Promoting Positive Behaviour
Our Academy is founded upon a belief in the uniqueness of the individual.
We seek to develop each individual’s strengths, whilst bringing weaknesses into balance. This can only happen if there is respect for each other and for the whole community.
Out of such respect a caring, friendly and fair community can evolve in which everyone is able to work and learn alongside each other without prejudice.
The behaviour expected in our Academy should reflect this statement.
Working with Behaviour 2011-12
- Introduction of Quiet Working Room (from September 2011) to meet the needs of pupils whose behaviour is best met by supportive rather than punitive measures.
- Review of the Behaviour Policy Code & Procedure (September 2011), including clarification of the discipline system that returns classroom management to the skills of the individual teacher.
- Differentiation of poor behaviour indicated in the discipline system (blue or yellow slips) and teacher training to implement this effectively.
- Introduction of whole school class ‘low-level disruption log’ that follows classes from lesson to lesson, noting incidents of minor disruptive behaviour. Cumulatively, these can lead pupils to the discipline system.
- Staff INSET day on positive behaviour and classroom management techniques .
- Anti-bullying week ‘Main Lesson’ theme for Class 5 (2011-2012).
- Cyber-bullying awareness workshop for Classes 5, 6 and 7 (July 2012).
- A monthly teacher workshop looking at behaviour and classroom management, and sharing practice, was held through the Summer 2012.
- Introduction and maintenance of after-school clubs in netball, running, fitness circuits, and chess since Spring 2012.
SEN Governors Report
(Prepared by the School under the Education (SEN) Information England Regulations 1999)No 2506)
Schedule 1 Information for Maintained Schools. Basic Information about the school Special Education Provisions – Please refer to the full SEN policy available in the download policy section.
To support pupils’ learning and access to the education. All pupils will participate in the main lessons and majority of subject lessons, regular routines and activities of their class, though these may be modified to meet individual needs.
Our policy accords with the 2002 SEN Code of Practice.
We aim to identify as early as possible any pupil with SEN. We will follow the SEN Code of Practice guidelines to ensure a graduated response to identification and assessment of children with SEN, and work in partnership with parents to provide an Individual Education Plan, or Individual Behaviour Plan which will be reviewed at least twice a year. An SEN Register is kept.
2. The SENCOs for this setting, who have responsibility for the day to day operation of the SEN policy are Jill Tate, Alison Gebert and Karen Fielding. Jill Tate is responsible for secondary age pupils, Alison Gebert for primary and Karen Fielding for Early Years.
3. School Action
Where differentiation alone is not deemed adequate to meet the child’s needs the relevant SENCo will become involved and the pupil’s name will be entered on the SEN Register.
l a thorough assessment of the child’s needs may be carried out by a Learning Support teacher and an IEP (Individual Education Plan) or IBP (Individual Behaviour Plan) drawn up.
l Therapies and medication may be recommended by the school doctor.
l Learning support lessons may begin upon their ability to reap the full benefit of the education offered by Steiner Academy Hereford. (see policy for more details)
4. New Children
Children entering the school from Class 3 may be assessed for; coordination and balance, dominance, auditory and visual discrimination, spelling, reading and maths.
5. The Academy provides withdrawn (from class) individual and small group support for literacy and numeracy. In addition extra outdoor activities are provided by our specialism.
6. SEN pupils benefit from teaching assistants in most classes, including dedicated TA’s as necessary. Additional provision is provided to meet medical needs. Upper storey classrooms are accessible via the lift from the entrance foyer. All ground floor classes are accessible (see Academy Accessiblity Plan).
7-8. Identification and Assessment
The Steiner Academy Hereford understands the importance of early identification and assessment of children with SEN. In practice, the precise causes of special needs may be varied, multiple and, in some cases, hard to identify. Assessment considers SpLD, emotional and behavioural difficulties, physical disabilities, sensory impairments and medical disorders.
Class screening Early identification of learning difficulties is carried out through a comprehensive screening process at the end of class 2. Thereafter, screening tests are administered annually (see policy for details)
9. SEN pupils are fully included wherever possible in a broad and balanced Steiner curriculum.
10-11. The Academy has a dedicated SEN governor who monitors the screening results and progress summaries. The governors make regular visits to classes.
12. Complaints Procedure If a parent or carer has a concern related to Special Education Needs, the Steiner Academy Hereford has a ‘Sharing Concerns Procedure’ which should be followed, with involvement of the relevant SENco.
13. A SENco budget has been made available for in-service training of support staff.
14 and 17. External agencies currently working with the school
- Specialist teacher for the deaf
- Speech and language therapist
- Local Authority SEN team
- Independent Education Psychologist
- CLD counselling (on-site)
- PSHE Advisors from NHS
- Paediatric Diabetes Specialist NHS
- Educational Welfare Officer
- Common Assessment Framework
- Social Services
- The Kite Centre (occupational therapy)
- Bereavement Councillors
15. Close links with parents are very much encouraged and volunteer opportunities are provided
16. Inter school transfers. With parental permission, relevant information will be sent from this school to the new setting which the child will be attending. With parental permission, the new setting’s staff are welcome to visit and observe a session and discuss the child.
Post 16 transitions pupils receive specialist careers guidance which is offered alongside taster sessions and interviews at local colleges. Pupils with a Statement of SEN receive specific statutory guidance and transfer documentation.