Educational Needs and Inclusion Policy
Greenwood is an
Infant School with a Nursery Unit attached. The children then transfer to
Strandtown Primary for the remainder of their primary education, year four to
The school’s mission statement:
“Nurturing children for a life of learning”
guides our approach
to catering for the needs of all pupils.
Primary School is committed to providing equal access for all our pupils to the
Northern Ireland Curriculum (NIC). We
recognise that some pupils during their time at Greenwood may have special
educational needs and/or a disability. In the interests of these children we will endeavour to make every
reasonable adjustment to provide for their individual needs.
information on the procedures and practices the school will follow when
assessing and sharing information relating to a child’s educational needs.
The policy is for
Board of Governors, staff within the school, parents, pupils and any other
professional working in the school context.
ensure a common understanding of the language used within this policy, the
following definitions are explained:
Learning difficulty means that the child has
significantly greater difficulty in learning than the majority of children his
or her age, and/or has a disability which hinders his or her use of educational
facilities. Special education provision means educational provision which is
different from, or additional to, the provision made generally for children of
(Code of Practice 1998 paragraph: 1.4)
who has a physical or mental impairment which has a substantial and long term
effect on his or her ability to carry out normal day to day activities.’
Discrimination Act (1995)
following extracts from the SENDO 2005 legislation, highlight the provision
made for SEN:
new law will strengthen the right to an ordinary school place for children with
a Statement, unless it is against the wishes of parents or it is incompatible
with the efficient education of others.’
who have Special Educational needs but do not have a statement, must, except in
specific circumstances, be educated in an ordinary school.’
rticle 3(1) SENDO 2005
Key Principles of Inclusion
Inclusion is about the quality of children's
experience; how they are helped to learn, achieve and participate fully in the
life of the school'.
(Removing Barriers to Achievement, 2004)
order to make sure that we meet our pupils’ needs and include them in all
aspects of school life, this SEN policy links closely with other policies such
Behaviour Policy, Child Protection and
Categories of Special Needs
Educational Needs may be categorised under the following headings:
and Multiple Learning Difficulties
2. Social, Emotional and
Emotional and Behavioural Difficulties
Deficit Disorder / Attention Deficit Hyperactivity Disorder
Communication and Interaction
and Language Difficulties
4. Sensory Difficulties
Bifida and/or Hydrocephalus
6. Medical Conditions/Syndromes
of Complex Medical Needs
Reference:Guidance for Schools: Recording Children
with Special Educational Needs – SEN Categories (Department of Education)
of the SEN Policy
The school will endeavour to:
pupils with SEN/Disability as early and accurately as possible using a variety
of approaches and in consultation with any other outside agencies.
full access to the NI Curriculum for pupils with SEN/Disability and the
provision of high quality education within a broad, balanced, relevant and
the needs of all pupils who have SEN/Disability by efficient use of available
that all pupils with SEN/Disability feel valued. To offer curricular, pastoral and extra-
curricular opportunities that allow pupils to develop their knowledge, understanding
and skills, so ensuring progress and enhancing success and self-confidence.
a broad curriculum which will promote intellectual, emotional, social and
physical progress, to equip our pupils for their current stage and for the
parental involvement in all aspects of SEN provision, particularly with regard
to the content of IEPs. Consideration of the wishes of the child, if
appropriate to his/her age and understanding, may also be taken into account.
close co-operation between all services and agencies involved with a child in
order to achieve an effective multi-disciplinary approach to meeting their
pupils with SEN or a disability, wherever possible, alongside their peers.
a recording system so that each pupil’s attainment can be monitored and
reviewed appropriately, including maintaining an up to date SEN register.
a range of teaching strategies that accommodates different learning styles and
promotes effective learning.
a caring and supportive environment where the school ethos fosters a positive
attitude towards the efforts of all children, with particular sensitivity
towards those who experience difficulty.
collaboration amongst teachers in the implementation of the SEN policy.
13. Work closely with
all BELB departments and other outside agencies in order to improve the quality
of support available for each pupil with Special Educational Needs.
