SEND Policy

SEND Policy

Prasarnmit Primary International Program (PPiP)
Special Educational Needs and Disability Policy

Reviewed by: Anastasia Adams
Review Period: 2 years     
Date Adopted: May 2016
Next Review: May 2018

Our School Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Definition of SEN/D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .  2 & 3
Types of Special Educational Needs/Disabilities. . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, 4 & 5
Aims. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 & 6
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Named Person. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Coordination of Provision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Educational Inclusion  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 & 7
Assessment and Provision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 & 8
Facilities and SEN/D Training . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 & 9
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Curriculum Access and Social Integration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Evaluating Success. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Link with Parents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 & 10
Our School Vision
The creation of our school vision involved the whole school community. Prasarnmit Primary International Program (PPiP) is a nurturing, inclusive school that provides children with the knowledge and skills to prepare them for their future in an ever changing world.
At PPiP, we educate and support the whole child by providing opportunities for each child to find and nurture their own unique talents and abilities. At PPiP we offer a safe environment that promotes tolerance and respect as part of an international community. We motivate our students to be happy and confident learners. We create a culture of accomplishment within a vibrant and stimulating learning environment ensuring positive reinforcement at all levels of ability through appropriately differentiated expectations. Children strive to reach their full potential and become independent learners through an engaging and creative curriculum. Our vision is for PPiP pupils to become lifelong learners, who are able to use their own initiative to encourage themselves to grow in confidence and become positive contributors to society. 
This policy is a statement that details the aims, objectives and strategies for provision for children with SEN/D at PPiP. Official guidelines have been taken into consideration when developing and forming this policy.
This policy provides teachers and parents and/or guardians with a frame work in which identification and provision for children with Special Educational Needs/Disabilities can follow. This policy was written in the interest of benefitting the whole school community and to ensure that everyone is aware of the strategies and underlying principles.
Definition of SEN/D
According to the The Special Educational Need and Disability Code of Practice 2014 and the Children and Families Act 2014, Special Educational Needs/Disabilities is defined as:
‘A child or young person has special educational needs (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 young person has a learning difficulty or
disability if he or she:

  1. has a significantly greater difficulty in learning than the majority of others of the same age, OR
  2. has a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions.
For children aged two or more, special educational needs provision is educational
or training provision that is additional to or different from that made generally for
other children or young people of the same age by mainstream schools,
maintained nursery schools, maintained post-16 institutions or by relevant early
years providers.

It is possible for a child to have disability and not have SEN and therefore possible to be disabled under the Equality Act. Many children who have SEN may have a disability under the Equality Act 2010. This is defined as:
‘…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.
With this definition it provides a relatively low threshold and therefore includes many more children than many realise. Within this, ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. Children and young people that have sensory impairments such as those with sight or hears difficulties, or long-term health conditions such as asthma, diabetes, epilepsy etc, are included within this definition. Children or young people with these conditions are not necessarily SEN however there is a significant overlap between children with a disability and special educational need(s).
Types of Special Educational Needs/Disabilities
Communication and Interaction
Speech, language and communication needs (SLCN) is a difficulty in communicating with others. Children or young people with this condition may have difficulty in saying what they want, understanding what is being said or do not understand social rules and concepts. Each case of SLCN is different and therefore each child needs to have a specialised plan of how teachers and adults can help the child. These needs can change over time and may include one, some or all aspects of SCLN.
Children and young people with Autistic Spectrum Disorder (ASD) including Aspergers Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
(6.28, 2014 DfE)
Cognition and Learning
Children and young people can have difficulties with progression in class, even when provisions are already in place such as differentiation. Support maybe required for those children who are learning and developing at a slower pace then the rest of their peers. Learning difficulties cover a wide range of needs and can all be very different for each case. Within learning difficulties it includes; Moderate learning difficulties (MLD), Severe learning difficulties (SLD) - where children are more likely to need support in all areas of the curriculum - through to Profound and multiple learning difficulties (PMLD) - where children are like to have severe and complex learning difficulties accompanied with a physical or sensory impairment.
Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
(6.30, 2014 DfE)
Social, Mental and Emotional Health (SMEH)
This area includes children or young people who experience a wide range of social and emotional difficulties. These can be manifested in a wide variety of ways such as; becoming withdrawn or isolated, displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect some underlying mental health issues, for example, anxiety, depression, self-harm, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children can have other disorders such as Attention Deficit Disorder (ADD), Attention Deficit Hyperactive Disorder (ADHD) or Attachment Disorder (AD).
Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils. The Department for Education publishes guidance on managing pupilsmental health and behaviour difficulties in school.
(6.32, 2014 DfE)
Sensory and/or Physical Needs
There are cases of children or young people requiring a special educational provision because they have a disability that prevents or hinders them from making use of the educational facilities available to them. However, these difficulties can be age related and can fluctuate over time. Children or young people can have difficulties with Vision impairment (VI), Hearing impairment (HI), or a Multi-sensory impairment (MSI). All of these require specialist support and/or equipment to access their learning. Children with MSI have a combination of vision and hearing difficulties.
Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.
(6.34, 2014 DfE)
Types of SEN may co-exist.
Medical Conditions
Children with medical conditions are supported within schools. Individual healthcare plans can be introduced to specify the type and level of support required to meet the needs of such individuals. Those children who also have SEN, a personal provision is planned and carried out in a coordinated way in line with the individual healthcare plan. PPiP ensures that there is support and guidance with children where medication is administered. See also Health and Safety Policy for administering of medications.
At PPiP, we welcome all children including those with SEN/D, to our community. We aim to ensure that all children are able to have access and an equal opportunity to education and the curriculum.
Within PPiP, all teachers recognise that some children require additional support to ensure that they are able to engage with the curriculum. We aim to ensure that the needs of the child are identified and assessed, using these to provide suitable and appropriate support strategies to meet their needs. Additional support and advice from an external specialist will be sought where necessary.
At PPiP, we encourage and appreciate the vital role of parents/guardians in the identification, assessment and response to their child’s special educational needs. We aim to have a close partnership with the child’s parents/guardians, valuing their views and contributions, ensuring that we keep them fully informed of their child’s education.
With a strong partnership with parents/guardians, we can ensure that the child’s needs are being met. We create this by:
  • working effectively with specialists to support children and their carers
  • give parents/guardians opportunities to be actively involved with their child’s education
  • give parents/guardians a valued role within supporting their child’s education
  • ensure parents/guardians feel welcomed and are able to talk about their child’s needs with appropriate members of staff comfortably
  • encourage parents/guardians to inform the school and appropriate staff of any difficulties they may be or perceive to be having, or any other additional needs that may need addressing
  • create a strong focus on the child’s strengths as well as the areas of need
  • allow parents/guardians to have opportunities to discuss ways in which they and PPiP can can help their child
  • discussing and agreeing targets for the child
  • ensuring that parents/guardians are fully informed and provide support during assessment and any related decision-making process about SEN/D provision
At PPiP, we believe that it is important to have the involvement of the child, where possible, taking into account their views and opinions. We understand that all pupils have the right to be involved in making decisions, exercising choice (SEN/D Code of Practice). All pupils will be involved join the monitoring and the reviewing of their progress. We endeavour to fully engage all pupils by encouraging them to:
  • give and explain their views about their education and learning
  • engage in individual target setting across the curriculum
  • engage in the process of self-review and set new targets
We aim to create an effective collaboration between all parties and to create a multi-disciplinary approach towards meeting the children’s special educational needs.
At PPiP, we have the following objects to ensure that all children have the ability to access the curriculum and to progress their education:
  1. To identify and provide support and assistance for pupils who have special educational needs/disabilities
  2. To work within the SEN/D Code of Practice 2014
  3. To operate an approach to assist in the management and provision for the support of special educational needs/disabilities
  4. To provide a Special Educational Needs Co-ordinator (SENCo) who will work with children and within the classrooms
  5. To provide support and advice for all staff and parents/guardians for those working with children with special educational needs/disabilities
Named Person
The named person within PPiP who is responsible for the day-to-day provision of education for children with SEN/D is Kitpiwan Chotivichien.
