Policies and Procedures
If you would like a paper copy of any of the policies listed below, please contact the school office.
As part of the Slough and East Berkshire Multi Academy Trust (SEBMAT), we have adopted trust-wide policies which includes HR and Finance policies. Click here to go to the policy area of the SEBMAT website
- Accessibility Plan
- Admissions Policy
- Behaviour Policy
- Charging and Remissions Policy
- Complaints Policy and Procedure
- Data Protection and Security
- Equality Objectives and Policy
- Exclusion Policy
- Safeguarding and Child Protection Policy
- Special Educational Needs and Disability Policy
ADMISSIONS POLICY 2019/20
Pupils will be admitted to the school into the Reception year in September following their 4th birthday (i.e. pupils must be four years old by 31st August), without reference to ability or aptitude. The admission number for any one year group is 120 and class size is limited to 30 per class.
Where applications for admission exceed the number of places available, the following criteria will be applied.
The law requires the school to admit pupils with a Statement of Special Educational Needs where a Local Authority has specifically named Lynch Hill School as the most appropriate placement. These applications will usually be agreed in advance of the main allocation process. Where they are a late application, the school can be required to admit even if the admission number has been reached.
If the school is oversubscribed, after the admission of pupils with a Statement of Special Educational Needs where the school is named in the Statement, priority for admission will be given to those children who meet the criteria set out below, in order:
1. Looked after children and previously looked after children.
A 'looked after child' is a child who is (a) in the care of a local authority, or (b) being provided with accommodation by a local authority in the exercise of their social services functions (see the definition in Section 22(1) of the Children Act 1989) at the time of making an application to a school. Previously looked after children are children who were looked after, but ceased to be so because they were adopted (or became subject to a residence order or special guardianship order.
2. Children of staff
a) where the member of staff has been employed at the school for two or more years at the time at which the application for admission to the school is made, and/or
b) the member of staff is recruited to fill a vacant post for which there is a demonstrable skill shortage.
3. Children who have a sibling attending the school. ‘Sibling includes step siblings, foster siblings, adopted siblings and other children living permanently at the same address or siblings who are former pupils of the school’.
4. Children who have strong medical or social grounds for admission for which supporting evidence, eg. a letter, is supplied from their doctor, health visitor or relevant professional.
5. All other children ranked according to the proximity of the applicant’s home to the school measured from home to the school’s main entrance using GPS software.
Tie Breaker: If Lynch Hill School does not have places for all the children in a particular category, random allocation will be used as a tie-break to decide who has highest priority for admission if the distance between two children’s homes and the school is the same. This process will be independently verified.
Applications and offers
Entry Admissions : Applying for a place in Reception
There is one intake into Reception, in September, each year.
An application for a place at Lynch Hill School is made using the common application form (CAF). Admission to Reception is coordinated by Slough Borough Council.
Places are allocated on the basis of our determined admission arrangements only, and a decision to offer or refuse admission is made by the Admissions Committee established by the Governing Body.
In the normal admissions round, an offer of a place in Reception is sent by the local authority and the school does not contact parents until after these offers have been received.
The timeline for this process is set be the local authority. Applications received after the closing date will be deemed as late. These will be considered after those received by the due date, if places are available. If places are not available, the application will be held on the school’s waiting list. If a place becomes available it will be allocated on the basis of the oversubscription criteria.
Deferred entry to school
Parents can request that the date their child is admitted to school is deferred until later in the academic year or until the term in which the child reaches compulsory school age, and Parents can request that their child takes up the place part-time until the child reaches compulsory school age.
In Year admissions
This applies to admissions in all other year groups and to Reception after the normal admissions round. Lynch Hill has 120 places per year group, year R to year 6.
An application for an ‘in year’ admission is made using the school admission form and is accepted at any time through the year. Alternatively, an application via Slough Borough Council is equally acceptable. These applications are processed by the school. All matters relating to entry admissions apply equally to in year admissions.
Withdrawing an offer or a place
The school may withdraw an offer if it has been offered in error, a parent has not responded within a reasonable period of time, or it is established that the offer was obtained through a fraudulent or intentionally misleading application. Where an offer is withdrawn on the basis of misleading information, the application will be considered afresh, and a right of appeal offered if an offer is refused.
The school maintains a clear, fair and objective waiting list. Each added child will require the list to be ranked again in line with the published oversubscription criteria. The waiting list is held for one academic year. The list is closed on 31st August and fresh applications are required for the new school year. Priority is not given to children based on the date their application was received or their name was added to the list. Looked after children, previously looked after children, and those allocated a place at the school in accordance with a Fair Access Protocol take precedence over those on a waiting list.
Right to appeal
In all cases, where a decision has been made to refuse a place at the school parents have the right of appeal. Appeals information is available from the school office and on the website. All appeals need to be made in writing to the Appeals Clerk and will be considered by an independent panel.
The welfare of all pupils is our primary concern. Rules are kept to a minimum and are based on self-discipline and respect for other people, for school buildings, equipment and resources. Behaviour that endangers self or others is not acceptable and we look to the support of all parents in maintaining high standards and a caring, learning community. At Lynch Hill, children learn to relate to others and take responsibility for their actions. Good relationships are seen as fundamental in forming positive pupil attitudes and the whole school community is encouraged to share in this process. As a Rights Respecting School, in each class, staff and pupils work together to agree a class charter, which highlights everyone’s rights and responsibilities in accordance with the UN Charter of the Rights of the Child. We try to involve parents at the earliest stage with any concerns over behaviour or learning. The staff exercise the same kind of control over the pupils as that of a careful and reasonable parent. It is considered very important that teaching and learning takes place in a calm environment. Teachers have reward systems and continually emphasise and encourage responsible behaviour and positive attitudes to others and to work. Praise awards are given weekly to recognise individual achievements.
Expectations of Behaviour
It is essential that the children make the most of every opportunity to learn whilst in school. We have therefore set an absolute expectation that all children will behave in class, staying in their seat, listening to the teacher, working quietly, completing the work set and allowing other children to work uninterrupted. A positive attitude in school is essential if all children in the class are to be allowed to learn and we know that parents as well as teachers are keen for this to happen.
Managing Behaviour at Lynch Hill
Principles: Our intention is to encourage good manners and self-discipline in a secure environment. All staff set a positive role model to the pupils. Our school expects everyone to be courteous, trustworthy and responsible and the atmosphere to be calm, happy and work-orientated.
Ø praise acceptable behaviour actions and efforts regularly and consciously.
Ø notice and reward improved behaviour.
Ø use and emphasise positive reinforcements.
Ø actively teach children how to behave acceptably, setting targets for those who need them.
Ø promote rights, responsibilities and respect.
- Praise is used much more frequently than reprimand.
- Children are encouraged to discuss and take responsibility for their actions. In an incident all parties involved share in this process; e.g. in the case of a fight, everyone involved must share the blame and sanctions vary according to the level of involvement. This includes those on the side-lines who encourage the proceedings. In all instances, owning-up or telling the truth is praised and rewarded where appropriate.
- Whilst maintaining a positive approach to managing behaviour we operate a “zero tolerance” of disruptive behaviour in class especially, where it prevents teaching and learning taking place. Children who hinder the progress of lessons are removed to work with the Executive Headteacher or Deputy Headteacher.
