Virgo Fidelis Convent Senior School
A Voluntary Aided
Mathematics & Computing
Specialist College11-18 Girls Only

SEN POLICY

Introduction

A student has a learning difficulty if she:-

A/. Has a significantly greater difficulty in learning than the majority of pupils of the same age.

B/. Has a disability, which either presents or hinders the student from making use of educational facilities of a kind provided for pupils of the same age in schools within the area of the LEA.

A pupil must not be regarded as having a learning difficulty solely because the language, or forms of language of the home are different from the language in which she is or will taught.

Special Educational provision means: - 

Educational provision, which is additional to, or from, otherwise different from the educational, made generally for pupils of this age.

Objectives

1. To identify and assess all pupils with special educational needs.

2. To make provision for all pupils with special educational needs by the most appropriate agency, working in partnership with the parents.

3. To request the LEA to make assessments and statements that will state the pupil's educational and non-educational needs in clear and thorough statements, the provision to he made and arrangements for monitoring and review within the presented time limits.

4. To ascertain the wishes of the pupil concerned, to be considered in the light of her age and understanding, therefore allowing the special educational provision to he more effective.

5. To work in close co-operation with all agencies concerned and adopt a multidisciplinary approach.

The Special Needs Co-ordinator (SENCO) at Virgo Fidelis is Deputy Headteacher Miss A. Mangan  

The importance of early identification, assessment and provision for any pupil who may have special needs cannot be overemphasised.  The earlier action is taken, the more responsive the pupil is likely to be, and the more readily can intervention be made without undue disruption to the organisation of the school.

Appropriate screening or assessment tools may be used to assist in identifying any pupil with special educational needs.  Virgo Fidelis is open and responsive to expressions of concern and information provided by the parents.

Care is taken to consider the pupil within the context of her home, language, culture and community.  The use of bilingual support staff, interpreters and translations, may be necessary to ensure the pupil and her parents fully understand the measures Virgo Fidelis has taken.  Virgo Fidelis will, as far as possible, use assessment tools, which are culturally neutral and useful for a range of ethnic groups.  

Virgo Fidelis recognises the identification of special educational needs may be alarming to parents and therefore will attempt to create a positive working relationship with parents, Pupils, the health services, the LEA and the social Services Department to ensure the effective implementation of the school based stages of assessment and provision.  Virgo Fidelis understands that a pupil's progress will be diminished if their parents are not seen as partners in the educational process and if the views and wishes of the pupil are not heard.  Virgo Fidelis believes by involving the pupils in the programme, discussing the purpose of a particular assessment arrangements ' can contribute to an improved self-image and greater self-confidence.

A pupil's difficulty at school may be related to a medical condition, disability or development delay.  Conditions such as hearing loss, visual impairment may, if undiagnosed, may lead to the pupil losing interest and becoming alienated.

Special Educational Needs

support services.

Such services include; specialist teachers of pupils with hearing, visual, speech and language impairments, teachers in a more general learning and behaviour support services, educational psychologists and advisors or teachers with a knowledge of information technology for children with special educational needs.

A staged model.

Stage 1. gathering information and increased differentiation within the pupil's normal classroom.

Stage 2. production of an individual educational plan.

Stage 3. involvement of specialists from outside the school.

Should a pupil not progress satisfactorily at Stage 3, outside specialists will help the school to consider whether the pupil is likely to meet the criteria for statutory assessment by the LEA.

Virgo Fidelis will always inform parents about any special help that their daughter received and the outcome of that help.

Before making an assessment the LEA must write to the pupil's parents in order to explain their proposal.  The LEA must also inform the parents of the procedure to he followed making an assessment, of the name of the officer of the authority from whom further information may be obtained, and of the right to make representation and to submit written evidence within the given time limit, which must not be less than 29 days.  

A statement should not be disclosed without the consent of the pupil's carer/ parent/s except for certain statutory purposes in the interests of the pupil. (Regulation 19).

Statutory purposes include:

A SEN tribunal when parents appeal.

Secretary of State if parents make a complaint to him or her.

Of the order of any Court or for the purpose of any criminal proceedings.

The Children Act 1989 relating to safeguarding and promoting the welfare of children.

OFSTED inspection teams.

The interest of the pupil includes provision of information to the pupil's school and teachers.  It is important that teachers working closely with the pupil should have a full knowledge of the pupil's statement; so too should the Careers Service Officers who provide careers guidance to the pupil's school and those who participate in the reviews of the pupil's statement.

Personal and Social Education Policy

The Education Reform Act (1988) states that the curriculum should:

• be balanced and broadly based

• promote the spiritual, moral, cultural, mental and physical development of pupils at school and in society

• prepare pupils for the opportunities, responsibilities and experiences of adult life.

The underlying aims of the programme offered at Virgo Fidelis are to encourage pupils to;

• develop mutual respect and support

• think about issues and make informed opinions

• be aware of and care for others and for the environment

• talk about feelings and be sensitive to the feelings of others

• be constructively critical and questioning

• be responsible for their behaviour and learning.

The programme develops four major themes;

• personal relationships

• health and safety

• social awareness

• personal management

The school curriculum should;

1. promote the spiritual, moral, cultural mental and physical development of pupils at the school, in their family and in society

2. prepare such pupils for the opportunities, responsibilities and experiences of adult life.

Sex education must be provided in such a manner as to encourage pupils to have regard to moral considerations and the value of family life.  This will take place primarily in religious education.

Sex education should provide knowledge about loving relationships, human sexuality, the nature of sexuality and the process of human reproduction.  This should take place within a clear framework of values and an awareness of the law on sexual behaviour and the teaching of the Roman Catholic Church.

A written statement should be available to parents.  It should he emphasised that parents are the key figures in helping their children to cope with the emotional and physical aspect of growing up and in preparing them for the challenges and responsibilities which sexual maturity brings.

Any work on sex education must take place in partnership with parents.

Pupils should be encouraged to appreciate the value of a stable family life, marriage and the responsibilities of parenthood.

Teachers must acknowledge that many children come from backgrounds not reflecting such values and experiences.  All staff must reflect the Roman Catholic attitudes in teaching sexual matters whether the teaching is implicit or explicit.

Pupils should be helped to consider the importance of;

• Self-restraint.

• Dignity.

• Respect for themselves and others.

• Acceptance of responsibility.

• Sensitivity towards the needs of others.
• Loyalty and Fidelity.

Any doubts, fears and anxieties the pupils may have in this matter need to he resolved by having access to appropriate Counselling.

Pupils need to recognise the physical, emotional, moral implications and risks of certain types of behaviour.  This should lead them to accept that both sexes must behave responsibly in sexual matters.

Parents have the right to withdraw their daughter from the sex education programme, except from the Science Curriculum.  If a request is made parents will be invited to discuss their concerns with the Headteacher.

PROCEDURES TO DEAL WITH COMPLAINTS ABOUT THE SCHOOL, CURRICULUM AND OTHER MATTERS IS AVAILABLE ON REQUEST, COMPLETE VERSIONS OF ALL POLICIES ARE AVAILABLE FROM THE OFFICE.