SEN Policy 2019



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Winchelsea School’s Policy for Special Educational Needs (SEN) shows how the school has responded to the changing special educational needs of our children and young people. Winchelsea has responded to local and Government guidance including “Removing Barriers to Learning”- the DfES SEN strategy (2004), the five outcomes from Every Child Matters (DfES 2005), the Disability & Discrimination Act (DDA 2001, 2006), the Children’s Plan (DfES, 2007), the Equality Act (DfE 2010) and more recently, the SEN Green Papers (DfE March 2011 and May 2012) and the SEN Code of Practice (DfE and DfH 2014). 

The School aims to promote a caring and happy community in which all pupils can thrive and feel valued. We strive to make their learning a pleasurable and rewarding experience which is personalised with opportunities for all pupils to develop as high a standard of achievement as individually possible. 

This SEN Policy underpins all other school policies. 

SEN Policy Objectives 

  • To discuss with parents the needs of their child, and seek to obtain their trust, support and help in the education of their child.
  • To promote parent partnerships by enabling parents to share their child’s learning journey at Winchelsea, for example by helping with Individual Education Plan (IEP) targets or accessing support from the school’s Pastoral Care Worker.
  • To identify effectively in consultation with other agencies that have a legitimate interest in the child’s welfare, the needs of each pupil and endeavour to ensure that the school provides appropriate provision to meet those needs.
  • To develop curriculum planning, in a variety of time scales, so that an effective and appropriate curriculum may be delivered to meet individual learning needs.
  • To provide access to a broad, balanced and relevant curriculum to include the Early Years Foundation Stage (EYFS) Curriculum, the National Curriculum and the Literacy and Numeracy Frameworks. In addition, pupils aged 14 – 16 have opportunities for Work Related Learning and Business Enterprise.
  • To provide a range of external accreditation opportunities to support individual learning pathways.
  • To provide statutory provision for Independent Advice and Guidance for pupils’ future options (Winchelsea’s Careers Adviser - I day per week).
  • To further develop personalised learning throughout the school and to develop individual programmes of study which reflect the complexities and variety of individual need.
  • To ensure appropriate differentiation in all curriculum areas.
  • To set challenging academic targets that stretch pupils and enable them to do their best.
  • To provide IEPs that relate directly to the objectives on the statement and which support pupils’ personalised learning needs.
  • To use Total Communication (speech, signing, visuals, written, pictorial etc) for those pupils who need targeted support to develop their receptive and expressive language skills.
  • To monitor pupil’s progress and revise plans and programmes as necessary.
  • To support all staff through appropriate continuing professional development, including whole school and personal training and development.
  • To continue to develop and maintain a range of appropriate resources and materials including information technology to meet both individual needs and curriculum requirements.
  • To maintain accurate and up-to date records of assessments relating to the pupils (SOLAR, IEPs, attendance and behaviour data).
  • To monitor pupil progress through a range of assessments techniques including Learning Journeys, EYFS statutory assessment, Speaking & Listening Steps and accreditations.
  • To liaise effectively with all appropriate outside agencies to ensure the safeguarding of our pupils and promote the Fundamental British Values.
  • To promote the UNICEF Convention of the Rights of the child through the award of ‘Rights Respecting School’.
  • To formally review each pupil’s Statement of Special Educational Needs on an annual basis.
  • To invite parents and all agencies who have a legitimate interest in the pupil’s welfare to such reviews in line with the SEN Code of Practice.
  • To maintain positive links with other establishments and provisions.

Categories of Need 

At Winchelsea School we welcome pupils from a wide geographical area and support a comprehensive range of Special Educational Needs. Winchelsea is a School for children with Special Needs, catering for pupils between the ages of 4 and 16. Our children and young people’s learning difficulties are likely to have been assessed within the Categories of Need from the SEN Code of Practice (DfE, 2001) as: 

Cognition and learning needs, which includes: 

  • moderate learning difficulties (MLD)
  • severe learning difficulties (SLD)
  • specific learning difficulties (SPLD)

Behavioural, emotional and social needs, which includes:  

  • behavioural, emotional and social difficulties (BESD) 

Communication and interaction needs, which includes: 

  • speech, language and communication needs (SLCN)
  • autistic spectrum disorders (ASD)

Sensory and/or physical needs, which includes:  

  • visual impairment (VI)
  • hearing impairment (HI)
  • multi-sensory impairment (MSI)

Many children and young people at Winchelsea have special educational needs that arise from a combination of learning difficulties, e.g. MLD with a SPLD (e.g. dyslexia), or SLD with an SLCN. More recently, Complex Learning Difficulties and Disabilities (CLDD) has been recognised in law and the new definition includes: 

“Children and young people with Complex Learning Difficulties and Disabilities (CLDD) have conditions that co-exist. These conditions overlap and interlock creating a complex profile”.  