- Class charters are negotiated with each class in September detailing class expectations. A warning is given when any of these responsibilities are persistently broken.
Encouraging Good Behaviour
Children enjoy praise and encouragement at all times, but all enjoy expressions of success. At Lynch Hill, we give positive reinforcement of good behaviour high priority through:
- Verbal praise: we aim to ‘catch them being good’ and reward what we see, particularly those who find it difficult to behave acceptably
- Liberal use of bonus points and stickers for immediate reinforcement of expectations
- Credits: a special reward system for Year 6 children to encourage and reward a positive attitude in meeting challenging expectations. Year 6 children receive credit stamps, which can be collected and traded for goods in the credit cupboard. Year 6 children receive credits for good work and behaviour. These are traded for gifts from the “Credit” cupboard.
A ’Good Day Ticket’ is awarded for a good day - that is no concerns have been raised over work, homework, behaviour in class and in the playground, or attitude towards all staff and prefects during the day. These are stamped in their homework diary (so no diary, no ticket).
Awards are given for the number collected.
Weekly awards are presented in assembly each week:
§ Praise awards to reinforce good attitude and particular effort during the week
§ Executive Headteacher’s Award per class for achievement throughout the week
§ KS2 Class Award for attendance
Class Book of Achievement: record of individual successes in and out of school
Gold Book of Achievement: on display in the entrance hall containing the roll of honour for awards and any good news we wish to share publicly
Good Day Ticket Awards: 20 for bronze, 40 for silver, 60 for gold per term. Badges, and certificates are awarded in assembly. Names are displayed on the roll of honour and in a newsletter to parents at the end of term.
Personal Development Awards (levels 1,2 and 3): These awards are for year 5 and 6 and cover aspects such as behaviour, attendance, leadership and learning. Children are set personal targets within each aspect by their teacher.
Special awards are also given at the end of term to recognise full attendance, special achievements; e.g. in spelling tests, and significant achievement during the term.
Peer Mentors / Prefects: Year 6 children who demonstrate a responsible attitude are entrusted with certain whole school responsibilities.
Prize Day: an annual end-of-year event when those who have earned a Gold Award each term in the year receive further recognition alongside other awards for full attendance, personal development and academic success. Prize-winners’ photographs are displayed in the area outside each hall.
KIDZONE: This is a session of free activities given as a reward to those children who have behaved well, each week, on Friday.
Dealing with unacceptable behaviour
The order of consequences for unacceptable behaviour are:
- A quiet verbal warning or moving the child within the room.
- A verbal warning that if the misbehaviour continues the child will lose KidZone time or be removed from class. We operate a policy of ‘zero tolerance’ of disruptive behaviour in lessons. This must be reinforced with prompt action.
- Loss of KidZone time can be bought back, if appropriate
- Removal of the child to work out of class with the Executive Headteacher or Deputy. The child may receive a formal warning to be recorded by the class teacher and the child will be required to stay to detention that evening.
- Loss of KidZone time is given for misbehaviour in class including persistent talking, wandering around class, etc. This loss of time may be earned back with good behaviour the next day.
- Formal warnings are given for misbehaviour only and are recorded by the teacher in class. These are given for: disruption of lessons, swearing, fighting inside school, rudeness, arguing with staff and refusal to co-operate.
The child has three chances: three warnings mean that the matter is then referred to a Senior member of staff who will then speak with the child and investigate the situation with all the parties involved. At every stage, we encourage the child to take responsibility for their actions and recognise that they have choices in how they respond to situations. In all instances owning-up or telling the truth is praised and rewarded where appropriate. If necessary, a ‘yellow letter’ is then sent to the parents to inform them of the situation. These are numbered and may count towards an exclusion.
We view each week as a fresh start for everyone. We like to put the events of the previous week aside and allow everyone a chance to prove that they have taken responsibility for their actions and can rise to expectations.
Bullying is unacceptable and will not be tolerated at Lynch Hill. The school has a specific policy for dealing with bullying incidents. Members of staff respond to signs of bullying and act promptly and firmly against it. We recognise that bullying can make a child’s life unhappy and can hinder general progress. Children who bully others will be dealt with through the Behaviour Policy and serious incidents are cause for immediate exclusion.
- Break-time detention (in the school hall): is used for children who either do not complete the work set in the lesson or fail to return homework or misbehave in assembly.
- After school detention: is used for persistent work related issues particularly non-completion of homework. Children will be expected to stay for one-hour after school and at least 24 hours’ notice will be given to parents. Parents’ permission is not required as the school has the right to detain pupils for this purpose.
- Unacceptable behaviour in the playground. Lunchtime incidents are dealt with using the Lunchtime warning system, which may lead to exclusion for the lunchtime period. Break-time incidents lead to detention at playtime.
- Children removed from class for disruption of lessons will work elsewhere in the school - with a senior member of staff or in another part of the school. The child will be expected to stay to detention that evening and parents will be informed.
- Continued misbehaviour resulting in a series of yellow letters to parents. The Executive Headteacher will invite the parents into school to discuss their child’s behaviour and ways it can be addressed. Other professionals may be involved in this discussion to offer support and advice. The child may be excluded from their class for a day to work in isolation and privileges withdrawn.
Parents may be requested to visit the school on a regular basis to review their child’s behaviour.
Dealing with challenging and disruptive behaviour is a shared responsibility between home and school and a strong, supportive partnership is the best means of tackling the problem.
In some circumstances, it may be necessary to exclude a child temporarily from school. This may result from persistent misbehaviour, which has prompted a number of ‘yellow letters’ sent to parents (usually four within two calendar months) or from a significant one-off incident. This will be followed by a full case conference to discuss the issues relating to the misbehaviour and to plan a positive way forward.
The ultimate sanction is permanent exclusion from the school.
All these actions are taken in the best interests of everyone at Lynch Hill. It is our intention that all children should be able to enjoy their time at school and receive the best possible education. This is only possible it everyone - staff, pupils and parents - is co-operative, calm and respectful of others.
Lynch Hill School Primary Academy pays due regard to the Public Sector Equality Duty and as such we endeavour to:
- Promote cultural development and understanding via a rich range of experiences, both in and beyond daily school life.
- Ensure sufficient opportunities exist within the school curriculum to address issues of equality
- Support children effectively to that tangible progress is made by all, including those in vulnerable groups
- Monitor and respond in a timely fashion to any issues that arise where prejudice is considered to be a contributing factor.
- Ensure that the school environment is accessible to all – pupils, staff parents and visitors.
Our Objectives this year are:
- Equalising opportunities
- Create SMART targets for EAL/EMA intervention
- Developing the Curriculum - Ensure that all subject areas reflect cultural diversity and respect for others. Use multi cultural resources to ensure pupils enhance their understanding of different religions and cultures. Make use of positive role models in the classroom to develop the self esteem of vulnerable groups.
- Creating a more collaborative community. Respect of all for diversity within the community – local, national and international.
Good discipline is essential to ensure that all pupils can benefit from the opportunities provided by education. The school’s behaviour policy outlines expectations and key strategies for promoting good behaviour. The Government supports headteachers in using exclusion as a sanction where it is warranted. However, exclusion should only be used as a last resort, in response to a serious breach, or persistent breaches, of the school's behaviour policy; and where allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school.
