Aims

The aims of this policy are to promote good practice in our detection and management of special educational needs and to explain the support we can provide for students who have learning difficulties and the co-operation we will need from parents.

This policy can be made available in large print or other accessible format, if required.

"Special educational needs" and "learning difficulty"

Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.

Children have a learning difficulty if they:

have a significantly greater difficulty in learning than the majority of children of the same age; or

have a disability which prevents or hinders the child 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 Authority (if your child has a disability, please ask to see our Disability Policy);

are under five and fall within the definition at 2.2.1 or 2.2.2 above or would so do if special educational provision was not made for the child.

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." (Education Act 1996, Section 312(1), (2) and (3)).  However, students for whom English is an additional language will be provided with appropriate support provided they meet the College's academic criteria .

A student who finds a particular subject difficult does not necessarily have a "learning difficulty" in the legal sense of that expression; there will often be disparities in the speed with which students learn, in their skill at solving problems and in their general acumen.  We may provide clinics which students can choose to attend if they need particular help with one or another aspect of a subject, or individual tuition can be arranged on demand subject to pay ment of the appropriate fee, timetable and tutor availability.

The expression "learning difficulty" covers a wide variety of conditions and may include those known as dyslexia, dyscalculia, dyspraxia, attention deficit (hyperactivity) disorder, semantic processing difficulty and learning problems which result from emotional or behavioural disorders.  The expression may also include those who have problems with their eyesight or hearing or who have an autistic spectrum disorder.

Learning difficulties may affect students who have a high IQ and academic ability as well as those of lower IQ and ability.  Sometimes a student's learning difficulty becomes apparent for the first time at the age of 11+ or older, when the educational pressures tend to increase.

Policy statement

The College:  Ashbourne College is a mainstream independent college with high academic standards which accepts boys and girls for entry into year 10 and above .

Provision:  The provision which we can make for students who appear to have a learning difficulty includes:  learning support; remedial teaching, and referral to an educational psychologist for a formal assessment. 

Consultation:  We will do all that is reasonable to report and consult with parents about their son/daughter's learning difficulties and to ensure that teachers are given any necessary information about a student's learning difficulties and that teaching practices are appropriate.

Implementation and procedures

Code of Practice:  Our approach to the detection and management of learning difficulties will be guided by the Special Educational Needs Code of Practice (DfES/581/2001), Department for Education and Skills (DfES), November 2001, or any substituting or amending Code of Practice issued from time to time by the Department for Education (D fE).  In general, our approach will be cautious so as not unnecessarily to run the risk of a student being labelled "dyslexic" when a later assessment might result in a different explanation for the difficulty.

Statements:  Parents have the right under s 329(1) of the Education Act 1996 to ask the Local Authority to make an assessment with a view to drawing up a Statement of Special Educational Needs.  The College also has the right (under s 329A) to ask the Local Authority to arrange an assessment.  The College will always consult with parents before exercising this right.  If the Local Authority refuses to make an assessment, the parents (but not the College) have a right of appeal to the First-tier Tribunal (Special Educational Needs and Disability).

Statemented students: Where a prospective student has a Statement of Educational Needs, we will consult the parents and, where appropriate, the Local Authority to ensure that the provision specified in the Statement can be delivered by the College.  We will co-operate with the Local Authority to ensure that relevant reviews of Statements are carried out as required.

Charges:  Any additional services that are needed to meet the requirements of the Statement will need to be charged, either directly to the parents, or the Local Authority if the Authority is responsible for the fees and our C ollege is named in Part 4 of the Statement.

Welfare needs: The College recognises that students with special educational needs or learning difficulties may be at risk of being bullied.  The College has an anti-bullying policy which makes it clear that bullying behaviour of any kind is not acceptable and will be taken very seriously.  If parents are concerned about their son/daughter's welfare they can approach the student's form teacher (or any senior member of staff) to discuss their concerns in private at any time.

Disability: The College recognises that some students with special educational needs or learning difficulties may also have a disability.  Students and parents are referred to the College's Disability Policy.  The College will make all reasonable adjustments in order to afford opportunity to disabled students.  However if, despite such adjustments, the College is unable to  provide adequately for the student's needs, the College may decline to offer a place to a student or request you withdraw your son/daughter from the College (see 5.1 below).

Special Educational Needs Co-ordinator (SENCO): John Wilson (Director of Studies) is is responsible for matters relating to special educational needs.  He has responsibility for:

ensuring liaison with parents and other professionals in respect of a student's special educational needs;

advising and supporting other staff in the College;

ensuring that relevant background information about individual students with special education needs is collected, recorded and updated;

undertaking any other appropriate duties in accordance with the Code of Practice on special educational needs.

Responsibility:  Parents bear the overall responsibility for taking decisions about the management of their son/daughter's learning difficulties.  A parent who would prefer to have a formal assessment instead of remedial teaching or learning support should make arrangements accordingly with the College or outside but must ensure that we are given copies of all advice and reports received.

External teaching:  Parents may opt for remedial teaching outside the College, provided that the Head of Middle School (for years 10 and 11) or Director of Studies (for the sixth form) is satisfied with the student's safety and travel arrangements and also that the remedial teaching is at times which fit in with the remainder of the curriculum, timetable and community life of the College. 

Information:  Because dyslexia and some other learning difficulties are often inherited, we need to know at the outset if you (either parent) or your son/daughter or close relations have been affected by a learning difficulty at any time.  Confidential information of this kind will only be communicated on a "need to know" basis.  You must also provide us with a copy of any report or recommendations which have been made in relation to special educational needs at your son/daughter's previous school or elsewhere within the last 12 months.

Concerns:  We need to know immediately if your son/daughter's progress or behaviour causes you concern so that we can devise and agree a strategy with you and carry it out.

Examinations:  Students who have been diagnosed as having a learning difficulty may be eligible to apply for extra time to complete internal examinations and public examinations.  You are asked to liaise with the examinations officer in good time with respect to this. 

Alternative arrangements

Withdrawal:  We reserve the right, following consultation with you, to ask or require you to withdraw your son/daughter from the College if, in our opinion, after making all reasonable adjustments and exhausting appropriate strategies:

your son/daughter is in need of a formal assessment, remedial teaching, learning support or medication to which you do not consent; and/or

you have withheld information from the College which, had the information been provided, would have made a significant difference to the College's management of your son/daughter 's learning difficulties; and/or

your son/daughter 's learning difficulties require a level of support or medication which, in the professional judgment of the Director of Studies , the College is unable to provide, manage or arrange;

your son/daughter has special educational needs that make it unlikely he/she will be able to benefit sufficiently from the mainstream education and facilities which we provide.

Alternative placement:  In any of these circumstances we will do what is reasonable to help you to find an alternative placement which will provide your son/daughter with the necessary level of teaching and support.

Financial:  If a student is withdrawn in these circumstances, any fees paid will not be refunded and you will be liable for any overdue unpaid fees. F ees in lieu of notice will not be charged.