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Special Educational Needs and Disability

(SEND)

1. Aims

Our SEND policy aims to:

Set out how our school will support and make provision for pupils with special educational needs (SEND)

Explain the roles and responsibilities of everyone involved in providing for pupils with SEND

Our whole school has a commitment to including all – embracing everyone’s special talents and overcoming all the challenges that are faced in order to enjoy school, learn and achieve and play a vital role in our creative learning community. This includes any child who is experiencing challenges in accessing learning in a traditional way. We do our best to ensure that what we provide at the school – the level of support and care – ensures that every child has an equal opportunity to thrive. As a result, we support and make provision for all pupils who have special education needs with a highly skilled staff team who work hard to ensure that all children and families enjoy school. At Telferscot we strive to:

identify, at the earliest possible opportunity, barriers to learning and participation for pupils with SEND

Ensure that every child experiences success in their learning and achieves to the highest possible standard

Enable all children to participate in lessons fully and effectively

Value and encourage the contribution of all children to the life of the school

Work in partnership with parents

Work with the Governing Body to enable them to fulfil their statutory monitoring role.

Work closely with external support agencies, where appropriate, to support the need of individual pupils

Ensure that all staff have access to training and advice to support quality teaching and learning for all pupils.

2. Legislation and guidance This policy and information report is based on the statutory Special Educational Needs and Disability (SEND) Code of Practice and the following legislation:

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Part 3 of the Children and Families Act 2014, which sets out schools’ responsibilities for pupils with SEND and disabilities

The Special Educational Needs and Disability Regulations 2014, which set out schools’ responsibilities for education, health and care (EHC) plans, SEND co-ordinators (SENDCOs) and the SEND information report.

3. Definitions

A pupil has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for them. They have a learning difficulty or disability if they have:

A significantly greater difficulty in learning than the majority of others of the same age, or

A disability which prevents or hinders them from making use of facilities of a kind generally provided for others of the same age in mainstream schools.

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.

4. Roles and responsibilities

4.1 The SENDCO

The SENDCO is Sarah Brogden She will:

Work with the Headteacher and SEND governor to determine the strategic development of the SEND policy and provision in the school

Have day-to-day responsibility for the operation of this SEND policy and the co-ordination of specific provision made to support individual pupils with SEND, including those who have EHC plans

Provide professional guidance to colleagues and work with staff, parents, and other agencies to ensure that pupils with SEND receive appropriate support and high quality teaching

Advise on the graduated approach to providing SEND support

Advise on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively

Be the point of contact for external agencies, especially the local authority and its support services

Liaise with potential next providers of education to ensure pupils and their parents are informed about options and a smooth transition is planned

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Work with the Headteacher and governing board to ensure that the school meets its responsibilities under the Equality Act 2010 with regard to reasonable adjustments and access arrangements

Ensure the school keeps the records of all pupils with SEND up to date.

4.2 The SEND governor

The SEND governor will:

Attend the Governors Inclusion Committee and help to raise awareness of SEND issues at governing board meetings by reporting to them at meetings

Monitor the quality and effectiveness of SEND and disability provision within the school and update the governing board on this

Work with the Headteacher and SENDCO to determine the strategic development of the SEND policy and provision in the school.

4.3 The Headteacher/Inclusion Team

The Inclusion team is made up of the SENDCO, Head, Deputy, Assistant Headteachers and the Extended Schools Manager who:

Work with the SENDCO and SEND governor to determine the strategic development of the SEND policy and provision in the school

Meet regularly (twice a term) to evaluate the efficacy and impact of the interventions offered by looking at progress, books, data and classroom observation evidence.

Have overall responsibility for the provision and progress of learners with SEND and/or a disability.

4.4 Class teachers

Each class teacher is responsible for:

The progress and development of every pupil in their class though Quality First Teaching

Working closely with any teaching assistants or specialist staff to plan and assess the impact of support and interventions and how they can be linked to classroom teaching

Working with the SENDCO to review each pupil’s progress and development and decide on any changes to provision

Ensuring they follow this SEND policy.