This policy is implemented in line with guidance from Slough Borough Council (SBC)) and the Department for Education (DfE).
Key Guidance and regulations:
· Exclusion from maintained schools, Academies and pupil referral units in England - A guide for those with legal responsibilities in relation to exclusion (DfE 2012)
· The School Discipline (Pupil Exclusions and Reviews) (England) Regulations 2012
· Slough Borough Schools Access Officer
· Exclusion is a sanction used by the school only in cases deemed as serious breaches of the School Behaviour Policy. A student may be at risk of exclusion from school for:
- Verbal or physical assault of a student or adult;
- Persistent and repetitive disruption of lessons and other students’ learning;
- Extreme misbehaviour which is deemed outside the remit of the normal range of sanctions.
· A Fixed Term Exclusion from the school can only be authorised by the Executive Headteacher or Head of School / Deputy Headteacher acting on their behalf. If none are available to authorise the exclusion a decision should be deferred until the opportunity for authorisation is available.
· In the case of a Permanent Exclusion this can only be authorised by the Executive Headteacher and must only be done after consulting the Chair of Governors of the intention to impose this sanction, although the final decision rests with the Headteacher of the school.
· The school seeks to reduce the number of incidents leading to exclusions by promoting a positive atmosphere of mutual respect and discipline within the school.
· The school regularly monitors the number of Fixed Term Exclusions to ensure that no group of students is unfairly disadvantaged through their use and that any underlying needs of individuals are being fully met.
The Decision to Exclude
Exclusions will be used sparingly and only if there are serious breaches of the schools behaviour policy or civil law; or if allowing the pupil to remain in school would be seriously detrimental to the education or welfare of the pupil or others.
Parents will be notified as soon as possible of the decision to exclude a student and the reason for the exclusion. This will be done on the day of the exclusion being authorised by either direct phone contact or a face-to-face meeting. A written confirmation of the reason(s) for the exclusion will be sent to parents the same day.
The Headteacher holds responsibility for taking the decision to permanently exclude a pupil. However in the absence of the Head teacher the Deputy or other senior teacher in charge may exclude a pupil for a fixed period.
A school will usually only permanently exclude a child as a last resort, after trying to improve the child's behaviour through other means. However, there are exceptional circumstances in which a headteacher may decide to permanently exclude a pupil because of ongoing issues or even for a 'one-off'’ incident.
In the case of a Permanent Exclusion parents will be notified by the Executive Headteacher in a face-to-face meeting.
The decision to exclude a pupil must be lawful, reasonable and fair. Care is taken not to discriminate against pupils on the basis of protected characteristics, such as disability or race. Particular consideration is given to the fair treatment of pupils from groups who are vulnerable to exclusion. A student who has been excluded will have the reason for his/her exclusion explained to them by a member of staff so that they understand the nature of their misbehaviour.
Exclusion will not be used for minor offences or as a punishment for non-attendance.
Fixed Period exclusions may not exceed 45 days in any one year; generally at Lynch Hill these will be around 1-3 days in length.
Persistent poor behaviour at lunchtime may result in a fixed period exclusion which covers the lunchtime break. This is subject to the normal rights of appeal.
The local authority must provide full-time education from the sixth day of exclusion if the exclusion is permanent. If the exclusion is for a fixed term, work will be provided by the school.
Procedures for Exclusion
Following the decision to exclude a pupil, the Head teacher must:
· Inform the child’s parents or guardians their child has been excluded, the type and length of the exclusion and the reasons for it.
· Inform the parents in writing of their right to appeal to the Governing Body and to ask for an independent review panel to meet (see Appendix A)
· Inform the Local Authority the same day, by e-mail, of the exclusion followed up by more detailed information within the next four days.
· Provide systems for work to be set for the child to undertake at home during a fixed exclusion
· Draw attention to sources of free and impartial information, as laid out in DfE Exclusion Guidance s4.2, para 36
· Details of procedures and timescales are given in Appendix B
Students Returning from a Fixed Term Exclusion
All students returning from a Fixed Term Exclusion are required to attend a reintegration meeting, accompanied by a parent. This meeting will seek to establish practical ways in which further exclusion can be avoided and behaviour modified to acceptable standards in partnership between student, parent and school.
Procedures for permanent exclusion: Action by the Governing Body
The Governing Body will nominate a pool of three to five governors, none of whom may be a member of staff, to serve as the Discipline Committee as the need arises. A clerk to the Discipline Committee will also be nominated. The quorum for the Committee is three members.
If the parents give notice that they wish to make representations, the governing body should arrange a meeting to discuss the exclusion as soon as is practicable according to set criteria (see table below for details). The meeting should be arranged at a time and place convenient for the parents within reason. All efforts should be made to provide an environment which avoids intimidation and excessive formality. The governing body should advise parents and pupils that they may, if they wish, have someone of their own choice to accompany them and assist them at the meeting.
The meeting should serve for the purpose of enabling the parents to have their views heard and for the parents to hear the views of the school.
The decision of the meeting and the reason for the decision should be clearly communicated to the parents without delay.
All correspondence regarding an exclusion from the school will inform parents of their right to appeal to the Governing Body against the decision to exclude. This procedure is clearly set out in the statutory guidance. The person who should be contacted to initiate an appeal is the Clerk to the Governors.
Relationship to other school policies
The Exclusion Policy should be read in tandem with the school’s Behaviour Policy as well as other relevant school policies, particularly the Inclusion Policy, Special Educational Needs Policy and the Equality & Diversity Policy. It also has a close inter-relationship with the Anti-Bullying Policy and Attendance Policy.
Designated Safeguarding Lead Miss C O’Connor
Mrs L Tomlinson (in Miss O’Connor’s absence)
Deputy Safeguarding Lead Mrs Bunce
Designated Governor for Child Protection and Safeguarding and LAC: Mrs D Fletcher
Designated teachers for LAC: Miss C O’Connor
Reference to Statutory Framework
This policy has been developed in accordance with the principles established by the Children Act 1989; the Education Act 2002, and the Children Act 2004 and in line with government publications:
- ‘Keeping Children Safe in Education’, September 2019
- ‘Information sharing’ Advice for practitioners providing safeguarding services to children, young people, parents and carer, March 2015
- ‘Working Together to Safeguard Children’, July 2018
- ‘What To Do If You Are Worried A Child Is Being Abused’, March 2015
- ‘NICE Framework – when to suspect child maltreatment’, February 2014
- Prevent duty guidance, July 2015
‘This child centred approach is fundamental to safeguarding and promoting the welfare of every child. A child centred approach means keeping the child in focus when making decisions about their lives and working in partnership with them and their families.’
[Source: Working together to Safeguard Children 2018]
Our mission is to create a positive ethos where every child feels safe, secure and listened to. We promote a culture where staff and volunteers are encouraged to share concerns. Staff understand that in exceptional circumstances they may refer concerns directly to social care. We diligently support children who have been abused or who at risk of abuse. Safeguarding issues are explored as part of the curriculum.
Our policy applies to all staff, governors and volunteers working in the school and we ensure that we practice safe recruitment in checking the suitability of staff and volunteers who work with children.
