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THE TOWERS SCHOOL

Special Educational Needs Policy - September 2008

Chairman of Governors : Mrs R Hawes

Headteacher : Mr M Ramsey

SENCO: Alison Plumb

AEN Governor : Mrs G Goodwin

Date Agreed : September 2008


Special Educational Needs Policy

Pupils have special educational needs if they have learning difficulties which call for special educational provision to be made for them. Pupils have learning difficulties if they:

  • Have a significantly greater difficulty in learning than the majority of children of the same age
  • 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

    • Pupils 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.

    This SEN policy details how this school will do its best to ensure that the necessary provision is made for any pupil who has special educational needs and those needs are made known to all who are likely to teach him. The school will use its best endeavours to ensure that teachers in the school are able to identify and provide for those pupils who have special educational needs to allow them to join in the activities of the school with pupils who do not have special educational needs, so far as is reasonably practical and compatible both with their receiving the special educational provision and with the efficient education of the pupils with whom they are educated.

    The school will have regard to the Revised Code of Practice 2001 and the Disabilities Discrimination Act 2005 (DDA) when carrying out its duties toward all pupils with special educational needs and ensure that parents are notified of a decision by the school that SEN provision is being made for their child.

    Partnership with parents plays a key role in enabling children and young people with SEN to achieve their potential. Young people with special educational needs often have a unique knowledge of their own needs, and their views about what sort of help they would like to help them make the most of their education will be ascertained. Where possible, pupils’ will be involved in target setting and identifying teaching and learning strategies which work for them. Their views will be considered in every aspect of their education.