Co-ordinating SEN Provision
provision is the overall responsibility of the Board of Governors and Principal
of the school. However in order to
facilitate the day-to-day running of the provision, the school has an appointed
co-ordinator (SENCo), Mrs Diane Shields, to whom the Board of Governors has
delegated responsibility for pupils with special educational needs.
Board of Governors
The role of the Board of Governors of a
mainstream school is to exercise its functions in relation to the school with a
view to ensuring that provision is made for registered pupils with special
educational needs. The Board of Governors has a statutory duty to:
Take account of the provisions in the DE Code of
Practice on identifying and assessing special educational needs.
Use their best endeavours to provide for pupils
identified with SEN and that parents are notified of their child’s special
Maintain and operate a policy on SEN.
Ensure that where a registered pupil has special
educational needs, those needs are made known to all who are likely to teach
Ensure that the teachers in the school know the
importance of identifying those registered pupils with SEN and of providing
Allocate funding for special educational needs and
Review current accessibility provision and plan for
The governors’ Annual Report will make
reference to the SEN provision in the school.
References: ‘Every School a Good School’ (DE) – The
Governor Role (2010) Chapter 12
SEN Resource File, 2011:
Keep the Board of
Governors informed about SEN issues.
Work in close
partnership with the SENCo.
Liaise with parents
and external agencies as required.
Delegate and monitor
the SEN budget.
Ensure the SMT are
actively involved in the management of SEN within the school. SMT members should ensure consistency of
practice and contribute to the realisation of the SDP.
Provide a secure
facility for the storage of records relating to Special Educational Needs.
(Code of Practice
In all mainstream schools, a designated
teacher should be responsible for:
The day to day operation
of the school’s special educational needs policy.
Responding to requests for advice from
for pupils with Special Educational Needs.
Maintain the school’s SEN
register and oversee all the records on pupils with special educational needs.
Liaison with parents of
children with Special Educational Needs.
Establishing the SEN
in-service training requirements of the staff, and contributing as appropriate
to their training.
Liaison with external
(DENI, 1998, p7)
The class teacher(s) should:
Be aware of current
Keep up to date with
information on the SEN Register.
through observation and assessment.
Develop an inclusive
Work closely with
other staff to plan for learning and teaching.
Contribute to, manage
and review IEPs in consultation with the SENCo.
assistants as part of the learning team.
Special Needs Teacher/Learning
person may also be the SENCo) .
Special Needs teacher should:
Be aware of current
Be familiar with the
administrative process within the school.
Be involved in
testing and recording data for the SEN Register.
Work closely with all
members of staff to identify pupils’ needs.
delivery of suitable programmes for all identified pupils with SEN/Disability
which promote progression within an inclusive setting.
Contribute to IEPs
which inform teaching and learning.
Monitor and review
Be involved in the
Annual Review process.
SEN Support Staff
Work under the
direction of the class teacher.
Be involved in
Have clear written
guidance on their specific role in supporting named children
Look for positives by
talking to the child about his/her strengths.
Listen to the
child/speak to staff on the child’s behalf.
and operate these consistently and fairly.
Keep records and
Share good practice
may be made to the document titled ‘Guidance on the Management, Deployment and
Development of Assistants in School’ (DE), Good Practice Guidelines and the
Capacity Building File and any other relevant information that is available
child should, where possible, according to age maturity and capability,
participate in all the decision making processes which occur with regard to
(Supplement to the
Code of Practice – pars 1.19)
that the pupils in Greenwood are age 5-7 only, the teacher, SENCo and parents
will make them aware of the targets they are working towards and praise
efforts. It is not expected that there will be a high level of contribution.
relationship between the parents of a child with SEN and their child’s school
has a crucial bearing on the child’s educational progress and effectiveness of
any school based action....... Professional help can seldom be wholly effective
unless it builds upon parental involvement and provides reassurance that
account is taken of what parents say and that their views and anxieties are
treated as intrinsically important.’
essential that parents inform the relevant school staff of any significant
needs their child may possess. They
should do this as early as possible, for example, important information may
need to be made available by a parent upon a child’s entry to the school.
the school’s responsibility to inform parents when staff are considering placing the pupil’s name on
the SEN register or moving the child to a higher or lesser “stage” of
need. Parents should be invited as
Meet with staff to
discuss their child’s needs.