We recognise that because of the day to day contact with children, school staff are well placed to observe the outward signs of abuse. The school will therefore:
- Establish and maintain an environment where children feel secure, are encouraged to talk freely of their own choice, and are listened to.
- Ensure that children know that there are adults in the school whom they could approach if they are worried.
- Include opportunities in the curriculum for children to develop the skills they need to recognise and stay safe from abuse.
We recognise that children who are abused or witness violence may find it difficult to develop a sense of self-worth. They may feel helplessness, humiliation and some sense of blame. The school may be the only stable, secure and predictable element in the lives of children at risk. When at school their behaviour may be challenging and defiant or they may be withdrawn.
The school will endeavour to support the pupil through:
- The content of the curriculum.
- The school ethos which promotes a positive, supportive and secure environment and gives pupils a sense of being valued.
- The school behaviour policy which is aimed at supporting vulnerable pupils in the school. The school will ensure that the pupil knows that some behaviour is unacceptable but they are valued and not to be blamed for any abuse which has occurred.
- The implementation and reviewing of statutory policies that are relevant to safeguarding and promoting the welfare of children
- Liaison with other agencies that support the pupil such as Slough Children's Services Trust, Child and Adult Mental Health Service (CAMHS); the Educational Psychology Service, Social, Emotional Behaviour Outreach Service (SEBDOS)
- Ensuring that where a pupil on the child protection register leaves the school, their information is transferred to the new school immediately and that the child’s social worker is informed
Roles and Responsibilities
Designated Safeguarding Lead Miss O’Connor
Mrs L Tomlinson (in Miss O’Connors absence)
Deputy Safeguarding Lead Mrs Bunce
Designated Governor for Child Protection and Safeguarding and LAC: Mrs D Fletcher
Designated teachers for LAC: Miss C O’Connnor
The head teacher and governing body and designated lead responsibilities:
- Ensure that we have a Designated Safeguarding Lead for child protection who has undertaken Targeted Safeguarding Training within the guidelines.
- Ensure we have a nominated governor responsible for child protection.
- Ensure every member of staff, and the governing body knows the name of the senior designated persons responsible for child protection and their roles. Due to the size of the school, Mrs Coffey is the designated lead and Miss Gates the deputy designated lead who then delegate responsibility to the Inclusion team to manage day to day ‘alerts’ and concerns. These members of staff have all undertaken the Targeted Safeguarding Training and work alongside Early Help (FIRST) and Slough Children’s Services Trust.
- Ensure all staff and volunteers understand their responsibilities in being alert to the signs of abuse and responsibility for referring any concerns to the designated team responsible for child protection.
- Designated safeguarding staff will undertake training in targeted safeguarding every 3 years or as guidance dictates. The school aspires to have someone in the relevant team to have training in all the following:
- Domestic violence/ Physical abuse
- Female Genital Mutilation
- Bullying/ Cyber bullying
- Radicalisation/ Preventing radicalisation
- Faith abuse/ Forced marriage/ Dishonour based violence including violence against women and girls
- Child Sexual exploitation/ Sexting
- Substance misuse
- Gangs and youth violence
- Fabricated/ induced illness
- Mental Heath
- Private Fostering
- Teenage relationship abuse
- Training of the above is disseminated to all staff.
- Where possible and appropriate we deliver, or enlist the support of external agencies and charities to provide training to our young people on sensitive issues in order to encourage them to respond to and calculate risk effectively and have an awareness of the support available to them.
- The designated lead may contact Slough Children's Services Trust to seek advice if there are concerns about a child/young person. Any advice will be documented and followed. When we seek advice from Slough Children's Services Trust we agree and record what the child and parents will be told by whom and when.
- If it is agreed on the phone that a referral needs to be made, this will be written and sent as soon as possible but no later than 48 hours. The school aims to provide the written referral within the working day of the telephone call.
- If after 3 working days of the referral the school has received no feedback from the referral the school will contact Slough Children's Services Trust again. We notify Children’s Services immediately if there is an unexplained absence of a pupil who is subject to a child protection plan
- Children Missing in Education – if the school becomes aware of a child who has been withdrawn from Lynch Hill School with no new school to attend the school will immediately notify the Attendance team at the Local Authority and potentially Slough Children's Services Trust.
- Home Schooled children – If the parent has made the decision to withdraw the child to educate them at home, the school will immediately notify the Attendance team at the Local Authority and potentially Slough Children's Services Trust.
- Implement the statutory and LA guidance when a child goes missing from education
- Any request for absence during term time will trigger some form of investigation from the school as it may indicate a safeguarding concern. In our current climate, we are being vigilant to the possibility of potential Female Genital Mutilation, radicalization and neglect.
- Private fostering – A private fostering arrangement is one that is made privately without involvement from the local authority for the care of a child under the age of 16 by someone other than the parent and close relative, in their own home, with the intention that it should last for 28 days or more. Close family relative is defined as a grandparent, brother, sister, aunt or uncle and includes half siblings and step parents.
- School has a legal duty to pass on any known Private Fostering to social care.
- School will ensure every child has two emergency contact details.
- We develop effective links with relevant agencies and co-operate as required with their enquiries regarding child protection matters including the attendance at case conferences.
- We keep written records of concern about children, even when there is no need to refer the matter immediately. All concerns should be written on an CPOMS and handed in to a member of the designated team immediately.
- We ensure all records are kept securely and separate from the main pupil file and in a locked location.
- We ensure that when a child moves school their Child Protection Record is transferred to the named Designated Person in that new setting.
‘EVERYONE who comes into contact with children and their families and carers has a role to play in safeguarding children. In order to fulfil this responsibility effectively all professionals should make sure their approach is child centered this means they should consider at all times what is in the best interests of the child.’
(source: Keeping children safe in Education 2018)
Staff are responsible for keeping up to date with relevant safeguarding documents such as Keeping children safe in Education, 2019.
They are also responsible for monitoring children carefully for symptoms and signs of abuse (See Appendix 3 for signs and symptoms). Staff have a duty to report any concerns on the school CPOMS. Staff should ensure that they are completing CPOMSs professionally, factually, timely and using the guidance provided, see attached appendix. Staff have a duty to report any concerns that may indicate a child is at risk of FGM, CSE, radicalisation and any other indicators of harm or neglect. Staff are frequently asked to complete welfare reports and documentation for social care and can be used as evidence in court. Therefore, staff should ensure that they write detailed, thorough, accurate, factual and professional reports of a high quality. These reports often have deadlines attached so priority to these reports should be observed.
We ask that staff challenge any persons on the school grounds who does not show a school identity badge.
Staff should through the PSHE curriculum ensure that children have a relevant and appropriate awareness of safeguarding issues that could affect them and their peers. They should create an environment where children feel safe and secure in sharing concerns that they may have.
Staff should be aware of Slough’s Early Help Process. Family Information and Resource Support Team (FIRST) takes on an enhanced role in working with schools to support pupils identified at level 2 (those in need of additional support but not at risk of significant harm.)