5. SEND information and procedure

5.1 The kinds of SEND that are provided for

Our school currently provides additional and/or different provision for a range of needs, including:

Communication and interaction which could include, for example, autistic spectrum disorder, Asperger’s Syndrome, speech and language difficulties

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Cognition and learning, for example, dyslexia, dyspraxia,

Social, emotional and mental health difficulties, for example, attention deficit hyperactivity disorder (ADHD),

Sensory and/or physical needs which could include, for example, visual impairments, hearing impairments, processing difficulties, epilepsy

Moderate and multiple learning difficulties

Moderate medical needs that impact on learning and progress.

5.2 Identifying pupils with SEND and assessing their needs

We will assess each pupil’s current skills and levels of attainment on entry, which will build on previous settings and Key Stages, where appropriate. Class teachers will make regular assessments of progress for all pupils and identify those whose progress:

Is significantly slower than that of their peers starting from the same baseline

Fails to match or better the child’s previous rate of progress

Fails to close the attainment gap between the child and their peers

Widens the attainment gap. This may include progress in areas other than attainment, for example, social needs. Slow progress and low attainment will not automatically mean a pupil is recorded as having SEND. When deciding whether special educational provision is required, we will start with the desired outcomes, including the expected progress and attainment, our assessments of how the child is approaching and responding to learning and the views and the wishes of the pupil and their parents. We will use this to determine the support that is needed and whether we can provide it by adapting our core offer, or whether something different or additional is needed.

See Appendix 1 for details of stages of SEND at Telferscot

5.3 Consulting and involving pupils and parents

We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that:

Everyone develops a good understanding of the pupil’s areas of strength and difficulty

We take into account the parents’ concerns Everyone understands the agreed outcomes sought for the child Everyone is clear on what the next steps are.

Notes of these early discussions will be added to the pupil’s record and given to their parents. Longer meetings where decisions or outcomes are decided will be followed up by an email. We will formally notify parents by email or hard copy when it is decided that a pupil will receive any specific SEND support. This will also include obtaining consent.

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5.4 Assessing and reviewing pupils' progress towards outcomes

At Telferscot when concerns are noted we assess where the strengths and weaknesses of a pupil are, what is desirable and possible to support learning and progress which are supported by an Individual Learning Plan. This plan is reviewed regularly and adjusted to meet the needs of the pupil. The plans are shared with parents at regular meetings.

The class or subject teacher will work with the SENDCO to carry out a clear analysis of the pupil’s needs. This will draw on:

The teacher’s assessment and experience of the pupil

Their previous progress and attainment and behaviour

Other teachers’ assessments, where relevant

The individual’s development in comparison to their peers and national data

The views and experience of parents

The pupil’s own views

Advice from external support services, if relevant. The assessment will be reviewed regularly. All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress. 5.5 Supporting pupils moving between phases including secondary transition

We understand how difficult it is for children and parents as they move into a new class or a new school and we will do what we can, according to the individual needs of the child, to make transitions between classes - including from the nursery - as smooth as possible. This may include, for example:

Additional meetings for the parents and child with the new teacher.

Additional visits to the classroom environment in order to identify where the toilets are, where the pegs are etc.

Opportunities to take photographs of key people and places in order to make a transition booklet.

Enhanced transition arrangements are tailored to meet individual needs. Transition reviews for Year 6 pupils are held, where possible, in the Summer Term of Year 5. Once the secondary school place is secured, the secondary school SENDCO is invited to Annual Reviews and other review meetings. Additional transition arrangements may be made at these reviews e.g. extra visits, travel training etc. We will share information with the school or other setting the pupil is moving to. We will agree with parents and pupils which information will be shared as part of this.

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5.6 Our approach to teaching pupils with SEND

Quality First teaching by class teacher For the child this would mean:

That the teacher has the highest possible expectations That all teaching is based on building on what a child already knows, can do

and can understand Different ways of teaching (for example practical activities and visual

supports) are in place so that a child is fully involved in learning in class Where required specific strategies (which may be suggested by the SENDCO

or outside agencies) are in place to support children to learn Assessing a child’s progress throughout the year. Targets are set for children

to ensure gaps in their understanding and learning are addressed.

