“A child has special educational needs if he or she has a learning difficulty which calls for special educational provision to be made for him or her.”

A. INTRODUCTION

This policy outlines the teaching; organisation and management of Learning Support at Arnold Junior School. This policy has been drawn up as a result of staff consultation and in line with the Learning Support Policy of Arnold Senior School. The implementation of this policy is the responsibility of Mrs. M. Hecht.

General: A definition of SEN
According to the SEN Code of Practice
“A child has special educational needs if he or she has a learning difficulty which calls for special educational provision to be made for him or her.”

A child has a learning difficulty if he or she:
Has significantly greater difficulty in learning than the majority of children of the same age.
Has a disability which either prevents or hinders the child from making use of educational facilities of a kind provided for children of the same age in schools.

The expression ‘learning difficulty’ covers a wide variety of conditions and may include dyslexia, dyscalculia, dyspraxia, attention deficit disorder and semantic processing difficulty. It may also include those who have problems with their eye sight or hearing.

AIMS

• To identify and assess as early as possible, children with learning difficulties and be dedicated to raising achievement at all levels.
• To act upon the concerns of members of staff or parent as quickly as possible to identify the difficulty and propose a course of action.
• To identify the specific area in which the child has a learning difficulty and provide a programme of appropriate strategies to be used within the classroom and/or on withdrawal. This being the Individual Education Plan. ( I.E.P.)
• To provide these children identified with learning difficulties with the most appropriate and up to date methods of support and resources, to enable them to achieve of their best, alongside their peers in school.
• To adopt a staged approach to the identification of pupils with learning difficulties and to keep parents and staff regularly informed of pupils’ needs with suggested strategies of support.

OBJECTIVES

The above aims can be achieved through:
• Early identification, assessment and provision to meet individual learning needs of pupils experiencing difficulties in their learning. Identification being by referral or screening, using recognised reading spelling, writing and ability tests.
• Providing a structured learning environment for pupils receiving learning support so that a variety of skills and strategies may be learnt to help children cope with the restraints of their learning difficulty.
• Monitoring, recording and reporting on progress of pupils with learning difficulties. This includes adding to the Learning Support Register the names of the pupils with learning difficulties and identifies their needs.
• Coordination of the efficient use of resources and support for staff to meet more effectively the needs of pupils with learning difficulties.
• Promoting access to a balanced and broadly based curriculum.
• Developing opportunities for partnership with parents and, where necessary, external agencies.
• Monitoring and evaluating the effectiveness of this policy on pupils’ learning.
• To share special needs information, specialist knowledge and resources with all staff, suggesting appropriate teaching strategies.

EQUAL OPPORTUNITY

We are committed to providing a teaching environment conducive to learning. Each child is valued, respected and challenged regardless of ability, race, gender, religion, social background, culture or disability.

B. TEACHING

Content
The teaching approach is multi sensory and includes a variety of reading strategies ( phonic, visual, context and syntax cues , where applicable) Spelling involves the ‘look – cover – spell – check’ method as well as mnemonics and syllables. Learning strategies involve a ‘small steps’ approach.

Class Organisation
Pupils receive up to 2 hours per week specialist support on a one to one or in a small group setting. Ideally children with similar difficulties will be grouped together. If necessary, and with the form teacher’s cooperation, a member of the learning support team will support the pupil in class.

Out-of-class work and homework
Children who attend learning support classes are encouraged to extend their class learning at home through regular practice of reading/spelling/writing and numeracy programmes where applicable.

Learning Support and other subjects
Skills acquired in Learning Support sessions should be applied by the pupil to all other subjects. As there is close liaison between the learning support teacher and other teaching colleagues individual difficulties in achieving this are discussed and acted upon.

C. SCHOOL AND CLASS ORGANISATION

Foundation Stage
Please refer to the Foundation Stage Handbook

Learning Support Referral Policy at Key Stages One and Two

Stage 1 – Differentiated Teaching

After a class teacher has an initial concern about a particular pupil he/she may conclude that the strategies they are currently using with the pupil are not resulting in the pupil learning as effectively as possible. In these circumstances they will consider together with the learning support co-ordinator what else might be done. Evaluation of the strategies in place may lead to the conclusion that the pupil requires help over and above that which is normally available within the particular class or subject. Consideration will then be given to helping the pupil through School Action.