Inform staff of
changes in circumstances.
Support targets on
The admission arrangements with respect to the
majority of pupils with SEN must be consistent with the school’s general
arrangements for all other pupils.
Children with Statements of SEN are placed in Greenwood
at the request of BELB.
When seeking to place a pupil with a Statement, the
Board will take into account the wishes of the child’s parents and the
provision of efficient education for other children in the class or school and
the efficient use of resources to determine the suitability of the placement.
This arrangement is in line with SENDO legislation.
Greenwood will not discriminate
against pupils with disabilities who apply for admission to the school and will
seek to make reasonable adjustments in order to provide equality in terms of
access to information, access to the curriculum and physical access to the
facilities. Our actions will be led by the directives, support and policies of
DE and BELB.
Consideration will also be
made that admission of a pupil with a disability, or an “adjustment” required,
will not be “incompatible with the efficient education of other children”.
present pupils with SEN/Disabilities have equal access to all areas of the
The school is fully
accessible to wheelchair users.
There is a
well-equipped SEN teaching/resource base and facilities for personal care,
including a toilet adapted for use by persons with the disabilities.
The teachers are able
to use assistive technology.
Assessment of Special Educational Needs
vitally important that children with SEN are identified as early as possible
and that an awareness of their possible difficulties is clearly communicated
between all the professionals involved with their development.’
(Code of Practice 1998 paragraph 2.14)
Children with SEN should be identified as
early as possible and assessed as quickly as is consistent with thoroughness’
(Paragraph 5.12 - page 44 - Supplementary
Guide of the Code of Practice)
Within the context of
Greenwood Primary a wide spectrum of information will be utilised to assist
with the identification of need:
Use will be made of the accumulated knowledge already
acquired by parents, pre-school providers and any other agencies involved with
the child in order to ensure the best provision.
Undergoing Statutory Assessment on arrival in school.
Having a Statement of special educational need.
Reports from other professionals.
PEPs for Looked After Children.
Teachers’ professional judgements, formed by observation
and assessments made in the normal activities of the classroom.
Parental notification or expression of concern.
Outcomes of testing including the COMET profile and PM
Benchmarking will be used to screen for children who should be in receipt of
Additional standardised tests will be administered by the
SENCO to ascertain more detail on the nature of the difficulty. These include
YARC reading test
Linguistic Phonics Test
Non-Reading Intelligence Tests & WRIT
Dyslexia Early Screening Test & the Dyslexia Portfolio
PROVISION FOR SPECIAL EDUCATIONAL NEEDS
including the employment of a Learning Support teacher, will be allocated to
ensure children with special needs are given access to the curriculum in a
manner appropriate to their requirements. These will include:
Differentiated and individual work programmes in class.
Individual support, withdrawn from class.
Classroom assistant/general assistant support as provided
Support from Oakwood
It may be the case that a
combination of the above provides the best provision for those in need of
additional support. The overall profile of needs will dictate the approach
taken for each child.
On-going capacity building and the continuous
professional development of teachers and classroom assistants will provide the
necessary skills for staff to address the needs of children within the
mainstream school setting.
The Management of
Primary School, we follow the five stage approach as set out in The Code of
approach recognises that there is a continuum of SEN and that the requirements
of the majority of pupils with SEN lie at Stages 1, 2 or 3. This means that their needs are met by the
school with the help of outside agencies and/or specialists as required at
begins with a concern that a child may have special educational needs. Normally such a view is expressed either to
or by the class teacher. In Greenwood we document this by using a “Record of
Concern” pro-forma and a stage 1 action plan may be implemented. The class
teacher maintains day-to-day responsibility for meeting the pupil’s SENs and
should inform the SEN co-ordinator and the Principal and consult the child’s
parents. In addition, the class teacher
Collect and record
information about the child and make an initial assessment of SEN.
Provide or arrange
special help within the normal curriculum framework, such as: increased differentiation of class work,
alternative teaching and learning strategies to help meet the child’s
needs. The nature and aims of such
provision should be recorded, together with the targets, monitoring
arrangements and review date.
and review progress and report back to SENCo.
that parents are consulted and together decide that the child’s name is
included in the school’s SEN register.
