Learning Support and

Special Educational Needs & Disabilities (SEND)Policy

(Including SEND Information Report)

Title of Policy           Learning Support and Special Educational Needs & Disabilities (SEND)                      Policy (Including SEND Information Report)

Applies to                 Whole School

Endorsed by                 Head Master

Responsibility         Deputy Head (Academic) and Heads of Learning Support

Date reviewed         Michaelmas 2024

Next review                 Michaelmas 2025

CONTENTS PAGE

GUIDING PRINCIPLES

The ethos of Wells Cathedral School is to nurture and stimulate every child and to provide a secure educational atmosphere, within a setting that is musically alive. We aim to create a supportive, non-stigmatised and inclusive educational environment that  promotes learning and development for all of our children irrespective of their starting point. We believe that every pupil in our school  should have an equal opportunity to enjoy their education and make the best possible progress. We have high but appropriate expectations of our pupils; embedding our philosophy of ‘Esto Quod Es’ (‘Be What You Are’) into our practice, and valuing all children for their individual strengths.

Wells Cathedral School will be guided by the following in formulating and executing the school’s Learning Support and SEND policy:

• The Special Educational Needs and Disabilities Code of Practice 2015

• The Children and Families Act 2014
• Statutory Guidance on Supporting Pupils with Medical Conditions
• The DFE Teachers’ Standards 2012 (with particular reference to Standard 5)
• The Equalities Act 2010

We also take into account guidance from the Independent Schools Bursars’ Association where it is stated that independent schools have a duty to make reasonable adjustments to policies, criteria and practices to address potential issues of discrimination, noting that from September 2012 the Act introduced a new duty with respect to reasonable adjustments :

‘where a disabled person would, but for the provision of an auxiliary aid, be put at a substantial disadvantage in relation to a relevant matter in comparison with persons who are not disabled, to take such steps as it is reasonable to have to take to provide the auxiliary aid’.

DEFINITIONS OF  ‘Special Educational Need or Disability’ and ‘Learning Support’.

The definition of Special Educational Needs is contained in the SEN Code of Practice 2015 (Introduction XIII/XIV):  

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

A learning difficulty or learning disability is defined as having:

1. significantly greater difficulty in learning than the majority of others of the same age  or
2. a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age… (Section 20 (2) of the act.

A child or young person has a disability if :

1. [he or she] has a physical or mental impairment
2. the impairment has a long-term and substantial adverse effect on [his or her] ability to carry out normal day to day activities.

(This definition includes sensory impairments and long term health conditions such as asthma, diabetes, epilepsy and cancer.)

Special Educational Provision, referred to in the 2015 Code of Practice as ‘SEN support’  means:

“education or training provision that is additional to, or different from that made generally for others of the same age.”

At Wells Cathedral School we believe in giving additional support to all those identified as having barriers to their learning, and so we identify and address these barriers at  levels below that formally categorised under the act as Special Educational Need, when possible. These pupils with additional needs are referred to as receiving ‘Learning Support’.

OBJECTIVES

The objectives of the Learning Support department are:

• To support children to be happy with who they are, emphasising strengths and multiple intelligences.
• To identify pupils requiring learning support as early as possible in their school career.
• To make relevant information available to staff in support of their curriculum planning regarding pupils’ learning differences and difficulties.
• To assist in providing a differentiated curriculum appropriate to the individual’s needs and abilities.
• To encourage an effective parent partnership with those whose children receive learning support, in order to implement a joint learning approach at home and school.
• To carry out or support assessments to provide information for parents, teachers and external agencies, where appropriate.
• To promote a whole school, and where possible, consistent, approach to learning support and SEND across our setting, from our Little Wellies nursery, to sixth form.

The additional department objectives  for pupils with identified SEND are:

• To identify those pupils with SEND as early as possible in their school career and to inform the child and their parents if special educational provision is to be made for them
• To ensure inclusion of SEND pupils allowing them to take as full a part as possible in all school activities.
• To maintain relevant records for all pupils with SEND, detailing their individual need, the intervention put in place and the progress made.
• To set SMART (Specific, Measurable, Achievable, Realistic, Time specific) targets for pupils with SEND, with a clear focus on desired outcomes.
• To review regularly the progress of SEND pupils towards these outcomes and ensure continuity of appropriate provision throughout the school.
• To ensure that SEND pupils are involved, where practicable, in decisions affecting their future SEND provision.
• To ensure that parents of SEND pupils are kept informed of their child’s progress and attainment.
• To encourage the whole school community to demonstrate a positive attitude towards SEND and to ensure no child is discriminated against on the basis of his/her difference or disability.
• To further develop the governing bodies’ awareness of the SEND provision in the school.
• To develop and sustain links with relevant schools, organisations and outside agencies in order better to support our pupils receiving learning support and those with special educational needs and/or disabilities.

