SEN&D Policy

This policy should be read in conjunction with – Behaviour Policy, Equalities Policy, Safeguarding Policy, Homework Policy, Complaints Policy , Accessibility Plan, Admission Policy.

This policy was developed with Parents and Carers, Governors, teaching and non-teaching staff, KCC and Catholic Education Commission guidelines and will be reviewed annually.

Definition of SEN

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 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 facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions. SEN Code of Practice (2014, p 4)

Definition of disability

Many children and young people who have SEN may also have a disability under the Equality Act 2010 – that is’…a physical or mental impairment which has a long-term and substantial adverse effect on their ability to carry out normal day-to-day activities’ This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’ SEN Code of Practice (2014, p5)

Types of Needs for which the school makes Provision.

At St Joseph’s we can make provision for every kind of frequently occurring special educational need without a statement of special educational needs / Education, Health and Care Plan, for instance dyslexia, dyspraxia, speech and language needs, autism, Asperger’s syndrome, learning difficulties and behaviour difficulties. There are other kinds of special educational need which do not occur as frequently and with which the school is less familiar, but we can access training and advice so that these kinds of needs can be met.

The school also currently meets the needs of pupils with a statement of special educational need / Education, Health and Care plan with the following kinds of special educational need: Communication and Interaction; Social Mental and Emotional Health and Cognition and Learning. Decisions on the admission of pupils with a statement of special educational need / Education, Health and Care plan are made by the Local Authority.

The admission arrangements for pupils without a statement of special educational needs / Education, Health and Care Plan do not discriminate against or disadvantage disabled children or those with special educational needs.

2  Identification and Assessing for Special Needs

At St Joseph’s we monitor the progress of all pupils six times a year to review their academic progress. We also use a range of assessments with all the pupils at various points using:


  • Early Years Assessment
  • National Curriculum descriptors for the end of a key stage
  • Teacher Assessment using APP targets /Pupil Target Tracker
  • Progress measured against the P level descriptors
  • Standardised screening and assessment tools
  • Observations of behavioural, emotional and social development
  • An existing Statement of SEN assessment or ECHP
  • Assessments by a specialist service, such as educational psychology, speech and language, identifying additional needs
  • Another school or LEA which has identified or has provided for additional needs


Where progress is not sufficient, even if special educational need has not been identified, we put in place extra support to enable the pupil to catch up. Examples of extra support are:

Speech and Language Programmes; Sensory Circuits; Accelerread/Write; Better Reading Partnership; Emotional Support Programmes, Precision Teaching, Fizzy, Social Skills Groups.

Some pupils may continue to make inadequate progress, despite high-quality teaching targeted at their areas of weakness. For these pupils, and in consultation with parents, we will use a range assessment tools to determine the cause of the learning difficulty. At St Joseph’s we are experienced in using the following assessment tools such as Speech and Language Link; LASS and COPS, Leuven Scales; Language for Learning; CATS; SATS; NFER Reading Tests, Sounds Write. We also have access to external advisors :


  • The Educational Psychologist visits the school 3 x annually for School based reviews and following discussion with the SENCO for specific foci. We also have a contract for an additional 3 days for assessment and support of individuals and groups.


  • The Specialist Teaching Service, Foreland Inclusion Support Service (FISS) and other agencies will be accessed through the LIFT process. Referral forms need to be completed and signed by parents.


  • Other agencies for whole family support may be accessed through Kent Family Support Framework (KSFS) through this process.


  • Teachers from the Sensory Impairment Team (STS) work in school to support children, both with and without Statements, who have vision or hearing impairment. The specialist teachers work directly with children where this is indicated on a Statement. Class teachers plan alongside these specialist teachers who also attend and contribute to IEP or support plan reviews.


  • The LEA Inclusion Coordinator works with the school when needed.


  • The SENCO liaises frequently with a number of other outside agencies, for example:

Fegans, School Nursing Service, CHATS, Project Salus, Social Services, Greenbanks     (NHS), Children IN Care (CiC) working with Virtual Schools Kent.


The purpose of this more detailed assessment is to understand what additional resources and different approaches are required to enable the pupil to make better progress. These will be shared with parents, put into a SEN support plan and reviewed regularly, and refined / revised if necessary. At this point we will have identified that the pupil has a special educational need because the school is making special educational provision for the pupil which is additional and different to what is normally available.


