Da Vinci Community College
Special Educational Needs and Disability Policy 2012-2013
Da Vinci Community College
St. Andrew's View
Head Teacher: Mark Cottingham
SENCO: Anna Walsh/ Marsha Ragsdell
Inclusion Governor: Tracey Lee
This policy complies with the guidance given in Statutory Instrument 1999 No. 2506. It has been written with reference to the following guidance and documents:
• Every Child Matters – Outcomes Framework (Be Healthy, Stay Safe, Enjoy and Achieve, Make a Positive Contribution and Achieve Economic Well Being)
• Implementing the Disability Discrimination Act in schools and early years settings. DfES 2006
• SEN Code of Practice (which takes account of the SEN provisions of the SEN and Disability Act 2001). DfES 2001
• Removing Barriers to Achievement. DfES 2004
• This policy will be reviewed when the full implications of the new legislation Support and Aspiration: a new approach to special educational needs and disability DfE 2012 are understood
We endeavour to make every effort to achieve maximum inclusion of all students whilst meeting students' individual needs.
This statement applies to all college policies.
Aims and objectives of this policy
• To reach high levels of achievement for all
• To be an inclusive college
• To ensure the identification of all students requiring SEND provision as early as possible in their college career
• To meet individual needs through a wide range of provision
• To attain high levels of satisfaction and participation from students, parents and carers
• To share a common vision and understanding with all stakeholders
• To give transparent resourcing to SEND
• To provide curriculum access for all
• To work towards inclusion in partnership with other agencies and colleges
• To achieve a level of staff expertise to meet student need
• We recognise that many students will have special needs at some time during their college life. In implementing this policy, we believe students will be helped to overcome their difficulties.
Identification of SEND
We use a number of additional indicators of special educational needs:
• the analysis of data including entry profiles, SATs, reading ages, annual student assessments
• the use of Derby City SEND criteria
• teacher referral
• following up parental concerns
• tracking individual student needs over time
• liaison with feeder schools on transfer
• information from previous schools
• information from other services
• a more in depth individual assessment may be undertaken by the Open Learning Centre
Curriculum Access and Provision
In order to meet the learning needs of all students, teachers differentiate work and deliver well planned, effective lessons.
Where students are identified as having Special Educational Needs and Disability, the college provides for these additional needs in a variety of ways
The range of provision includes:
• in class support for small groups with an additional teacher or TA
• master classes in English and maths (small classes with a focus on basic skills)
• small group withdrawal with TAs
• individual class support / individual withdrawal
• further differentiation of resources
• homework clubs
• coursework clubs
• specialised interventions
• provision of specialist equipment
• staff CPD
• access to specialist external services
Record Keeping and Monitoring
• The Special Educational Needs list records a graduated response to individual needs. The list identifies students as being School Action, School Action Plus or Statemented. The SEN list is continually updated.
• The Provision Map details the provision that is in place for individual students. It also includes the Open Learning Centre test data. The Provision Map is updated 3 times per year.
• Progress trackers are maintained by Teaching Assistants for those students who receive individual or small group provision.
• All students' records are kept electronically. In addition, supplementary paperwork is retained securely in the Open Learning Centre in a named file.
Multi Element Plans MEPs
• Multi Element Plans identify specific targets and any provision that is additional to and different from that of other students.
• All Statemented and School Action plus students have MEPs that are reviewed three times per year and shared with parents/carers, students and staff.
• Teaching Assistants have been trained to write , monitor and review MEPs
• .Students at School Action do not have MEPs. Their targets are recorded on the school system and reviewed annually.
• School Action - Students whose needs are met within school provision.
• School Action Plus – Students who require input from an external agency
• Statement – A legal document that identifies a student's complex needs and outlines medium and long term objectives. The Statement is reviewed annually and submitted to the L.A.
Partnership with Parents/Carers
The college aims to work in partnership with parents and carers by:
• Offering support throughout assessment and decision-making processes.
• giving parents and carers opportunities to play an active and valued role in their child's education
• providing information in an accessible way
• making parents and carers aware of the Parent Partnership services
Involvement of Students
• We recognise that all students have the right to be involved in making decisions and exercising choice. Where appropriate all students are involved in monitoring and reviewing their progress.
In line with the Disability Equality Scheme and Access plan, the college has wheelchair access, disabled toilets and parking, lift, showers, and easy access for taxis/other transport to assist access for students who are disabled.
External Agencies and Providers
• We aim to maintain useful contact with all external agencies involved with students.