Stage 2 – School Action

If staff conclude, after consulting with parents, that a pupil may need further support to help progress referral form and the cumulative pupil commentaries are then forwarded to the learning support coordinator, who will facilitate the further assessment of the pupils particular strengths and weaknesses; planning future support for the pupil in discussion with colleagues and arranging a course of lessons of support, dependent on needs.

Stage 3 – School Action Plus

On some occasions the learning support coordinator might deem it necessary to request an Educational Psychologists assessment to provide additional information crucial to the child’s educational development. Generally this will be if the pupil is identified as having substantial learning difficulties, or has not made sufficient progress after a lengthy course of learning support sessions.

Resources
Learning Support resources are stored in the learning support classroom with the coordinator. They are readily available when requested.

Information and Communication Technology
ICT will be used in various ways to support teaching and motivate children in their learning. Computer are used in a variety of ways – spelling, reading and numeracy programmes, keyboard skills and memory exercise all encouraging a multi sensory approach to their learning.

Assessment
Learning difficulties can come to light at various ages and stages in the pupils’ lives, depending on the coping strategies that they have developed and the level of the work. Some children cope at the infant level but not at junior level. Pupils in years 1 and 2 are closely monitored and assessed by their class teachers. Any pupils causing concern are referred to the learning support teacher and detailed assessments are carried out.

To help identify children with specific learning difficulties all pupils are screened using recognised reading, spelling and non verbal reasoning tests on entry into year 3. These test results may lead to more in depth tests to determine ability and the specific learning difficulty.

Pupils in years 4,5 and 6 are routinely assessed on their reading and spelling abilities and any pupils not progressing are referred to the learning support teacher for additional testing. If the results of these tests suggest specific learning difficulties parents will be informed and a suggested course of action discussed.

D. MANAGEMENT OF LEARNING SUPPORT

Role of the Co-ordinator

The Co-ordinator for Learning Support is Michelle Hecht
The Early Years SENCO is Susan Rigby

• Overseeing the day to day operation of the school’s Learning Support Policy.
• Co-ordinating provision and creating IEP’s or GEP’s for children with learning difficulties.
• Compilation and maintenance of SEN register for the Junior School
• Liaising with and advising fellow teachers.
• Liaising with Heads of Sections
• Liaising with the Headteacher, especially keeping him informed of any pupils for whom remaining in the school is inappropriate.
• Coordinating the work of voluntary helpers.
• Overseeing the records of all children with special educational needs.
• Liaising with parents of children with special educational needs.
• Contributing to the in service training of staff
• Liaising with external agencies
• Being aware of national and local developments through reading appropriate materials and attending courses

Role of the Heads of Sections
• To liaise with the co-ordinator and members of staff to ensure continuity across the Key Stages.

Role of the Headteacher
• Lead, manage and monitor the implementation of the policy, including monitoring teaching plans and the quality of teaching in classroom.
• Keep the governing body informed about the progress and profile of Learning Support within the school.
• Deploy support staff to maximise support as appropriate.
• To ensure that stages of the Code of Practice are followed and check that required documentation is kept and appropriate action taken.
• To maintain the school admissions policy when considering prospective pupils.
• To maintain close contacts with the parents of children who are receiving support and advise them on the suitability of continuing an Arnold education.

Senior School Liaison: Mrs Heather Brookman

Gifted and Talented – please also see the Policy on Gifted and Talented pupils.

Arnold Junior School is aware of how important it is to extend all children’s learning whatever their ability. The learning support teacher will encourage colleagues to be especially aware of the needs of our gifted and talented pupils and will provide support through advice, extension work or through an alternative learning environment.

The learning support teacher is also responsible for informing the Senior School SENCO of gifted and talented pupils from the Junior School.

end

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