Access & Inclusion (SEN)
‘All teachers are teachers of students with SEN&D’ (Code of Practice January 2015)
- The Special Educational Needs (SEN) Code of Practice (2015) became effective from January 2015 and relates to students at Rossett with special educational needs (SEN) and disabled students. All schools, early education settings and those who help them – including health and social services – have been obliged to have regard to it.
- The code is designed to help these bodies to make effective decisions regarding children with SEN. It does not (and could not) tell them what to do in each individual case.
This document should help schools to obtain the best value from the considerable resources and expertise they invest in helping children with special educational needs.A student has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to students of the same age and they will be added to the SEN register for the duration of this provision. Disabled students with sensory impairments such as those affecting sight or hearing, and long-term health conditions such as asthma, diabetes, epilepsy, and cancer do not necessarily have SEN, and the school will make reasonable adjustments, including the provision of auxiliary aids and services, to ensure that disabled students are not at a substantial disadvantage compared with their peers. Students whose home language is different from that in which they are taught will not automatically be regarded as having learning difficulties.
- Rossett School has adopted a whole school approach to Special Educational Needs (SEN). It is a priority that all students irrespective of need can access the curriculum. All students are the shared responsibility of all staff. As a result of this each faculty is responsible to provide strategies to allow students, regardless of ability, to achieve across the curriculum. The progress made by these students will be a core part of the school’s performance appraisal process.
- Within the framework the faculty of Access & Inclusion liaises closely with other faculties and pastoral staff to provide the necessary support. .
- The school’s SEN Co-ordinator (SENCO) is Mr Iain Scrimger.
- The school’s SEN Governor is Mrs Catha McAlistair-Payne.
- To ensure all students are equally valued and the school has high aspirations for all.
- To ensure full entitlement and access for SEN students to high quality education within a broad and balanced curriculum.
- To allow all students to fulfil their potential and enhance their self-esteem.
- To educate students with SEN, wherever possible, alongside their peers within the normal curriculum of mainstream schools after giving due consideration to the wishes of parents and the necessity of meeting their individual needs.
- To identify and assess students with SEN as early and as thoroughly as possible and to initiate appropriate interventions as necessary.
- To fully involve parents and students and to support the individual student.
- To meet the needs of all students who have SEN by offering continual and appropriate forms of educational provision.
- Staff will be given appropriate training to allow them to meet a wide range of needs.
- SEN and top up funding will be used efficiently to ensure good progress of students with additional needs.
- Governors should have access to information which will allow them to monitor and evaluate the effectiveness of the SEN Policy.
We recognise that many students may have additional educational needs at some time during their school life. In implementing this policy we believe students will be helped to overcome their difficulties.
The Responsibilities of the Access & Inclusion faculty
- The SENCO is responsible for placing students on the SEN Register and for informing staff and parents.
- The SENCO will review procedures as outlined in the Code of Practice will then follow with a strong emphasis on enlisting the support of parents.
- The SENCO is responsible for organising the Annual Review for students with an EHCP (Education, Health and Care Plan), to which students, parents and outside agencies are encouraged to contribute.
- The SENCO will ensure that all relevant professionals are invited to attend and contribute to Transitional Reviews.
- Student Provision Maps will be used as a vital part of any support strategy. The SENCO will provide these after consultation with appropriate staff and parents. Relevant targets, if appropriate, are set, and monitored.
- Faculties will make provision for all students from within their own resources. The SENCO will advise faculties on the development of provision where appropriate.
- All faculties will have their own strategies and support plans to enable students with SEN to fulfil their potential. Where appropriate, alternative ways of presenting information to students will be made available.
- Teaching Assistants will regularly discuss the progress of students with subject teachers to ensure that appropriate strategies are being employed. Where assessment of their needs indicates a change of provision, the SENCO will be informed.
- Positive achievement of all students is recognised at Rossett. In particular, use of the merit system will enhance the self-confidence of students with SEN whose progress is measured in smaller steps.
- Faculties will ensure that all students are taught in the correct teaching groups and setting policies will not discriminate against students with SEN. If appropriate, alternative methods of recording information would be made available to students.
- The SEN Register will be regularly up-dated as the assessment of SEN provisions is regarded as an ongoing process. Teaching staff will be informed in a weekly bulletin of any changes in need/ approach.
- Any complaints regarding SEN provision should be directed to the SENCO who will inform and involve the Headteacher.
- The objectives of this policy will be regularly reviewed.
Identification, Assessment & Recording
Categories of Special Educational Needs and/or Disabilities
Students needs and requirements fall into four broad areas:
- Communication and interaction;
- Cognition and Learning;
- Social, mental and emotional health;
- Sensory and/or physical.
