SEND Policy

Special Educational Needs & Disability Policy


The Elite English School is dedicated to providing high quality care and education for children aged 4 to 16. Achievement, belonging and compassion make up the core values of the school and are what make us outstanding. A challenging curriculum and high expectations encourage our pupils to unlock their potential in a positive and nurturing environment that allows them to flourish.

SEN Definition

SEN stands for ‘Special Educational Needs’. The phrase Special Educational Needs is defined as:

  • A child or young person has special educational needs if he or she has a learning difficulty or disability that calls for special educational provision to be made for him or her.
  • A child of compulsory school age or a young person has a learning difficulty or disability if he or she –
  1.  has a significantly greater difficulty in learning than the majority of others of the same age, or
  2. has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools and institutions.

Aims and Objectives

 The Elite English School aims to promote greater co-operation between education, health and social care in order to ensure that children receive the support they need. An emphasis has been placed on the importance of early identification, a graduated response and timely provision to afford children with SEN and/or disabilities the opportunity to reach their full potential.

  • To have high expectations of every child.
  • To focus on improving outcomes for pupils with SEND.
  • To monitor and review pupils’ progress.
  • To focus on the early identification of SEN in order to provide the best possible education.
  • To adopt a graduated response to SEND and have arrangements in place to support pupils identified as having SEND.
  • To encourage positive attitudes and equality within the school regarding SEND.
  • To provide personalized, differentiated, high quality teaching in order that pupils with special educational needs and/or disabilities have access to a challenging and stimulating curriculum.
  • To remove barriers to learning in order to enable all pupils to reach full potential.
  • To identify any pupil who may be gifted and talented and provide opportunities to develop those talents accordingly.
  • To promote a positive relationship with parents and ensure that they participate in decisions regarding their child.
  • To ensure the rights of the child are honored.
  • To provide the appropriate provision and resources for pupils with special educational needs and/or disabilities.
  • To ensure clear communication between all departments and that all work together in supporting pupils with SEN.
  • A child-centered approach that takes into account the wishes of the child and values their views.

The Role of Inclusive Education Action Team

 The Inclusion Champion and Governor for inclusive education shall work in partnership with other stakeholders to form an Inclusive Education Action Team. The Action Team shall: 

  • Develop, implement and monitor the impact of the strategic inclusive education improvement plan.

The Role of the Principal

  • Overseeing the provision for SEN and/or disabilities.
  • Ensuring SEND provision is managed effectively.
  • Keeping the board of governors well informed about SEND provision within school.

Role of the Governing Body

  • To nominate a specific Governor for SEND.
  • To have responsibility for the effective implementation, monitoring and evaluation of the SEND policy.

The Role of the SEND Governor

  • To oversee the provisions for SEND
  • To support effective implementation of the schools SEND Policy
  • To develop and maintain an awareness of SEND provision on behalf of the Governing Body.
  • To regularly liaise with the SENCO to monitor and review the provision in place.
  • Term-wise reporting to the Governing Body on the implementation of the school’s SEND policy.

The Role of the Inclusion Champion

  •  Lead a school-wide cultural transformation
  • Ensure achievement of Inclusion provision.

The Role of the SENCO

The SENCO has a duty to:

  • Co-ordinate the support for pupils with SEND.
  • Maintain and update the SEND register.
  • Be aware of and overcome potential barriers to learning.
  • Ensure that pupils with SEND have the same opportunities and access to learning as that of their peers.
  • Keep abreast with the developments in the area of special educational needs.
  • Ensure all staff is aware of their duty to provide support for pupils with SEND.
  • Implement and develop the SEND Policy.
  • Assist staff in identifying, assessing and planning for pupils needs.
  • Review Pupil profiles and IEPs and ensure they are completed appropriately.
  • Liaise with relevant outside agencies.
  • Support pupils’ transition through the school.
  • Evaluate the impact and effectiveness of interventions for pupils with SEN.
  • Work with the Principal and Senior Management team.
  • Communicate with Parents to ensure that they are involved in their child’s learning and are kept informed about the support their child is receiving.
  • Liaise with the school’s SEND Governor, keeping him/her informed of current issues regarding provision for children with SEND.
  • Attend relevant training courses.
  • Ensure appropriate assessment tools and resources are used to identify and support pupils with SEND.