Any child may benefit from early help, but all school and college staff should be particularly alert to the potential need for early help for a child who:
• is disabled and has specific additional needs
• has special educational needs (whether or not they have a statutory Education, Health and Care Plan) • is a young carer
• is showing signs of being drawn in to anti-social or criminal behaviour, including gang involvement and association with organised crime groups
• is frequently missing/goes missing from care or from home
• is at risk of modern slavery, trafficking or exploitation
• is at risk of being radicalised or exploited
• is in a family circumstance presenting challenges for the child, such as drug and alcohol misuse, adult mental health issues and domestic abuse
• is misusing drugs or alcohol themselves
• has returned home to their family from care
• is a privately fostered child
Practical advice for staff
Recognise (staff training, careful monitoring, awareness of signs and symptoms)
Respond (Use of CPOMSs, use guidance to complete them, ensure that they are accurate, detailed and in pen!)
Report (Ensuring the CPOMS gets to the right place quickly, knowing when it is urgent and is given in person)
Refer (Inclusion team make the decision to refer and a MARF referral is done and checked to ensure key concerns are conveyed accurately)
Reflect (reflect upon decisions made, continue to monitor and review, consider challenge where appropriate)
What to do if a child makes a disclosure: if a child reports, following a conversation you have initiated or otherwise, that they are being abused and neglected, you should listen to them, take their allegation seriously, and reassure them that you will take action to keep them safe.
At all times, you should explain to the child the action that you are taking. It is important to maintain confidentiality, but you should not promise that you won’t tell anyone, as you may need to do so in order to protect the child
Record in as much detail as possible the disclosure as accurately as possible on CPOMS.
Discuss the concern with someone from the Inclusion and Safeguarding team
We might refer directly to children’s social care and/or the police, or discuss your concerns with others and ask for help.
Children subject to a Child Protection Plan need particular and specific care including:
- Written dated records are kept on all aspects of their wellbeing including, injuries, lateness, appearance, disclosures, homework, equipment etc.
- If a child makes a disclosure this must be reported immediately and recorded on CPOMS
- If a child is injured, even if the injury can be explained and/ or was done in school or accidental, this must be reported immediately to the social worker and logged
- Staff are advised to attend all core groups or TACs, ensuring they bring all relevant information regarding the child to the meeting or an provide a detailed and up to date written report.
- Teachers will be expected to provide a written report a week before the CP conference. Teachers are not expected to attend the Conferences unless asked to attend by a member of the SLT.
All Alerts are reviewed by the inclusion team and an action decided, once an action is completed the outcome is recorded on the CPOMS. The Actions and outcomes are recorded and shared with school staff. The alerts are filed in a secure location.
We have a legal duty to pass information to other children services when we feel that a child’s health or wellbeing is at risk or they are at risk of harm. We take all appropriate measures to ensure that a child or families details are kept confidential but we will always fulfil our safeguarding duty.
As part of safeguarding training, the code of conduct and everyday good practice staff are reminded of the importance of maintaining confidentiality and they are encouraged to act with sensitivity, professionalism and the child’s best interests.
Procedure for dealing with complaints and allegations against staff and head teacher
We recognise that a child/young person, parents or a colleague may make an allegation against a member of staff if they have:
- Behaved in a way that has harmed a child, or may have harmed a child
- Possibly committed a criminal offence
- Behaved towards a child or children in a way that indicates he/she is unsuitable to work with children,
Therefore, staff should:
- Take the matter seriously, keep an open mind and always follow procedure
- Not investigate
- Not promise confidentiality to the informant
- Make a written record of the allegation using the informant’s words (including time, date and place where the alleged incident took place, what was said and who was present; sign and date)
Designated Safeguarding Leads wills:
- Ensure that the school has a named Senior Manager for handling allegations against staff. This is the head teacher or a member of the Senior Leadership Team, and where an allegation is made against the head teacher the Chair of Governors should be notified.
- Ensure that the school informs the Local Authority Designated Officers and complies with any ensuing investigation.
- Not make any decisions without discussions with the designated officer
- Make a written record of any discussions with the Designated Officer
- Make sure the DO has full details of the person against whom the complaint has been raised and the person who is the subject of the concern
- Ensure safe recruitment practices are always followed. This means that we hold a Single Central Record of Recruitment and that the Head teacher and/or a Governor has completed Safer Recruitment Training. We understand that whilst not statutory, it is best practice to ensure that the interview panel consists of one member who has undertaken the Safer Recruitment Training.
- Ensure that we implement the education recommendations following any Serious Case Review.
Pupils are encouraged to share concerns that they may have about themselves or their peers through an environment that is safe and nurturing. Staff are encouraged to talk to conversationally and ask general questions about themselves. Children will never be asked leading questions.
Pupils are reminded to respect each other and protect each other’s rights.
Procedure for dealing with safeguarding allegations against another pupil (Peer on peer abuse)
At Lynch Hill we believe that all children have a right to attend school and learn in a safe environment. Children should be free from harm by adults in the school and other pupils. We recognise that some pupils will sometimes negatively affect the learning and wellbeing of others and their behaviour will be dealt with under the school’s behaviour policy.
Occasionally, allegations may be made by other pupils in the school, which are of a safeguarding nature. These allegations will be treated seriously, following the sexual violence and sexual harassment in school’s guidance if necessary. Safeguarding issues raised in this way may include physical abuse, emotional abuse, sexual abuse and sexual exploitation. It is likely that to be considered a safeguarding allegation against a pupil, if some of the following features will be found:
§ Is made against an older pupil and refers to their behaviour towards a younger pupil or a more vulnerable pupil.
§ Is of a serious nature, possibly including a criminal offence
§ Raises risk factors for other pupils in the school
§ Indicates that other pupils may have been affected by this pupil
§ Indicates that young people outside the school may be affected by this pupil.
When an allegation is raised staff should consider whether the complaint raises a safeguarding concern or not. If it does, then the Designated Safeguarding Lead should be informed. A factual record should be made of the allegation but no further investigation at this stage and Social Care should be informed. Any outcomes from the discussion with social care should be recorded and a copy kept on both pupils’ files.
If the allegation indicates a potential criminal offence has taken place, the police should be contacted at the earliest opportunity and both the parents should be informed (the alleged victim and the pupil being complained about). It may be appropriate to exclude the pupil being complained about in accordance to the school’s behaviour policy.
Where social care and the police do not accept the complaint, a thorough school investigation should take place. In situations where the school considers a safeguarding risk is present, a risk assessment is prepared along with preventative, supervision plan that is monitored and reviewed regularly.
Policies for other high risk activities
See policy for:
Residential trips and Offsite trips
Safer recruitment procedures
We have a separate safer recruitment policy. The school adopts safer recruitment practices.
Disclosure and barring
All staff including volunteers and non-teaching staff are required to undergo a fully enhanced disclosure and barring service check.
We recognise that there are a number of policies that are relevant to safeguarding and promoting children’s welfare. These include the following:
We will ensure that these policies are updated on a regular basis to reflect the changing needs of the children and young people who attend our school
We will consult with the children/young people to ensure their voice is heard.