If the pupil is able to make good progress using this additional and different resource (but would not be able to maintain this good progress without it) we will continue to identify the pupil as having a special educational need. If the pupil is able to maintain good progress without the additional and different resources he or she will not be identified with special educational needs. When any change in identification of SEN is changed parents will be notified.


We will ensure that all teachers and support staff who work with the pupil are aware of the support to be provided and the teaching approaches to be used.


3 School Policy and Provision for Statements and Education Health Care Plans

Each review of the SEN support plan will be informed by the views of the pupil, parents and class/subject teachers and the assessment information from teachers which will show whether adequate progress is being made.


The SEN Code of Practice (2014, 6.17) describes inadequate progress thus:

  • Is significantly slower than that of their peers starting from the same baseline
  • Fails to match or better the child’s previous rate of progress
  • Fails to close the attainment gap between rate of progress
  • Widens the attainment gap


For pupils with or without a statement of special educational needs / Education, Health and Care Plan there will be an annual review of the provision made for the child, which will enable an evaluation of the effectiveness of the special provision. The collation of all annual review evaluations of effectiveness will be reported to the governing body. Where a child in Year 5 has a Statement or Education Health Care Plan, an annual review will take place in Term 5 or 6 in order to establish secondary school provision.


3b  Assessing and Tracking Progress.

Every pupil in the school has their progress tracked six times per year. In addition to this, pupils with special educational needs may have more frequent assessments of reading age, spelling age etc. The assessments we use at St Joseph’s are ( see appendix 1). Using these it will be possible to see if pupils are increasing their level of skills in key areas.

If these assessments do not show adequate progress is being made the SEN support plan will be reviewed and adjusted.

3c  Teaching Children with Special Needs

High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching. Schools should regularly and carefully review the quality of teaching for all pupils, including those at risk of underachievement. This includes reviewing and, where necessary, improving, teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN most frequently encountered SEN Code of Practice (2014, 6.37)

In St Joseph’s the quality of teaching is judged to be good and outstanding.


We follow the Mainstream Core Standards developed by DFE to ensure that our teaching conforms to best practice.


In meeting the Mainstream Core Standards the school employs some additional teaching approaches, as advised by internal and external assessments e.g. one to one tutoring / precision teaching / mentoring, small group teaching, use of ICT software learning packages. These are delivered by additional staff employed through the funding provided to the school as ‘notional SEN funding’


3d  Adapting the Environment.

At St Joseph’s we follow the advice in the Mainstream Core Standards on how to adapt the curriculum and the learning environment for pupils with special educational needs. We also incorporate the advice provided as a result of assessments, both internal and external, and the strategies described in statements of special educational needs / Education, Health and Care Plans.


As part of our requirement to keep the appropriateness of our curriculum and learning environment under review the Governors have made the following improvements as part of the school’s accessibility planning:

  • Maintain and repaired hand rails on front entrance and outside school gates.
  • Installed a visual fire alarm in disabled toilets.
  • Rear Access parking and entry for wheel chair access
  • Re-edged steps
  • Provided training in the use of epi-pens; also in Type 1 diabetic training
  • Provided IT access for all children with SEN support, Statements or who have an Education Health Care Plan.
  • Widget Signs in place throughout the school from Foreland School.


The school has also identified that the following aspects of the school need to be improved :

  • Better access to First Floor, second floor and Basement for disabled staff.


3e Additional support for learning

As part of our budget we receive ‘notional SEN funding’. This funding is used to ensure that the quality of teaching is good in the school and that there are sufficient resources to deploy additional and different teaching for pupils requiring SEN support. The amount of support required for each pupil to make good progress will be different in each case and a full list of the interventions we can offer is attached to this policy. In very few cases a very high level of resource is required.   The funding arrangements require schools to provide up to £6000 per year of resource for pupils with high needs, and above that amount the Local Authority should provide top up to the school (KCC’s Schools Funding Forum is currently developing a system for this which will be implemented in April 2015)


3f Ensuring Inclusivity in trips and off site visits

All clubs, trips and activities offered to pupils at St Joseph’s are available to pupils with special educational needs either with or without a statement of special educational needs / Education, Health and Care Plan. Where it is necessary, the school will use the resources available to it to provide additional adult support to enable the safe participation of the pupil in the activity


3g. Provision for Emotional and Social Needs.

