School Policy

Special Education Needs Policy

International British School of Bucharest is committed to offering an inclusive curriculum to all of its
students. We seek to ensure the best possible progress for all, whatever their needs or abilities.

Definition of SEN
Special Educational Needs are defined as covering all learning difficulties except those arising from a
difference of language between home and school.
One in five children may have Special Educational Needs at some time during their education. In some
cases the Need may be of a relatively short term nature, in others long term, and in some, permanent.
The emphasis is on defining the child's Special Educational Needs and stating the most appropriate
provision, wherever possible alongside children without such needs provided that:

account is taken of parental wishes;

the child's needs are met;
that other children continue to receive an efficient education;
Resources are used efficiently.

A child centred approach is used reflecting each individual's ability, needs and interests together with
available parental help. Procedures are usually informal and flexible. There is close co-operation
between the staff, and the special educational needs of the children are discussed with the
SENCo./educational psychologist. The strategies and modes of teaching adopted vary with the needs of
the pupil.

Parents as Partners
The concept of parents as partners is central to the inclusive education concept.
Parents should always be kept informed about their child's progress at school and any difficulties should
be made known to parents at the earliest stage.
Jargon should be avoided. Teachers are so used to their own professional vocabulary, that this may not
be perceived as a distinct terminological set due to the familiarity of teachers with the terms involved.
Parental co-operation and involvement is encouraged. Parents are welcomed into school regularly and
asked if they wish to help at home with their children's homework and extra activities. The school also
operates peer group shared reading to encourage reading fluency. This has been extremely successful.

Equality of Educational Opportunity

It is the stated policy of this school that a child with Special Educational Needs has the same entitlement
and consideration as every other child in the school. This is clearly stated in the school's General Policy
Statement, which contains the aims and objectives for the school as a whole. Certain parts of that
document are particularly relevant to a Special Educational Needs Policy.
The general principle governing the curriculum of the school is that every child shall be entitled to and
shall take up a curriculum which is balanced and broadly based and which:

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promotes the spiritual, moral, cultural, mental and physical development of children at the school;
prepares the children for the opportunities, responsibilities and experiences of secondary education
and leading on into adult life.
Thus children with Special Educational Needs have their entitlement under the National Curriculum
clearly stated.

Image Building
Children with Special Educational Needs are sometimes also feeling under psychological burdens
caused by repeated previous failure, and their self-esteem is often at a low level. Learning is inhibited in
such circumstances, and it is a stated aim of the school to enhance the self-esteem of all children as part
of their education. A positive attitude from staff towards these children helps to build their sense of worth.
The attitude of the children to themselves and of others to them is thereby improved. The General Policy
Statement too makes this policy clear.
The school seeks to meet the needs, specifically, of its children. It should provide a positive, caring
environment in which the children are made to feel good about them. Establishing a good rapport with
children, building their confidence, encouraging them to express individual ideas, examining established
values leading to a greater understanding are at least as important as teaching the academic curriculum.
The school is responsible not only for the physical safety and well-being of the children, but also for their
psychological safety and well-being. The school must encourage the child's self-confidence and selfesteem. This is vital for learning, for all children. When the child's own image of self is counterproductive, when he regards himself as a failure and feels that others do too, the child will be unhappy
with himself and will not learn. Image building is thus a vital part of the school's work. It must also be
remembered that those whose work and behaviour is less good may be the ones in most need of
support and reinforcement. Teachers have the problem of ensuring that all children are helped to
develop self-confidence and self-esteem.
The more able have many successes on which to build, and the school seeks to provide for the
particular needs of these children.
Those who find the formal curriculum difficult are not to be denied opportunities for personal
development either. It is vital that learning is seen as essentially useful and enjoyable.

Aims:
The aims of the Special Education Needs policy are:

To identify the students who require extra support in academic, pastoral or physical areas of
development.
To ensure that their needs are met wherever possible
To ensure that all learners make the best possible progress
To ensure that parents are informed of their childs needs and provision and that the get involved
in the process
To ensure that learners express their views and are fully involved in decisions which affect their
education.

The Student Service Department is the one coordinating any activity around Special Education Needs,
with the exception of ESL. Therefore, the aims, values and beliefs, and the rights and obligations written
in the Student Service Policy also apply to the SEN Policy.

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Identification and Assessment of Students who may require Learning Support
The school is committed to early identification of those students who require learning support. All new
students are subject to a six week (or half term) induction period when they first join our school. During
this time and across the academic year, a range of evidence will be collected through academic
assessment and monitoring. Moreover, each new student undergoes an initial evaluation performed by
the educational psychologist (see Educational Psychologist Job Description). If all the evidence suggests
that the student is not making the expected progress, the class teacher/form tutor will consult with the
SEN Coordinator/Educational Psychologist, with the parents and the Head of School (Junior or Senior
School). Following these consultations it may be decided that a student is in need of provision or action
that is in addition to or different from that generally available to all other students.
This will be recorded on an Individual Education Plan (IEP).