Targeted Interventions When the class teacher identifies that a child has additional learning barriers the teacher will work with the SENDCO and parents/carers and where appropriate relevant specialists to put targeted interventions into place. They can include:

Interventions may be run in the classroom or in sessions outside of whole class learning

They may be delivered by a teacher, Teaching Assistant (TA), SEND TA or an Early Years Educator all of whom will have had specific training or instruction on running these groups

Specialist Teachers who work across the school supporting children with learning needs

Groups run by adults supporting children with emotional or behavioural needs

Sessions, either group or 1:1 with the Behaviour and Learning consultant 1:1 sessions out of school hours to provide specific targeted work to close

learning gaps. All interventions are planned and reviewed under the guidance of the SENDCO and impact is assessed at regular Inclusion Committee meetings. Children receiving targeted interventions will have these recorded on a plan – either individual or group Education Plans – and the interventions and reviews are shared with parents and carers as well as assessed, where appropriate, with the pupils themselves. Specialist interventions or groups Children that are not making the expected progress may need specific and targeted interventions from specialist teachers, therapists and agencies. Specialist interventions may be from Local Authority central services such as:

Lambeth Hearing Support service Occupational therapy

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School nurse Autism Outreach CAMHS.

In addition, Telferscot School has:

Speech and Language Therapist working in the school with individuals and groups

Play therapist working 1:1 with children Bought in sessions from Lambeth Educational Psychology Service to provide

support for children, staff, parents/carers mainly with reports and diagnosis Behaviour and Learning Consultant working directly with children and

families Qualified teachers working in small groups and 1:1 to improve learning Access to drama therapy services SPLD teacher who works with children 1:1 across the school.

For the child this would mean:

A parent/carer may be asked to give permission for the school to refer a child to an outside agency e.g. a Speech and Language Therapist or an Educational Psychologist. This will help the school and parents/carers further understand a child’s particular needs and be able to support them more effectively

The specialist professional will work with a child to understand their needs and make recommendations, which may include:

i. Making changes to the way a child is supported in class e.g. individual support from a member of staff or changing some aspects of teaching to support them better

ii. Set clear targets including specific support the specialist can offer

iii. Setting up an intervention group run by school staff under the guidance of the outside professional e.g. a social skills group

iv. Setting up an intervention group or individual work directly with the outside professional

If the above support and interventions do not help the child make progress, then the school will work with parents/carers, the child and specialists to develop an SEND support plan. The SEND support plan will build on the access passport. It will outline the child’s strengths and needs; targets, strategies and interventions will be set alongside input from parents/carers and external agencies. An SEND support plan must be implemented and reviewed several times before the school can apply for a child to be assessed for an Education, Health Care Plan (EHC Plan).

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Specified individual support Children with an EHC Plan may be entitled to specified individual support. EHC Plans came into action in September 2014 and replaced Statements of Special Educational Needs. EHC Plans may be awarded to children who need more support than the support described above, which cannot be provided from the resources the school already has. This support is available for children whose learning needs are severe, complex and potentially lifelong. An application for an EHC Plan is done in full partnership with the parent/carers and their child. After the school has sent in the request to the local authority, the LA will decide whether they think a child’s needs are sufficient to need statutory assessment. The EHC Plan or Statement will outline any additional individual or small group support a child will receive. For example, children with a diagnosis of Autistic Spectrum Disorder (ASD) may receive support from the Lambeth ASD Advisory Service. Where necessary an individualised curriculum may be developed for a child. Children will continue to receive:

Quality First Teaching Targeted Interventions Support from outside agencies such as Speech and Language Therapy (SALT),

Educational Psychologist (EP), Occupational Therapy (OT). The Lambeth Local Offer website contains full information of the services available to children, young people and their families under the Lambeth Local Offer.

See Appendix 1 and 2

5.7 Adaptations to the curriculum and learning environment

We make the following adaptations to ensure all pupils’ needs are met:

Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.

Adapting our resources and staffing

Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.

Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.

5.9 Expertise and training of staff

Our SENDCO is experienced in this role and is fully qualified. The inclusion team work together to scrutinize provision and the quality and impact of the additional services used by the school. We have a team of teaching assistants including SEND TAs who are trained to deliver any specialised programmes that are specified by individual needs of the pupils who

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have EHCPlans or pupils who have specific learning needs that require indivualised learning programmes.

5.10 Securing equipment and facilities

The school will always endeavor to ensure that any specialist equipment and facilities needed by pupils have been purchased, hired or are on-loan from the appropriate service. We have a specialized toilet area for pupils who require equipment and use a variety of teaching resources to ensure that needs are met. The school will liaise with and work alongside any specialized services (e.g. occupational health) to provide adequate equipment or access the appropriate facilities.