RESPONSIBILITIES OF THE SENDCO

The SEND Code of Practice (2015) states that the SENDCO has an important role to play with the headteacher and governing body, in determining the strategic development of SEN policy and provision in the school.

Although we acknowledge that the roles of the SENDCO will differ across key stages, we feel that consistency of approach and good communication between Early Years, the Prep Prep, Prep School and the Senior School is key to ensuring the best possible outcomes for our pupils.

Responsibilities include:

• Maintaining and overseeing the day-to-day operation of the Learning Support and SEND policy.
• Managing the SEND register and the register of children receiving Learning Support.
• Overseeing pupils’ records.
• Ensuring assessments are carried out and records of progress maintained.
• Identifying and monitoring areas of need and provision across the school
• Co-ordinating the provision for pupils with SEND and those receiving Learning Support
• Overseeing the effect of the implementation of personal learning plans for appropriate SEND pupils.
• Ensuring staff are kept informed of all pupils with additional learning needs.
• Liaising with and giving advice to fellow teachers, teaching assistants and learning support assistants.
• Making arrangements to support our children and young people with SEND in moving between phases of education and in preparing for adulthood
• Where necessary, making a contribution to INSET.
• Liaising with and advising fellow specialist teachers and learning support assistants.
• Overseeing the timetabling of individual and group lessons for pupils, as well as the timetables for learning support teachers and assistants.
• Keeping the head teachers and heads of academic studies informed about training needs and changes to statutory requirements
• Ensuring appropriate resources are available to meet learning support and SEND provision.
• Liaising with parents, alongside staff such as form teachers, house parents, key persons etc
• Taking responsibility for children with an Education and Health Care Plan (EHCP).
• Liaising with external agencies and other organisations, as required.

ADMISSIONS RELATING TO CHILDREN WITH SEND

Special Educational Needs and Disabilities include students with additional needs in the following areas:

1. Communication and interaction
2. Cognition and learning
3. Social, emotional and mental health
4. Sensory and/or physical needs

Wells Cathedral School welcomes all children who can make the most of the wealth of opportunities the school offers within a caring and supportive environment. Wells Cathedral School aims to promote and provide an inclusive environment for all students. We will always make and work towards reasonable adjustments to comply with our legal and moral responsibilities under the Equality Act 2010 in order to accommodate the needs of applicants who have SEND as defined by the Equality Act 2010, including those with an Education, Health and Care Plan (EHCP), for which, with reasonable adjustments, the School can cater adequately and in the best interests of the young person.

The School will require information of SEND (e.g. SpLD, ASD. mental health etc) which may affect a child’s ability to participate in the admissions procedure and take full advantage of the education provided at the School, so that the School can assess those needs and consult with parents about the adjustments which can reasonably be made to ensure that the application procedure is accessible for the candidate and that the School can cater adequately for the pupil should the offer of a place be made. Parents of a child who has any SEND should provide the School with full written details at registration, or subsequently before accepting the offer of a place.

The School needs this information so that, in the case of any child with particular needs, the School can assess those needs and consult with parents about the adjustments which can reasonably be made to cater adequately for the child's needs both during the admission process and once they start at the school if an offer of a place is made.  Similarly, if learning difficulties/disabilities, special educational needs or another disability become apparent after admission, the School will consult with parents about reasonable adjustments that may allow the child to continue at the School. Both for the purpose of admission and for any SEND established after a young person joins the school, the school will clearly outline the support provision and recommendations based on the SEND information and consultation process.

ACCESSIBILITY  

Wells Cathedral School covers a large area and consists of numerous separate buildings, many of them conservation grade listed and several stories high. The system of academic zoning and the nature of the buildings (both academic and boarding facilities) requires pupils to move around widely within the school day, often up stairs and steps in buildings without lifts or ramps. The school’s Reasonable Adjustments’ Committee sits as required to review the school’s procedures and facilities in respect of current and prospective pupils with SEND and to make recommendations with a view to improving accessibility. With our current facilities it is unfortunately the case that some problems may not be able to be reasonably remedied for financial and/or structural reasons. However short-term adjustments will always be made where possible and with careful timetabling and constant review of pupils’ needs we believe we can solve many of the accessibility difficulties that our disabled pupils might encounter.

