Stephen Freeman’s Vision
“At Stephen Freeman School, we nurture and empower everyone to aspire beyond their expectations by cultivating curiosity, celebrating individuality and creating life-long learners who contribute positively to the wider community”
For children and young people with special needs is the same as for all children and young people – that they achieve well in their early years and at school; lead happy and fulfilled lives; and have choice and control. (Oxfordshire County Council.)
Stephen Freeman’s Vision
Definition of SEN
A child 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 educational facilities of a kind generally provided for others of the same age in mainstream schools.
(Code of Practice DfE 2014)
Identification, assessment and provision
The school will follow the guidance contained within the Oxfordshire County Council document Identifying and Supporting Special Educational Needs (OCC 2014).
Where learners are not making expected progress and are significantly behind their peers, evidence is gathered from school, home and the learner him/herself to make a detailed assessment of need and put in place appropriate support. For those with the most complex needs, an Education Health and Care (EHC) plan will be agreed. These will replace current statements of special educational needs over the next three years.
Admission of disabled pupils
In accordance with legal requirements, children who have a Statement of Special Educational Need/ EHCP naming the school in the Statement will always be admitted. Disabled children who need to be admitted to a school on the grounds of physical accessibility have a priority in the school’s Admissions Policy.
Access and provision for disabled pupils
In its day to day operation, the school will work to
- promote equality of opportunity for disabled pupils to all aspects of school life
- eliminate discrimination and harassment
- use every opportunity to promote positive attitudes towards disabled people
- encourage participation by disabled people in the life of the school
- take steps to meet disabled people’s needs, even if this requires more favourable treatment
- ensure that all staff are appropriately trained and have access to and the support of relevant outside agencies.
- monitor the progress of disabled pupils.
The school has an accessibility plan showing how it plans to evaluate and improve access to all aspects of the school and school life.
How do we work with parents and pupils?
We will always contact parents if we have a concern that a pupil may have a special educational need. We work closely with pupils with SEND and their parents to agree outcomes and how we will all work towards these, and then to review progress. We do this by holding regular scheduled meetings, and by encouraging parents to liaise with teachers informally via email and/or face-to-face conversations.
Adapting the curriculum
We offer a broad and balanced curriculum for all pupils, including those with SEND. Details of our curriculum are published on the school’s website. The way we adapt this for children with SEN and/or disabilities is set out in the school’s Equality Policy and Plan.
If a child is still experiencing difficulties despite high quality first teaching then we offer Intervention programmes which are targeted at developing specific skills. Intervention programmes that are available at Stephen Freeman include:
Toe by Toe, Early Literacy Support (ELS) Further Literacy Support (FLS) Fischer family Trust Reading, Project X, Minute a Day, High Five, LAPACK. The SENCo monitors the effectiveness of all interventions by evaluating the progress made by individual children.
We also have access to a range of specialist support services including:
- Educational Psychologist · SENSS, who support children with communication and language, sensory needs and physical needs · Hearing Support Service · Primary Child and Adolescent Mental Health Services (PCAMHS) · Oxfordshire School Inclusion Team · Speech and Language therapists · Occupational Therapists · Physiotherapists We always discuss the involvement of specialist SEND services with parents first. We also work with other services and organisations that are involved with a family, with the family’s permission.
How do we know if SEND provision is effective?
The progress of all pupils is monitored at least three times per year by the Class teacher and their progress is shared with the Head teacher and SENCO. In addition, for pupils with SEND, we regularly review progress towards agreed outcomes (recorded in Pupil Profiles) assessing whether the support that’s been in place has made a difference, and what we need to do next. Pupil progress is evaluated against age-related expectations. The board of Governors receives information about the education of pupils with SEND, especially with regard to progress, by way of the Governors’ Annual SEND report.
How are pupils with SEND helped to access activities outside the classroom?
All pupils are included in activities and trips, following risk assessments where needed, and in accordance with duties under the Equalities Act 2010. We communicate with parents and pupils when planning trips so that everyone is clear about what will happen. What do we do to support the wellbeing of children/young people with SEND? Pupils with special educational needs/disabilities have the right to be treated with respect, and no less favourably than other pupils. Issues of equality are addressed in the school’s Equality Plan/policy and the Behaviour policy. All pupils have the opportunity to share their view through their School Council representatives, and are regularly encouraged to share any concerns about school or home with a member of staff. Who to contact if you have any concerns about your child, you should contact his or her class teacher in the first instance; this can be done directly, or via the school office.
Please see the school’s SEN policy for more details.
This provision supports the local offer of Oxfordshire County Council