Help the class
teacher gather information and assess the child’s needs.
Advise and support
the class teacher.
Stage 1 Review
Parents should always
be informed of proposed action and any review date. Having considered review outcomes the SENCo
will decide whether to remove pupil’s name from the register, keep the pupil at
Stage 1 or move the child to Stage 2.
begins with a decision either at the Stage 1 Review, or following discussions
between teachers and parents, to proceed with early and more intensive
Takes the lead in
assessing the child’s learning difficulty.
This includes planning, monitoring and reviewing the special educational
provision - working with the child’s teacher.
The class teacher remains responsible for working with the child in the
Again, working with
the class teacher, the SENCo should ensure that an Education Plan is drawn up
for the pupil.
All these operations
should take into account, as far as possible, the child’s own views and the
Stage 2 Review
the Stage 2 review should be conducted by the SENCo, in consultation with the
class teacher and, where possible, child and parents. It should focus on the
progress has been satisfactory the SENCo may decide that the child should
continue at Stage 2 in order to consolidate gains. If the progress continues to be satisfactory,
the SENCo may decide that the child no longer needs special educational
provision at Stage 2 and may decide to move the child to Stage 1.
child’s name should be kept on the SEN register until there is no longer any
significant concern about progress.
relevant and purposeful measures at Stages 1 and 2 do not result in adequate
progress the SENCo should move the child forward to Stage 3 and referral may be
made to special support services/agencies outside the school.
begins with a decision either at Stage 2 review or following discussions
between the SENCo, Principal teachers and parents, that early intervention with
external support is necessary.
Stage the SENCO takes a lead role, working closely with the child’s teacher and
drawing on the expertise of relevant external support services.
The SENCo, working
with the class teacher, and with the help of the external support services,
should ensure that a Stage 3 Education Plan is drawn up. Together they should
consider a range of teaching approaches and appropriate support materials,
including the use of Assistive Technology.
The Education Plan should set out revised strategies for supporting the
child’s progress and arrangements for monitoring and review. It should be implemented as far as possible,
in the everyday classroom setting. The
SENCo should ensure close liaison with the child’s teacher. Parents should
always be kept informed and the child should be involved as far as possible.
At Stages 2 and 3 of
the Code of Practice the SENCo and class teacher should consider potential
The Good Practice
activities to ensure integration of the pupil with SEN with others in his
Withdrawal for more
available within school; support programmes, ICT, etc.
skills that support pupils with SENs.
Implementation of any
provision/strategies as a result of external advice, support and training and
General advice and
support requested from relevant ELB support.
Review of the Stage 3 Education Plan
review of the Stage 3 Education Plan should normally be conducted by the SENCo,
in consultation with the class teacher and where possible, parents and child.
Relevant external support service may also be present, particularly if the
pupil’s progress has not been satisfactory.
The review should focus on the child’s progress and whether this has
progress has been satisfactory the SENCo in consultation with the teacher will
decide that the child should continue at Stage 3.
progress continues to be satisfactory the SENCo may decide that the child no
longer needs external support at Stage 3 and may decide to move the child back
to Stage 2 and appropriate action taken at that stage.
relevant and purposeful measures at Stage 3 have not resulted in adequate
progress and following consultation with the SENCo, teacher, external support
service and parents and Educational
Psychology, the Principal may request a Statutory Assessment.
In some cases schools
will conclude that the pupil’s needs remain so substantial that they cannot be
effectively met within the resources normally available to the school.’
(Supplement to the
Code of Practice – 4.64)
Following an application to the ELB from school’s Principal or the
parent, the Board will consider the need for transition to Stage 4. It should be noted that a request of this
kind will not always result in Statutory Assessment nor will Statutory
Assessment always lead to a Statement of SEN.
In reaching a
suitable decision, the Board will consider:
The degree of the
presented from all stakeholders
the child’s needs can reasonably be met by the resources normally available to
The 5 Board
Provisional Criteria for Statutory Assessment.
Following Statutory Assessment,
The Board will either:
Make and maintain a Statement of Special
Monitor and review provision
Provide a Note in Lieu of a Statement.