The SENCOs facilitate relevant SEND training for all staff.
The provision for SEN/AEN is funded by allocation from college budget, based on historical spends and devolved to the department annually.
If there are any complaints relating to the provision for students with SEND these will be dealt with in the first instance by the SENCOs. The Principal and Chair of Governors may be involved if necessary. In the case of an unresolved complaint the LA may be involved.
Review of the SEN Policy
The College considers the SEN Policy document to be important and, in conjunction with the Governing Body, undertakes a thorough review of both policy and practice each year. The outcomes of this review are used to inform the School Development Plan.
This policy was written on 11th July 2012
Parental Consultation completed on.....................
Ratified by Governors.......................................
Any charges made by the school must meet the requirements of the Education Reform Act 1988. The governors endorse the guiding principles contained in the Act, in particular that no child should have its access to the curriculum limited by charges.
To make a broad programme of trips and activities accessible to as many students as possible. To establish and maintain a fair and coherent system of charges within the constraints of the school budget.
Charges will not be made for any activities which form part of a prescribed examination syllabus, or are in fulfilment of National Curriculum requirements.
Activities which are wholly or mainly within school hours should not normally be chargeable. However, instrumental music tuition and/or loan of instruments may be compulsorily charged unless it is part of a public examination or National Curriculum course.
In practical subjects, parents may be asked for the full or partial cost of material or ingredients if they have indicated in advance that they wish to own the finished product.
Voluntary contributions may be invited for trips which take place mainly within school hours. No child may be excluded because of inability to pay but the school is entitled to cancel the trip if the level of contributions does not meet its budgetary requirements.
Trips which take place mainly out of school hours are chargeable.
Board, lodging and travel costs will be charged on residential trips, subject to statutory exceptions.
The cost of examination entries for subjects taught within the school will normally be met by the school. In cases where candidates have failed to meet the school’s entry criteria but still wish to be entered they may be asked to pay entry fees, returnable on the achievement of grades in those subjects. Parents will be charged for examinations wasted without a reason acceptable to the school. Parents will be charged for Dual Entries, resits and examinations not on the list prescribed by the Secretary of State.
In cases where charges are to be levied parents must be advised in advance and monies collected prior to the activity. Requests for help from parents on state benefits will be considered and assistance provided within the limits of the school’s budget. Complete confidence will be observed in all such matters. Any insurance or supply teaching and wear and tear of equipment costs will be included in charges for trips or activities.
Where pupils have deliberately damaged or vandalised school property or equipment, the cost of the repair or replacement work will be passed on to the parents. Parents may be expected to replace or purchase items of lost school property.
What is Engagement for Learning? (EfL)
It is about managing relationships rather than managing behaviour. It is also about recognising that learner behaviour is about more than control, discipline or 'treating' an individual. Instead, managing behaviour for learning is about the environment, ethos and relationships developed in and for learning.
Therefore, at da Vinci, EfL is about;
- Fostering positive relationships between all members of the College community and beyond the College gates.
- Restoring relationships that may have been damaged or strained due to behaviour issues
- Developing a rounded understanding of the relationship between students, teachers, the college environment and wider society.
- What happens in the classroom – this has a huge impact on engagement within the classroom.
- Creating a curriculum that meets the specific needs of our students and which adapts to changing cohorts
- Focussing on high quality teaching and learning
- Recognising and developing learning for the whole college community via CPD
- Developing the use of L2L across the curriculum but, in particular, to tutorial times so that students have a crisp and engaging start to the day
- Developing a much more user friendly approach to assessment and how students, parents and teachers can ‘see’ and understand how much progress is being made.
- Providing students with opportunities to develop their leadership skills in a variety of different contexts
- Develop leadership within the pastoral system via the introduction of CEOs and Boards of Directors to link in with the Students Council
- Developing of the role of the Student researchers in providing some valuable insight into experiences at da Vinci
- Providing a staged approach to rewards that all staff, students and parents understand and value
- Redressing the balance between positives and negatives.
- Linking rewards to the development of intrinsic motivation
Behaviour for Learning
- Changing our focus from more punitive sanctions to more restorative approaches
- Developing more opportunities for students to reflect upon their behaviour through the use of pastoral support plans etc.
