You are on page 1of 6

Pear Tree School

SEN Policy

__________________________________________________________________________

Philosophy and purpose


This policy reflects the school values and philosophy in relation to Special Educational Needs . It sets out a framework within which teaching and non-teaching staff can operate and gives guidance on practice within school.

Provision
Pear Tree Specialist School is a County aintained !ay School for pupils with S"!# P "! and C"!! from the ages of $-%&. In addition to their learning difficulty# some of our pupils also have medical needs which are managed 'y the education staff with support from the school nursing team. MISSION STATEMENT To ensure all mem'ers of our school community work in partnership to provide outstanding provision to ensure that everyone can achieve the very 'est they can in everything they do. AIMS OF THE SCHOOL To provide a 'road and wide curriculum that meets the individual learning needs of all of our pupils. To strive to achieve the very 'est we can in everything we do. To ensure access to appropriate inclusive learning opportunities for all of our pupils to ena'le all children to learn and achieve together. To focus on supporting all children to 'e as independent as possi'le in all aspects of their school and home life. To ensure that pupils are prepared for life 'eyond Pear Tree and that they are e(uipped with the necessary functional# independence and communication skills to ensure that they are successful when they leave school. To continue to look for new and creative ways to adapt our curriculum to ensure that we continue to fully meet the needs of our ever changing pupils.

Facilities
The school is situated in )irkham and caters for pupils with statements of special educational needs from the *ylde# +yre and Preston areas. ,rrangements for the transport of pupils to and from school are made 'y the local authority special education transport department at County -all Preston. The school 'uildings comprise of a single storey main school 'uilding and a separate single storey further education unit. The main school has. / class 'ases *E 0nit li'rary hydrotherapy pool 1

studio adventure play area multi-purpose school hall and adapted shower cu'icles and toilets fully adapted toilet areas providing hoisting e(uipment for the safe moving and handling of pupils. E1*S playground )S% - )S2 playground *E garden

The toilet areas are fully adapted for wheel chair users. Two School mini'uses# with lifts and provision for wheelchairs# are availa'le for transporting pupils on educational visits.

Ad ission
,pplications for admission to the school are made via the ,rea ,ssessment Support 3fficer# following the assessment procedures and consultation processes which result in the issuing of a Statement of Special Educational Needs. Planning meetings are held to consider the applications and priority is given to children within the school4s area.

!esources
The main resource of the school is the staff and this is set a high level to ensure full access to educational provision and care of the highest order. Each class has a teacher and "evel 5 teaching assistant with at least two "evel $ teaching assistants with clearly defined roles and responsi'ilities. This team plans and works together to meet the individual learning# care and 'ehavioural needs of all the pupils in the class. -igh staff commitment to the School4s philosophy and ethos of achieving the very 'est we can in everything we do is e6pected and staffing appointments are made with this as an essential criterion. The school is well resourced and future planning will always identify new and innovative ways in which we can adapt our curriculum and resources so as to ensure all of our pupils can fully access their curriculum. The curriculum is resourced and funded through 'udget allocations given to su'7ect area coordinators and priorities for funding are identified in the school4s improvement plan. 8ecommendations for all specialised seating# e(uipment and mo'ility9 communication aids are made 'y therapists and re(uests for these resources are passed to the ,rea Special Educational Needs 3fficer for central funding from the E6ceptional Needs :udget via the annual review. The school is fortunate in receiving contri'utions from the local community# and fund raising activities also enhance the range of resources availa'le.

Pro"essional #evelop ent$see policy

Professional development opportunities are availa'le for all staff relating to their specific su'7ect areas or other identified areas of personal and professional development. ,ll staff have access to specific training in relation to safe moving and handling of pupils# akaton# communication aids and first aid training. Some of the staff have completed a course of instruction on the safe driving of the mini'us and many of the staff are trained in the use of Team Teach as a means managing pupils 'ehaviour in a safe and appropriate manner. any T,s are trained 'y the health team to manage medical and care needs of some of our pupils. Staff are encouraged to gain additional (ualifications wherever possi'le.

Support sta""
The school seeks to ensure appropriate involvement from colleagues in relation to the provision on each pupil;s statement. This support is delivered 'oth within and outside of the class 'ase. ,ll pastoral management# care plans# S"T programmes etc< are fully incorporated into a pupils daily routine. The following professionals support the school. *ull time -ealth care assistant with support from part time school nurse Educational Psychologists Social +orkers ,dvisory teacher of the hearing impaired ,dvisory teacher of the visually impaired Education welfare officers ,rea special educational needs officer =eneral and specialist advisers and advisory teachers Part-time physiotherapist Part-time occupational therapist Integrated services co-ordinator Children;s Centre -ealth >isitors S"T The school has esta'lished good links with other schools# mainstream and special and local industries# 'usinesses and organisations.

Parental involve ent


+e pride ourselves on fostering good relationships with our parents and families and have 'een awarded a "PP, ?"earning Parent Partnership ,ward@ for our work in this area. +e encourage parental involvement in all aspects of their child;s learning and maintain links with parents through phone calls# home9school diary and home visits. , detailed ,nnual 8eview is prepared each year and parents are invited into school to discuss their child;s progress. Termly targets identified via the child;s Individual Education Plan are shared with parents. , home visit is offered to all parents at least once during the school year. 3pen evening and parents evening provide further opportunities to meet with parents. Further information on parental involvement can be found in the schools policy on Reporting to Parents and Guardians

Identi"ication o" pupil needs and or%anisation o" access to the curriculu
Pupils are assessed upon entry to the school using a range of assessment tools ?see planning 3

assessment# recording and reporting policy@ and the overall assessment is made against pscales using PI>,TS ?Performance Indicators >alue ,dded Target Setting@ Scheme to gain a 'aseline assessment. PI>,TS are used annually in Summer to review pupil progress towards targets and again in 3cto'er to set new targets. The PI>,TS assists us in tracking pupil performance and identifying curriculum strengths and areas for development. +ithin the *E department# : S(uared ?adult curriculum@ is used to track progress as well as various e6ternal accreditations ?see Planning# assessment# recording and reporting policy@.