The school has classrooms that can accommodate up to 12 pupils and a number of specialist rooms, e.g. ICT suite, music room, CDS room and a food technology room. Winchelsea has resourced provision for Speech and Language Therapy, Physiotherapy, Occupational Therapy, Sensory Integration Therapy, Behaviour Support and Pastoral Care . The school also has a wellresourced Early Years Foundation Stage (EYFS) base.

How the Special Educational Needs of Pupils are Identified and Reviewed 

In partnership with parents, outside agencies such as the Educational Psychology Services, Paediatricians from the Health Service and Community Learning Disability Services play an important part in helping to identify need. An expression of concern that a child is showing signs of having special educational needs may result in a Statutory Assessment of Special Educational Needs as per the SEN Code of Practice (DfES, 2001) or a Statutory Assessment for an Education Health and Care Plan (DfE, DfH 2014). This in turn may lead to Winchelsea being named as appropriate provision to meet those needs. 

A child would normally enter Winchelsea with a Statement of Special Educational Needs. Part 2 of the statement will describe the child’s learning difficulties identified during statutory assessment, and describe the child’s functioning. The statement should give clear guidance regarding the specific needs of the child. The school’s own policy of assessment, recording and reporting will compliment this original assessment. 

Pupils are subject to an annual assessment of their progress and individual needs. At such times their statements are reviewed and amended as appropriate, in the light of any further or changing needs that may have become apparent. As of September 2014 pupils’ statements are changing over to Education, Health and Care Plans (EHCP).  

The annual review focuses on what the child has achieved as well as on any difficulties that need to be resolved. Targets are set and an IEP is written based on these targets. The child’s progress towards achieving the targets are formally reviewed annually at the annual review meeting and the IEPs are reviewed and changed termly. Winchelsea has developed a pupil voice report that enables pupils to be at the centre of their own future and planned provision. 

Particular concerns regarding factors other than learning difficulties, such as medical conditions, health and safety issues, or behavioural matters may be identified, and consideration is given to what further provision may be needed. Support will usually come from within the school’s resources; however, additional support may be sought from the Local Authority to ensure appropriate or enhanced provision is available in the light of any new identified needs.  

Increasingly, Outreach staff from Winchelsea work with staff from local mainstream schools to provide advice and support for pupils with SEN. This service is accessed via referral through the Borough of Poole’s SEN Department. 

In addition, Winchelsea is proactive in raising the profile of children and young people with SEN by taking part in and hosting community events, such as an Inclusion Conference in July 2016. 

Arrangements for Providing Access by Pupils to a Balanced and Broadly Based Curriculum 

We seek to provide access for all children to a balanced and broadly based curriculum, including the EYFS, National Curriculum, and the Literacy and Numeracy Frameworks. Each class teacher should seek to enable children to access the curriculum through a sensitive understanding of pupil’s needs, effective differentiation and by offering a variety of teaching styles that match pupils’ learning styles. All children have an entitlement to be taught well and at Winchelsea this is through personalising their learning and providing appropriate challenge.  

The school recognises that all our pupils are entitled to appropriate access to the curriculum and that this will involve the use of Individual Education Plans and enabling pupils to take greater ownership of their own learning.  

The Deputy Headteacher in collaboration with Middle Leaders assumes the role of ensuring appropriate balance and entitlement across the Key Stages.  

Governors Monitoring and Scrutiny of Provision  

The Governing Body is acutely aware of its responsibilities and maintains a supportive as well as constructively critical stance in relation to the curriculum and the quality of education provided by the school. The Governing Body as a whole accepts it duty to evaluate the effectiveness of the education provided, but entrusts aspects of this responsibility to the Governors Standards and Curriculum Committee. The mechanism through which evaluation takes place involves: 

  • Governors scrutinise the School Improvement Plan to gauge the extent to which the objectives stated have been fulfilled.
  • Governors, alongside the Senior Leadership Team review samples of work

representative of a Key Stage or curriculum initiative made available for consideration. 

  • Governors receive direct feedback on aspect of school improvement from the Senior Leadership Team.
  • Governors attend relevant school training events alongside teachers.
  • Governors receive direct feedback from Subject Leaders regarding curriculum.
  • Governors undertake link Governor Roles in line with the four Ofsted headings – Leadership and Management, Pupil Achievement, Quality of Teaching and Learning, and Behaviour and Safety.
  • Governors monitor and agree statutory policies.