 Role of the Teacher

The class/subject teacher has a duty to:

  • Be responsible for the progress and development of all pupils.
  • Work with the SENCO in implementing strategies.
  • Follow advice provided by the SENCO.
  • Use appropriate resources and strategies to support pupils with SEND.
  • Liaise with and support parents.
  • Have high expectations of pupils.
  • Monitor and review the progress of pupils with SEND.
  • Be responsible for the completion of termly IEPs for pupils.
  • Review termly IEPs.
  • Work closely with SENCO in supporting children with SEND.
  • Provide differentiated and individualized high quality teaching.
  • For subject teachers to meet termly in order to provide effective IEPs with achievable targets.
  • Ongoing assessment and identification of pupils making less than expected progress
  • Record meetings and share relevant information with the SENCO.
  • Inform the SENCO if they have a concern about a pupil.
  • Be aware of and overcome potential barriers to learning.
  • Work closely with and in support of Teaching Assistants and support staff.

Learning Support Assistant (LSA)

  • Improve the quality of support for students with SEND.
  • Participate in targeted training, mentoring and monitoring.
  • Work in partnership with classroom teachers.
  • Ensure that students with SEND are successfully included in the classroom environment alongside their peers.
  • Facilitate the process of modification, implementation of the students’ educational programs.

Four broad areas of SEN

  1. Communication and Interaction
  • Speech and language
  • Social communication
  1. Sensory and/or physical
  • Physical disability
  • Multi-sensory impairment
  • Hearing impairment
  • Vision impairment
  1. Social, emotional and mental health
  • Attention deficit disorder
  • Attention deficit hyperactive disorder
  • Attachment disorder
  • Anxiety
  • Depression
  • Withdrawal
  • Self-harming
  • Eating disorders
  • Challenging behavior
  1. Cognition and learning
  • Moderate difficulties
  • Severe learning difficulties
  • Specific Learning Difficulties – Dyslexia, Dyspraxia, Dyscalculia.
  • Profound and multiple learning difficulties
  • Gifted and Talented

It is important to note that the four areas are not exclusive and pupils with SEND can fall into one or more of the categories and needs can change over time.

 Identification of Pupils’ needs

The Elite English School adopts a child centered, whole school approach to SEND. Identifying where SEN provision is needed is vital in ensuring that pupils have access to support that will enable them to reach their full potential. Early identification is important as it identifies any child who is falling below expected outcomes. However, it is not always possible to detect special educational needs early, thus pupils’ progress continues to be assessed and monitored as they progress through the school.

Waves of Intervention

We follow the three waves of intervention model in order to meet the needs of pupils with SEND.



 The Graduated Response

The graduated response is a four-part cycle that enables the school to provide effective SEND provision and support for pupils.


When a concern is raised, the teacher and SENCO will carry out an evaluation in order to put in place effective interventions, strategies and to ensure that any barriers to learning are removed. The evaluation will take into account the pupil’s previous and current level of attainment, their development as an individual and compared to that of their peers, relevant advice from outside agencies and the views of the parents and the pupil. It is important to note that parents’ viewpoints, concerns and advice are sought and taken seriously, as are the pupils.


If it is decided that the pupil ought to be provided with SEN support, the teacher and SENCO, in conjunction with the parents will put in place an IEP and a pupil profile outlining the interventions and strategies that are going to be adopted. Predicted outcomes and a clear date for review will also be decided and all relevant staff will be informed of their responsibilities in carrying out the interventions and aiding progress. The pupil will be added to the SEND register.


The teacher, with support from the SENCO will continue to retain responsibility for working with the pupil on a daily basis, regardless of whether interventions involve one to one support or group work outside of the class. All staff involved in the education of the pupil will work together to ensure that the strategies and plans are adhered to and are effectively included within the classroom.


Parents, the pupil, the teacher and the SENCO are all involved in this stage. Reviewing the effectiveness of the planned interventions and support is key in determining whether progress is being made and targets are being met. Once the IEP has been reviewed, the SENCO and the teacher, in consultation with the parents and pupil, are in a position to decide whether any amendment to the provision in place is necessary. The four-part cycle of additional need will then begin again.


Provision for SEND

Teaching staff will support pupils at a level appropriate to their needs through effective differentiation and high quality teaching in the classroom.

Every child on the SEND register will have a Pupil profile. This lists the child’s strengths and interests, specifies their SEND, provides information on how all staff can best support the child and how the child can help themselves. This allows the child to voice their views and encourages independence. The profiles also ensure that all subject teachers are aware of what the child’s needs are and how to support them.

