acquire effective skills in literacy and numeracy

" develop an awareness and a tolerance that will help them to live together in a community and to show sensitivity to the differences between one another

" develop a positive sense of moral responsibility and self-discipline

" help them develop self esteem, self confidence and independence and to encourage enterprise ,ambition and fulfillment of their potential

" develop spiritual awareness, an awe of the universe and a strong Christian ethos which develops the values of truth, honesty, respect, tolerance and a sense of fair play

" develop a love of learning and a desire to continue to expand their knowledge and skills throughout life

" help the children develop physically by encouraging participation in physical activity and to encourage them to be responsible for looking after their own health

" arouse their interest in their history and cultural heritage and to help them appreciate and respect their environment

" involve parents as active participants in their children's education by sharing the caring

Due to the characteristics of the school this curriculum will be delivered within the normal classroom context (with withdrawal for some pupils for specific work with adult helpers or SELB specialist support teachers) and will offer pupils the opportunity to develop at an appropriate pace and in relation to their age, ability and aptitudes.

Every effort will be made to include all pupils in the many aspects of school life and in discussions with parents and professionals develop a support structure, which offers the individual the best possible opportunity to succeed.

Allocation of Resources

A range of differentiated materials commonly used in the classroom is employed within the school. These are stored in the classrooms or in the SEN filing cabinet.
These include Wellington Square Scheme (KS2)
Folens reading scheme (KS1), Schofield & Sims workbooks, Easy-Learn Maths resource pack books 1-5, Easy-Learn phonic resource books, 'Write about the picture' Books1-3, Reading for meaning, Onset and Rhyme activity pack, letter and word tiles, Stile phonic scheme .

ICT support software includes Wellington Square, Letterland, Clicker 4 and 'C2K Software Special Needs'.

Partnership with pupils

Best educational practice involves developing the child's personal responsibility so, as far as is possible and where appropriate, pupils contribute to the IEP and their opinion and support and valued.

Partnerships with Parents

To involve parents fully in the education of their children is a key aim of our SEN Policy; to ensure we achieve this parents are:
" Asked to inform us of any special educational need their children may have upon entry into school
" Informed of progress through discussions with the class teacher, comments in work books, and reading record books and through formal Parent/Teacher meetings in the Autumn term/ Spring (P7)
" Are made to feel welcome in school and are free to highlight any concern they may have regarding their child with the class teacher
" Are notified if it is felt that their child may have special educational needs
" Are asked to make contributions to the pupil's IEP
" Are provided with copies of their child's IEP's
" Are kept fully involved and informed if there is a need to refer the child on for specialist support
" May discuss progress with the school SENCO or principal (An appointment will be needed to ensure adequate time is set aside)

Arrangements for complaints

" In the first instance parents should take up concerns with the class teacher or the School Principal, (appropriate time may need to be set aside for this and subsequent meetings)
" The principal /class teacher may refer the matter to the school SENCO
" If the difficulty is still unresolved the parent may contact the Board of Governors
" The school may wish to consult with the Board on matters of procedure

Partnerships with specialist support

As identified in the Code of Practice there are a number of specialist support services available for SEN support. These are frequently accessed through referral at stage 3 of the Code to Educational Psychology ,for example. Support from DHSS may also be obtained in this manner or earlier as the situation demands. In all cases the parent has a veto on these services and every effort will be made to ensure full co-operation between all concerned for the betterment of the pupil. (See 5 stage model (overleaf) as a guide to range of support)

Partnerships with other schools

Every effort will be made to access relevant information on children with SEN (commonly IEP's and other reports) transferring in from other schools. This may save valuable time in devising appropriate support procedures. Alternatively our school will provide copies of IEP's and other reports for other schools when our pupils transfer.

Partnerships with the wider community

In offering a broad and balanced curriculum our pupils will be involved in a range for community visits which may include places
" of local interest
" of religious significance
" of topical interest
" of national importance/interest
" in relation to aspects of study

SENDO
This policy will be fully compliant with all SENDO legislation.

Future developments

Special Needs will always play a role in the teaching and learning aspect of the School Development Plan
Resources are always being reviewed and updated.
School policies are reviewed and acknowledgement of Special Needs is being made.

Useful contact names and addresses

Mrs Anne Cranley
Educational Psychologist
Newry High School
23 Ashgrove Road
Newry
BT 34 IEB
Tel: 028 302 66443

Dr Paula O'Neill
School Paediatrician
Kilkeel Primary Care Centre
Greencastle Street
Kilkeel
Tel: 028 417 60960

SELB SEN Advisory Officer
Tel: 028 87 728115

SELB
3 Charlemont Place
The Mall
Armagh
BT 61 9AV
Tel: 028 37 512200

Speech & language Therapist
Kilkeel Primary Care Centre
Greencastle Street
Kilkeel
Tel: 028 417 60960