Individual Education Plans

An Individual Education Plan (IEP) builds on the curriculum that a child with learning difficulties
or disabilities is following and is designed to set out the strategies being used to meet each
child's identified needs. The IEP should record only that which is additional to or different from
the differentiated curriculum plan, which is in place as part of provision for all children.
Whatever recording system is used, it is vital that there is a record of the strategies and
interventions employed and the outcomes and that this is available and understandable to
parents and flexible enough to meet the needs of individual children. The IEP should give
details of:

learning targets for the child to reach in a given time

who will support the child and how that support will be organized

what materials and methods should be used

how success in the target will be measured

what contribution a parent can make

Smart Targets
S

Specific

Is the target short or simple? Does it relate to observable behaviour?

("Look, I can.")

Measurable /
Manageable

What are the success criteria? e.g. The child complete the task 4 out of 5
times

Achievable

Is the child likely to achieve this target within the time available?
Are you able to use a "small steps approach to achieve the target?

Relevant

Is the target appropriate for the child's current development level and
ability?
Will the child be able to make use of the skill?

Timed

Is the target a short-term one that can be reviewed in approximately 4

months?

The plan should be discussed with the child and a copy of it should be given to the parent. The parent
will be invited to give their views at the meeting held to review the progress made under the current plan
and set targets for the next IEP. If the parent chooses not to participate in the process of devising and

School Policy
applying the IEP, it should be specified in the IEP that it has been developed without the parents
consent.
There are two types of IEPs:
The IEP for EAL students completed by the class teacher and the EAL Coordinator
The IEP for other academic related issues (disabilities, behaviour, understanding of concepts,
development of certain abilities, communication etc.) - completed by the class teacher and the
SEN Coordinator
The tasks around Special Education Needs (devising the IEP, assessment, referral, learning support)
are done in collaboration between the class teacher/form tutor and the SEN Coordinator/ Student
Service Department or the ESL Coordinator (when an ESL IEP is required).
The school aims that each child shall learn:
to read fluently, with understanding, feeling, discrimination and enjoyment a variety of
materials written in different ways for different purposes;
to write legibly and with a satisfactory standard of spelling, syntax, punctuation and usage;
to communicate clearly and confidently in speech and writing, in ways appropriate for various
occasions and purposes;
to listen attentively and with understanding;
to apply computational skills with speed and accuracy;
to understand mathematical language and concepts in order: to extend understanding
through a process of enquiry and experiment, to successfully manipulate them and apply
them in various situations in home, school and local area, to appreciate the structure of
mathematics and the nature of number, to be aware of the applications of mathematics in the
world, to develop analytical and logical ways of thought;
to develop awareness of self and sensitivity to others, acquiring a set of moral values and the
confidence to make and hold valid moral judgements, distinguishing fact from opinion, be
aware of gender and multi-cultural issues, recognising prejudice, bias and superstition and to
develop habits of self discipline and acceptable behaviour;
to be aware of the effects and able to make use of new technology in a rapidly changing
society, especially with respect to computers and electronic information handling;
to understand the value of achieving happiness for himself and others and that both may be
achieved by contributing to society and others.
Additional Curriculum Provision - This does not imply a reduced curriculum for children with
Special Educational Needs. Indeed the school seeks to provide for such children additional
curriculum opportunities to enable their difficulties to be remediated over time.

Implementation
To ensure the implementation of the school's policy with regard to Special Educational Needs:
A Co-ordinator for Special Educational Needs will be identified who will work closely with all
staff in respect of identified children and with the staff provided by the county remedial
service;
The particular implications for these children will be part of appropriate curriculum policy
documents;
Training for Special Educational Needs will be provided as appropriate, and opportunities will
be taken in other staff development time;
o ensure that strategies for identification and provision of Special Educational Need are
familiar to all staff and implemented;
Ensure that curriculum provision for children with Special Educational Needs is made.
The Role of the Special Needs Co-ordinator

School Policy
The main aims of the SEN Co-ordinator are to be concerned with all matters affecting Special
Educational Needs in the school, and specifically to:

Identify and diagnose the SEN children

Work closely with the staff
Work with the SEN children- testing ( with parents approval, when necessary), 1:1 counseling
sessions, group counseling sessions
Update the IEPs
Meet the parents constantly
Keep the data base updated
Keep the records- test results, IEPs, strategies, special programmes, conclusions, the record
of contact with outside professional agencies- when needed, medical condition
Monitoring the progress

Reviewed, May 2013 / AI