Evaluating the policy

In order to evaluate the effectiveness of the SEN Policy, the following will be used:

Observations during the course of a year, each member of the teaching staff will be observed in line with the monitoring policy in school. This observation will include the extent to which the teacher is developing the ability and meeting the needs of the special needs pupils in that class. In addition, all CSAs will be monitored by the SENCO using Sheet E to ensure the support they are providing is effective. IEPs Individual Education Plans are written termly by the class teacher. All special need files are collected at the beginning of each term and IEPs are read and signed by the SENCO. Data Analysis Following the implementation of the QCA tests in June, an analysis will be done on progress achieved by special needs pupils. This progress will be based on standardised scores achieved in the test. Discussion Progress will be monitored through discussions with CSAs, weekly discussions with external agencies and also with discussions with pupils.

Staff Development

Where training of teaching and non-teaching staff is necessary, the SENCO will liaise with the professional development co-ordinator in order to match the training requirements with the relevant course.

Complaints

Although the intention is that everything which can be done for the pupils with special needs, will be done, there may be times when parents may have a complaint about the provision for their child. In this case, parents should make an appointment to see the SENCO. Should they find the outcome of this discussion unsatisfactory, they should contact the Headteacher or the SEN Governor. Should a parent contact the school to make an appointment to see the SENCO, the SENCO will return the call within the day, and make an appointment with parents within two days* whenever possible.

NOTE It must be noted that the SENCO also has class and a curricular responsibility and may be out of school on a course, in which case, the response time to a parental enquiry may be more than two days.

Procedures

Identification / Assessment

(Everyones responsibility)

It is clear that identification should take place as early as possible. Sources of information will include: teacher observations; parent observations; previous school records (including SATs); other agencies; the annual standardised test assessments.

If pupils have already been identified as having special needs the teachers will be provided (whenever possible) with the opportunity to liaise with the childs previous teacher.

SEN Policy

School Publications

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