Home › Learning at CWBS ›

Special Educational Needs Policy

A policy to promote the successful inclusion of students with Special Educational Needs at Clearwater Bay School.

Date of policy: January 2009

1.  Relationship of School SEN Policy to ESF SEN policy and guidance

Introduction

This policy is constructed in line with the requirements of The English Schools Foundation (ESF) Special Educational Needs (SEN) Policy (2007) and supporting ESF SEN Guidance for implementing the SEN policy (2008).  It reflects international best practice in Codes of Practice for special educational needs.

Part A: Basic information about the school’s SEN provision

2.  School SEN specification

The provision for students with special educational needs in Clearwater Bay School is within the context of the ESF SEN policy (2007) and subvented funding for SEN.  ESF schools support students across the continuum of SEN through the Levels of Adjustment and Model of Differentiation, with the majority of students having their needs met in the mainstream with support, while some students have integration opportunities from within the Learning Support Class.

This school provides for mainstream and LSC special needs students in line with the ESF SEN policy (2007). Students whose individual needs require less extensive adaptations to teaching and learning are catered for within mainstream classes (Classroom Differentiation). 

3 ESF definition of Special Needs

The ESF definition of Special Needs (SEN Policy, 2007)

Students have special education needs if they have a learning difficulty that calls for special education provision to be made for them.

Students have a learning difficulty if they:

  • have a significantly greater difficulty in learning than the majority of students of the same age; or
  • have a disability which either prevents or hinders them from making use of educational facilities of a kind provided in ESF schools for students of the same age.

A student must not be regarded as having a learning difficulty solely because the language or medium of communication of the home is different from the language in which he or she is or will be taught.

4 ESF definition of Special Educational Needs Provision

Special Educational Needs Provision means:

For a student of 5 or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for students of the student’s age in ESF schools.

5 The School’s principles for its SEN provision

The school’s principles

The school aims to provide for its students with special educational needs whilst encouraging integration in class and school activities. They will be offered full access to a broad, balanced and relevant education, including an appropriate curriculum. Each student is given the opportunity to achieve their personal best and to become a confident learner and they will have their views sought and taken into account. Students with special educational needs are included with their peers wherever possible. We recognise that special educational needs are the responsibility of all staff and aim to develop the skills of all. Parents have a vital role to play in supporting the student’s education.

  • CWBS will offer a high quality education to all its students.
  • CWBS can only educate our students well if we identify and meet their individual needs  and talents and place them in the most appropriate educational setting.
  • CWBS will work in partnership with parents / carers in the best interest of the student.
  • The process of identifying and addressing the special educational needs of students will be clear, transparent and consistent.
  • Educational resources will be allocated equitably and used effectively and efficiently.
  • We will recognize the right of students and young people to participate in decision making and will encourage student involvement in the process whenever possible.

6 The school’s objectives for SEN provision

Objectives

  • To manage resources, in line with ESF policy, to ensure all students’ needs are met.
  • To identify students as early as possible with special educational needs and disabilities and ensure that their needs are met.
  • To ensure that students with special educational needs and disabilities join in with the activities of the school where appropriate.
  • To ensure that all students make the best possible progress which will be monitored and reviewed regularly.
  • To ensure parents are informed of their student’s special needs and that there is effective communication and that a good partnership exists between parents and school.
  • To ensure that students express their views and are fully involved in decisions which affect their education.
  • To promote effective partnership and involve outside agencies when appropriate.
  • To annually review Student Support Plans (SSP) and Individual Education Plans (IEP) in accordance with the ESF Guidance for implementation of the ESF SEN policy, 2008
  • To provide appropriate training for those involved in the implementation of the policy.

 7 Person(s) responsible for the school’s SEN provision

At Clearwater Bay School there is an: Individual Needs Coordinator ; Individual Needs teacher (SENCo); and a Learning Support Class manager.

8 School’s arrangements for the coordination of the SEN provision

The LSC Manager is responsible for:

  • overseeing the day-to-day operation of the SEN policy
  • co-ordinating provision for students in the LSC
  • management of the LSC EAs
  • ensuring there is liaison with parents and other professionals for students in the LSC
  • advising and supporting other practitioners in the school
  • contributing to the CPD of the staff
  • ensuring that appropriate IEP’s are in place
  • coordinating Annual Reviews
  • liaising with external agencies including the Therapy provision and Educational

Psychology Services

  • liaising with SMT and the school SEN Manager

The SENCo is responsible for:

  • overseeing the day-today operation of the SEN policy
  • co-ordinating provision for students with SEN in the mainstream
  • ensuring there is liaison with parents and other professionals in respect of students with SEN
  • supporting the professional development of EAs so they can fulfill their commitment to SEN students
  • advising and supporting other practitioners in the school
  • contributing to the CPD of the staff
  • ensuring that appropriate Student Support Plans are in place, that relevant background information about students with SEN is collected, recorded and updated
  • liaising with external agencies including the Therapy provision and Educational Psychology Services
  • liaising with SMT and the Learning Support Class manager

9 School’s admission arrangements for students with SEN

The admissions arrangements for students with SEN fall within the usual admissions procedures for all students to ESF schools.