IDENTIFICATION OF PUPILS IN NEED OF LEARNING SUPPORT: THE GRADUATED APPROACH TO  IDENTIFICATION  OF, AND PROVISION FOR, ‘SEND’

For some children, the need for Learning Support and the presence of SEND can be identified at an early age. However, for other children and young people difficulties become evident only as they develop. Staff are alert to emerging difficulties and aware of the need to respond early. We recognise that parents know their children best and it is important that as professionals we listen and understand when parents express concerns about their child’s development. We are also keen to listen to and address any concerns raised by the children and young people themselves.

In order for the individual needs of every child to be met, their progress and well being are monitored. To ensure early identification of  additional learning needs/SEND, pupil progress is tracked against age-related expectations and both summative and formative assessment is regularly carried out, the results of which are carefully scrutinised and discussed by staff. (See Appendix 3: Pupil Screening across the school) Equally, we understand that attainment in line with chronological age does not necessarily mean that there is no learning barrier or disability, and that a child’s needs may be physical, social, emotional or behavioural, not simply in cognition and learning.  The school follows a procedure of referral when concerns are identified. A Record of Concern form (RoC) is available to all staff to complete, in order to alert the SENDCO to concerns regarding pupil progress and wellbeing (Appendix 5). This may be completed by members of staff, either independently or as a result of conversation with the pupil themselves, other members of staff, parents,  external agencies or the pupil’s previous school.

The concerns are then discussed  with the SENDCO.  The first response should be high quality teaching targeted at their areas of weakness (Wave 1), but where concern remains the SENDCO will need to take further steps.  While informally gathering evidence (including the views of the pupil and their parents) the school will put in place measures designed to secure better progress, where required.  This may consist of increased and specific differentiation within class and for homework, the use of additional in-class support, a period of small-group support, or  a request for parental consent to further assessment and diagnostic screening to assess whether the child has learning difficulties and/or a special educational need or disability. This may be carried out by the SENDCO, specialist teachers or by external specialists (educational psychologists, behavioural optometrists, speech and language therapists, occupational therapists and paediatricians).  Following such screening,  strengths and weaknesses are discussed with the parent, pupil (if appropriate) and staff, and an allocation of appropriate support is arrived at (see diagram below). Targets will be agreed and a date set for review.

Identification of SEND in children with English as an Additional Language

Wells Cathedral School’s specialist Music and Mathematics programmes attract a significant  number of pupils with English as an additional language. Particular care will be taken in these instances to look at all aspects of the pupil’s performance in different areas of learning and development, to establish whether the lack of progress is due to limitations in their command of English or if it arises from a special educational need or disability. There is close liaison with the Head of the EAL department in the senior school.

PROVISION

In our assessment, teaching and monitoring of children who experience barriers to their learning we are guided by the  Code of Practice for Special Educational Needs and Disability 2015.  The school therefore follows the recommended  ‘graduated approach’ - a response system of Assess - Plan - Do - Review in order to best support our pupils. (See Appendix 1 - A Graduated Approach)

For pupils assessed as having SEND, Personal Learning Plans/ Play Plans and the targets set within them will be regularly reviewed  by the SENDCO in consultation with staff, and, wherever possible, the parents and the pupil.

We aim to provide support for children with SEND that fall into one or more of the four broad categories outlined by the 2015 SEND code of practice (see Appendix 2 a,b & c, WCS EYFS, Pre-Prep/Prep and Senior School Provision Maps). Whilst the  Learning Support Department will endeavour to support the needs of all children with a special educational need or disability, we also acknowledge that the teaching of children with a special educational need is a whole school responsibility, as is emphasised in the new Code of Practice,  and we work hard to ensure that all staff are made aware of how best to support their pupils and provide opportunities for continuing professional development and training for our staff: “All teachers are teachers of children with special needs” (SEND Code of Practice 2015), and all teachers are asked to anticipate individual learning needs and to help overcome barriers to learning.

Prior to Wave 1 - ROC form completed by any member of staff and communicated to SENDCO.

Wave 1 Provision

• SEND pupil information on iSAMS (for KS1 onwards) and SEND and Learning Support Register
• Folder of useful documents on Google Drive
• INSET
• Exam Access Arrangements
• Quality First Teaching.