- The early identification, assessment and provision of SEN students is a priority and the SENCO will be responsible for this in the first instance
- On admission, all students will be assessed in a number of areas in the first few weeks of the term, they will be tested to determine literacy and numeracy levels. These results will be made available to relevant staff and will be used as an integral element of providing baseline data to help in tracking the progress of students.
- Students may also have been identified at primary schools. The SENCO will attend the final Annual Review of students with an EHCP and if possible other students with significant need. The SENCO will liaise with relevant primary school Key Workers to ensure that all students on the SEN Register have been identified and that suitable provision has been made for entry at Rossett.
- Later identification from a variety of sources such as teachers, parents or the students themselves will lead to further investigation by the SENCO.
Assessment & Recording
- The SENCO will scrutinise the results of initial assessment tests administered in the first half term of Year 7, paying particular attention to low scoring students and those whose results show an abnormal discrepancy between the tested areas of functioning. The latter category often highlights specific areas of need which require support strategies.
- The main aim of the assessment process is to facilitate progress in the student’s ability to learn. Assessment is an integral part of the learning process and will be a continual process.
- The faculty of Access & Inclusion uses assessment as a way of developing a positive self-image partly through self-assessment. Students who are identified as having poor levels of literacy skills will be supported in small workshops in Year 7 & 8. . If necessary this support will be extended into Key Stage 4. Students will be regularly assessed and if they make the necessary progress within these workshops, they will return to mainstream lessons, where their progress will continue to be monitored.
- Students identified as having poor numeracy skills will be supported in small groups as part of the Maths faculty intervention.
- The centrality of English in all curriculum areas requires that the attainment targets in reading, writing, spelling, handwriting speaking and listening, are likely to be the focus of assessment within this intervention programme.
- Results of assessment are reported in a way useful for students, teachers, parents and other interested parties.
- Assessment gradually builds up a profile for each student over their school career.
- Students with identified needs may qualify for support in internal and external assessments. Class teachers will follow our SEN concerns process and evidence of need will be supplied. Our qualified assessor may than administer a formal test and this may result in the student qualifying for extra time, a reader, word processor etc.
- Success criteria will be determined on an individual basis, dependent on the needs of the student, for example:
- General progress will be determined by monitoring results at key stages, progress between key stages, improvement in reading age compared to chronological age and the ratio gains made, together with the successful completion of examination courses.
- Self-esteem will also be determined by a variety of criteria, in particular, monitoring “3Rs” grades and achieving student targets.
- The inclusivity criteria will be determined by the flexibility of the support programmes to meet individual needs within a mainstream setting.
- Students’ and parents’ contributions to review meetings will determine how successful inclusive strategies have been.
- Reporting is vital to the process and the faculty will report to parents in the normal way during the three learning cycles.
- Detailed reports will be prepared for annual reviews for students with an EHCP.
- Results of all assessments will be reported to subject staff.
- Teaching assistants will attend and contribute formally to all reviews.
- Reports will be used to compile student profiles and provision maps.
- ‘The Bridge’ will be used for reintegration of students from exclusion or as a means of identification of need.
The dissemination of information
- All information gathered on a student’s abilities will be made available to all staff
to help give a broad picture of areas of concern which may need to be addressed.
- The SENCO will ensure that the SEN Register is available in September so that all teaching and support staff are immediately aware of students on the register and the identified area of concern. Each faculty will have access to the SEN register which is updated and disseminated on a weekly basis.
- A Provision Map will be provided for all new students who have been identified as having a special or additional educational need.
- Any new information gathered from reviews will be immediately made known to staff subject to confidentiality
- The SENCO will liaise closely with all staff and each faculty has an appointed teacher who will be responsible for SEN issues and the SENCO will hold regular meetings with these representatives. to discuss students, levels of support and other related issues and the deployment of teaching assistants.
- The SENCO will liaise closely with faculties to ensure that differentiation takes place, especially in Year 7, to enable all students to access the national curriculum.
- The SENCO will organise in-service training for staff teaching students with specific difficulties. Expert help will be sought from advisors and other relevant professionals.
Removing barriers to learning
- The Access & Inclusion faculty will support all subject areas in removing barriers to learning by organising appropriate CPD training and inviting LA experts to address staff on specific conditions as appropriate.
- All new staff will receive initial SEN training.
- Teaching Assistants will attend appropriate training and have already received training in dyslexia, speech and communication difficulties and autism to fulfil their in-class support duties.
- The SENCO has distributed to all faculties resources relating to the types of problems faced by certain students eg:
Autism Spectrum Condition
Delayed Coordination Disorder
Speech & Language Impairment
Attention Deficit Hyperactivity Disorder
English as an Additional Language (EAL)
Resources and Support
- It is essential that resources are used to benefit students with learning difficulties to the full. As a result the placement of teaching assistants needs to be discussed with all interested parties to ensure that the greatest number benefit from available resources.