- Developing an effective consequences system which empowers staff and restores relationships and which allows students to take responsibility for their behaviour
- Introducing a much more consistent, clear and easily understood system for improving behaviour and engagement across the college, which has clearly identified stages to it
Leadership Opportunities for students
A large part of the EfL strategy is about students taking responsibility for their learning but also for the maintenance of the high standards of behaviour across the College. Students will be encouraged to take on more leadership roles within the college Companies and their subject areas. da Vinci students are very enterprising and have a great deal of skills and qualities to offer which will help not only themselves, but also their peers, the college and the wider community.
In September, students will be encouraged to become Company Chief Executive Offices (CEO’s). Their role will be to:
support the development of the life and work of the college. They will be positive role models to all members of the school community. They are leaders who will help to build up a team spirit within the college, encouraging students within their company to contribute to the life of the school and to become much more involved.
CEO Main Duties
- CEOs are expected to carry out rota duties each week
- CEOs are asked to help out with special events during the year, such as parents evening, Year 6 parent’s evenings, Induction days and student visits.
CEO Specific Duties
- Assist with teachers supervising the corridors, social areas, dinner area
- Assist with school events such as parents’ evenings
- Act as role models to other students
CEO Additional Duties
Other additional duties may include the following and depend upon the changing needs of the College:
- Assist with peer tutoring (academic/pastoral)
- Act as ‘buddy’ to pupils in Year 7 and/or to new students
- Help with College events e.g. Fun Day, Non uniform days
- Representing the College at important events and in the Community
Behaviour - What do we expect from our students?
At da Vinci, we pride ourselves on creating a stimulating environment for learning. Lessons are engaging, thoroughly planned and challenging. In order to maximise learning in lessons, we need to ensure that all students, staff and parents are clear about what is expected. Behaviour that stops the learning of others will not be tolerated and will be dealt with quickly and seriously. Therefore, everyone must be clear about our expectations;
Da Vinci expects everyone to follow the 5Ps:
Present: good attendance is vital for success, if students are not in school they cannot learn. Everyone should aim for at least 95% attendance.
Punctual: being late is not only rude, it damages learning. Our day starts at 8.40, students must be here on time. Students must arrive at lessons on time so that learning time isn’t missed.
Prepared: students must be ready to learn. That means having the correct equipment – pen, pencil, ruler, rubber, planner, bag, PE Kit, food ingredients, specialist equipment – but also being mentally prepared and keen to learn.
Polite: we all want to live and work in a community where people treat each other well. Students should always be polite to all staff, students and visitors.
Proud: we have a lot to celebrate at da Vinci and we should be proud of our school. Students should be proud of their personal achievements, always do their best and make teachers and parents proud too.
College Learning Routines
In order to make it clear to students the desired standards for behaviour we insist that certain routines to be established and maintained in all classrooms;
We expect that:
- Staff are in classrooms on time
- Students must line up quietly outside the classroom until told to enter by the teacher. In certain areas where crowding is an issue, some teachers may insist that students enter the room quickly. If this is the case, teachers should meet students at the door, making clear our expectations for entry to the classroom
- Independent learning starters are to be used in every lesson to engage students early and set the climate for learning.
- Registers must be completed whilst the starter is completed by students
- Students must have on the desk their complete equipment, including planners open on the appropriate page (for example the 5P’s page) – equipment checks will be completed throughout the day by SLT, On Call or SPAMs
- Seating plans should be used. There will be a folder on the system for generic seating plans for non-core subjects for use if required.
- Plenaries must be used to signal reflection on learning and also that there is an established routine for ends of lessons
- IRIS should also be used to emphasise where students have contributed positively to the lesson
- At the end of the lesson, all students must stand behind their chairs, waiting quietly behind chairs until dismissed by the teacher
Where students are not willing to follow our clear guidelines for positive behaviour, teachers can, and should, use the Consequence System. This has been reviewed and developed over the last academic year in order to ensure that this is much more fluid and allows for a range of responses.
What follows is a flow diagram of suggested strategies to use and when they might best be employed. The purpose of this is to ensure that teachers have the autonomy to use and develop their own strategies for dealing with low level disruption to learning. This list is not exhaustive but shows how many strategies can be used to address disruption before using the Consequence System.
At each step, there are key questions that staff need to consider before using the ultimate consequence of a C3 in their lessons;
- Does the behaviour need dealing with immediately or can it be dealt with outside of the lesson, possibly in conjunction with HoD or SPAM?
- Is the behaviour continuing to disrupt the learning of others?
Once these questions have been considered, then the Consequence system could be utilised.