5.11 Evaluating the effectiveness of SEND provision

We evaluate the effectiveness of provision for pupils with SEND by: Reviewing pupils’ individual progress towards their targets each term with

teachers and at regular Inclusion Team Meetings Reviewing the impact of interventions at least twice a year at inclusion team

meetings Reviewing progress with parents at parent meetings, conferences and in the

reports Using pupil questionnaires where appropriate Monitoring by the SENDCO and Inclusion Team Using provision maps and IEPs to measure progress Reporting (where appropriate) to Governors at Inclusion Committee

Meetings Holding annual reviews for pupils with EHC plans.

5.12 Enabling pupils with SEND to engage in activities available to those in the school who do not have SEND

We have a commitment to ensuring that our school works inclusively with all of our pupils. This means considering the additional needs of some of our pupils when planning events and trips and making arrangements to ensure that activities are accessible. This has included working in partnership with local special schools to provide outreach or extra placements or ensuring that staff are available to support in specific activities e.g.: swimming. We endeavour to ensure where possible that all of our extra-curricular activities and school visits are available to all our pupils, including our before-and after-school clubs. We negotiate with parents and staff to ensure that we can provide the right level of support for individual children to attend clubs. All pupils are encouraged to go on our residential trips. Careful consideration is given to how to support children who have additional needs, including ensuring that staff are available to support in these situations.

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All pupils are encouraged to take part in sports day/school plays/special workshops. We do our best to ensure where possible that no pupil is excluded from taking part in these activities because of their SEND or disability. Considered discussions take place with staff and parents to ensure appropriate arrangements are made to ensure pupils can participate where possible.

Telferscot Primary has an Accessibility Policy and Plan in place and will make reasonable adjustments to assist all children with disabilities. These adjustments that are particular for individual children would be discussed in IEP/Annual review meetings.

Some of the adjustments made so far have included:

Ramps for wheelchair access Lift in new building Disabled toilet in main building Extra adults available at certain times of the day and on trips for specific children Request for large text and audio for all policies can be made.

See School Accessibility Policy and Access Plan

See School Equality Information and Objectives

5.13 Support for improving emotional and social development

At Telferscot we take our pastoral responsibilities very seriously and our Behaviour Policy and procedures provide a staged approach to always allow children to change their behaviour. Children who are struggling are offered various interventions to support their social and emotional development so that they enjoy success in all areas of school life. We also offer a range of interventions that offer social and emotional support within the school environment for every child and their family that include small social groups, work with our Behaviour and Learning consultant, a variety of clubs including lunch time activities and 1:1 ‘shine’ time to discuss concerns and support positivity.

In every class a strong pastoral PSHE curriculum is followed that focusses on rights, responsibilities and team work. We emphasis respect for all and tolerance and teachers take time out every week to talk about whole class issues, world issues and feelings and emotions to support the learning of the whole child.

The school works in partnership with parents and carers to encourage good behaviour. Bullying is not tolerated and we always act in partnership with parents to tackle any bullying or unpleasant behaviour. We expect the children to be responsible, make good choices and show respect for the whole school community.

See Behaviour Policy and Anti Bullying Policy

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5.14 Working with other agencies

The school works in partnership with a variety of agencies, including health and social care, local authority support services and voluntary sector organisations, in meeting pupils' SEND and supporting their families this could include the following:

Educational Psychology Service

Learning Support Service

Sensory Impairment Service

Play Therapist

Speech Language Communication Service

Autism Spectrum Disorder Service

Special Educational Needs Team

Occupational Therapy

School Nurse

Child and Adolescent Mental Health Service

Social Care

Voluntary services where available.

This is not an exhaustive list and the school would engage with any agency or professional as necessary to support the needs of the children. The school would follow the criteria and referral procedure as set out by the individual agency/professional.

Any referral to be made would be in consultation with the parent/carer through a discussion with the SENDCO.

5.15 Complaints about SEND provision

Complaints about SEND provision in our school should be made to the class teacher, SENDCO or Headteacher in the first instance. They will then be referred to the school’s Complaints Policy. This is available through the office. See Complaints Policy

6. Monitoring arrangements

This policy and information report will be reviewed by Headteacher/Inclusion Lead every year. It will also be updated if any changes to the information are made during the year. It will be approved by the Governing Body annually.

