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The Special Educational Needs and Disability Act
became law on 11th May 2001. The new act amended the existing
Disability Discrimination Act 1995. The SENDA came into effect on
January 2nd 2002. The act defines a disability if a person ‘has a
physical or mental impairment which has a substantial and long term
adverse effect on his/her ability to carry out normal day to day
activities’. Special needs is defined as someone that has
significantly greater difficulty in learning than the majority of
pupils of his/her age.
Special Educational Needs (SEN) refer to any circumstances resulting
in an individual pupil requiring additional or different help in
order to take full advantage of the educational opportunities
offered to pupils of the same age. These difficulties include
physical, emotional, behavioural and specific learning difficulties
and can also refer to gifted and talented pupils. The act itself
requires schools to examine all aspects of their provision of
educational and associated services and to ensure that appropriate
responses are made to meet the needs of those with disability or
special needs.
There is a commitment for the School to explain admissions
procedures for SEN/disabled pupils and what the School provides in
respect of equal access to learning. |
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- To create a learning environment that meets the special
educational needs of each child
- To ensure that the special educational needs of children are
identified, assessed and provided for
- To make clear the expectations of all involved in the
process
- To recognise and record students’ strengths and successes to
encourage a positive self image.
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The Admissions Policy for Crowstone Preparatory
School makes provision for the disclosure of disability and special
needs and the commitment of the School to deal appropriately and
supportively in the admissions assessment process. The school
therefore fulfils an anticipatory duty as defined by the Act. A
failure of a parent to divulge SEN/disability at this time
constitutes a justification under the act for discrimination. Where
a parent requests confidentiality regarding a SEN/disability this
request would limit what the School could provide in making
reasonable adjustments. Under these circumstances the School
has the right to decide the balance of confidentiality and possible
and reasonable adjustments for inclusion.
No child should be discriminated against on entry into the School,
because of their individual needs. |
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Crowstone Preparatory School is committed to an
equal opportunities approach to employment and ensures both in the
advertising and promotion of posts and in selection procedures that
appropriate measures are taken to ensure that discrimination does
not take place. (See
Equal Opportunities Policy). |
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The School has a duty under SENDA to ensure that
less favourable treatment does not occur in the following
areas: |
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- curriculum
- teaching and learning
- timetabling
- homework
- interaction with peers
- assessment and exam arrangements
- school discipline
- exclusion/suspension procedures
- preparation of pupils for their next phase of education
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All of these are bound by the limits of
reasonable adjustment as covered by SENDA.
Crowstone Preparatory School’s Special Educational Needs curriculum,
teaching and learning, assessment and examination provision is the
responsibility of the SENCO and is described fully in the
SEN policy. The School
endeavours to ensure that all subjects are available to each student
but do on occasion allow a modified curriculum (such as the omission
of foreign language study) in response to the needs of an
individual’s learning profile. |
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At the beginning of each academic year a Register
of Pupils requiring additional support, who have received support in
the past years, or who give cause for concern, is collated and
circulated. This is regularly updated throughout the year in
consultation with the appropriate staff, parents and pupils.
The timetable is organised at the beginning of the Autumn Term,
after discussion with pupils, parents and teachers. Every endeavour
is made to accommodate each pupil without encroaching on other
lessons.
However, the timetable is not rigid, and, when necessary, will be
altered to suit the pupil and teachers, where possible. The needs of
pupils with mild difficulties are met within the normal class
situation. Where necessary, teachers can consult the SENCO and will
receive advice and materials to help.
Pupils receive help in literacy and mathematical skills, in memory
techniques, in presentation and organisation of coursework and
projects, and in study skills. |
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When a pupil is identified as having mild
educational needs (eg. Some problems with numeracy and literacy)
then the class teacher will provide a differentiated curriculum for
that pupil. An IEP (Individual Education Plan) may be provided for
that pupil to provide a framework for progress and target
setting. |
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When a pupil is identified as having SEN, subject
teachers, in consultation with the SENCO devise interventions
additional to and different from those already provided by the
national curriculum. This intervention could take the form of
additional in-class support or the use of a personalised computer
programme to provide extra help. |
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When a pupil is identified as having more extreme
needs, the SENCO in conjunction with the Headmaster ask for help,
advice and support from outside specialists. This intervention is
supervised and monitored by the SENCO and an IEP is drawn up. |
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Pupils at all stages are gently weaned off support
when it is felt to be appropriate. This decision is reached in
consultation with all relevant teachers, the pupil and parents. A
close vigil is kept throughout the pupil’s academic life. His or her
name remains on the register along with the details of difficulties,
which have been experienced. An open door policy is maintained with
ad hoc assistance being offered.
Pupils are encouraged to seek help when required. |
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The School recognises more able, gifted and
talented pupils as having special educational needs. The needs of
those pupils are met by individual teachers who supply
differentiated work to meet the challenge. |
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The School will wherever possible make
reasonable adjustment to allow SEN/disabled pupils to access
the full educational and learning experiences that the school
provides. However, under the reasonable adjustments duty
the School would also have to consider: |
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- the need to maintain academic, musical, sporting and other
standards
- the financial resources available to the school
- the health and safety requirements – SENDA does not override
the school’s duties under Health and Safety legislation.
- the interests of the other pupils and persons who may be
admitted to the school as pupils.
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Under SENDA the School has a planning duty to audit
access to buildings and facilities. Such an access audit has been
completed and will be incorporated, where reasonable, in
the School’s plans for future development. As the School building
comprises two interconnected Victorian houses, it is not always
possible to make a reasonable adjustment to the structure
or facilities but every effort is made on an individual basis to
support and accommodate any student for whom these issues are
identified as challenging. |
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Any claim for unlawful discrimination under SENDA
must come from the parent not the child. In the first instance the
complaint should be made to the School and follow the School’s
parental grievance policy. However, parents have the right to refer
a complaint to SENDA within six months of the date on which they
believe unlawful discrimination has taken place. |
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Crowstone Preparatory School is an educationally
inclusive School, where the teaching and learning achievements,
attitudes and well being of every pupil matter. Through appropriate
curricular provision, we recognise that pupils have different
educational needs and abilities. They learn and acquire knowledge in
different ways and at varying rates. Accordingly, teaching provision
is adapted to the individual’s needs, including those with
disabilities, those with special educational needs, those from all
cultural backgrounds and pupils with English as an additional
language.
All pupils may have special needs at different times and therefore a
wide variety of strategies are used to meet these needs as they
arise. Learning diversity is recognised and planned for, any
barriers to learning and
participation will be challenged and removed and all pupils will be
provided with equality of opportunity. Parents will be fully
involved in the education of their children and they will be fully
informed when special education provision is made for their child. |
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Crowstone Preparatory School is committed to
regularly reviewing both admissions procedures and policies and
issues of access to learning to ensure that a continuous
responsibility is exercised. Other areas of policy and
provision should in addition, where appropriate, be reviewed with
SENDA in mind. |