Arrangement for Considering Complaints from Parents / Carers 

The school aims to provide a high quality education and service for all its pupils. Complaints and concerns regarding provision are treated seriously and are seen as a constructive part of school development. Parents should approach the class teacher in the first instance. If parents concerns cannot be satisfied the Headteacher is always prepared to investigate parents’/carers’ complaints. Should parents feel that they have not received satisfactory responses or actions from the school the Governing Body may be informed and asked to play a role: ultimately the Local Authority may be advised of the complaint. The school has a Complaints Policy available for further information. 

Continuous Professional Development of Staff 

The school is a learning environment for both staff and pupils. Staff are keen to continue to develop their range of skills within the field of special educational needs and teaching in general. The School Improvement Plan outlines areas for development and the training schedule relates directly to this. All teachers have an action plan linked to improving their own teaching and learning. In addition, senior and middle leaders have action plans that are associated with their additional areas of responsibility, which again link directly to the School Improvement Plan.  

The training schedule is a balance of in-house and external support and is developed to meet the needs of all staff. Governors are invited to take an active part in all relevant staff training events. 

External Agency Support 

External agencies and support services play a crucial role in the provision offered by Winchelsea School. Successfully meeting the needs of children requires a team effort with the school best placed to accept the responsibility of orchestrating the many facets of external help. The school welcomes the support of all external agencies.  

The Educational Psychological Service gives particular support by providing Educational Psychologists to work closely with staff and help the needs of the pupils or respond to behavioural concerns. The Educational Psychologist for individual pupils may also be contacted to give particular advice or assist in assessment. 

The Educational Welfare Officer plays an important role in supporting the school to raise pupil attendance. Half termly visits by a team member enable the school to discuss poor or irregular attendance and other welfare issues. The Office also acts as a link with parents working directly with them to overcome particular difficulties that may be affecting the pupil’s education.  

The school has very close links with the health service and a Paediatrician holds regular clinics at the school, which parents / carers attend. The school also has a school nurse who supports the school in writing medical care plans and protocols. The Child and Adolescent Mental Health Service (CAMHS) liaise very closely with us and a number of pupils are seen by the CAMHS team on a regular basis.  

Physiotherapists and Occupational Therapists work alongside the school in assessing pupils’ needs and providing individual programmes for school to implement. 

The school has very close links with Social Services and the school’s Child Protection 

Coordinator works very closely with this service to support both the pupils and their families. 

Parental Involvement 

We believe that parents are the primary educators of their children. We strive to build and maintain an atmosphere of mutual respect and dialogue in which the needs of the children are paramount. We believe firmly in the need for the involvement of parents in the education of their children throughout their school career at Winchelsea. 

In addition to the annual review meetings we have a range of Parent Consultation meetings at regular intervals to discuss progress, issues and keep parents fully informed. Parents are also welcome to make an appointment with the Class Teacher, Phase Leader or Headteacher at any time of the year. Through this policy of open dialogue it is hoped that parents feel well informed and play a full part in their child’s education.  

Four parents are represented as full members of the Governing Body and participate in monitoring and evaluating the quality of teaching and learning, pupil progress, behaviour and the quality of leadership and management.  

It is the responsibility of all staff for maintaining and improving communication with parents and all outside agencies, and the school will endeavour to ensure the high priority of parental involvement. 

Transitions in and out of Winchelsea 

The admission of pupils to Winchelsea usually follows discussion at an Admission Panel. Prior to the meeting the opportunity is given to become fully acquainted with all relevant documentation including that arising from the various stages completed in accordance with Code of Practice. A decision is then made as to whether Winchelsea is an appropriate provision to meet the needs of the child. 

When a child leaves Winchelsea all his/her records are sent on to the next school. These records should be sent within two weeks of a request for records being received. If for any reason the school is not given the address of the receiving school, or no request is forthcoming, then the Education Welfare Service are informed, so that the pupil’s whereabouts can be traced. 

In addition to our own Post 16 collaboration with Bournemouth and Poole College, we have strong links with Brockenhurst College, Kingston Maurward College, Linwood School and Beaucroft School 6th Forms. Pupils, who transfer to these following the completion of their school career at Winchelsea, have the opportunity to visit and become involved in a link course or transition course. As part of their preparation close contact and dialogue between the school and the college / 6th form is maintained on behalf of the pupil.  

The school works very closely with our Careers Adviser to ensure that the pupils’ best interests are considered, and that they are, as far as possible, along with their parents fully involved in the decision making process.  

The careers events / information sessions are organised in the Spring Term to help keep parents fully informed of all available options post Winchelsea.  


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