What follows is a suggested format – all classroom scenarios may not fit with this strategy but this is meant to be a ‘best fit’ strategy. There may be occasions where incidents of a serious nature occur which would require an immediate C3 being issued.
Body language Verbal warning When/then
Partial agreement Move seats
Take up time Rule Reminder
Proximity to the student Actions e.g. Look at your watch
Positive reinforcement The deadly stare!
Break detention Lunchtime detention
It is important to remember that On Call staff will not always remove students from lessons if a C3 has been issued.
On Call will remain as a non-judgemental system to support the active engagement of students in their learning. On Call staff will adopt a much more consistent approach to dealing with and resolving incidents of poor behaviour in lessons. The aim of these approaches is to develop community, manage conflict and tensions by repairing harm and building relationships. Put simply, it’s about sorting out problems, encouraging people to take responsibility for their actions and then restoring and repairing relationships so that people can move forward.
It is built upon the principle of Fair Process which builds trust and commitment from all involved in the process.
Restorative approaches allow the unacceptable behaviour to be rejected because they failed to meet expectations or standards whilst acknowledging the potential that the individual can still have within the college community.
On Call will be using the following questions as a scaffold for discussing incidents with students. These questions will also be used when and if students are required to attend CR, Seclusion or after school detention.
Restorative Questions – to respond to challenging behaviour
- What happened?
- Who is affected and how?
- How can we put right the harm?
- What have we learned so we can make different choices next time?
Where possible, On Call will speak briefly to the member of staff to find out specific information.
The use of IRIS
IRIS (It Really Is Simple) is a behaviour management tracking system that the college has invested in to ensure that our system is as easy to administer as possible without the need for endless copies of sheets of paper. The benefit of this system is that it will enhance communication, therefore ensuring that more staff are aware of what behaviours certain students are engaged in, positive and negative. It will allow Form Tutors to play a much more pivotal role in monitoring the behaviour of students within their tutor group. This information can then be used much more effectively during parental meetings, parent consultation days etc.
IRIS offers the opportunity to utilise a really powerful rewards tool to engage the majority of our students who want to lean and who want to do well.
It is therefore suggested that students will receive rewards for the following reasons:
- Meeting the expectations of the 5P’s
- Excellent Effort
- Excellent Attainment
- Act of Good Citizenship
- Other (for rewards that don’t fit into a particular category)
At the start of every lesson, a whole group can be issued with a 5P’s reward for meeting our basic expectations. These are logged using IRIS and are very easy to administer. This system has been trialled by a range of teachers within the College. Other rewards can be issued in addition to this. (Training on IRIS will be given). Paper credits will no longer be used.
The system allows for form tutors, SPAMs and SLT to be notified electronically of those students who have received rewards if they wish to be alerted.
It is vitally important that students are rewarded for what they do well and to ensure that as teachers and support staff, we acknowledge the social and learning behaviour we would like to see.
Inevitably, there will be some students who will find it difficult to meet these high expectations. Therefore we have identified a clear and consistent flow diagram to highlight to students, staff and parents what will happen to students who experience difficulties maintaining our basic expectations
The diagram that follows highlights the behaviour flow chart; in some cases this may be differentiated to meet the needs of individual students. Also, the numbers allocated to specific actions may be reviewed throughout the academic year.
If behaviour improves, Behaviour Improvement letter will be sent
- 1.At each stage an action plan should be agreed between school, student and parent aiming to prevent the student from moving to the next stage
- 2.Serious one-off incidents may result in stages being by-passed
- 3.Any SPAM or SLT member who deems a fixed-term exclusion necessary must complete a FTE Form, follow the procedures outlined on the form, have the decision approved by the Principal or Vice-and pass the form to TBx.
- 4.Alternatives to consider before FTE:
- Restorative / conflict resolution
- Parental meeting
- Involvement of other agencies
- Changes to provision
- 5.Serious incidents resulting in automatic FTE:
- Abuse of staff
- Physical assault on student
- Refusal to accept other consequences / co-operate with senior staff
- Absconding from Seclusion
- 6.Criteria for automatic permanent exclusion:
- Drugs on site
- Weapons on site
- Physical assault on member of staff
Important things to remember
- Pastoral Concern forms will no longer be used. Instead incidents recorded for information or for SPAM intervention will be logged via the ‘neutral’ incident tab on IRIS (training will be given)
- PE will continue to use paper copies of both credits and C3’s. This information will then be logged into IRIS by the pastoral admin support
- Students will be notified of the changes via assemblies and parents will be notified of these changes by letter