Every term each class teacher completes an IEP to set achievable targets for pupils on the SEND register. The targets are reviewed on a termly basis.

Pupils requiring more specific intervention to access the curriculum may be supported in a range of ways, including:

  • Individual or small group literacy and numeracy interventions.
  • Individual or small group social and emotional development interventions.
  • Individual or small group support to develop fine and gross motor skills.
  • Shared in-class support from a teaching assistant.
  • Auditory and visual memory support programs.
  • Speech therapy program
  • Individual interventions to meet specific needs, for example the teaching of life skills.

The Elite English School has two learning centers available to be used for intervention groups or individual work.



The admission arrangements for The Elite English School are in accordance with national legislation. Thus, all applications will be considered in line with current guidance and no child will be discriminated against or treated unfairly. (Also refer to Policy on Admissions)

 Equality and Inclusion

The Elite English School promotes inclusion and believes that all children ought to take a full and active part in school life. The school is committed to preventing discrimination, promoting equal opportunities and will continue to use best endeavors to ensure that pupils with SEND get the support they require.

At Elite English School we have adopted a whole school approach to SEN policy and practice. Students identified as having SEN, as far as is practicable, have full access to our curriculum and are integrated into all aspects of the school. We also acknowledge that we must make ‘reasonable adjustments’ for disabled pupils and to support pupils who have medical conditions.

Our SEN policy reinforces the need for teaching that is fully inclusive. The three principles for inclusion are:

–    Setting suitable learning challenges

–    Responding to students’ diverse learning needs

– Overcoming potential barriers to learning and assessment for individuals and groups of students

The Elite English School recognizes that we are to pay due regard to the KHDA regulations and that we must have arrangements in place to support children with SEN or disabilities.


Supporting pupils with medical needs

The Elite English School recognizes that pupils with medical conditions need to be supported in order that they take a full and active part in school life. If a pupil has a medical need then a health care plan is compiled and information regarding the specific medical need is put up on the notice board in the relevant areas in order to ensure the safety and wellbeing of the pupil. The pupil’s needs are discussed with relevant staff and any appropriate training will be undertaken. When necessary and with permission from parents medicines will be administered where a medical consent form is in place to ensure the safety of the child and staff member.


Gifted and Talented Pupils

The Elite English School is committed to supporting all pupils including those who are gifted and talented. The SENCO is responsible for identifying and supporting Gifted and Talented pupils, with support from all staff.

Gifted and talented pupils will be identified in a variety of ways, including:

  • Teacher observations
  • Assessment
  • Monitoring and recording of the pupil’s progress.

Gifted and talented pupils needs will be met using a variety of strategies including:

  • Setting more complex extension work to develop and use their skills.
  • Tackling work from older year groups.
  • Providing the opportunity for G&T pupils to stretch themselves and allow them the opportunity to experience setbacks and failure.
  • Encourage G&T pupils to use their initiative, ask questions and solve problems effectively.
  • Provide high quality, differentiated and individualized teaching that will motivate, challenge and extend the G&T pupil.
  • Regularly reviewing progress to ensure that pupils’ needs are being met and targets are being achieved.

Evaluating the Success of Provision

We will evaluate the success of provision in a variety of ways, including:

  • The views of parents, pupils and staff.
  • The success of IEPs in meeting targets and improving outcomes.
  • Through careful monitoring of the impact of interventions.
  • Whether adequate progress has been made.
  • Whether all staff understands the policy and is following it effectively.
  • Use of GL Assessment data when appropriate.

Working with Parents

The Elite English School aims to involve parents in decisions regarding SEND provision for their child and are always available to discuss any concerns. In supporting a pupil with SEND, parent support, advice and feedback is vital.

Information is shared in the following ways:

  • Home/school books
  • Parent-teacher meetings
  • SEN Support plans. Feedback and suggestions from parents is welcomed.
  • Discussions with the class teacher
  • Contact with the SENCO via email or in person

Staff Training (CPD)

The Elite English School is committed to providing regular training and learning opportunities for staff in supporting pupils with SEND. Ensuring that staff have access to up to date teaching methods will improve outcomes for pupils with SEND and all staff are able to apply for any courses they feel will be of benefit to pupils requiring SEND support.


Complaints Procedure

If a parent has any concerns regarding the care or welfare of their child, an appointment can be made to see the Principal, Vice Principal, Head of Department or the SENCO, who will be able to advise on formal procedures for complaint.