A Statement of Special Educational Needs sets out
the child’s educational and non-educational needs, the objectives to be
secured, the provision to be made and the arrangements for monitoring and
A Note in Lieu of a Statement sets out the reasons
for the Board’s decision not to make a Statement of Special Educational Needs
and includes supporting evidence from the Statutory Assessment.
the statement has been made final:
Provision and /or
support will be arranged to meet the pupil’s needs.
The SENCo ensures
that a Stage 5 Education Plan is drawn up and implemented, monitored and
The Annual Review and
Transition process will take place.
Article 19 of the Education (Northern
Ireland) Order 1996 requires that any child or young person who is the subject
of a Statement of Special Educational Needs, whether attending a special or
mainstream school, must be reviewed annually, to make sure that the needs of
the child or young person are still being met and to consider the
appropriateness of the placement. Annual
Reviews should be seen as part of the process of continuous monitoring of the
Annual Review will;
Gauge the child’s
progress towards meeting the objectives specified in the statement.
Review the special
provision made for the child, including placement.
appropriateness of maintaining the Statement of SEN.
relevant school staff undertake the Review on behalf of the Board.
The review meeting takes place in school and
is chaired by the Principal (or other person as delegated). Special Education sections provide relevant
forms for this process.
In most cases transition through the five
staged assessment process occurs in sequence.
However, in exceptional circumstances, pupils may demonstrate such
significant or unforeseen difficulties that with multi-professional and
parental agreement a move to a higher stage of need is necessary immediately.
The following are records that the SENCo must
Individual Pupil Files
Liaison/meetings with Board/Health Services
Minutes of meetings with parents
Staffs’ Support, Advice and Training Records
Monitoring the Progress
of Pupils with SENs
It is the responsibility of the SENCo to
ensure that the progress of pupils on the SEN register is monitored:
Targets of IEPs are monitored
for quality, progression and appropriateness through meeting with teachers on a
from Assessments are obtained and recorded using Assessment manager on C2K.
Record that the
pupil’s class work and/or social skills are progressing and the targets being
monitored by viewing evidence or class visits.
Quality reviews of
IEPs and other relevant and purposeful measures that focus on educational
outcomes and inform future planning and inform movement either up or down
through the stages of the Code of Practice.
year the Principal oversees the professional development of all staff in Greenwood,
in consultation with co-ordinators and teachers. We endeavour to increase the
capacity of all teachers by regularly providing structured training programmes
related to SEN, to assist all
to keep up-to-date with developments. Any staff attending INSET disseminate the
who did not attend courses.
SENCo keeps a record of all such training.
complaints regarding SEN in your school will be dealt with in line with the
school’s existing complaints procedures.
SEN Advice and Information Service
BELB have set up an
SEN Advice and Information Service to support parents of children with Special
Details of this
service can be found on the BELB website.
Dispute Avoidance and
Resolution Service (DARS)
DARS was established
in September 2005 as part of the implementation of the Special Needs and
Disability Order (SENDO). It aims to
provide an independent, confidential forum to resolve or reduce the areas of
disagreement between parents and schools/Boards of Governors or ELBs for pupils
with SEN. Where interested parties have
made an attempt to resolve a disagreement and this has been unsuccessful, a
referral may be made to DARS.
Members of the DARS
team will facilitate the possible resolution of disagreements (in a separate
venue from home or school) but do not have the authority to resolve a
dispute. DARS is separate and
independent from the BELB’s Special Education Section.
Involvement with DARS
will not affect the right of appeal to the Special Educational Needs and
Disability Tribunal (SENDIST).
Parents/Guardians may contact this service directly (see below). For DARS contact details see Appendix.
Educational Needs and Disability Tribunal (SENDIST)
Where agreement cannot be reached between a parent and BELB with regard to a child’s special educational needs, legislation gives the right of appeal to the Special Educational Needs and Disability Tribunal or SENDIST. This body considers parents’ appeals against decisions of ELBs and also deals with claims of disability discrimination in schools.
For contact Details see appendix.
Evaluating the Policy
will be reviewed regularly and in light of changes in legislation or practice and
following consultation, will be amended accordingly.