ABOUT US

Keysoe International Limited and Keysoe Cuddle Therapy Ponies CIC (collectively referred to as Keysoe International Ltd.),  are a unique equestrian and animal care centre with a team of qualified teachers with SEN experience, and support staff, providing Alternative Education Provision and Animal Assisted Therapy.

We have a variety of practical courses which are designed to encourage learners (referred to as participants) to reach their potential socially, emotionally and academically, particularly those who might find it hard to learn in a classroom environment.

Our nationally accredited courses can be accessed through an EHCP or privately.

1.1      Our Aims

At Keysoe International Ltd., we aim to:

• To provide a stimulating learning environment for all, including those with special educational needs, disabilities and additional needs.
• To focus on the individual and their abilities, not on their disabilities.

1.2      Our Objectives

At Keysoe International Ltd., our objectives are:

• To identify and provide for participants who have special educational needs, disability and additional needs.
• To closely liaise with participants, their parents, guardians, carers, etc., their Social Workers and Special Educational Needs Co-ordinator (SENCO) and other key individuals or services to ensure that our offer meets the needs of our participants.
• To identify a head of SEND at Keysoe International Ltd.
• To work within the guidance provided by the SEND Code of Practice.
• To provide support and advice for all staff working with SEND participants.

2       SCOPE

The policy applies to all Keysoe International Ltd. offers and to all those who have special educational needs, disability and additional needs.

Participants, parents, guardians, carers and any stakeholder can obtain a copy of this policy on request.

3       DEFINITIONS

Disability: A physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on an individual’s ability to do normal daily activities.

SEND: Special educational needs and disabilities

SEN: A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made

4       COMPLIANCE

This policy complies with the statutory requirements in the SEND Code of Practice 0 – 25 and should be read in conjunction with the following guidance, information and policies:

• Special Educational Needs and Disability Regulations 2014
• Children and Families Act 2014
• Special Educational Needs and Disability Code of Practice 0-25 years: SEND code of practice: 0 to 25 years – GOV.UK (www.gov.uk).
• Teachers’ Standards 2012

5       POLICY

5.1      Staff Roles and Responsibilities

At Keysoe International Ltd., we promote the use of high-quality teaching to support participants and expect that all staff (as professionals) keep up to date with current best practice via CPD.

In addition, all teachers are responsible for:

• Using their skills, knowledge and insight to provide a programme of education, support and fun that is appropriate to the participant’s needs.
• Assessing and monitoring the participant’s progress and keeping the necessary records.
• Identifying any difficulties experienced by a participant and bringing this to the attention of the head of SEND and, where appropriate, others involved in the participant’s care and education.

Our head of SEND (Head of Education and Animal Welfare) will:

• Ensure that Keysoe International Ltd. has the relevant information to allow staff to best support each participant.
• Monitor the progress participants make and ensure that provisions specified in Statements/EHC plans are in place.
• Ensure that specialist resources and/or equipment are available to staff and participants where appropriate.
• Oversee reporting to SENCOs, families, Social Workers, etc.
• Coordinate and monitor the quality of the support provided by teachers and other staff.
• Organise and deliver SEND training as appropriate.
• Ensure that this policy is reviewed and updated as required and at least annually.

 

 

5.2      Admission

Keysoe International Ltd. is committed to the promotion of equality and diversity.

In line with the SEN and Disability Act, we will, where SEND is identified, take all reasonable steps to provide effective educational provision to that individual.

5.3      Resources

Resources are allocated to and amongst participants with SEND according to their individual needs.

Additional support will be implemented where reasonably practicable and where it is thought this will be particularly beneficial. (See Additional Support Provisions section.)

The head of SEND / Education Specialist will liaise with the referrers, SENCOs, parents, guardians, etc., when determining what, if any, additional resources may be beneficial.

5.4      Assessment of Needs

The SEND Code of Practice specifies 4 Broad Areas of Need:

• Communication and Interaction – including Speech, Language and Communication Needs and Autism Spectrum Conditions.
• Cognition and Learning – including Moderate Learning Difficulties (MLD), Severe Learning Difficulties (SLD) and Profound and Multiple Learning Difficulties (PMLD) and Specific Learning Difficulties (Dyslexia, Dyscalculia, Dyspraxia).
• Social, Emotional and Mental Health – including ADHD, ADD, Attachment Disorder or an underlying mental health need such as anxiety, depression, self-harming, substance misuse, eating disorders or physical symptoms not medically explained.
• Sensory and/or Physical Needs – including hearing impairment, visual impairment, multi-sensory impairment and any physical impairments.

At Keysoe International Ltd., we recognise the importance of the early identification of participants who may be facing challenges or difficulties and who may need additional support so that barriers to learning can be broken down and progress can be made.