Coordination of Provision
At PPiP, the Special Educational Needs Coordinator is responsible for:
  • Overseeing the day-to-day operations of PPiP’s SEN/D Policy
  • Coordinate provisions for the children with SEN/D
  • Liaising with and advising fellow teachers
  • Managing learning support staff
  • Overseeing records of all children with SEN/D
  • Liaising with parents/guardians of children with SEN/D
  • Contributing to staff training
  • Liaising with external specialists
  • Reporting to management
Educational Inclusion
PPiP aims to offer excellence and choice to all of our children and their parents/guardians, whatever the ability or need. The teachers at PPiP take into consideration ‘Every Child Matters’, the Disability Discrimination Act 2005 and Race Equality. With these, we have high expectations of our all of our children. As an international school, we aim to break down barriers to learning and participation, ensuring that all children within our school community feel valued. Through appropriate curricular provision, the respect fully that children:
  • Provide different educational and behavioural needs
  • Require different teaching and learning strategies
  • Acquire and communicate information at different rates
  • Need a range of teaching approaches and experiences
Teachers respond to the needs of the children by:
  • Provide support for children who need to help with communication, language and literacy
  • Planning to develop a child’s understanding through the use of all available senses and experiences
  • Planning for a child’s full participation in learning, and in physical and practical activities
  • Helping children manage their behaviour and take part in learning safely and effectively
  • Helping individuals manage their emotions, in particular, trauma and stress, and to take part in learning.
Assessment and Provision
At PPiP we want to make sure that all assessments and provisions are of the highest quality. Quality First Teaching is an entitlement for every child. The Code of Practice emphasises the need to identify pupils at the earliest possible time (COP, p46, paragraph 5:11).
When applying for the school, parents should identify any problems that may concern them. This is the first opportunity to share their child’s development. If we feel it is necessary, we arrange a meeting prior to the child coming to school to discuss these concerns.
In Early Years Foundation Stage, we believe it is vital to ensure that all children are screened to ensure that the children are meeting the age-related targets. By screening children regularly throughout the year, it allows up to identify any concerns as early as possible. Through these screenings, it gives foundation stage staff and SENCo a baseline to enable monitoring of progress.
Children are assessed at PPiP through two types of assessment. Children are assessed informally through their class teachers and co teachers through general assessment, and also through formal assessment through the SEN/D team. Children who are not meeting age-related expectations are monitored by relevant staff in school with appropriate resources. Assessment for learning, attention to learning styles, preparatory and over teaching will resolve many issues for learners. Having a high quality, differentiated learning for individuals is the first step to responding to children who may have SEN/D. The school regularly and systematically reviews the teaching for all pupils.
The child’s class teachers will ensure that provisions are in place to ensure that there is additional and different teaching and learning methods in action from that of the part of the usual curriculum has to offer. This will enable children who are not working at age related expectations to learn more effectively. Whatever the level of difficulty the key test of how far the learning needs are being met is whether the child is making expected progress. Expected progress can be defined in a number of ways:
  • The gap between the child and their peers closes
  • Prevention of the attainment gap becoming wider
  • Similar baseline test results to that of the child’s peers but less that that of the majority of peers
  • Matches or betters the child’s previous rate of progress
  • Demonstration of improved self-help, social or personal skills
  • Demonstration of improved attitude and behaviour for learning
Throughout the school, children will be formally assessed. Once a teacher has expressed a concern about a pupil they will discuss this with the SENCo. Evidence will be collected in all aspects of the curriculum and social and emotional. These children will be put on a record to ensure that they are recognised as a child who may need extra support. All details will be recorded on our Record of Concern (RoC). This will then be reviewed regular by the class teacher.
After identification, children will with receive interventions to address the area of concern. Interventions will be decided from a teacher’s or others’ concern, underpinned by evidence, about a child who despite receiving differentiated learning opportunities:
  • is showing evidence of making little or no progress when teaching approaches are targeted particularly in a child’s identified area of weakness
  • shows signs of having difficulty in developing their literacy and mathematical skills which result in poor attainment in some curriculum areas
  • presents persistent emotional or behavioural difficulties which are not modified by the positive behaviour management techniques usually employed within the school
  • is displaying sensory or physical problems, and continues to make little or no progress despite the provisions of a differentiated, accessible curriculum
If the child is still having difficulties even after interventions and a differentiated curriculum, the SEN/D team will become more involved. The child with undergo a full assessment to identify specific areas of difficulty and an Individual Education Plan (IEP) or a School Based Support Plan will be written for the child along with strategies to help the child improve in the identified areas of concern. Relevant staff working with the child will be informed of the areas of concern and the targets and strategies put in place to help the child to ensure that the child gets continuous support. Targets will be set for the child and will be reviewed and adjusted termly by the class teacher. The child and their parents/guardians will be present when setting and reviewing targets.