Last reviewed: June 2020 Next review: June 2021

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Appendix 1: Definitions and Terminology for SEND at Telferscot Monitor: This refers to children falling behind academically or with social/behaviour concerns which are causing concern. As a rule, these children could be 2 levels below age expected progress (as defined by our school tracking system). These concerns will be flagged at tracker meetings, Standards meetings or Inclusion meetings or via a Cause for Concern form filled in by the class teacher. Concerns are then logged onto CPOMS, our Child Protection database, which can result in SEND referral action. Needs will be met with Quality First teaching and within class interventions. No specific plan is written but the children are listed on the class needs sheet. School Action: This refers to children who have continued to not make age expected progress (as defined by our school tracking system) and have the need for specific interventions. As a rule, they could be 3 levels below age expected progress requiring significant support or have a specific diagnosis. These are planned for and tracked on a Group Learning Plan which is reviewed and adjusted termly and formally reviewed annually. Parents will be informed of this and of interventions at parent conferences.

School Action Plus: refers to children who have specific and detailed interventions that are planned for on an Individual Learning Plan (ILP). Targets are set and reviewed every 12 weeks according to the chart below. At least 3 incremental targets are set and are there to measure progress against an overall aim for each child which is based on needs. The ILP is shared with parents in July and again in September (where interventions may be adjusted) and reviewed internally by Class Teacher and SENDco and parents are invited to a more formal review in May/June to look at progress, and set new targets. ILPs and reviews are kept as evidence of the learning journey. Children who fail to make progress/achieve well below expectations and have failed to thrive despite interventions will be put forward for statutory assessment via the EHCplan process.

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Timetable for writing and reviewing ILPs

Monitoring Ongoing – when

concerns arise

Parents

informed/conversation

flagging concerns

School Action* reviews July – new plans written Plans shared

November

February Plans reviewed and

updated

School action plus July – new targets set

November

February

Writing a school SEND

support plan if

progressing towards an

EHCPlan application.

June/July Review meeting held with

parents

i. Timetable of reviews

September

Overview of

targets and

intervention

plans

October

Parent

conferences

attended by

SENDCO

Jan/Feb

Review of

targets on

plans

March

Parent

conferences

SENDCO if

needed

July

Review of

IEPs

Set new

targets

June/July

Review of

staff

allocations

and

interventions

Share plans

with parents

Share

concerns and

actions with

parents

Paperwork

sent home

Meet with

parents if

changes

needed

Paperwork

sent home

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ii. Interventions Checklist

Monitoring Support in class/extra teacher or TA

attention

Differentiated support or activities

Timetable to monitor learning/proforma

to collect concrete information

Conversation with SENDCO

Mini in school review – actions decided

on

School Action Meet with parents to decide on a route

SALT/OT/referrals considered

In school assessments include:

o Dyslexia screening (Nessy)

o Standardised tests where appropriate

o BPVS tests

o Ravens 8 test (Run by A Giuliani)

o Specialist assessments

o EAL assessments

Provision:

Continued in school targeted support

from TA

Small group work and interventions

Support outlined on GLP/ ILP

SEMH support

REVIEW INVOLVING PARENTS

School Action Plus Must be documented on ILP paperwork

Continued in class support

Advice of professionals including

Developmental Assessment, EP, LANDS,

OT etc.

Use of reports to inform interventions

Play therapy, Lego therapy

SALT/SEMH/SPLD

ILPs must be in place, regularly reviewed with bi-annual ILP reviews held. Failure to thrive or

over two years at SAP result in documentation gathered towards EHCPlan in form of SEND

Support plan.

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iii. Paperwork

Teachers Primary

Needs forms

Overview of children in class

including brief synopsis of

interventions

Updated termly by

SENDCO after meetings

with teachers/TAs

Teachers

Phase

Leaders

Class Needs

sheets

Includes all needs

SEND/EAL/PP/LAC/Adopted more

able/left

handed/medical/attendance/SEMH

etc.