5.4.1     Meeting Individual Needs – The Cycle

The following is based on the NHS Bedfordshire Clinical Commissioning Group, SEND Support and Provision Guidance 2023.

The process of meeting special educational needs is one of a continuous and systematic cycle: assess, plan, do, and review. This cycle allows for earlier decisions and actions to be revisited, refined and revised, informed by a growing understanding of the person’s needs and what supports them in making good progress and securing good outcomes.

Assess

A clear picture of the participant’s needs is drawn up. Performance data, the views of referrers, participants, their parents, guardians, carers, etc., teacher observations and reports from professionals may all be used to analyse what support and intervention will be needed. Barriers to learning will be highlighted and discussed with relevant stakeholders (including the participant, where appropriate).

Plan

At all stages, intervention and support will be planned to maximise the impact on the participant’s learning. Adjustments may be made to plans, and parents, guardians, carers, etc., will be consulted about what they can do to support progress. Plans will be shared with all those with a need to know.

Do

Teachers and staff will work closely with participants, their parents, guardians, carers, etc., to ensure that plans are followed and that appropriate learning opportunities are presented. The head of SEND will support teachers and other staff where needed in finding ways to meet targets and goals.

Review

Participants will be continuously assessed in terms of progress against agreed-upon goals (set by participants, their families, the referrers, etc.). In addition, participants and their parents, guardians, carers, etc., will also be asked for feedback on both how much progress they feel has been made and the quality of the support. Information and evidence from the review will be used to plan the next steps and to revise or refine the support or interventions moving forward.

5.4.2     Additional Support Provisions

Where participants are identified as having special educational needs, Keysoe International Ltd. provides for these additional needs in a variety of ways, including:

• quality first teaching, with appropriate differentiation in place
• support staff deployed effectively during lessons
• personalised provision through time-limited programmes/courses
• personalised timetables
• personalised provision through adapted resources and interventions (1:1 or small group work)
• specialist equipment/resources and reasonable adjustments made to suit the participant’s needs (where practicable)
• support from parents, guardians, carers, and external services such as Educational Psychologists, Speech and Language Therapists, behaviour specialists and Occupational Therapists.

5.4.3     External Support – Referrals to Third Parties

Where the need for additional support is identified, whether it relates to SEND or health, social care and welfare (for example, via referrals to Early Help, health or social care providers, etc.), the matter will be discussed with the relevant stakeholders and actioned as appropriate.

5.5      Medical Conditions

Please see our Meeting Client’s Basic Health Needs Policy for further information on how Keysoe International Ltd. ensures that each participant’s health and medical needs are met.

 

5.6      Working in Partnership with Parents, Guardians, Carers, etc.

Parents, guardians and carers hold key information and have a critical role to play in their child’s/young person’s education.

Therefore, staff should and will take seriously any concerns raised by parents, guardians and carers.

Whilst Keysoe International Ltd. regularly reports on the progress of each participant, the parents, guardians, carers, etc., of participants with SEND are encouraged to approach Keysoe International Ltd. at any time regarding concerns that they may have.

In addition, Keysoe International Ltd. is committed to continuous improvement and will regularly (throughout and at the end of each programme/course) seek feedback from parents, guardians, carers, etc., on what we can do and could have done better.

5.7      Involving Participants

We recognise that our participants have the right to be involved in making decisions and voicing their concerns.

Where appropriate, all participants are involved in assessing their needs (and deciding what support is needed and how it will be provided) and monitoring and reviewing their progress.

During any meetings, we endeavour to fully involve participants by encouraging them to:

• state their views about their education and learning during the assessment and review process
• share their individual targets
• self-review their progress and set new targets.

Where additional support is required, we will ensure to accommodate their attendance or use (e.g., a translator, communication aids, use of an advocate).

5.8      Record Keeping and Confidentiality

As with any other personal or sensitive information, information relating to SEND must be processed in accordance with the Data Protection Act and UK GDPR and stored securely.

Information is shared with staff, participants, their parents, guardians, carers, etc., and other professionals involved in an accessible format.

6       MONITORING AND REVIEWING

Keysoe International Ltd. will review this policy at least annually (as a minimum) and will update it as needed so that it is kept up to date with Local or National recommendations or changes to policy and guidance.

We involve our stakeholders in policy development and make sure the SEND Policy reflects our current working practices.

6.1      Related Policies, Documents and Guidance

• KIP-0036 – Equality, Diversity and Inclusion Policy
• KIP-0038 – Meeting Client’s Basic Health Needs Policy
• Bedford Borough Council, SEND support and provision guidance (Graduated Response)
  • To download the Bedford Borough SEND support and provision guidance document (Graduated Response) for Schools, Settings and Colleges, 2023, please visit the following link: https://localoffer.bedford.gov.uk/kb5/bedford/directory/advice.page?id=m21-gnjX-sY.

 

KIP-0035 Revision 1
Last updated August 2024