If the class teacher and the SENCo feels that the child is still not making any adequate progress, despite all the measures put in place, then a more specialised input may be required. External professionals may be called upon to advise and assist in meeting the child’s needs.
Facilities and SEN/D Training
The SEN/D office is based on the 3rd floor in PPiP and the SEN/D team can be found here to advise with any queries and guidance for supporting children with special educational needs/disabilities.
Although the school is over 3 floors currently, all floors are accessible via a lift. All classroom are suitably accessible for children with SEN/D.
We strive to ensure that our SEN/D team have the most current knowledge in methods for supporting all of out special needs children. The SENCo team will be able to access training to ensure knowledge and skills are up to date. Training for other staff members will be available to ensure that all classroom teachers have basic knowledge in working and supporting children with special educational needs.
The director and SENCo will ensure that staff meetings are being held being held to discuss pupil progress and support. Newly Qualified teachers and newly appointed staff will meet with the SENCo during their first term to be introduced to the school’s SEN/D policy and procedures as part of their induction programme. As well as this, SENCo will meet with the class teachers individually to introduce and discuss new support packages for individual children. When required, the SENCo will meet personally with external professionals to exchange information, provide individual training and to gain valuable insight.
The school is able to provide funding for ensuring that provisions are in place for children with special educational needs. The SENCo will be appointed the role of ensuring that resources and support staff are available for class teachers and children.
Curriculum Access and Social Integration
Children at PPiP with special educational needs are regarded as full members of the school community. We strive to make our provision fully inclusive regardless of the child’s individual needs and support. Children have full access to the environment, curriculum, resources, staffing, activities and peer group integrations. If access to any of the above ares poses some difficulty to our children then additional strategies will be implemented. The curriculum is planed to meet all known needs of all the children and can be modified further on short term planning to meet the specific needs of an individual.
Evaluating Success
The SEN/D is continually assessing and reviewing the progress if the children on the SEN/D register. Targets are set regularly and progress is closely monitored. Detailed records are kept on every child at every stage and parents/guardians are are gib the opportunity to discuss the children’s progress on a regular basis. Classroom teachers keep the SEN/D teams informed on how the children are progressing within the classroom setting.
SEN/D provision and interventions are all recorded on provision maps, which are updated when the interventions change. These are updated by the class teacher and are monitored by SENCo. These reflect the information which was passed on by the SENCo at the beginning of the academic year and are adapted following assessments. Interventions are closely monitored and are evaluated termly by the SENCo. The information from these are fed back to the staff and parents/guardians. This helps identify if the provisions in place are effective for the child. Pupils are removed from the SEN/C register when they are considered appropriate with the agreement of class teachers and SENCo.
The success of the implementation of the school’s SEN/D Policy will be reported to the parents through higher management.
Links with Parents
PPiP believes that it is important to build and maintain a close working relationship with parents/guardians. This relationship is vital in order to ensure:
  1. early and accurate identification and assessment of SEN/D leading to appropriate intervention and provision
  2. continuing social and academic progress of children with SEN/D
  3. personal and academic targets are set and met effectively
Before a child starts PPiP, the child’s parents/guardians will be informed of the work of the SEN/D department. Once the child is on roll, the SENCo will talk to the parents/guardians if their child is experience difficulties of any kind. Parents are encouraged to be full partners in their child’s education. We encourage a great emphasis on parental support.
Formal appointments can be arranged with the SENCo, as well as class teachers, as part of the parent teacher meetings.
We aim to have ‘open door’ policy and try to see parents as soon as well can, in order to alleviate any problems quickly. Concerns about SEN/D provision should be addressed initially to the SENCo or a senior member of staff who will respond by meeting with the parents/guardians to discuss the situation.