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SEN Policy

The Smithdon Cluster of schools is committed to providing a full and efficient education to all pupils and embraces the concept of equal opportunities for all. We have developed this as a Cluster Policy in order to give a consistent response to all students and families in our care.


Context


The Special Educational Needs & Disability (SEND) Policy is a key element of Smithdon Cluster’s policy framework for supporting the needs of all children and young people between the ages of 3-18.
Smithdon Cluster promotes the following ethos:


 Ensuring safety and security for all
 Maximising pupil well-being
 Removing barriers to opportunity and improving choice for all
 Planning for and investing in the future
 Encouraging partnerships, participation and contribution.


The Smithdon Cluster policy for Special Educational Needs & Disability was written in 2014 in response to the new SEND code of practice within the 2014 Children and Families Act and Norfolk County Council’s new arrangements for the delegation of SEN finances to the cluster.
Within the current SEND framework there is a sharpened focus on the needs, aspirations and engagement of children and young people with learning difficulties and/or disabilities, and their families. Parents are invited to be involved at every stage of planning and reviewing SEN provision for their child.

There is an emphasis across the public sector upon more collaborative and partnership working between Local Authorities and the Primary Care Trust (PCT), through the development of joint commissioning, Child and Adolescent Mental Health Services (CAMHS) and the transition into adulthood.
No more statements will be issued by the Local Authority. Statements have been replaced by Education, Health and Care plans (EHC Plans) which can be used to support children from birth-25 years.
School Action and School Action Plus have been replaced by one school based category of Need known as ‘Special Education Needs Support’ (SENS). All children are closely monitored, and their progress tracked each term. Those at SENS are additionally tracked by the SENCo. There are four broad categories of SEN:


o communication and interaction
o cognition and learning
o social, emotional and mental health
o physical and sensory.


We have children in all these categories of SEN.
All children benefit from ‘Quality First Teaching’: this means that teachers expect to assess, plan and teach all children at the level which allows them to make progress with their learning. In addition, we implement some focused interventions to target particular skills.
We have high expectations of all our children.
The focus of this policy is upon the progress children and young people make throughout their school life and through transition into adulthood and promotes their well-being, learning and achievement.


Smithdon Cluster’s Vision and Aims


 To provide the best quality of life possible to the most vulnerable children and young people in our society.
 To value all children and young people equally, with the right to learn, achieve and participate fully in education and in the             wider community regardless of their abilities and behaviours
 To empower all children and young people so that their voice is heard and heeded in decisions made about themselves
 To ensure all parents and carers are partners in meeting the needs of their children
 To recognise and meet the diverse needs of children and young people through a range of flexible, responsive and varied             provision
 To make certain that there is a transparency in the provision of services for children and young people who are disabled or             who have SEN.

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