Special Needs Policy
Philosophy Statement
At Warren we believe that the term Special Needs refers to pupils who experience difficulties or who are exceptionally gifted and need provision made for them which differs significantly from the norm. These needs may be mild, severe, transitory or permanent. A pupil's special need may relate to physical, sensory, intellectual, emotional or behavioural difficulties or a combination of these. Helping children with special needs is always a three-way partnership between child, home and school and there will be full consultation at all time and all stages. Back to topAims
It is our intention to ensure that all children are regarded as individuals with equal rights to a broad and balanced curriculum and therefore any additional help will take this intention into consideration. It is our intention that children will achieve the highest possible standards in all their endeavours and that they make significant progress during their time at Warren. Back to topPlanning
All teachers will have, as an entitlement, a termly meeting with the SENCO to discuss the children in their class. The criteria for inclusion on the Special Needs register as Cause for Concern will be:a) Where a child is performing significantly below the level expected in one core subject.
b) Where a child is performing significantly above the level expected in one core subject.
c) Where a child's behaviour is preventing them from making satisfactory progress.
d) Where a child has a medical condition which requires attention over and above the ordinary.
The criteria for inclusion on the Special Needs register at School Action will be:
a) Where performing below in two or more core subjects, or
b) Significantly below in one core subject.
c) Where physical condition prevents them making satisfactory progress
d) Where child's behaviour is preventing others from making satisfactory progress.
Once a child has been placed on school action their progress is reviewed termly with SENCO, parents and class teacher.
After a minimum of two reviews if a child is still failing to make appropriate progress School Action Plus will be considered.
Criteria for School Action Plus:
A) Despite monitored intervention progress is still limited.
Following a further minimum of two termly reviews Statutory assessment is considered using Thurrock's criteria. In exceptional circumstances Statutory Assessment may be sought earlier. Back to top
Equal Opportunities
As a school, we concentrate on the positive aspects of individuals and work through a child's strengths. Teachers are committed to delivering a differentiated curriculum where it is necessary to ensure that the child achieves the highest possible standards of achievement. We recognise that it is the responsibility of all the staff to be aware of children's individual needs and to follow the appropriate agreed strategies. We also acknowledge the need for all staff to have continuing INSET in order that they feel confident to provide for the wide range of abilities. Back to topResources
Resources will be made easily available including ICT to aid both children and staff in their work. As a school we follow the Thurrock procedures which are in line with the statutory Code of Practice Guidelines. Back to topRecord Keeping
Every class will have a green special needs file. This will contain the details of all children in the class who are deemed to have a special need. This will be updated on a termly basis. Back to topMonitoring and Evaluation
Prior to termly reviews the child has a pre-review assessment against their IEP.A termly planning and monitoring meeting is held between SENCO and Educational Psychologist.
In addition to this there is a termly steering group meeting between the LEA and school to monitor and evaluate the work of the HI resource.
Governor with responsibility for SEN has a regular meeting with SENCO. Back to top