Policy or procedure for safeguarding
Policy in School
Anti Bullying ( with reference to internet & mobile phone bullying)
Procedure reported to Governors
Disability Equality and Accessibility Plan
Disability Action Plan, DSEN Policy and Equalities and Cohesion
Drugs and Substance Misuse
Drug Education policy
Drug and alcohol use in Health and Safety policy for staff
Educating Children with Medical Needs
DSEN policy and Disability, Equality and Accessibility plan
Policy for medication in school
Equalities and Cohesion
Equality Act-Sexual Orientation Regs. 2007 (guidance)
Equalities and Cohesion
Extended School (before & after school activities)
First Aid ( including management of medical conditions, intimate care)
Intimate Care Policy
First Aid Policy
Medication in school
Equalities and Cohesion
Health & Safety
Health and Safety
Children in Care
Safeguarding, Child Protection and LAC policy
Management of allegations made against staff
Safeguarding, Child Protection and LAC
Flowchart and staff allegation policy
PSHE Curriculum Policy
Equalities and Cohesion
Recruitment and Selection
Safer Recruitment Policy
Safeguarding statement in school prospectus
Statement in Handbook
Sex Education Policy
Special Educational Needs
Policy for Appraising Teacher Performance
Staff handbook (guidance on conduct)
Use of Positive Handling & Restraint
Statement within Health and safety Policy
Positive Handling Policy
Use of photographs/video
E Safety Policy
Whistle blowing policy
Work Placement (Work Experience)
Adopted: May 2012
Last revised: August 2019
At Lynch Hill, we believe that every child should be equally valued, irrespective of abilities or individual differences and encouraged to develop to their full potential.
We recognise that it is the teacher’s responsibility to meet the needs of all children in their class through quality first teaching, ie. Planned activities to facilitate learning within the classroom or through small group work designed to support the classroom learning. All pupils are expected to make progress and we offer a wide range of approaches to learning to support this. However, if a pupil is not progressing a Specific Learning Differences observation is carried out to identify any barriers to learning. This is in order to allow us to provide focussed interventions as part of a graduated response, in line with the SEN Code of Practice. Using an ‘Assess, Plan, Do, Review’ approach the provision offered to pupils is regularly reviewed to ensure it remains appropriate and external professionals are involved where additional support is required.
This policy is written in accordance with SEN Code of Practice 2014 and the Children and Families Act 2014.
1. All children will be able to access and enjoy a rich, creative, broad and relevant education regardless of age, gender, race or creed.
2. We aim to encourage independence, responsibility, self-esteem and respect by allowing children to realise the contributions that they make to their learning, the school and the local community.
3. We aim to ensure that every child accesses the National Curriculum and are committed to delivering effective provision according to each child’s individual needs.
4. We aim to meet Special Educational Needs and Disability (SEND) through an inclusive whole school approach.
5. We aim to embed an understanding in all staff members that Special Educational Needs and Disabilities may arise at any time during a pupil’s school career.
6. We aim to ensure that all children receive provision through ‘quality first teaching’ and a graduated response to identified needs.
7. We aim to work efficiently and effectively with families and outside agencies to provide the necessary support, information and specialist help.
8. The Governors aim to ensure that all children have access to all elements of the curriculum and are committed to the effective implementation of the policy.
1. All teachers will be supported in delivering a rich, creative, broad and relevant curriculum through annual performance management, up to date training and feedback from learning walks. Staff will be encouraged to share best practice through observations of colleagues and self reflection.
2. Teachers will receive training at the beginning of the new school year detailing the revisions to the SEN Code of Practice which outlines the need for student voice and preparing children on a daily basis for making informed decisions regarding their education and the provision they receive.
3. The SEND team will provide support to teachers in identifying children with SEN needs and planning the correct provision for the child. All provision will be recorded on the Individual Provision Map, taking account of professional reports. They will support staff in ensuring regular and timely reviews take place to review the impact of the provision offered.
4. Through whole school SEND training at the beginning of the year, the Inclusion Team will raise awareness amongst the staff regarding SEND and the school’s approach and priorities. SEND will be a whole school responsibility. Staff will be aware of how to identify a child whose progress or attainment is a concern and will follow the response to SEND flowchart and liaise with the SEND team and parents regularly.
5. The Inclusion Team will hold termly reviews to discuss any concerns regarding progression or attainment. SEND alert forms will always be readily available for teachers to document and raise their concerns to the SEND team. These will be logged by the SEN admin team and begin the process of the child being added to the SEN register.
6. The SEN register will be regularly reviewed by year group teams in conjunction with the Inclusion Team. All children listed on the SEN register will receive an Individual Provision Map (IPM) which will detail provision received. There will be a provision offered for the child’s identified area of need. All IPMs will be shared with parents through quality conversation and reviewed termly. When a child is added or removed from the register, a discussion will be had with parents or carers.
7. The Inclusion team will offer parents of SEND pupils a twice yearly meeting in addition to the usual parent meetings.
8. After initial SEND training, all teaching staff and support assistants will be aware of what is expected by ‘quality first teaching’ and will understand that they are accountable for this in annual performance management.
9. The Inclusion Team will meet a minimum of once a week to discuss concerns and issues raised by staff. Where necessary, the Inclusion Team will then arrange to meet with parents and outside agencies to discuss the child’s needs and appropriate provision. The progress of each case will be recorded.
10. The nominated Inclusion representative of the governing body meets periodically with the Inclusion Team to ensure that this policy is being implemented and parents are being actively involved in a continual partnership with the school.
The atmosphere in the school will promote a happy, sensitive, secure and stimulating learning environment ensuring the most effective learning. We as a school understand that children learn best when they feel happy, secure and can access the support they need.
The school will ensure there is quality teaching throughout the school. We believe in the principle that good practice for SEND pupils is good practice for all pupils. Adopting this ideal across the school ensures that children are not made to feel singled out for receiving additional provision. Instead, there is a focus on Quality First Teaching.
1. Approach to SEND: Lynch Hill is a mainstream school and will make SEND provision for children who need support which is additional to or different from other children of the same age to enable them to learn.
Children with SEND will receive support that is tailored to their individual need, although the following support is common practice within Lynch Hill Primary School:
Children with Speech and Language Therapy programmes may receive direct 1:1 or small group support from a suitably trained staff member;
Children may receive small group support in-class from a teaching assistant;
Children with difficulties in specific areas (for example: reading) may receive small group support outside class from a teaching assistant;
Children with Physiotherapy or Occupational Therapy programmes may receive 1:1 or small group support from a suitably trained staff member;
Children with advice from the Educational Psychologist may receive differentiated learning tasks from the class teacher;
Children with social, emotional or mental health difficulties may receive direct work 1:1 or in a small group from a teaching assistant or outreach worker, or 1:1 with a drama therapist.
Children with visual or hearing impairment may receive differentiated learning tasks from the class teacher or direct work from a specialist teacher.
2. Teaching for Neurodiveristy: The school will utilise the ‘Teaching for Neurodiversity’ approach to identifying SEND needs which is rooted in a graduated response. (See appendix – Response to SEND) Those children requiring SEND support will have an Individual Provision Map (IPM) which will detail SMART targets relevant to the child’s needs and are designed to facilitate sustained progress for the child, sharing targets and provision with parents. These IPMs will be reviewed regularly with input from the parents and pupils which will inform the level of support and involvement required.
