Prime Childcare Send Policy

This policy is created in line with the requirements set out in The Equality Act 2010 – advice for schools DFE Feb 2013, Statutory Guidance on supporting pupils with medical conditions April 2014 Inclusion.

At Prime Tuition, we are committed to ensuring equality of education and opportunity for all pupils and staff. We aim to remove all barriers to participation and learning that can exclude pupils or groups of pupils. This means that equality of opportunity must be genuine and we must pay attention to all groups of children in our Institute. We aim to develop a culture of inclusion and diversity in which people feel free to disclose their disability and to participate fully in Institute life.

At Prime Tuition, we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here. We ensure that children are respected, valued and listened to. (This Policy applies to children who - have Special Educational Needs

• Are Looked After Children.
• Reflect social or cultural diversity
• Have attendance difficulties.
• Do not speak English at Home
• Are gifted and talented
• Have recently moved to this country
• May be refugees or asylum seekers
• Disadvantaged children who may
• Present with Safe-guarding concerns or are otherwise vulnerable
• Live in poverty or may be homeless.

PROVISION

Prime Tuition identifies pupils as having Special Educational Needs (SEN) if they meet the definition as set out in the 2015 SEN Code of Practice (CoP 2015) which defines SEND as:

• A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.
• A child of compulsory school age or a young person has a learning difficulty or disability if he or she:
• Has a significantly greater difficulty in learning than the majority of others of the same age, or
• Has a disability which prevents or hinders him or her from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools. Many children who have SEN may have a disability under the Equality Act 2010 – that is
• Any physical or mental impairment which has a long term and substantial adverse effect on their ability to carry out normal day-to- day activities’.

Inclusion and SEND Policy June 2022

This definition includes children and young people with long term medical conditions such as asthma, diabetes, epilepsy and cancer. Children and young people with such conditions do not necessarily have SEN but where a child requires special educational provision over and above the adjustments, aids and services required by the Equality Act 2010, they will additionally be covered by the SEND definition at Prime Tuition provides special educational provision for pupils who require

As a special educational provision that is provision different from or additional to that normally available to pupils of the same age. At Prime Tuition provides for pupils whose special educational needs broadly fall into the 4 areas of:

a. Communication and interaction e.g. Autistic Spectrum Disorder (ASD) and Speech and Language Difficulties b. Cognition and learning e.g. Dyspraxia and Dyslexia • Social, emotional and mental health difficulties e.g. Attention Deficit Hyperactivity Disorder (ADHD), Anxiety, Depression • Sensory and/or physical needs e.g. physical, visual or hearing impairments, epilepsy Pupils must not be regarded as having learning difficulties solely because of their home language is different from that in which they are taught. Where there are perceived difficulties, a home language assessment will be carried out as part of a programme of further investigation.

GUIDING PRINCIPLES:

At Prime Tuition, we believe that all of our pupils, regardless of gender, ethnicity, ability, or disability are entitled to a high-quality education that will maximise their life chances. All pupils are entitled to an education that enables them to:

• Achieve their best
• Become confident individuals living fulfilling lives, and
• Make a successful transition into high school, further and higher education or training and adulthood.

OBJECTIVES:

We will ensure that our pupils with SEN will have their needs met through a rigorous programme of identification, assessment, planning and support. To achieve this;

• The views of the pupil will be sought and taken into account
• Our parents have a vital role in supporting their pupil’s education
• Our pupils with SEN will be offered full access to a broad, balanced and relevant education, including an appropriate differentiated curriculum
• The Institute will manage its resources to ensure all pupils’ needs are met
• Pupils’ special educational needs will be identified early
• Provision and progress for our SEN pupils will be monitored and reviewed regularly
• Children’s progress is reported and discussed regularly with parents.
• Appropriate training will be provided for those involved in the implementation of the policy
• Our pupils will make a successful transition to the next stage of their learning and start to build the skills they need for adult life and employment.

Department Supervisors/Head of department will be expected to have undertaken the following actions.

• Use baseline assessment to identify what child knows, understands and can do
• Ensure ongoing observation/assessment provides feedback so assessment forms basis of next steps
• Involve parents
• Involve child
• Will not have assumed difficulties are within the child
• Use of National Curriculum programmes of study, effective management, ethos, learning environment and curriculum arrangements
• Differentiation – match planning to individual needs
• Taken responsibility for planning and overseeing any interventions or support arrangements to address the child’s learning difficulties.
• The pupil is working below age related expectation
• It is noted that there is a serious cognition, social and emotional, physical, sensory, communication and interaction difficulty.
• It has been demonstrated that high quality teaching and learning arrangements as part of normal classroom planning, support and interventions are not enabling the pupil to make good enough progress, and where assessment data indicates this is because special educational needs are providing a barrier to learning. Consideration of whether special educational provision is required should start with the desired outcomes, including the expected progress and attainment and the views and wishes of the pupil and their parents. The outcomes considered should include those needed to make successful transitions between phases of education and to prepare for adult life.
• Plans for the use of support will relate to a clear set of expected outcomes, which should include stretching and relevant academic and developmental targets
• Progress towards these outcomes will be tracked and reviewed termly through a 4-step model, and will be repeated as many times as is necessary. (See model below) Assess
a. Analyse pupil’s needs b. Tutor’s assessment, experience of pupil, data on progress and behaviour, views of parents c. Review regularly Plan d. Notify parents e. Identify interventions and support f. Inform all tutors and support staff who work with the child of the needs g. Share outcomes / targets for improvement Do h. Department Supervisor’s responsible for working with pupil of a daily basis

THE MONTHLY REVIEW MEETING:

This meeting will be led by the department supervisor/ Head of Department with good knowledge and understanding of the child or young person who is aware of their needs and attainment. It will provide an opportunity for parents to share their concerns and, together with the Department Supervisor, agree their aspirations for the child. These discussions will be enabled to allow sufficient time to explore the parents’ views and to plan effectively.