Clearwater Bay school follows the ESF framework for identifying and developing accommodations and adjustments for students with disabilities.

The ESF may request parents, under certain circumstances, to fund an Educational Assistant to support their child, so they may be offered a mainstream place

There are 3 types of needs where this may be necessary :

  • Health and personal care needs.

Students whose health or personal care needs are such that they cannot safely access or  participate in school without EA support. This support may not be required all the time the student is at school but is required on a persistent ongoing basis. EAs undertaking this work may require specialist skills. An example would be a student with a severe physical disability who requires assistance with toileting and eating while at school.

  • The safety of students and staff.

Students with SEN and/or a disability whose behaviour may pose a threat to their own, other students’ or staff members’ safety and who require ongoing support to manage this behaviour in the school setting.

This issue may arise only in the context of particular curriculum areas (e.g. P.E.) or it may be more pervasive and affect all aspects of the student’s life at school.

In the latter situation, the appropriateness of the school placement may need to be considered in the longer term.

  • Curriculum access.

EAs can be used to support a student in accessing the curriculum. This support may take a variety of forms. It may involve working with a student in a small group or large class to facilitate their participation in teaching programmes. For instance, the EA may support students in accessing texts or in developing written response; they may assist students in remaining focused and on task or the EA may work with students developing appropriate social skills.

10 The school’s facilities for the provision for students with SEN

Physical Provision

The school has a lift in order to facilitate access to every level, there are adapted doorways, ramps, and toilets and the LSC is based on the ground floor.

Interventions / Programs

A range of strategies is employed to ensure that the school meets the needs of students with special educational needs. The SENCo will offer advice to class teachers regarding individual students.

There are some short and long term intervention programs running throughout the year, these include: in class or withdrawal of small groups work for Individual Needs students, particularly during literacy and numeracy lessons; In-class or withdrawal support by the SENCo. The programs we are resourced and can run relate to literacy, (reading comprehension, reading fluency, handwriting, spelling, phonemic awareness and pre-phonemic awareness), numeracy, working memory, Listening and thinking skills.

CWBS work with Occupational Therapists and Speech Therapists who support the students in school or privately outside of school. We offer a comprehensive screening program to the year 1 and 2 students.

There is provision of a well-resourced Learning support classroom with access to students both on the SEN and LSC registers.

Support

In the year 1,2 and 3 each class of 30 children has one teacher and one full time Educational Assistant. In the year 4, 5 and 6 each class of 30 children has one teacher supported by a part time Educational Assistant. The majority of the children have to receive support within this provision.

11 School’s policy statement on Disability & Discrimination awareness

ESF sets out its commitment to inclusion of students in the ESF SEN policy (2007) – “In our schools there are students who may require support in order to gain access to and participate in a broad balanced curriculum. These students are likely to have a disability which will interact with their educational environment such that they require significant special educational support in order to be successful. ESF is committed to supporting these students.” In addition to LSC and JCSRS provision for students with more pronounced SEN, ESF is committed to supporting students with SEN in the mainstream, in so far as its resources enable this. ESF is committed to providing the latter type of support for up to 5% of its total student population while recognizing that a greater number of students, perhaps another 5% are supported by classroom teachers.

The ESF SEN policy (2007) sets out the Levels of Adjustments, which determine whether a student’s needs can best be met in the mainstream with support, a Learning Support Class (LSC) or The Jockey Club Sarah Roe School (JCSRS).

Part B: Information about the school’s policies for the identification, assessment and provision for all students with special educational needs

12 Allocation of resources for SEN provision

SEN provision in Clearwater Bay School is funded from the school’s overall budget. Support is graduated according to needs using the ESF Levels of Adjustment and Model of Differentiation. Provision in CWBS Learning Support Class has additional funding through subvention from the Hong Kong Education Bureau, on an agreed formula. A proportion of the Individual Needs and LSC budgets is allocated for resources these include:

  • A range of materials to support different learning needs and styles which link to the school’s Behaviour and Curriculum Framework.
  • Various technological aids
  • Augmentative communication
  • Visual supports and materials specifically to support students with ASD.
  • Age-appropriate and developmentally sound materials to support literacy and numeracy.
  • Books and games with positive images of students with special educational needs.

