Brighton Hill Community School

17. Special Educational Needs and Disability (SEND)

Information & Policies

Published on - 12-02-2015

Part 1: Principles
Brighton Hill Community School is an inclusive mainstream comprehensive school and is committed to meeting the needs of all of the students.

1.2 Objectives:

1.3 Definition of Special Educational Needs and Disability:
Children have special educational needs if they have difficulty accessing the curriculum, either temporary or more long-term, which calls for special educational provision to be made for them.

Many students find aspects of learning difficult, however, it must be remembered that Special Educational Provision is underpinned by high quality teaching and therefore, it is compromised by anything less.

Students have difficulty accessing the curriculum if they:

a) have a significantly greater difficulty in learning than the majority of children of the same age; or
(b)  have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority
(c)  are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them.

Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught.

Special educational provision is defined as

An educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LA, other than special schools, in the area.  (SEND Code of Practice, 2015)

BHCS recognises that some students who experience difficulty in accessing the curriculum may have a particular gift or talent. This is addressed through the Gifted and Talented          Provision in addition to any provision made for their specific need.

SEN Provision may be triggered when, despite having access to a differentiated Schemes of Work (SoW), students fail to make adequate progress.

Lack of adequate progress may be indicated by:

1.4 Curriculum Support (Provision):

Part 2: Structural Arrangements

2.1 The SEN Co-ordinator:
Helen Macdonald – qualification.

The Head of Learning Support:
Wendy Cornelius - Level Diploma in Teaching & Assessing Students with Specific Learning Difficulties.
2.2 Roles and Responsibilities

The roles and responsibilities of school personnel with regard to SEN are outlined below; they are in accordance with the 2015 SEN Code of Practice guidelines and the school job descriptions.

The Governing Body:

The Headteacher:


The Head of Learning Support:

Subject Leaders:

All Subject teachers:

Teaching Assistants (TAs):

2.3 Admission Arrangements
Admission to the school is in accordance with the Hampshire County Council Admissions Policy which is published in the school prospectus and on the Hampshire website. . Special educational needs will not be a reason for declining any student admission to the school except where the LA regard the school’s resourcing unsuited to the needs of the student.

2.4 Inclusion
At Brighton Hill Community School, all students irrespective of ability, race, gender or need, are respected and valued as individuals. This is reflected in the schools organisational and curriculum structure, its assessment and rewards systems, the arrangements made for careers’ education and to transition further education establishments. Students with SEND are integrated and included fully into the life of the school as a whole, including its social and cultural activities.

2.5 Complaints Procedure
Complaints from parents / carers about special educational needs provision should follow the school complaints procedure as outlined in the school prospectus. Copies of the complaints procedure are available from the school office.
Issues should be communicated to the class teachers, tutors, Heads of Year or SENCo in the first instance with a view to being resolved early.

The degree of success of the policy and its implementation will be evaluated using the following indicators:

Part 3: Identification, Assessment and Provision

3.1 Identification
The school uses the graduated response as outlined in “Special educational needs and disability code of practice:  0 to 25 years (2015)”. To help with this process, a variety of screening procedures are used and results are disseminated to teaching staff via SIMS Learning Gateway and the SEND register.

New intake Pupils in Year 7
a) Primary liaison

Primary schools are visited/contacted throughout the year prior to transfer. Any student identified as requiring SEND support or has an EHC Plan is referred to the SENCO.

The LA notifies the school about students who are transferring with EHC Plans in the Spring of Year 6, where practical the SENCO attends their annual review to ensure a smooth transition is made; relevant information is disseminated to teaching staff before transfer.

b) Initial screening

Other forms of identification:
Identification and assessment of students who may have special educational needs may be through:

The findings of diagnostic and access arrangement assessments are sent out to parents / carers, Heads of Year and tutors. Recommendations are sent out to teaching staff and the SEND Register is updated.

3.2 Provision:
A graduated response is adopted for students identified as having SEND. A level and type of support is provided to enable to student to achieve at least expected progress. Provision is identified and managed by the SENCO but will be planned and delivered by teaching and support staff.

Interventions could include: numeracy/literacy booster groups, ELSA, SLCN and identified small group interventions.

Statutory Assessment/Education and Health Care Plans (EHC Plan):
If a student fails to make the expected progress and has demonstrated a significant cause for concern the school and/or a parent/carer may decide to request that the LA undertakes a statutory assessment. This may lead to the student being provided with an EHC Plan.

3.3 Provision to support access to curriculum and examination

3.4 Continuous monitoring of individual progress
Monitoring of individual progress is completed rigorously by staff and individual reviews, screening tests and through procedures described in the schools Assessment Policy.

3.5 Provision of Curriculum support
The learning Support Department can help subject areas in the following ways (although this is not exhaustive list):

a) Curriculum development

b) Support Teaching:
This is achieved by working collaboratively with a subject teacher. The SENCO can assist by:

c) Withdrawal
Some students with special educational needs may be withdrawn 1:1 or within small group sessions; the withdrawal of students is kept to an absolute minimum in accordance with Brighton Hill Community School inclusive ethos.

d) In-service Training

3.6 Provision for Gifted and Talented students

3.7 Allocation of resources and capitation

a) The School resources SEN provision through;

b) Capitation

Part 4: Partnerships

4.1 In school

4.2 Parents/Carers
Communication between staff and parents / carers is integral to the effective and appropriate support given to students with SEND.

4.3 Students
Brighton Hill Community School acknowledges the student’s role as a partner in his/her own education.

4.4 External support
The SENCo, Head of Learning Support and Flexible Learning Centre Manager will liaise with teaching staff, Heads of Year and parents/ Carers if external agency involvement is necessary in providing appropriate support and advice for students.

The main external agencies which are use (this is not an exhaustive list):

4.5 Between schools or Further Education establishments

a) The SENCO liaises with other SENCOs:

b) The SENCO along with the Transition Manager/Head of Year 7 and the FLC Manager will liaise with:

Ratified:    May 2016 
Next review date:  May 2017