Kisharon School provides high quality education, therapy and care through continually evolving practices, maximising opportunities and achievements for all. Kisharon school believes that all pupils irrespective of their SEND needs should have equal opportunities within the school.
Kisharon School is a special school which caters for pupils from North London and surrounding areas with complex needs including MLD/SLD/PMLD and Autism between the ages of four and nineteen years. (See Admissions Policy) Full details of all facilities are found within the School Prospectus.
To fulfil the ethos and aims of the school
To ensure that the Special Educational Needs of pupils, (as identified in the SEN Code of Practice 2014) are identified and appropriate procedures are adopted to enable them to participate in all aspects of the schools activities and to benefit from a broad, balanced and relevant curriculum.
In order to meet the aims of this SEND Policy:
Parents, staff and governors are made aware of and have access to a copy of the Policy, (available on school website www.kisharonschool.org.uk)
Teachers will produce a termly Personalised Learning Plan for each pupil appropriate to his or her needs. And based on the objectives in a pupil’s Education Health and Care Plan. The Annual Review will provide a system for the regular review of each pupil’s Learning Outcomes and will be held not less frequently than annually.
A comprehensive assessment and review procedure for the SEND Policy will take place every two years.
Governors will receive an annual report from the school senior leadership regarding SEND in the school.
There will be a clear system to deal with complaints.
In service training of staff will be provided to ensure the aims of the SEND Policy are met and that the changing needs of the Policy are fulfilled.
A system for advising the governing body, via the School Senior Leadership Team of the immediate and long-term resource implications of the SEND Policy will be in place in order to assist with the formulation of the School Development Plan.
All pupils receive a broad, balanced and relevant curriculum. Pupils are addressed in an age respectful manner and treated with dignity and respect. Pupils are placed with their developmental peers within key stages. The Curriculum and schemes of work are differentiated and personalized to ensure individual needs are met.
A variety of pedagogic approaches are used by the school which reflect the individual needs of the pupils. For example specific approaches for pupils with autism and use of augmentative communication for pupils with communication difficulties.
We aim to provide an environment that will support the learning and progress of all our pupils. This includes the use of Total Communication, visual timetables and rooms which provide low sensory arousal. Advice has been obtained from the National Autistic Society about ensuring the environment is supportive of our pupils with ASC.
Adaptations have also been made to support pupils with physical disabilities such as ceiling hoists, ramps, a lift, toilets for the disabled and changing rooms.
Our Transition Policy provides the procedures to ensure a smooth transition to Kisharon School from other placements. The timetable is flexible enough to accommodate a settling in period. We aim to ensure a strong focus on liaison, information sharing and partnership with parents/carers of new pupils giving parents and carers the opportunity of becoming involved with the assessment procedure and continuing learning objectives and strategies for their child.
All pupils will have a Statement EHC Plan before being accepted as per our Admissions Policy.
Role of Parents
Partnership with parents, guardians and carers is central to the philosophy of Kisharon School, which recognises them as key educators in their child’s development and progression through school. The school encourages involvement and partnership through home visits, the Annual Review and Annual Governors Report to Parents as well as parent questionnaires, open days, daily home-link books, termly reviews and an open door policy.
We believe that pupils are entitled to have access to a personalised learning plan which meets their assessed needs and is respectful of both their developmental and actual age. The school has devised a total approach to assessment, curriculum planning and target setting. These cover Communication; Cognitive Skills; Physical Skills and Personal Social & Emotional Well Being.
Links are maintained even when pupils have extended absences at home or in hospital due to poor health or surgery. Arrangements can be made through the local authorities for teaching sessions to take place off site if a pupil is absent for long periods.
Kisharon School is committed to continuing whole school staff development, which is regarded as essential for the process of school improvement and in fostering a positive and productive working environment. We seek to provide opportunities for staff to gain specialist knowledge and qualifications and the expertise required to maintain and improve current provision and as an opportunity to develop additional skills for the future development of the school. Decisions about Whole Staff Development, and the financial and time resources required are identified through the appraisal process, performance management reviews and the School Development Plan.
All staff receive a rigorous induction programme which covers all aspects of health and safety, communication procedures, medical and therapeutic care, pupil requirements and management and organisation procedures. All TAs participate in our Appraisal system and Teachers participate in the Performance Management System.
Role of Governing Body
The purpose of the Governing Body is to guide the development of Kisharon School, to secure the effective delivery of education whatever the SEN needs of each pupil may be and to support the staff, pupils, parents and carers in achieving the aims of the school .
Links with Other Schools and the Community
Kisharon School encourages individual pupils and groups of pupils to experience a variety of inclusion activities with a range of local mainstream and special schools. Pupils participate in educational, sporting and recreational activities outside school and community activities are similarly brought into school. The school has an inclusion policy and produces an annual inclusion plan.
Links with Other Agencies
An essential aspect of inter-agency involvement is collaboration with all other relevant professionals, including education services, health services, such as CAMHS, social services, business contacts ( for work experience for pupils 16+) and other voluntary organisations. Kisharon School has developed and will continue to develop these relationships.
This policy will be reviewed annually.