13 Identification, assessment and review of students with SEN

The school’s identification, assessment, monitoring and review procedures reflect the ESF Guidance for implementation of the ESF SEN policy (2008). The school is committed to early identification of special educational need and adopts a graduated response to meeting special educational need in line with the ESF SEN policy. A range of evidence is collected through the usual assessment and monitoring arrangements, more detailed observations are made in a variety of contexts as well as careful monitoring of the curriculum. We obtain information from parents/carers and any other records from the previous schools the students may have attended. If it is suggested that the learner is not making the expected progress, the teacher will consult with the Phase Manager in order to decide whether additional and / or different provision is necessary, this is then taken to the SENCo for support. Where possible the views of the student will be sought and taken into account and all targets will be discussed with them.

Student Support Plans (SSPs) and Individual Education Plans (IEPs)

SSPs / IEPs and records of progress and reviews are kept on the CLC / intranet and with the class teacher and SENCo / Learning Support Class Manager. Clearwater Bay School follows guidelines on data protection, preserves confidentiality and gives parent/carer access to records.

As part of the process ‘progress’ will be defined as;

  • Closes the attainment gap between the student and their peers.
  • Prevents the attainment gap growing wider.
  • Is similar to that of peers starting from the same attainment baseline, but less than that of the majority of peers.
  • Matches or betters the student’s previous rate of progress.
  • Ensures access to the full curriculum.
  • Demonstrates improvement in self-help, self-regulation, social or personal skills.
  • Demonstrates improvements in the student’s behaviour.

Where sufficient progress in relation to the SSP or IEP has not been made, a referral to the Educational Psychologist should be made after consultation with the parents.

Annual reviews of progress will be carried out in accordance with advice in the ESF Guidance for implementation of the ESF SEN policy (2008).

Where students (whether mainstream or LSC) do not make sufficient progress, despite the school making purposeful and relevant interventions, as listed above, it may be appropriate to request an assessment by the ESF Assessment and Referral Panel (ARP). The ARP will seek evidence from the CWB school that any strategy or programme implemented for the student in question has been continued for a reasonable period of time without success and that alternatives have been tried. The ARP will need information about the student’s programme over time, and will also need clear documentation in relation to the student’s special educational needs and any action taken to deal with those needs, including any resources or special arrangement put in place. In preparing a request the school will involve the parents, students and any appropriate outside agency, and refer to Chapter 5 of the ESF Guidance for implementation of the ESF SEN policy 2008). 

14 Curriculum provision for students with SEN

In line with the ESF Guidance for implementation of the ESF SEN policy 2008, the school’s arrangements for providing access by students with SEN to a balanced and broadly based curriculum involves planning for differentiation.

Action by class/subject teacher; prior to involvement of the SENCo, class teachers will be expected to have undertaken the following actions

  • Use existing information as a starting point.
  • Highlight areas of skills to support in class.
  • Use baseline assessment to identify what the student knows, understands and can do.
  • Ensure ongoing observation/assessment provides feedback so assessment forms the  basis of the next steps.
  • Involve the parents.
  • Involve the student.
  • Use differentiation to scaffold learning.
  • Keep records of strategies used and their level of success.
  • If these arrangements do not result in sufficient progress the SENCo will be consulted.

A range of strategies and approaches may include:

  • Ensuring the student’s strengths are used to build confidence and maintain motivation.
  • Using a multi-sensory approach to give students the opportunity to learn effectively in a way suited to their ability.
  • Helping students overcome learning difficulties by, for instance, supplying frequent spoken instructions for students with reading difficulties.
  • Including work recorded in alternative formats, supported by Learning Technologies.
  • Employing active learning strategies giving students first hand experience.
  • Matching demands to levels of attainment.
  • Providing a range of activities to ensure participation.
  • Providing similar work for a group but allowing different outcomes.
  • Using a clearly defined step by step approach promoting gradual development of concepts and skills.
  • Using jargon free, unambiguous language starting from the student’s own language, introducing words as needed.
  • Explaining new words regularly to ensure understanding and use.
  • Allowing sufficient repetition to consolidate skills.
  • Allowing time for reflection.
  • Ensuring that the pace of the lesson takes account of the differences between individuals.

On referral to the SENCo the student will be assessed to ascertain whether they will: continue to receive differentiation within the class (CD) ; be classed as needing additional differentiation (AD); or will need ongoing differentiation (OD)

Students in the Learning Support Class receive their own differentiation.