At St Joseph’s we understand that an important feature of the school is to enable all pupils to develop emotional resilience and social skills, both through direct teaching for instance through circle time, discussion during R.E and PSHE lessons and indirectly with every conversation adults have with pupils throughout the day.


For some pupils with the most need for help in this area we also can provide the following : social skills groups, emotional support work, play therapy, designated space for ‘time out’ . The school can also make referrals to CAHMS, CHATS, Salus Project and Fegans.

Pupils in the early stages of emotional and social development because of their special educational needs will be supported to enable them to develop and mature appropriately. This will usually require additional and different resources, beyond that required by pupils who do not need this support.


4 Staff Training and Qulifications

The SENCO at St Joseph’s is Mrs Millership, who is a qualified teacher and has been accredited by the National Award for SEN Co-ordination and also holds the following qualifications ‘Creative Arts Therapy’ qualification. She is also a registered foster carer. Certificated to deliver ‘Sounds Write’ Programme. Currently studying for National Qualification for Head ship (NPQH).


Mrs Millership is available on 01843861738 or



All teachers and teaching assistants have had the following awareness training :

Training on the new SEN-D code; Safeguarding, SCIPS.


In addition the following teachers have received the following enhanced and specialist training from September 2013-

Mrs Allan- ‘Sensory Circuit Training’; Mrs Jordan: ‘Re-Energising Circle Time’; Mrs Junghans- ‘Sensory Circuit Training’, ‘Working with Selective Mutism; Mrs Barlow- ‘Sensory Circuit Training’, ‘My Life in Education with Aspergers’, ‘Getting the Message Across’; Mrs Biggington: ‘Childline Q&A Session’, ‘Enhancing Skills SEN Guidelines, ‘Sims Reporting’, ‘Re-energising Circle Time; Mrs Briggs: ‘Implications of the new SEN Code’, ‘Exclusion Conference’; Mrs Chitty- ‘Project Salus Training; Mrs Dexter: ‘Anxiety and ASD’, ‘Speech Day Workshop’, ‘Fizzy Training, ‘Getting the Message Across’; Mr Dunn: ‘Project Salus Training’; Mrs Hyde: ‘Project Salus Training; Mrs Lintern: ‘Managing Challenging Behaviour’, ‘Reciprocal Reading’; Mrs Mason: ‘Sensory Circuits’; Mrs Miles: ‘Cued Articulation’, ‘Reluctant Speakers’; Mrs Millership: ‘Implications of the new SEN Code’, ‘Training for new CIC Teachers’, ‘DCPC’, ‘New SEN Code of Practice Seminar’, ‘Getting the message Across’; Mrs Sproates: ‘Reciprocal Reading’; Mrs Staiger: ‘Managing Challenging Behaviour’, ‘Sensory Circuits Training’, ‘Making Links’; Mrs Waddingham: ‘Anxiety and ASD, ‘Sensory Circuits Training’.


Where a training need is identified beyond this we will find a provider who is able to deliver it. Training providers we can approach are, Foreland School, St Anthony’s Margate, Laleham School.

Educational Psychologist: Jane Birnie

Speech and language therapist: Clara Bovington; Maria Loukia-Brtasou

Specialist Teaching Service: Beth Ingram ( Behaviour)

FISS: Clare Whitehead; Pam Darnell

Specialist Teaching Service: Rosie Edge (Hearing Impairment)

Some of the costing is covered by the notional SEN funding and the rest by school budget.


6 Equipment and Facilities to Support Children with Special Needs

Where external advisors recommend the use of equipment or facilities which the school does not have, we will purchase it using the notional SEN funding, or seek it by loan. For highly specialist communication equipment the school will seek the advice of the KCC Communication and Assistive Technology team.


7 Consulting with Parents and Carers

All parents of pupils at St Joseph’s are invited to discuss the progress of their children three times a year and receive a written report twice a year. In addition we are happy to arrange meetings outside these times. As part of our normal teaching arrangements, all pupils will access some additional teaching to help them catch-up if the progress monitoring indicates that this is necessary; this will not imply that the pupil has a special educational need, but will be recorded as requiring additional support on tracking grids and reports to parents.


