One In A Million Free School uses the definition for SEN and for disability from the SEND Code of Practice (2014). This states that, ‘A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her.’
A learning difficulty or disability is a significantly greater difficulty in learning than the majority of others of the same age. Special educational provision means educational or training provision that is additional to, or different from, that made generally for others of the same age in a mainstream setting in England.
Disability: Many children and young people who have SEN may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’. This definition includes sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer.
Our school recognises that children with special educational needs are those students, with or without an Education, Health and Care Plan (EHCP) or Educational Statement, who have difficulties in accessing the school’s curriculum. This will include young people with learning and cognitive difficulties, issues around communication and interaction with others, as well as social, emotional and behaviour needs, plus learners who experience physical or sensory difficulties.
If a child at One In A Million Free School has an Education, Health and Care Plan, then the school works with the student, parent/carer and all other relevant agencies to provide the support which is detailed in the EHCP.
In line with the 2015 SEND Code of Practice, and based on the guidance from Bradford Metropolitan District Council’s Children’s Services for SEN, One In A Million Free School offers a range of graduated support to address four main areas of need:
- Cognition and Learning
- Communication and Interaction
- Social, Emotional and Mental Health
- Physical and Sensory
Identifying the need/s:
Information received from Year 6 feeder schools assists us in identifying SEND learners and planning appropriately for the transition of students from Year 6 into Year 7. Once any young person becomes a part of the One In A Million Free School community, their performance and progress is regularly and carefully monitored. Any student whose progress gives cause for concern is quickly identified, and any area of weakness or difficulty is targeted. Where progress continues to be less than expected, the Learning Coach, Head of Year, and SENCO may determine that the learner may have SEND needs. This may then prompt the involvement of external agencies if a potential diagnosis is to be considered, or may be managed internally with support from the SENCO and members of the support team, as well as the school’s teaching staff. In such circumstances, One In A Million Free School always ensures that parents or carers are closely involved in the process. Any student may have changes to their provision in school in the short term or long term, if staff believe that they need extra help in particular areas, this will always be discussed with families.
Working with parent/carers:
We recognise that parent/carers can often be a key part of the identification and assessment process through noticing changes at home; struggles with homework and exams, managing friendships, difficulties with organization or maintaining concentration. One In A Million Free School seeks to work in partnership with all parent/carers to support any young people who experience any of these difficulties.
Our approach to teaching and learning:
One In A Million Free School’s approach to teaching students with SEND is to provide a curriculum that is broad and relevant to the needs of all students. The curriculum encourages all students to become as functionally literate, numerate, communicative and as independent as possible, both within the immediate school environment as well as within the local community.
The effectiveness of the One In A Million Free School SEND provision will be measured using both qualitative and quantitative data. Qualitative data will gather the views of parents and students on how successful the provision has been in enabling them to attain their outcomes. Quantitative data will examine both progress and attainment levels compared to those achieved nationally for students with the same prior learning level. This data will be shared termly with the school’s leadership team and may be judged by external moderators such as Ofsted.
Progress and attainment for SEND students is discussed in relation to age expected outcomes in relation to their needs. Students with an EHCP have their plan reviewed at least yearly as part of their annual review. Outcomes may indicate the need to change provision or increase support in particular areas of the child’s life. The SENCO closely monitors these students. Goals and agreed outcomes are in agreement with parents/ carers, as well as with the individual student.
The school has rigorous policy of lesson observation, learning walks, work scrutinises and planning monitoring. Student progress is monitored termly at data drops and yearly annual reviews for students with an EHCP are conducted with individual students and parent/carers. Specific interventions are also monitored to ensure their effectiveness throughout the school year.
The SENCO organises and manages review meetings to:
- Discuss what is working and what needs to change.
- To review the agreed SEND provision.
- Review progress and set appropriate goals and outcomes for the future.
- Discuss and agree the support needed.
- For all to agree how best to support the student in school and at home where appropriate.
All teachers in the school plan lessons to ensure that all students are able to make progress in their lesson. Teachers use a wide range of resources to support the understanding of students with SEND and ensure that they use bespoke strategies to ensure inclusion. Teachers take in to account specific plans and goals and where possible ensure that these are included in their planned session.
Student fair access arrangements:
Student’s individual needs are planned for and taken into account to ensure that they have fair access this may include:
- A customised learning environment to help them access the curriculum;
- Opportunities within school for students to have small group or one to one support where necessary;
- An adapted personal curriculum to help them engage and learn;
- Access to specialist therapeutic services input;
- Access to calmer spaces when needed (sensory room).
One In A Million Free School is a forward-looking organisation which seeks to embrace new ideas and new technologies that enable students to make better progress. The school regularly works alongside other schools and provisions across the area to ensure that all students who attend our school secure positive outcomes.
If you should require any further information regarding the SEND policies or practices, which operate at One In A Million Free School, please contact the school.
One In A Million Cliffe Terrace Bradford BD8 7DX
Main Switchboard: 01274 723439
Free School: firstname.lastname@example.org