Class Differentiation (CD)

Refers to inclusion of all students within a mainstream environment, which provides for individual needs through sound pedagogy, effective differentiation and appropriate support strategies.

Additional Differentiation (AD )

Refers to pre-referral, small-group, intensive programmes for students who are expected to catch up and attain age-appropriate norms.

Ongoing Differentiation (OD )

Refers to the provision of ongoing targeted support for referred students who have individual teaching and learning needs. This level of intervention is intended for students who are not expected to attain age-appropriate norms via additional differentiation. These students are placed on the School SEN register.

Primary Learning Support Differentiation (LSD)

Refers to the inclusion of all students identified by the Admission Review Panel (ARP) process into the mainstream school environment, with differentiation focusing on the student being present, participating and achieving within the mainstream school environment.

 15 Inclusion of students with SEN

Students have a right to receive and make known information, to express an opinion, and to have that opinion taken into account in any matters affecting them. The views of the students in school are given due weight according to their age, maturity and capability. Students participate where possible, in all the decision making processes, including setting targets and contributing to their SSP, discussing their choices, assessment of needs and in the review procedures. We encourage students to participate in their learning through the three way conferences.

Students are involved in their own learning and are aware of the PYP IB Learner profile. Students are encouraged to celebrate their own success and that of others, though a medium of ways including certificates, recognition at assembly, CLC and within the classroom.

To ensure best practice in Inclusion, CWB school adopts the following principles for Inclusion

  • Setting suitable learning challenges
  • Choosing knowledge, skills and understanding from previous year levels of curriculum planning so that individuals can make progress and show what they can achieve, focusing on key aspects where there are time constraints
  • Identifying any gaps in students’ learning and making arrangements to deal with them
  • Providing a much greater degree of differentiation in planning work to fit in with the school’s curriculum planning Using Learning Technologies to maximize access to and achievement in learning
  • Using Learning Technologies to maximize access to and achievement in learning where students’ attainments are significantly low, CWB school will demonstrate that planning has sufficiently challenging work within each subject
  • Responding to students’ diverse learning needs
  • CWB school has set high expectations and provided opportunities for all students to achieve
  • Teachers demonstrate that they are aware that students bring to school different experiences, interests and strengths and that consideration of these has been reflected in their planning
  • Teachers provide evidence that they have planned their approaches to teaching and learning so that students can take part in lessons fully and effectively
  • Teachers demonstrate they have taken specific action to respond to students’ diverse needs by:
  • Creating effective learning environments
  • Securing their motivation and concentration
  • Providing equality of opportunity through teaching approaches
  • Using appropriate assessment approaches
  • Setting targets for learning
  • Overcoming potential ‘Barriers to Learning”
  • Curriculum planning and assessment takes account of the type and extent of difficulty that is experienced by the student
  • Where appropriate students have access to specialist equipment, teaching approaches or alternative or adapted activities, as advised by SENCo / LSC Manager, ESF SEN consultants and other external specialists
  • Teachers demonstrate they have taken specific action to provide access to learning by:
  • Providing for students who need help with communication, language and literacy
  • Planning, where necessary, to develop students’ understanding through the use of all available senses and experiences
  • Planning for students’ full participation in learning and in physical and practical activities
  • Helping students to manage their behaviour, to take part in learning effectively and safely
  • Helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning

The school will ensure, in line with the principle of inclusion, that;

  • All students are achieving as much as they can, deriving the maximum benefit according to their individual needs
  • If certain groups or individuals are not achieving as much as can then staff find out why this is
  • Staff are aware of differences between groups and individuals in terms of teaching, learning and curricular access and can state clearly the action they will take
  • The action taken will be monitored carefully to ensure that all students are included in all aspects of the school
  • There should be specific action to promote racial harmony and to address racism, sexism and other forms of discrimination

Teachers should therefore;

  • Be aware of the experiences of different groups and incorporate this in their planning. They should be clear about what they want different groups to learn.
  • Learning targets and tasks should be adapted and modified to match lesson objectives, and learning should regularly be checked against these targets
  • When working with students with learning difficulties they should use appropriate language, make sure reading materials are pitched at an appropriate level, and that tasks are modified or Learning Technologies are used to enable students to communicate what they want to say in writing
  • When working with students from a variety of cultural backgrounds they should ensure that the work provides positive images of different cultures
  • Challenge stereotypes and stereotypical activities
  • Show respect to students by using culturally sensitive language and be aware of cultural differences
  • Implement CWB school’s Behaviour Framework
  • Make clear when a behaviour is inappropriate without subjecting students to shame, guilt, loss of dignity or unfair comparison

16 School process for monitoring & evaluating its provision for students with SEN

CWB school will continuously monitor and evaluate the working of this SEN policy by gathering information on the following aspects:

  • Number of students with SEN, expressed as a percentage of the school roll, and any changes to the level of support they receive.
  • The level of support students received and the amount of progress they make.
  • The effectiveness of resources.
  • The impact of training and new approaches to meeting individual needs.
  • The identification of training needs.
  • The impact and outcomes of the review process.
  • The development of student participation.
  • Relationships with parents.
  • The impact of the Annual Review process on student progress.
  • The success of involvement of external specialists and consultants.
  • The success of liaison with other ESF schools.

