· Determine the use of financial resources, staffing levels and staff deployment.
· Ensure staff development, in-service planning for Governors, teachers and teaching assistants.
· Establish policies on class organisation and pupil groupings with staff. Monitor data analysis and report back to governors
· Have regard to the Code of Practice in all decisions.
· Establish the appropriate staffing and funding arrangements and maintain an overview of the school’s work.
· Ensure that necessary provision is made for any pupil who has special educational needs and that all pupils are fully included.
· Ensure a consistent whole school approach to special needs.
· Ensure that relevant background information about individual children with special educational needs is collated, recorded and updated.
· Maintain the upkeep of an appropriate special educational needs register and review when necessary (updated & shared with staff at least termly)
· Seek advice and support and liaise with outside agencies
· Maintain a provision map to show who is being supported and how
· Arrange formal reviews
· Monitor provision for SEN pupils and support class teachers in the identification, assessment, planning and evaluation process
· Write Higher Level Need and Additional Family Need bids when appropriate in liaison with staff
· Liaise with SENCOs at new/secondary schools
· Monitor the use of, maintain and develop SEN resources
· Contribute to the in-service training of staff
· Ensure that all documentation is prepared in time to meet any deadlines.
· Ensure that all statutory guidelines are adhered to.
· Take responsibility for the needs of all their children
· Ensure planning is fully inclusive and that support staff have copies of planning in advance
· Implement in-class support and differentiate the teaching the National Curriculum
· Liaise with TAs to ensure they have a full understanding of individual needs and that pupils are supported appropriately
· Implement appropriate wave interventions
· Be responsible for initial identification, assessment, planning and evaluation to meet individual needs
· Meet termly with the assessment coordinator and Headteacher to monitor the progress of vulnerable pupils and act upon their findings to ‘close the gap’ in learning
· Complete concern forms, review sheets and Individual Behaviour Plans
· Be involved with consultation and planning with parents and SENCO and attend review meetings
· Where appropriate, share with the individual their learning targets and enable them to participate in decision making regarding their special needs
· Liaise with Class teachers to ensure they have a full understanding of individual needs and that pupils are supported appropriately
· Support children to achieve their targets
· Implement interventions, monitor their impact and feedback to the class teacher
· Work with groups and individuals to help them become independent learners
· Attend review meetings when necessary
At Tonge Moor, we strive to support all children to achieve their very best by:
· Being committed to giving all of our children every opportunity to achieve the highest of standards.
· Ensuring we take account of the achievements, attitudes and well-being of all our children
· Ensuring that all children, regardless of their abilities or disabilities, have full and equal access to all areas of the curriculum and are fully integrated into all aspects of school life
· To identify and provide for pupils who have special educational needs and other needs.
· To work to the guidelines set out in the Code of Practice.
· To operate a ‘whole pupil’ approach to the management of special educational needs.
· To provide support and advice for all staff working with special needs pupils.
· To develop and maintain partnerships with parents
· To ensure equal access to curricular and extra-curricular activities for all pupils.
Identifying pupils with SEN – a graduated approach.
· Difficulties in the following areas may lead to a child being identified with SEN:
· Communication and Interaction
· Cognition and Learning
· Social, mental and emotional health
· Sensory and/or physical
· Pupils are identified by carrying out a detailed assessment of each child and their situation at the earliest opportunity to make an accurate and ongoing assessment of their needs. This includes an early assessment of speech and language by a qualified Speech and Language therapist, liaising with any health professionals involved on entry.