Completed in partnership

with SENDCo and teachers

in September

Updated by Class teacher

over the year

Monitored by SENDCO

Updated at parent

conferences

SENDCo SEND

category

sheets

Overview of whole school needs Updated termly

Notes and information on files for

individual children

Kept in written form

Updated monthly by

SENDCO

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Appendix 2: Exemplar Forms

a) Cause for Concern Sheet

Name: DOB: Class:

Detail of Concern:

Actions:

b) Telferscot Primary School Group Learning Plan Format

Name of child Need Action/Intervention Review

c) Telferscot Primary School Individual Learning Plan Format

Name Class

Overview of Needs

Targets Actions to support targets

Review

Pupil view:

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Appendix 3: Designated Teacher Policy

1. Aims

The school aims to ensure that:

A suitable member of staff is appointed as the designated teacher for looked-after and previously looked-after children

The designated teacher promotes the educational achievement of looked-after and previously looked-after children, and supports other staff members to do this too

Staff, parents, carers and guardians are aware of the identity of the designated teacher, how to contact them and what they are responsible for

2. Legislation and statutory guidance

This policy is based on the Department for Education’s statutory guidance on the designated teacher for looked-after and previously looked-after children. It also takes into account section 20 and section 20A of the Child and Young Persons Act 2008.

3. Definitions

Looked-after children are registered pupils that are:

In the care of a local authority, or

Provided with accommodation by a local authority in the exercise of its social services functions, for a continuous period of more than 24 hours

Previously looked-after children are registered pupils that fall into either of these categories:

They were looked after by a local authority but ceased to be as a result of any of the following:

o A child arrangements order, which includes arrangements relating to who the child lives with and when they are to live with them

o A special guardianship order

o An adoption order

They appear to the Governing Body to have:

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o Been in state care in a place outside of England and Wales because they would not have otherwise been cared for adequately, and

o Ceased to be in that state care as a result of being adopted

Personal education plan (PEP) is part of a looked-after child’s care plan that is developed with the school. It forms a record of what needs to happen and who will make it happen to ensure the child reaches their full potential.

Virtual school Head (VSH) is a local authority officer responsible for promoting the educational achievement of their authority’s looked-after children, working across schools to monitor and support these pupils as if they were in a single school. The VSH is also responsible for providing information and advice to schools, parents and guardians in respect of previously looked-after children.

4. Identity of our designated teacher Our designated teacher is Sarah Brodgen.

You can contact them by emailing sbrogden@telferscot.co.uk.

Our designated teacher takes lead responsibility for promoting the educational achievement of looked-after and previously looked-after children at our school. They are your initial point of contact for any of the matters set out in the section below.

5. Role of the designated teacher

5.1 Leadership responsibilities

The designated teacher will:

Act as a central point of initial contact within the school for any matters involving looked-after and previously looked-after children

Promote the educational achievement of every looked-after and previously looked-after child on roll by:

o Working with VSHs

o Promoting a whole school culture where the needs of these pupils matter and are prioritised

Take lead responsibility for ensuring school staff understand:

o The things which can affect how looked-after and previously looked-after children learn and achieve

o How the whole school supports the educational achievement of these pupils

Contribute to the development and review of whole school policies to ensure they consider the needs of looked-after and previously looked-after children

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Promote a culture in which looked-after and previously looked-after children are encouraged and supported to engage with their education and other school activities

Act as a source of advice for teachers about working with looked-after and previously looked-after children

Work directly with looked-after and previously looked-after children and their carers, parents and guardians to promote good home-school links, support progress and encourage high aspirations

Have lead responsibility for the development and implementation of looked-after children’s PEPs

Work closely with the school’s designated safeguarding lead to ensure that any safeguarding concerns regarding looked-after and previously looked-after children are quickly and effectively responded to

Involve parents and guardians of previously looked-after children in decisions affecting their child’s education

5.2 Supporting looked-after children

The designated teacher will:

Make sure looked-after children’s PEPs meet their needs by working closely with other teachers to assess each child’s specific educational needs

Have overall responsibility for leading the process of target-setting in PEPs

Monitor and track how looked-after children’s attainment progresses under their PEPs

If a child is not on track to meet their targets, be instrumental in agreeing the best way forward with them in order to make progress, and ensure that this is reflected in their PEP

Ensure the identified actions of PEPs are put in place

During the development and review of PEPs, help the school and relevant local authority decide what arrangements work best for pupils