Meetings will, wherever possible, be aligned with the normal cycle of discussions with parents of all pupils. They will, however, be longer than most parent-teacher meetings. The Support Plan will be updated and agreed with parents at this meeting.

PROVISION MAPPING:

The Tuition Centre will maintain a provision map of the support, arrangements and interventions available to ensure that pupils with SEN can access learning and maximise their achievements.

PRIME TUITION’S APPROACH TO IDENTIFICATION AND ASSESSMENT OF SEN:

At Prime Tuition we have an agreed approach to the identification and assessment of SEN taking into account the nature of the special needs. Identification includes the use of high-quality formative assessment, as well as effective tools and early assessment materials. The main source of outside agency support is from the Local Authority or the institute’s own commissioned professionals.

At Prime Tuition we follow the National Curriculum statement on Inclusion. We expect our tutors to set high expectations for every pupil and aim to teach them the full curriculum, whatever their prior attainment. Tutors will use appropriate assessment to set targets which are deliberately ambitious. Lessons are planned to address potential areas of difficulty and to ensure that there are no barriers to every pupil achieving. In many cases, such planning will mean that our pupils with SEN will be able to study the full national curriculum. Potential areas of difficulty will be identified and addressed at the outset of work. At Prime Tuition, we make every effort to make adaptations to curriculum, teaching and the learning environment to meet the needs of individual pupils, and where appropriate as part of the planning for the pupil we may or may not provide access to ancillary aids, such as workstations and assistive technology such as use of a laptop computer or iPad.

To make communications effective staff at Prime Tuition will:

• Acknowledge and draw on parental knowledge and expertise in relation to their child
• Focus on the pupil’s strengths as well as areas of additional need
• Recognise the personal and emotional investment of parents and be aware of their feelings
• Ensure that parents understand procedures, are aware of how to access support in preparing their contributions, and are given documents to be discussed well before meetings
• Respect the validity of differing perspectives and seek constructive ways of reconciling different viewpoints - respect the differing needs parents themselves may have, such as a disability, or communication and linguistic barriers
• Recognise the need for flexibility in the timing and structure of meetings

PUPILS:

The pupil’s views will always be ascertained, either through direct discussion with the pupil, from their parents and from observation and review. Pupils will be encouraged to participate in all decision-making processes in education, including the setting of learning targets and contributing to personal plans, discussions about choices of schools, contributions to the assessment of their needs and termly reviews and transition meetings. They need to be part of the process, to know that they are listened to and that their views are valued.

AIMS AND OBJECTIVES:

The National Curriculum (2014) secures entitlement for all children to a number of areas of learning and gives them the opportunity to develop the knowledge, understanding, skills and attitudes that are necessary for their self-fulfilment and development as responsible citizens. We promote the principles of fairness and justice for all through the education that we provide in our Tuition Centre.

• We aim to improve the speaking and listening, reading and writing of English of children who are learning English as an additional language.
• To support access to a broad Early Years Curriculum and to the National Curriculum, by improving children’s fluency and providing bilingual support if possible.
• To integrate new children in to the school in order to ensure that they gain access to the curriculum and academic achievement.
• To identify and make maximum use of opportunities for modelling fluent use of English, and to provide opportunities for children to practise and extend their use of English.
• To ensure that we meet the full range of needs of those children who are learning English as an additional language.

TEACHING AND LEARNING STYLES:

At Prime Tuition, Tutors help pupils who are learning English as an additional language by various means. Spoken and written English is developed by:

• Ensuring that vocabulary work covers the technical as well as the everyday meaning of key word, metaphors and idioms
• Explaining how speaking and writing in English are structured for different purposes across a range of subjects
• Providing a range of reading materials that highlight the different ways in which English is used
• Ensuring that there are effective opportunities for talking, and that talking is used to support writing
• Encouraging children to transfer their knowledge, skills and understanding of one language to another
• Building on children’s experiences of language at home and in the wider community, so that their developing uses of English and other languages support one another Access to the curriculum and to assessment is ensured by:
• Using accessible texts and materials that suit children’s ages and levels of learning;
• Providing support through ICT, video or audio materials, dictionaries and translators, visual support materials, readers and dual language texts;
• We also support which allows children to work in smaller groups and increases opportunities for modelling language structures and for conversations between adults and children.
• Additional support to target groups of children who are operating lower than would be expected for their age/time in school.

CURRICULUM ACCESS:

All pupils in our Tuition Centre follow the curricular requirements of the Early Years Foundation Stage and the National Curriculum. Children with English as an additional language do not produce separate work. We generally withdraw pupils from lessons to receive EAL support only in the initial stages of induction.

PRINCIPLES:

• We seek to ensure that teaching and learning opportunities meet the needs of all of the pupils;
• We seek to ensure that appropriate provision is made for pupils who belong to disadvantaged groups, this includes ensuring that their needs are adequately assessed and addressed;
• All staff seek to promote an inclusive and collaborative ethos in their classrooms which enable all pupils, including those from disadvantaged backgrounds, to thrive
• Staff will plan and deliver lessons to a high standard and support the acceleration of progress in learning, so that gaps can be narrowed and improvements maintained
• Support disadvantaged pupils in their class through differentiated planning and teaching, especially for those who find aspects of learning difficult and are in danger of falling behind