3. Individual learning styles: The school will promote a happy atmosphere where developing independence is vital to accessing the curriculum and experiencing success in the classroom. The Inclusion Team and class teachers are all committed to finding out how individual children learn best and applying this creatively. This ensures the delivery of an appropriate, engaging and relevant curriculum which meets the needs of the child.
4. Quality first teaching: The school will endeavour to ensure SEND pupils are making progress at a similar rate to their peers. They will receive quality first teaching, appropriately differentiated to their needs and additional provisions as required, taking into account professional recommendations. There is no stigma or assumption associated with receiving additional support, instead the focus is on all children making progress in order to fulfil their potential.
5. Early identification and sharing best practice: Teachers will meet at least weekly to discuss their year group and share good practice. This is an opportunity to share the successes the children have had and which strategies are working well. If a child is still struggling to make progress despite all the efforts of the class teacher, then a Specific Learning Differences observation will be undertaken. This early identification allows for us to respond to individual’s needs in a timely manner. We will actively seek the pupil’s and parents’ thoughts about their learning and try to establish how they feel we can best support them.
6. SEND monitoring: The SEND monitoring process ensures that the Inclusion Team maintains a list of children who are currently receiving SEND support. This list is checked and adjusted regularly so that children are correctly identified. Teaching staff contribute to this list and other professional and parental views are always taken into account. The school recognises the importance of early identification of need. The SEN alert system is a formal way of logging concerns and tracking the pupil’s support so far and these are reviewed weekly. Data and the SEN register are reviewed termly in conjunction with teachers.
7. SEND register: The Inclusion Team will review the SEND register in conjunction with staff teams termly. Children can be added or removed any point throughout the year, following a discussion with parents or carers. All children on the SEN register will receive provision which will be recorded on the whole school provision map and shared with parents via their Individual Provision Map (IPM). In addition to the SEN register, the Inclusion Team monitors the progress of children who may need support in the future.
8. Provisions: Support will be offered to children to respond to their needs. Provisions offered to children are varied and can include: in class, small group, 1:1, after school clubs or with external professionals. The provision offered is based on the observed needs. This can be from the school based observations or from those detailed in professional reports. Support is graduated so that it appropriate and ensures that previous interventions/provisions have been delivered effectively and reviewed before additional provision or involvement is sought. ie. It is not appropriate to involve an Educational Psychologist or refer to CAMHS when concerns are first raised. This is because:
a. these processes take time and in the meantime the child is without support
b. earlier school based intervention may be effective and therefore Educational Psychologist or CAMHs involvement may not be required
c. these agencies expect the school to have responded to the needs and evidenced what has already been put in place to support the child and that it has not been effective and therefore further involvement is required
d. agencies become overwhelmed with referrals, slowing response times
Additional provision is part of a continual assessment and review process which includes the views of parents and the child at each stage.
9. Working together: The SEND team will maintain excellent relationships with outside agencies. Where necessary and possible, the school is always willing to seek advice from other professionals and is committed to gathering evidence regarding a child’s needs and making timely referrals.
10. Educational Health Care Plan (EHCP) applications: The school will follow the guidelines issued by the local authority when taking decisions about whether to apply for an Educational Health Care Plan. An Educational Health Care Plan application can only be made by the school when it can be evidenced that all other options have been exhausted. Parents will be involved in this process throughout.
The code of practice states:
9.14 In considering whether an EHC needs assessment is necessary, the local authority should consider whether there is evidence that despite the early years provider, school or post-16 institution having taken relevant and purposeful action to identify, assess and meet the special educational needs of the child or young person, the child or young person has not made expected progress. To inform their decision the local authority will need to take into account a wide range of evidence, and should pay particular attention to:
· evidence of the child or young person’s academic attainment (or developmental milestones in younger children) and rate of progress
· information about the nature, extent and context of the child or young person’s SEN
· evidence of the action already being taken by the early years provider, school or post-16 institution to meet the child or young person’s SEN
· evidence that where progress has been made, it has only been as the result of much additional intervention and support over and above that which is usually provided
· evidence of the child or young person’s physical, emotional and social development and health needs, drawing on relevant evidence from clinicians and other health professionals and what has been done to meet these by other agencies
Further information can be found on the local authority website.
11. Applications for children with EHCPs must go through the Local Authority, rather than normal admissions, to allow for a consultation process to take place. The school will consider each pupil with an EHCP on an individual basis, reviewing the plan to determine whether we would be able to meet the child’s needs.
12. The involvement of the governing body in the SEND process and policy is to ensure the consistent and effective delivery of our aims and objectives. This is a continual monitoring and consultation process, designed to hold the Inclusion team to account and ensure that children receive the best possible support and care while at Lynch Hill.
13. This policy will contribute to achieving these objectives by ensuring that provision for pupils with SEND is a matter for the whole school and is a part of the continuous cycle of assessment and review.
Definitions of Special Educational Needs and Disability
DfE (2017) definition of special educational needs
Special educational needs and disabilities (SEND) can affect a child or young person’s ability to learn. They can affect their:
- behaviour or ability to socialise, for example they struggle to make friends
- reading and writing, for example because they have dyslexia
- ability to understand things
- concentration levels, for example because they have ADHD
- physical ability
This is the definition used in the most recent SEN code of practice, which was published in 2014.
A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
• has a significantly greater difficulty in learning than the majority of others of the same age, or
• has 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 in mainstream schools or mainstream post-16 institutions
For children aged two or more, special educational provision is educational or training provision that is additional to or different from that made generally for other children or young people of the same age by mainstream schools, maintained nursery schools, mainstream post-16 institutions or by relevant early years providers. For a child under two years of age, special educational provision means educational provision of any kind.
Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.
Legal definition of Disability
You’re disabled under the Equality Act 2010 if you have a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on your ability to do normal daily activities.
Lynch Hill’s use of the Neurodiversity Approach to SEND
The DfE and the SEND Code of Practice identify four main areas of SEND which are:
- Social, emotional and mental health needs (SEMH)
- Communication and interaction needs (SCLN)
- Physical and sensory needs
- Learning and cognition
At Lynch Hill we have adopted ‘Teaching for Neurodiversity’. Neurodiversity is a concept where neurological differences are to be recognized and respected as any other human variation. This approach is focussed on recognising the links between cognitive function, learning and behaviour and reduces the need for labels, instead focussing on the strengths of the child and the support that is required in order for the pupil to achieve their best.
Lynch Hill recognises the value of early identification, in particular in the area of Literacy difficulties, and the Neurodiversity training has been cascaded through all staff teams. This is inline with our School Development Plan and follows research from our Educational Psychologist into the school approach to Dyslexia. Our graduated response to both parent and teacher concerns has been detailed in a leaflet which be used to clearly communicate with parents. This can be found in the appendices.
Admissions and inclusions
Pupils with DSEN are admitted to the school on the same basis as any other child as per the admissions policy. A parent, of a child with an EHCP, that wishes to send a pupil to Lynch Hill School Primary Academy, must alert the Local Authority before an application can be considered. On receiving the statement, the Inclusion Team must consider whether the school is able to meet the needs of the pupil. Pupils with a statement have a priority of admission, as per the Admissions Policy.