Curriculu

Policy State ent&

Pear Tree Specialist School aims to provide a 'road# 'alanced and wide curriculum that meets the very individual needs of all of our pupils. The curriculum offered within Pear Tree School is 'eing developed in accordance with the re(uirements of the 1993 Education Act in that we seek to address the individual learning needs of all the school4s pupils. The Education, Reform Act 1988 also influences our curriculum planning in that we acknowledge our responsi'ility to provide a 'road# 'alanced and relevant curriculum which. promotes the spiritual# moral# cultural# mental# and physical development of pupils at school and of society. prepares pupils for the opportunities# responsi'ilities and e6periences of adult life. ,t post %/# students follow an individual destination led curriculum 'ased on the development of life and independence skills. +ithin our lower school department we plan a curriculum 'ased around the ten su'7ects of the National curriculum and PS-E and 8E. *" is offered at )S $# 5 and 2. -owever# this is only the tip of our true# wider curriculum and a great emphasis is placed upon incorporating the following areas into the daily curriculum. Communication Self help skills Independence skills "ife skills +ork e6perience# industrial and college links Swimming -ydrotherapy where appropriate 8e'ound therapy Postural management Inclusion Sensory dance Sensory integration Care plans Sensory curriculum Intensive interaction Input and advice from the Physiotherapist# 3ccupational Therapist# Speech and "anguage Therapist where appropriate

#ELI'E!( OF THE C)!!IC)L)M *ILL INCL)#E+ C",SSES - presently SE>EN organised# as far as possi'le# into E1s class ?nursery and reception@A )ey Stage %A )ey Stage $ ?$ classes@A )ey Stage 5A )ey Stage 2 and %/B +-3"E C",SS C Pupils are taught alongside their peers as a whole class. The class teacher ensures differentiation meets needs of all pupils. =830PS - 'ased on developmental level or need in other areas. *or e6ample. a P.E. lesson organised 'y a'ility9needs criteria# across classes# with appropriate resources ?particularly staffing levels@ and target planning. S ,"" =830PS - one or two-pupils# with Similar specific needs who will 'enefit from a more intense staffing ratio. This will include pupils who need physical management in order to access a particular activity and pupils whose attention span may 'e very short or who have not# as yet# developed skills of continuing an activity without prompts from adults. IN!I>I!0," - %.% ?and sometimes $.%@ attention from staff in order for very specific programmes to 'e implemented. Educational activities will 'e provided at home9hospice9hospital for those children who are too poorly to attend school. These activities will 'e delivered 'y education staff# carers and family mem'ers. The curriculum will also 'e delivered through out-of-school e6periences and activities# shared learning opportunities with mainstream peers within the mainstream school or at Pear Tree# and# for older pupils# work e6perience placements and courses at Colleges of *urther Education# where appropriate. ,ppropriate careers education and advice will 'e included in the curriculum for )ey Stage 2 and post %/ pupils. ,ppropriate se6 and personal growth education will 'e included in consultation with parents# the =overning :ody and Community -ealth personnel. 8eligious Education will 'e included for all pupils# unless parents indicate otherwise. The 8E programmes of study will follow the "E, advice 'ut will he modified accordingly to 'e appropriate to the conceptual levels of pupils. The planning of lessons and assessment and recording of progress will differ according to the method of delivery for the su'7ect or area. E,tra$curricular activities& 8esidential - school holidays ?'oth in the 0.). and overseas@. "earning for leisure- outward 'ound courses# 'owling# restaurants. Educational outings- theatre# museums# SP,CE# local interest locations. Community links- other schools# local colleges 5

,esthetic and creative e6periences within school- performers# shows# workshops 'ought in 'y school. Pupils with Severe and Profound "earning !isa'ilities re(uire a curriculum which is designed to fit their very special and individual needs. The school is 'ound 'y the legislation of the National Curriculum in all aspects 'ut# additionally# our pupils re(uire a more refined and appropriate developmental curriculum which# when identified and structured# will take account of the o'7ectives specified in Part 5. Special Educational Provision of the Statement of Special Educational Needs The planning will# therefore# address. 3:DECTI>ES ?from SEN Statement@ T,8=ETS - 'road targets set at ,nnual 8eview leading to small-step targets identified on the Individual Education Plan ?IEP@ within lower school department. +ithin upper school department# I"Ps will 'e set and reviewed. Pupils statemented under Part 5 Non-Educational Provision will re(uire therapy input 'uilt into their curriculum and learning time. edical needs must also 'e taken into consideration for some pupils. Care plans are in place for those pupils re(uiring them Monitorin% and evaluation o" the educational provision -y the .overnin% /ody =overnors regularly visit school and one Inset day per year is allocated to the review of the School Improvement Plan 'y =overnors and staff. =overnors are informed of developments in curriculum planning and school policies are discussed and agreed 'y =overnors as they are reviewed and revised. ,s the needs of the $% st century child with SEN change# the Senior anagement team will regularly review the curriculum to ensure that it continues to meet the needs of all our pupils. If the curriculum fails to meet a need# the Senior anagement team will endeavour to look for new and creative ways to provide a new# innovating way of teaching.

!evised To -e revie4ed

Autu n 0123 Autu n 0125 #ate+

Si%ned+ ____________________________