Anna Walsh - Assistant Headteacher (SEND)


Sylvia Britton - Open Learning Manager

Pastoral Leaders

  Brandon Stones - Pastoral Leader for Challenger


Tina Heyes - Pastoral Leader for Discovery


Theresa Lucas - Pastoral Leader for Endeavour


Sophie Mckenzie - Head of Year 7 and Transition Lead

Safeguarding Team

 Rebecca Murdoch - Deputy Head Teacher (Safeguarding)


Karen Thompson - Anti Bullying and Safeguarding

Policies and Procedures

Click Here to view the Anti-Bully Policy

Click Here to view the Attendance Policy

Click Here to view the Admissions Policy 2016

Click Here to view the Admissions Arrangements 2017-18

Click Here to view the Behaviour Policy

Click Here to view the Capability Procedure

Click Here to view the Code of Conduct for Staff Policy

Click Here to view the Complaints Policy & Procedure

Click Here to view the Charging and Remissions Policy

Click Here to view the Consequences Flowchart

Click Here to view the Data Protection Act Policy

Click Here to view the Equal Opportunities Policy

Click Here to view the Exclusion Policy

Click Here to view the Freedom of Information Act

Click Here to view the Health & Safety Policy

Click Here to view the SEND Policy

Click Here to view the Sex and Relationship Education Policy

Click Here to view the Safeguarding Policy

Click Here to view the Supporting Children at School with Medical Conditions Policy

Click Here to view the Whistleblowing Policy

SEN Policy

Da Vinci Community College
Special Educational Needs and Disability Policy 2012-2013

Da Vinci Community College
St. Andrew's View
DE21 4ET
01332 831515

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)
DfES 2004
• 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

Inclusion statement
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.

Graduated Response
• 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.

Special Provision
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.......................................

Review date.......................................