Roles and Responsibilities:
Responsible to the Governing Body for Disability and Special Educational Needs:
Mrs G Coffey, Head teacher
Governor with responsibility in Disability and Special Educational Needs: Mrs D Laflin
In the core Inclusion team:
§ Hannah Gates – Inclusion Team, Head of SEND
§ Chloe O’Connor and Louise Clarke –SENDCos
§ Lisa Bunce – Family Support Advisor/ Attendance Coordinator
§ Debbie Clack – Inclusion Team TA
Other members of the Inclusion team:
§ Claire Cargin – Coordinator of small group provision
§ Helen Airs – Nurture practitioner
§ Debbie Isernia – Nurture Practitioner
§ Trish Johnson Paige – Communication and Interaction Coordinator
§ Debbie Davies – Communication and Interaction Support Worker
§ Dr Helen Cox- Educational Psychologist
§ Rachel Jolly – Drama Therapist
§ Mandy Parsons – Services Supporting Behaviour, Counselling Psychologist
The Governing Body:
School Governing Bodies have statutory responsibilities to ensure that the special educational needs of all children in their school are met. Under Section 157 of the 1993 Education Act, LEA and Governing Body must, by law, have regard to the provisions of the “Code of Practice on the Identification and Assessment of Special Educational Needs” all are elements from paragraph 2.6 of the Code of Practice.
The Governing Body must:
§ Do their best to secure that the necessary provision is made for any pupil who has DSEN.
§ Secure that, where the “responsible person” - the head teacher or the appropriate governor - has been informed by the local authority that a pupil has special needs, those needs are made known to all who are likely to teach him or her.
§ Consult the authorities, as appropriate, the Funding Authority, and the governing bodies of other schools when it seems to them necessary or desirable in the interests of coordinated DSEN provision in the area as a whole.
§ Ensure that the pupil joins in the activities of the school together with pupils who do not have disabilities or special educational needs, so far as that is reasonably practical and compatible with the pupil receiving the necessary special educational provision, the efficient education of other children in the school and the efficient use of resources (Code of Practice 1994, section 2.6).
The Executive Headteacher:
§ Has responsibility for the day to day management of all aspects of the school’s work, including provision for children with disability and special educational needs.
§ Will keep the Governing Body fully informed on all matters relating to DSEN and the progress of children.
The Inclusion Team: To be responsible for:
§ the Special Educational Needs Register
§ Providing and supporting teachers once a child is identified as having DSEN.
§ Assisting the identification of children with special educational needs both informally and formally by means of assessment.
§ Giving advice to other members of staff on appropriate assessment materials and writing the Individual Education Plan.
§ Helping teachers to monitor the progress of children identified on the Special Needs Register.
§ Liaising with outside agencies, the Head teacher and the parents as appropriate for each child.
§ Ensuring regular reviews for all pupils with DSEN, including annual reviews for those children with a statement and those children with a PSP.
§ Monitoring and providing advice in order that the Individual Provision Maps are updated at regular intervals.
§ Consulting colleagues annually to evaluate the resourcing of DSEN provision.
Every teacher is responsible for all children in their class. As soon as the class teacher has a concern about a child’s progress, the child’s parents should be informed. The Inclusion Team should be made aware through the appropriate channels.
All staff have the responsibility to:
§ Identify a child’s special educational needs.
§ Provide a differentiated curriculum with relevant tasks for all children in their care.
§ Ensure an inclusive classroom environment.
§ Consult and work with the Inclusion Team and other agencies who may become involved.
§ Make parents aware of their concern and seek to have their support and involvement in any programme given to the child.
§ Monitor and update the Individual Education Plan at regular intervals.
§ Manage the work of other adults in the classroom to provide support and effective teaching strategies of all children; including organising and ensuring that support groups run to timetable.
DSEN Teaching Assistants with specific responsibilities to:
§ Liaise regularly with the class teacher and Inclusion Team and relevant professionals within school.
§ work on appropriate programmes as arranged with class teacher and relevant professionals
§ assist children individually or in a small group situation
§ Work closely with the class teacher in supporting children with DSEN.
An active partnership between the school, parents and external agencies is the most effective way to ensure a full understanding of each pupil’s needs. All relevant agencies, including parents, should be involved in the process of identifying individual needs, planning support and evaluation of that support. Parents are encouraged to become involved as soon as a concern about a child’s learning need is identified.
If a parent initially raises a concern about their child’s learning needs, then that concern should be recorded and information shared with colleagues such as the Team Leader, Senior Leadership team, Inclusion Team[l1] . Parent and teacher should work together in order that they may help the child receive the best possible education.
The role of external agencies is broad and varied. They have a crucial part to play in the full integration of pupils into mainstream education. Such services may include:
§ Educational Psychologist
§ Doctor and Nurse
§ Specialist teacher of children with hearing, visual, speech and language impairments. (as provided by Sensory Consortium)
§ Attendance officer
§ Occupational Therapist
§ Social Care
§ Specialist teachers from the Teaching and Support Service
§ Services Supporting Behaviour (SEBDOS)
§ Child Mental Health / Paediatricians, etc.
Information about a child may be passed on to other agencies involved with the child. It is important to ensure that all professionals working with a child regularly meet to share information and review the work they are doing.
Arrangements for training and development of all staff including Teaching Assistants
The school makes an annual audit of training needs for all staff taking into account school priorities as well as personal professional development. Special needs are included within all school training. In addition, staff attend training organised by the LEA and other agencies.
Guidelines have been laid down with respect to complaints procedures within the school and the school will always try to adhere to these. Lynch Hill School Primary Academy will make its best endeavours to meet the requirements of pupils with special educational needs. Should parents of children with Special Educational Needs and Disability have a complaint about the school’s provision it is envisaged that, in most cases, it should be possible to resolve the matter through informal discussion with the class teacher or the Inclusion Team. Parents are welcome to speak to the Inclusion Team, by telephone or to make an appointment at a mutually convenient time.
If parents are dissatisfied with the outcome, the complaint should be addressed to the Headteacher. If parents still feel the matter has not been resolved to their satisfaction, the Governing Body may be contacted. A copy of the curriculum complaints procedure is available from the school.
Reporting to Governors:
§ the governor responsible monitors progress through regular visits and discussion with the Inclusion Team
§ The Head Teacher will report each term to the Inclusion Committee of the Governing Body.
§ A full annual report will be made to the whole of the Governing Body.
Criteria for evaluating the success of the school’s Disability and Special Educational Needs and Policy:
The Disability and Special Educational Needs policy will be judged as successful if:
§ Pupils identified as having DSEN have progressed in line with or to a greater degree than their peers as a result of the above procedures. Shown through Target Setting and ISP.
§ Teachers are aware of pupils with DSEN and follow the school’s identification and assessment procedures and have appropriate training
§ Parents are involved in partnership with the school, if appropriate, assisting with a programme of support for their child.
§ The Head teacher and the Inclusion Team are reporting to the Governors on a regular basis.
§ Disability and Special Educational Needs are included in the long term planning of the school (School Development Plan).
§ Resources are utilised effectively, appropriately and matched to children with DSEN.
§ Pupils with DSEN are tracked through provision mapping, target setting, CATs scores, ISP, observations, Drop in Clinics, ECAFs and Individual Education Plans.
This policy will be reviewed annually.
Chloe O’Connor and Louise Clarke
Last reviewed February 2019