Ensure that:

o A looked-after child’s PEP is reviewed before the statutory review of their care plan – this includes making sure the PEP is up to date and contains any new information since the last PEP review, including whether agreed provision is being delivered

o PEPs are clear about what has or has not been taken forward, noting what resources may be required to further support the child and from where these may be sourced

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o The updated PEP is passed to the child’s social worker and VSH ahead of the statutory review of their care plan

Transfer a looked-after child’s PEP to their next school or college, making sure it is up to date and that the local authority responsible for looking after them has the most recent version

5.3 Supporting both looked-after children and previously looked-after children

The designated teacher will:

Ensure the specific needs of looked-after and previously looked-after children are understood by staff and reflected in how the school uses pupil premium funding

Work with VSHs to agree how pupil premium funding for looked-after children can most effectively be used to improve their attainment

Help raise the awareness of parents and guardians of previously looked-after children about pupil premium funding and other support for these children

Play a key part in decisions on how pupil premium funding is used to support previously looked-after children

Encourage parents’ and guardians’ involvement in deciding how pupil premium funding is used to support their child, and be the main contact for queries about its use

Ensure teachers have awareness and understanding of the specific needs of looked-after and previously looked-after children in areas like attendance, homework, behaviour and future career planning

Be aware of the special educational needs (SEND) of looked-after and previously looked-after children, and make sure teachers also have awareness and understanding of this

Ensure the SEND code of practice, as it relates to looked-after children, is followed

Make sure PEPs work in harmony with any education, health and care (EHC) plans that a looked-after child may have

Ensure that, with the help of VSHs, they have the skills to identify signs of potential SEND issues in looked-after and previously looked-after children, and know how to access further assessment and support where necessary

Ensure that they and other staff can identify signs of potential mental health issues in looked-after and previously looked-after children and understand where the school can draw on specialist services

Put in place robust arrangements to have strengths and difficulties questionnaires (SDQs) completed for looked-after children, and use the results of these SDQs to inform PEPs

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Put in place mechanisms for understanding the emotional and behavioural needs of previously looked-after children

5.4 Relationships beyond the school

The designated teacher will:

Proactively engage with social workers and other professionals to enable the school to respond effectively to the needs of looked-after and previously looked-after children

Discuss with social workers how the school should engage with birth parents, and ensure the school is clear about who has parental responsibility and what information can be shared with whom

Be open and accessible to parents and guardians of previously looked-after children and encourage them to be actively involved in their children’s education

Proactively build relationships with local authority professionals, such as VSHs and SEND departments

Consider how the school works with others outside of the school to maximise the stability of education for looked-after children, such as:

o Finding ways of making sure the latest information about educational progress is available to contribute to the statutory review of care plans

o Ensuring mechanisms are in place to inform VSHs when looked-after children are absent without authorisation and work with the responsible authority to take appropriate safeguarding action

o Talking to the child’s social worker and/or other relevant parties in the local authority regarding any decisions about changes in care placements which will disrupt the child’s education, providing advice about the likely impact and what the local authority should do to minimise disruption

o Making sure that, if a looked-after child moves school, their new designated teacher receives any information needed to help the transition process

Seek advice from VSHs about meeting the needs of individual previously looked-after children, but only with the agreement of their parents or guardians

Make sure that for each looked-after child:

o There’s an agreed process for how the school works in partnership with the child’s carer and other professionals, such as their social worker, in order to review and develop educational progress

o School policies are communicated to their carer and social worker and, where appropriate, birth parents

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o Teachers know the most appropriate person to contact where necessary, such as who has the authority to sign permission slips

Where a looked-after child is at risk of exclusion:

o Contact the VSH as soon as possible so they can help the school decide how to support the child to improve their behaviour and avoid exclusion becoming necessary

o Working with the VSH and child’s carers, consider what additional assessment and support needs to be put in place to address the causes of the child’s behaviour

Where a previously looked-after child is at risk of exclusion, talk to the child’s parents or guardians before seeking advice from the VSH on avoiding exclusion

6. Monitoring arrangements

This policy will be reviewed annually by the Headteacher. At every review, it will be approved by the full Governing Body.

7. Links with other policies

This policy links to the following policies and procedures:

Behaviour

Child protection and safeguarding

Exclusions

SEND

Supporting pupils with medical needs