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Newburn Manor Primary School

Learning together, growing together

Roles and Responsibilities

The designated teacher for child protection is Mr S. Pickup

The designated members of staff responsible for managing pupil premium are Mr S. Pickup and Mrs C. Gill

The designated teacher for looked after children is Mrs L. Howse

Mrs L. Howse is the Mental Health Lead in school which is a new post from July 2020.

 

 

Looked after children (LAC)

The designated teacher and SENCO ensures that arrangements are in place for supporting pupils that are looked after and also have SEN. SEN reviews and PEP meetings are coordinated and where possible meetings are held on the same day.

 

The Governing Body:

The Governing Body has responsibilities to;

  • Assign a SEND Governor with specific responsibilities to oversee the school’s arrangements for SEN and disabilities
  • Monitor the key responsibilities of the SENCO
  • Ensure that all pupils with special educational needs are involved in the full life of the school as much as possible, taking into account individual need and the needs of the school population as a whole
  • Ensure that the necessary provision is made for all pupils with special educational needs
  • Monitor the collaboration between parents/carers and the school in decision making for pupils with SEN

 

The Head Teacher

The Head Teacher, Mr S. Pickup, has responsibility for the day-to-day management of all aspects of the school’s work, including provision for pupils with SEN. The Head Teacher keeps the governing body fully informed and works closely with the school’s SEN Coordinator, Mrs L. Howse.

 

The Special Educational Needs Coordinator (SENCO) is responsible for:

  • Overseeing the day-to-day operation of the policy coordinating provision for pupils with SEN coordinating planning, provision and assessment for pupils who are looked after and have SEN as the Designated Teacher for Looked After Children
  • Advising on the graduated approach to providing SEN support
  • Advising on the deployment of the school’s delegated budget and other resources to meet pupils’ needs effectively
  • Liaising with parents of pupils with SEN
  • Liaising with early years’ providers, other schools, educational psychologists, health and social care professionals, and independent or voluntary bodies
  • Being a key point of contact with external agencies, especially the local authority and its support services
  • Liaising with potential next providers of education to ensure a pupil and their parents are informed about options and a smooth transition is planned
  • Working with the head teacher and school governors to ensure that the school meets its responsibilities under the Equality Act (2010) with regard to reasonable adjustments and access arrangements
  • Ensuring that the school keeps the records of all pupils with SEN up to date

 

The Mental Health Lead is responsible for:

  • Promoting well-being, building resilience and good mental health across the school
  • Developing a whole school approach to support mental health and well-being in collaboration with the PSHE lead in school
  • Build on the existing school culture where mental health can be talked about openly
  • Disseminating knowledge and training which will, in turn, help staff to best support their pupils
  • In collaboration with the school PSHE lead, weave health and well-being topics across the curriculum
  • Supporting staff to recognise signs and symptoms of mental health needs in pupils and what to do if they have concerns around a child
  • Support staff mental health and well-being, ensuring that they are given the right emotional and practical support so that they can, in turn, support their pupils
  • Liaising closely with parents and carers of pupils showing signs of mental health needs to ensure that support is put into place as soon as possible to help the child and/or family
  • Further develop strategies for supporting at-risk pupils and families
  • Signposting relevant local and national help and support to children and parents in need where available
  • Researching local and national initiatives which could be employed to further support and promote good mental health and well-being
  • Assessing how best to support all children and staff to promote healthy well-being and resilience

 

The class teacher is responsible for:

  • Setting high expectations which inspire, motivate and challenge pupils
  • Promoting good progress and outcomes for pupils
  • Planning and teaching lessons in which teaching responds to the strengths and needs of pupils with SEN
  • Working closely with support staff in the planning and monitoring of interventions
  • Making accurate and productive use of assessment to inform the four-part cycle- Assess, Plan, Do and Review
  • Managing behaviour effectively to ensure a good and safe learning environment
  • Fulfilling wider professional responsibilities in relation to SEN e.g. the effective deployment of support staff, professional development, acting on specialist advice
  • Communicating effectively with parents with regard to pupils’ achievements and pupils well-being

 

The Support Staff:

Teaching assistants work with individuals and groups of pupils in classes at SEN Support level of provision. They work under the direction of the class teacher to support where needed. Support may take place both in class and through withdrawal for targeted interventions/programs. Teaching assistants are supported collaboratively by the SENCO and the class teachers.  

 

The SENTA, Mrs S. Longstaff, supports individuals and groups of pupils at SEN support level of provision and any pupil who has an Education Health and Care Plan. Pupils with an EHCP are supported both in class and through withdrawal for bespoke, individualised interventions. The SENTA works closely with the SEN Coordinator to ensure that the needs of all SEN pupils are met to the best of school’s ability.

 

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