- Teaching Assistants are regarded as an integral part of the faculty and the SENCO chairs weekly meetings with Higher Level Teaching Assistants (HLTAs) and Teaching Assistants (TAs).
- HLTAs and TAs take a full part in all aspects of school life including: :
– the review process for which they produce written reports as well as taking part in the review;
– liaising with subject teachers and pastoral staff;
– liaising with faculties to provide user-friendly examination papers and to supply appropriate exam access arrangements;
– advise on the suitability of texts.
- IT resources will be up-dated and developed when possible. In particular students will be encouraged to word process work and incorporate graphics. Computer programmes and Apps will be used to develop spelling, punctuation, comprehension and reading skills.
Liaison with outside agencies
The faculty follows a multi-disciplinary approach to supporting students and the SENCO liaises closely with the following services:
Enhanced Mainstream Service (SPLD and Autism)
Speech & Language Therapist
Advisory Service for Hearing Impairment
Advisory Service for Visual Impairment
College of Further Education
Children’s Social Care
CAMHS (Child & Adolescent Mental Health Service)
Rossett strives to be a fully inclusive school. We acknowledge the range of issues to be taken account of in the process of development. All students are welcome, including those with special educational needs and/or disabilities. (Please see our Admissions Policy for further details).
Monitoring the provision
Effective monitoring and evaluation of SEN provisions is dependent on the maintenance of up-to-date records. The following criteria are used to monitor the provision:
- Parental attendance and contributions to the review process
- Parental comments on the annual review form
- The number of parents of SEN students who request their child be educated at Rossett
- Meeting targets regarding improvement in reading and spelling ages
- Student achievement in external examinations
- Number of SEN students who pursue courses at 16+
- Number of SEN students gaining employment
- SEN issues being discussed at Middle Management meetings
- Continued school support for the provision of Teaching Assistants
- The use of effective support strategies in the classroom
The role of the Governing Body
- Ensuring that provision is of a high standard for SEN students.
- Monitoring data with respect to vulnerable groups.
- Involvement in developing, monitoring and reviewing the SEN policy.
- Challenging SLT through informed questioning.
- Ensuring there is appropriate CPD taking place for all staff with regard to SEN.
The SENCO will hold regular meetings with the SEN Governor and SEN issues will be discussed by the Governing Body.
In implementing this policy Rossett School is confident that all students should achieve their best, become confident individuals living fulfilling lives and make a successful transition into employment, further or higher education or training.
Links to other policies:
- Behaviour Policy
- Disability Equality Scheme
Approved: June 2013
Review date: January 2016
Next review: January 2017
APPENDIX A: What is the Local Offer?
This is information for parents/carers of children who may have additional educational needs and outlines how we meet these additional needs at Rossett School.
How are Special Educational Needs defined?
The new 2015 SEN (Special Educational Needs) Code of Practice has replaced the School Action and School Action+ categories with one “additional needs” category.
How does this affect provision at Rossett School?
Students who have significant needs, will be placed on a Special Educational Needs register. Students with lesser need, but still requiring support will be placed on an Additional Needs register. This support can either be on a temporary or a permanent basis, dependent upon individual need.
Both registers will keep a record of the interventions received and the outcomes of such. If the required progress is made, then the student will be removed from the register(s) but their progress will continue to be monitored.
A small percentage of students may be identified as requiring highly specialised support and they may be subject to an Education Health and Care plan (EHCP). This plan will form a coordinated support package between Education, Health and Social Services.
How is this achieved?
The Special Educational Needs Coordinator (SENCO) coordinates all relevant support for children with SEN. This includes additional adult support, intervention, tracking and collaboration with outside agencies.
How is this support organised?
Our inclusive approach is based around the premise that any additional needs of students are, as much as possible, met in mainstream lessons with the other students.
A highly individualised approach is adopted by the teaching staff at Rossett. This means that the needs of students may be met in different ways. Teachers are trained to make suitable adjustments in both assessment of learning and delivery of lessons and it is rare that all the children in the lesson will be doing exactly the same work.
What does this look like in the lesson?
It is important when meeting individual needs in the lesson that students with additional or special needs are not specifically highlighted as such to others. Teachers at Rossett are highly skilled in this area and students are accepting that some students will approach a task one way, whilst others may address a similar task in a different way. Such strategies may include:
- Alternative ways of recording work (use of word processors for example)
- Differentiated tasks (varying in degrees of challenge)
- Support from a Teaching Assistant
In addition, the SENCO will provide the teachers with relevant and up to date information regarding individual students in the form of a document called a Provision Map. This document includes information about the needs of the student and recommended strategies which will allow teachers to meet these needs in the lessons.
Any updates to this document will be sent out to teachers in a weekly SEN Bulletin.
For how long will these interventions last?