If following this normal provision improvements in progress are not seen, we will contact parents to discuss the use of internal or external assessments which will help us to address these needs better. From this point onwards the pupil will be identified as having special educational needs because special educational provision is being made and the parent will be invited to all planning and reviews of this provision. Parents will be actively supported to contribute to assessment, planning and review plans; as well as being an intrinsic part of the referral process to outside agencies


In addition to this, parents of pupils with a statement of SEN / Education, Health and Care Plan will be invited to contribute to and attend an annual review, which, wherever possible will also include other agencies involved with the pupil. Information will be made accessible for parents.


8 Consulting with Children

When a pupil has been identified to have special educational needs because special educational provision is being made for him or her, the pupil will be consulted about and involved in the arrangements made for them as part of child-centred planning. Parents are likely to play a more significant role in the childhood years with the young person taking more responsibility and acting with greater independence in later years.


9  Complaints Procedure

The normal arrangements for the treatment of complaints at St Joseph’s are used for complaints about provision made for special educational needs using the School Complaints Policy.  We encourage parents to discuss their concerns initially with the Class Teacher, then SENCO , then head Teacher to resolve the issue before making the complaint formal to the Chair of the governing body.


If the complaint is not resolved after it has been considered by the governing body, then a disagreement resolution service or mediation service can be contracted. If it remains unresolved after this, the complainant can appeal to the First–tier Tribunal (Special Educational Needs and Disability), if the case refers to disability discrimination, or to the Secretary of State for all other cases.


There are some circumstances, usually for children who have a Statement of SEN where there is a statutory right for parents to appeal against a decision of the Local Authority. Complaints which fall within this category cannot be investigated by the school.


10 The Governing Body in Partnership with government, voluntary and other outside agencies

The governing body have engaged with the following bodies:-

  • Free membership of LIFT for access to specialist teaching and learning service
  • A Service Level Agreement with Educational Psychology service for 6 days per year
  • Link to Disabled Children’s Service for support to families for some pupils with high needs
  • Access to local authority’s service level agreement with Speech and Language Therapy Services / Occupational Therapy Services / Physiotherapy Services for pupil with requirement for direct therapy or advice
  • Ability to make ad hoc requests for advice from Communication and Assistive Technology Team, etc
  • Membership of professional networks for SENCo, specifically the NAHT, SENCO forum.


11 Contact Details for Parents with clause 32 (Parent Partnership Services)

Kent Parent Partnership Service (KPPS) provides free, impartial, confidential, advice, support and options around educational issues for parents who have children with special educational needs or disabilities (0-19). They empower parents to play an active and informed role in their child’s education. They can be contacted on


HELPLINE: 03000 41 3000,

Office: 0300 333 6474 and

Minicom: 0300 333 6484


There are additional support materials in the Reception Area and on the catholic Commission web site.



12  Supporting Transition

At St Joseph’s we work closely with the educational settings used by the pupils before they transfer to us in order to seek the information that will make the transfer is a seamless as possible from primary to secondary school through SENCO meetings specifically for this purpose via the SENCO Forum where professionals can meet face to face and :

  • Transfer records
  • Provide written records of IEPs
  • Share relevant correspondence and assessment from outside agencies.
  • Make the new school aware of safeguarding issues
  • Where appropriate, arrange visits prior to transition.


13  Local Authority’s Local Offer

The local authority’s local offer is published on and parents without internet access should make an appointment with the SENCO for support to gain the information they require.



Approved by the GB on ……………………………….


Next review on……………………………………………….


Appendix 1 Assessment Tools

  1. Teacher Assessment
  2. Optional Sats and past KS1 and KS2 Papers
  3. Testbase
  4. NSI Science Assessment
  5. CATS
  6. NFER Papers.
  7. Phonic Screening Materials
  8. Baseline Assessment
  9. COPS
  10. LASS
  11. Benchmarking for Better Reading Partnership.
  12. Language for Learning
  13. Speech Link
  14. Language Link
  15. Leaven Scales
  16. Sounds Write Screening


Policy ratified by FGB March 2015

Review Date: March 2016



St Joseph's Catholic Primary School
St Peter’s Park Road
CT10 2BA


Tel / Fax: 01843 861738


Kent Catholic Schools Partnership
Telephone: 01622 232662

Executive Principal
Mr Chris Wright

Academy Principal
Mrs Kay Millership

Chair of Governors
Mrs Ann Yandell