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Fortuna Fortuna

Special Educational Needs Policy

Special Educational Needs Policy

 

Ethos and principals 

At The Fortuna and Sincil Federation, we are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs or abilities. Not all pupils with disabilities have special educational needs and not all pupils with SEN meet the definition of disability. At The Fortuna and Sincil Federation we pride ourselves in having a unique whole school nurturing ethos. Through our principals and practice we aim to provide children with essential early experiences to support their academic, social and emotional development. We aim to enable children to gain the understanding and strategies required in order to turn around difficult behavior that hinders their chances of success (school prospectus). 

 

Objectives 

• to identify pupils with special educational needs and disabilities and ensure that their needs are met

• to ensure that children with special educational needs and disabilities join in with all the activities of the school

• to ensure that all learners make the best possible progress

• to ensure parents are informed of their child’s special needs and provision and that there is effective communication between parents and school 

• to ensure that learners express their views and are fully involved in decisions which affect their education 

• to promote effective partnership and involve outside agencies when appropriate.

 

Roles and responsibilities 

As The Fortuna and Sincil Federation are specialist’s school in BESD (Behavioural Emotional Social Difficulties) all of the staff are responsible for the day to day emotional and behavioural development. We have a strong nurture ethos and this is reflected within our provision and planning in the classes.  

 

Rebbeca Houltby is the SENCo and is responsible for Fortuna.

Hannah Trought is the SENCo and responsible for Sincil:  

• monitoring, supporting and evaluating IEP’s (Individual, Care and Education plans)

• Setting up and reviewing new intake files – initial risk assessment, Penn picture (outlining the child’s background) and initial medical overview. 

• Arranging involvement of outside agencies for provision needed 

• Training and leading staff meetings in areas of emotional and behavioural development and writing IEP’s. 

• Identifying children with SEN who need provision above and beyond those of the day to day teaching and learning of the class. 

• Attending and implementing up to date training in areas related to SEN 

• Working closely with the SMT and assessment co-ordinator in identifying pupils’ needs and implementation of provision needed. 

• Working and supporting staff in areas of SEN 

 

Fortuna EPEP’s are completed by the Class Teachers.
Athena EPEP’s are completed by the SENCo.

 

 

Identification and Assessment of special educational needs

The Fortuna and Sincil Federation is committed to early identification of special educational need and meets the special educational need of each child in line with the Code of Practice 2014. A range of evidence is collected through the usual assessment and monitoring arrangements (see Assessment policy 2016): if this suggests that the learner is not making the expected progress, the class teacher will consult with the SENCO and Assessment coordinator in order to decide whether additional and / or different provision is necessary. 

 

Provision/action that is additional to or different from that available to all will be recorded in an IEP. This will be written by each class teacher in consultation with pupils, parents, and carers. It may also involve consultation and advice from external agencies.

 

The IEP will set targets for the pupil and will detail:

• the short-term targets set for or by the child

• the teaching strategies to be used

• the provision to be put in place

• when the plan is to be reviewed

• success and/or exit criteria

 

The IEP will be reviewed every term and the outcomes will be recorded. Pupils will participate fully in the review process according to their age and abilities. Parents / carers will also be invited to participate in the target-setting and review process.

 

If the school has evidence that a pupil is making insufficient progress despite significant support and intervention. We may seek further advice and support from outside professionals. These professionals will be invited to contribute to the monitoring and review of progress.  Pupils and parents will be fully involved and kept informed about the involvement of external agencies and proposed interventions.

 

All the children at The Fortuna and Sincil Federation have Education Health Care Plan so as well as the review of their IEPs, their progress and the support outlined in their will be reviewed annually by the SENCo or SMT and a report provided for the Local Education Authority. When pupils are due to transfer to another phase planning for this will be started in the year prior to the year of transfer. 

Fortuna Advanced planning for pupils in Year 5 will allow appropriate options to be considered. The assistant head will liaise with the SENCO of the secondary schools to ensure that effective arrangements are in place to support pupils at the time of transfer.

 

Admissions 

All the children at The Fortuna and Sincil Federation have an Education Health Care Plan. They are referred to the Schools by the Additional Needs Statementing Panel. The Head of School in consultation with the panel reviews the child’s suitability for the school and whether their needs can be best met in a BESD school. For further details see Admissions Policy. 

 

 

 

 

SEN Funding

All children at The Fortuna and Sincil Federation have an Education Health Care Plan which indicates their predominant need is BESD. The current funding is 3:1 (children:adults) in line with the LA policy.

 

 

Provision for SEN and school specialities  

The Fortuna and Sincil Federation have an extremely experienced staff team in BESD and nurture teaching and learning. There are on role 70 children at Fortuna and 54 at Sincil who have all got Emotional and Behavioural Difficulties on their Education Health Care Plan. Additional to this the majority of children have various medical diagnoses in areas like Autism, ADHD, Asperger’s, Oppositional Defiance Disorder and Attachment Disorder. 

 

The Fortuna and Sincil Federation has full wheelchair access with one disabled toilet available. There are trained members of staff in the administration of medication and the needs of the children who require special dietary needs can be fully met.

Fortuna staff are trained in the administration of insulin.

 

Most children who attend The Fortuna and Sincil Federation arrive and leave in a taxi provided by the county council. These are specialist transport and have the full access and training to transport all children and their needs.  

 

Teaching and learning

The children in The Fortuna and Sincil Federation have full access to the national curriculum. Teachers plan individual lessons for all subjects and include a range of teaching styles in their plans. Children’s targets in class are worked on each day both in lessons and opportunities for play throughout the day. Individual needs are planned for and taken into account in teachers planning. 

 

The use of facilities outside the school like support services 

There are a range of outside services the school can access and a full list of these can be found in the front office. These services can be arranged through the SENCo in consultation with the SMT. 

 

The role of the parents with SEN 

The Fortuna and Sincil Federation have close links to the parents and carers of all the children. All parents have access at all times to the school for any concerns they have with their child’s SEN and the appropriate member of staff will be available to consult with them both over the phone or an arrangement to come in to school. 

 

Monitoring, evaluating and reviewing

This policy will be reviewed and assessed annually to ensure the effectiveness while monitoring the level of implementation.  

 

• Early Health Care Plans once per year 

• Risk assessments set up initially then reviewed three times a year 

 

Fortuna IEP’s 3x a year or more/less frequent if necessary

 

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