17 Complaints procedures relating to the school’s provision for students with SEN

Complaints about any aspect of the SEN policy will be dealt with in the same way as any other complaint against the school, in line with ESF policy, to be found on the ESF website.

Part C: Information about the school’s staffing policies and partnership with bodies beyond the school

18 Professional development arrangements for school staff working with students with SEN

The professional development of all staff involved in meeting the needs of students with SEN is ongoing and continuous. A wide range of training opportunities is provided which includes:

  • Skill sharing and the demonstration of teaching techniques and strategies organized within the school.
  • Professional development sessions and one-off sessions on relevant subjects provided by the SENCo / LSC Manager or the ESF SEN Consultants.
  • These courses are tailored specifically to the needs of the school and reflect the changing needs and priorities of the school (both for teachers and EAs)
  • Attendance at courses organized by ESF CPD team, including accredited courses linked with Hong Kong or international Higher Education providers.
  • Attendance at international courses, sponsored by the ESF SEN CPD team.
  • Other courses which are relevant to the work being undertaken. This can be generated by staff interest or can be undertaken at the request of the SENCo / LSC Manager.

19 Access to support from outside agencies

The main sources of outside agency support to ESF schools are the ESF SEN Consultants, and the ESF contract for an Educational Psychology Service. The SENCo / LSC Manager liaises with speech and language therapists, physiotherapists, occupational therapists etc., who are supporting students with SEN. The SENCo / LSC Manager contacts the ESF SEN Consultants and SEN Adviser with regard to individual cases, where they require additional advice. Parents with students with SEN can access the government services for students with SEN, and details can be found on the relevant websites.

Clearwater Bay School is part of the English Schools Foundation In Hong Kong, in which SEN meetings are frequently made to discuss any relevant issues or concerns and training is provided for staff working with Special Educational Needs.

The school is committed to involving parents/carers whenever it is practically possible. This is a commitment to all parents but is especially important in the case of those whose students are identified with SEN.

Records of all students are sent to the receiving educational establishment for their attention. The SENCo endeavors to discuss with receiving staff any students identified as needing additional or different provision to enable continuity of support.

Clearwater Bay will seek consent from parents/carers re their involvement. We are committed to effective joint working with external support agencies.

20 The school’s arrangements for partnership with parents of students with SEN

The relationship between parents of students with special educational needs and the school has a crucial bearing on the student’s educational progress and the effectiveness of any school based action. Parents will be consulted and fully informed of their student’s progress.

Parents views, knowledge and experience are sought, welcomed and valued when assessing, making decisions and reviewing the progress of their student. We encourage the involvement of parents in the implementation of the IEP and Student Support Plans.

Parents are encouraged to forward all reports or relevant documentation which stipulate the needs of their student. They are encouraged to attend meetings and are an intrigual part of the process in producing and supporting the IEP and SSPs.

The school supports the Parent Support Group as a subgroup of the Parent Teacher Association (PTA). Clearwater Bay School provides up to date information to all parents of students with special educational needs through this and other forums.

21 Links with other ESF schools and other providers of education for students with SEN, including transition arrangements

Guidance and procedures with regard to transition in ESF schools is set out in the Guidance for implementation of the ESF SEN policy (2008).

Procedures are in place to ensure that transfer between ESF schools take place with ease and are perceived in a positive light, by all our students.  There are opportunities for students to visit the ESF secondary school they will attend. Liaison also takes place between Secondary SEN staff and the CWBS SENCo.

Where a student requires an ARP review to confirm the appropriate placing for secondary school this will generally take place during year 5.

22 Links with Hong Kong SEN support and education agencies

The school is in contact with the following services and organizations
SAHK
HK Integrate
Contact is coordinated by the SEN and the LSC Manager

23 Arrangements for consulting with staff, students and parents on the school SEN Policy

This draft policy will be made available to parents and staff for their comments. It will also be presented to the School Council for further comments and ratification.

Box 24 Time-frame for SEN policy review

The CWBS SEN policy will be reviewed and updated in conjunction with the school development planning cycle.