The simple answer is, for as long as is required. Often a student may just require a “boost” and once they are on track, the intervention will end. Some students will require support in some areas for their whole school career.
What services are available to school in the event that more specialist knowledge and input can be accessed?
Most needs can be catered for within school, however if external support is required there are a number of agencies we can work with. These include:
- Enhanced Mainstream Service SpLD (Specific Learning Difficulties – based at Rossett)
- Enhanced Mainstream Service : Communication and Interaction
- Child and Adolescent Mental Health Service (CAMHS)
- Educational Psychologist
- Social Services
- Medical Services
Will my child receive support in their exams?
There are a number of support arrangements available to students with high need in exams. These include:
- Extra time
- Word Processor
- Rest breaks
- Alternative location
If we feel a student requires special consideration in this area, specific evidence in the form of formalised tests must be gathered and application is made to the exam board.
How will I be informed about my child’s progress in school?
All students receive three reports recording their academic progress throughout the year. Each report will be followed by a teacher/parent consultation evening. Students involved in the literacy intervention programme will receive an additional report regarding their progress in this area and have an opportunity to meet with their teachers who deliver this programme.
A number of intervention strategies are used at Rossett:
- Literacy Workshops
- Paired Reading
- Numeracy Intervention
- Social Skills Groups
- Friendship Groups
- Lego Therapy
- Emotional Management
- Homework Support
Some of these interventions take place during the school day, some at break-times and after school to minimise disruption to learning.
How is information passed between primary and secondary school?
We have a carefully coordinated transition plan for the move between Key Stage 2 and Key Stage 3. We visit every primary school and meet both the students and their teachers. Each primary school is asked to supply both general and any SEN information before the student transfers to Rossett. The students will then visit Rossett in their final term at primary school for two full days. During this time we take great care to ensure that they have a positive experience. We also use this time to gather more information about each individual.
The special needs information is disseminated to teachers to allow them to make the necessary adjustments for each student upon arrival at the start of the year. This will ensure a positive and happy start for the new students. As we learn more about the students, this initial information will then be updated.
The Bridge is Rossett’s own inclusion area. It is an alternative learning area for students who, for whatever reason, are struggling in mainstream lessons. Some students may access the Bridge at regular times in the week over an extended period, whilst other students may follow a shorter more intensive programme. This provision is always seen as temporary, and students are returned to the mainstream lessons as quickly as possible.
The Bridge is staffed by Higher Level Teaching Assistants (HLTAs). They are multi-skilled and are able to deliver traditional lessons as well as specialist interventions in the following areas:
- Literacy and Visual Impairment
- EAL (English as an Additional Language), Speech, Language and Communication, Hearing Impairment
- Behaviour Management, Assessment and Exam Access Arrangements
- Literacy and Literacy Assessment
Rossett is an Enhanced Mainstream School specialising in Specific Learning Difficulties and supports 87 primary and secondary schools in the wider Harrogate area. Support is delivered primarily through the specialist outreach team but also through Rossett becoming a centre of excellence in how to provide for the needs of students with dyslexia, dyspraxia (or Developmental Coordination Disorder, DCD) and dyscalculia in a typical mainstream school context. The focus is firmly on whole class teaching and learning. A series of projects have led to the award of the North Yorkshire Dyslexia Quality Mark and to the roll out of evidence-based practice to our client schools.
In cases where specialist input is required for students at Rossett School, the EMS team supports the Access and Inclusion faculty in a similar way to how it supports other schools. There is support through assessment and needs analysis, which then leads on to modelling, coaching and quality assurance of changes to provision.
What if I am not happy about a SEN&D issue related to my child?
Parents who require advice or wish to express some concerns should contact the school’s SENCO who will endeavour to resolve any difficulties. If the matter remains unresolved parents should request a meeting with the Headteacher. If parents are still concerned then contact can be made with the Chair of Governors.
Parents may also feel it useful to contact the North Yorkshire SEND Partnership Service. This is a free independent service provided by the Local Authority to offer specialist advice, guidance, support and information to parents of children with Special Education Needs and Disabilities (SEN&D) and for young people with SEN&D attending school in North Yorkshire. Our local representative is Ms J Edney (Parent Partnership Coordinator) – her contact details are below.
In addition, following the introduction of the new SEN Code of Practice, the service will now offer information regarding education, health and social care provision, for parents of young people up to 25 years and tailored support for young people who live or attend school in North Yorkshire.
The Service operates an open referral policy so that parents and young people can directly access the service by email and telephone.
Please click the link to see the North Yorkshire Local Offer:
Important Contact Details
Mr I Scrimger
Director Access & Inclusion/SENCO
Tel: 01423 564444 ext 255
Ms H Woodcock
Tel: 01423 564444
Mr P Kilford
Chair of Governors
Tel: 01423 564444
SENDIASS Advice and Support Service
Tel: 01609 536923