Wave 2 Provision

• Support as for Wave 1

• Short term group support - Maths, spelling, reading, comprehension, study skills
• Drop in support
• Short term support one to one support
• Parents may choose to fund 1:1 specialist tuition
• One Page Profiles - EYFS and KS1/2
• ELSA support (6 week intervention in PrePrep/Prep School).
• One Page Profiles - EYFS and KS1/2
• Personal Learning Plans (previously called IEPs) / Personal Play Plan (EYFS)

Wave 3 Provision

• Support as for Wave 1 and 2

• 1:1 specialist tuition funded by the school (KS1/2)
• Long term group support
• Teaching Assistant (TA)
• Personalised programme of differentiated support
• Support and advice from outside agencies e.g. Educational Psychologists, CAMHS, specialist teachers.

CHARGES FOR SEN PROVISION

During academic year 2022-23 a review of the way charges are to be applied and the core offer of support was carried out by the Governing Body in consultation with stakeholders.  The following document Reasonable Adjustments for pupils with Special Educational Needs at Wells Cathedral School, Senior School highlights what provision is considered to be part of the core offer from the school and where charges are necessary.

EHC PLANS (EDUCATION, HEALTH AND CARE PLANS)  

The statutory assessment process leading to the issue of an EHC Plan is a 20 week process involving the young person and their family at the heart of decision making, collecting information and planning. Information is collected from professionals in the child’s educational setting, health professionals and an agreed professional who can work with the family to identify any care needs. From September 2014, the small number of children and young people with significant and complex special educational needs who meet specific criteria for a statutory assessment of their needs and subsequent issue of a statutory plan, will be issued with an Education Health and Care Plan (EHC Plan). EHC plans cover 0 - 25 year olds.

An EHC Plan is a legal document that outlines the child or young person’s education, health and care needs and the provision required to meet these needs. The Plan also sets out the aspirational outcomes agreed with the child or young person and those supporting them, which should be reached if the Plan is successful. An EHC Plan is then written together with the parents (and young person if appropriate) and agreed by the local authority. Parents can also submit a parental request.

The EHC Plan will be reviewed at least annually and will be amended to ensure it continues to identify the child or young person’s needs, aspirational outcomes and provision needed until they no longer attend an education setting or training, or their outcomes are met.

MONITORING PUPIL PROGRESS

Progress is an important factor in determining the need for additional support. Given the nature of some pupils’ learning difficulties, their progress in literacy and numeracy can be slow and measured progress can sometimes seem discouraging. This is why, in addition to SMART targets, emphasis is placed on desired outcomes. Variables such as motivation, attitude, self-esteem and confidence are significant factors when evaluating performance success. Adequate progress is that which:

• Narrows the attainment gap between pupil and peers.
• Prevents the attainment gap widening.
• Is equivalent to that of peers starting from the same baseline but less than the majority of peers.
• Equals or improves upon the pupil’s previous rate of progress.
• Enables full curricular access.
• Shows an improvement in self-help and social or personal skills.
• Shows improvements in the pupil’s behaviour.
• Is likely to lead to further education, training, and/or employment.

Where significant progress is made, the class/subject teacher and SENDCO may decide that the pupil  no longer needs SEN support, and may be monitored by the teacher while still receiving Wave 2 learning support and in-class differentiation as necessary.  At this time the teacher, supported by the SENDCO, may set targets to ensure that progress is maintained, parents/carers will be informed and their views taken into account before the decision is made.

COMMUNICATION WITHIN AND BEYOND OUR SCHOOL

Communication with staff  

Communication with all staff is considered important and is in a range of different forms:

• Information made available to staff on iSAMS. The ‘SEN Report’ provides brief details on specialist tutor (where relevant), Wave level and nature of barrier to learning.  More detail can be found on the ‘SEN’ section of individual pupil profiles such as areas of concern, strengths and comments/classroom advice.

• Advice provided on specific pupils and or specific learning difficulties, both formally and informally.
• Personal Learning Plans/Play Plans are shared with relevant teachers, with contributions from staff expected.
• Gathering of information for examination access arrangements.
• Ongoing discussions throughout the year regarding concerns and needs of pupils.

• Members of staff are encouraged to approach the relevant SENDCO with any concerns or issues relating to pupils already on the list or other pupils in relation to learning difficulties. These concerns should also be logged formally by filling in a RoC (Record of Concern) form, in order to provide a written record of when concern was raised.

Partnership with parents

Wells Cathedral School firmly believes in developing a strong partnership with parents and that this will enable children and young people with additional learning needs or SEND to achieve their potential.  The school recognises that parents have a unique overview of the child’s needs and how best to support them, and that this gives them a key role in the partnership. Examples of our parent partnership include:  parent consultations, informal meetings responding to staff or parent concern, initial meetings when additional needs are suspected, feedback comments from PLPs incorporated into future plans, meetings to support transition to a new Key Stage/school (see below), email correspondence offering advice and support from SENDCOs and teachers.  When meetings are held between parents/carers and the SENDCO a record of the discussion is made and actions listed and reviewed. (See Appendix 4 for an example of such a form: Record of Meeting with Parent/Carer).

Transition  between phases of education

It is the responsibility of the SENCos, in collaboration with other staff, to make arrangements for supporting children and young people with SEND in moving between phases of education at Wells Cathedral School or on to new schools. In addition to the usual arrangements to support pupils’ transition, SENCos will:

• meet regularly to share information on pupils and hand over documentation
• meet with parents in the terms leading up to a transition from one key stage to another to discuss concerns and arrange provision, and, if necessary, after transition to review the process.
• meet with Heads of Year and/or Director of Studies to share information on particular pupils
• meet with relevant personnel to plan and facilitate changes to the fabric of the building for pupils with physical disabilities
• work with teachers and parents to put in place personalised programmes of familiarisation, buddy systems etc for the period before and after transition

Links with other agencies, organisations and support services

The school recognises the important contribution that external support services make in assisting to identify, assess, and provide for SEND pupils. When it is considered necessary, colleagues from support services will be involved with SEND pupils. Examples of such links are listed below:

• Educational psychologists.
• Medical officers.
• Occupational Therapists
• NHS Literacy Difficulties’ Clinics
• Hearing Impairment Services.
• Speech and Language Services.
• Child and Adolescent Mental Health Services.
• Local Education Authorities.

Pupil participation

The SEND Code of Practice (2015) states the importance of involving pupils in planning and reviewing progress. Wells Cathedral School respects this, and the views of the children in the school are given due weight according to their age, maturity and capability. Pupils participate, where possible, in the decision making processes, including setting and reviewing of targets.

Communication with Governors

The Academic Committee formally reviews the work of the SEND Department once a year (usually in Lent Term). The SEND register and other SEND-related matters are discussed with the Governor responsible for SEND at least annually.

COMPLAINTS’ PROCEDURE  

If parents have a complaint related to provision for their child’s additional or special educational needs and disabilities this should be directed in the first instance to the member of staff concerned, their child’s form tutor or the SENDCO. We are always keen to discuss issues of concern and seek a satisfactory resolution face to face, where possible.  If there continues to be a cause for complaint, parents should address their concerns through the school’s official complaints policy which can be found on the school website or through the school office.

RELATED POLICIES

• Admissions policy

• Anti-Bullying policy
• Complaints policy
• EAL policy
• Accessibility plan

GLOSSARY

AN                                        Additional Needs, not severe enough to be classified as SEND but

still   creating a barrier to learning.

BESD                         Behavioural, Emotional and Social Difficulties

EHC                              Education, Health and Care plans

PLP                                Personal Learning Plan

PPP                                  Personal Play Plan (Early Years Foundation Stage)

LEA                               Local Education Authority

LS                        Learning Support

LSA                               Learning Support Assistant.

N.B. Different role to TA (Teaching Assistant)

SEND                           Special Educational Needs and Disabilities

SENDCO                   Special Educational Needs Co-ordinator

SEND SUPPORT         The new 2015 global term referring to the pupil support offered

          previously as ‘School Action’ and ‘School Action Plus’

APPENDICES

Appendix 1.  

The Graduated Approach

Appendix 2   a,b,c     School Provision Maps for Learning Support/SEND

1. WCS Little Wellies / EYFS Provision Map

2. WCS Pre-Prep /Prep School Provision Map

3. WCS Senior School Provision Map

Appendix 3

Pupil Screening Map

Appendix 4

Record of Meeting with Parents/Carers of ………………………………...

Appendix 5

SEND RoC Form

Record of Concern

Appendix 6

List of Current Staff in the Early Years, Prep and Senior SEND departments