Inclusion Policy

D. Rees

October 2012

RationaleAt Hatchell Wood Primary school we recognise that all pupils are unique in their interests, abilities and learning needs. We believe in providing opportunities for all children to reach their full potential, within a broad and balanced curriculum.

We believe that all children should be equally valued in school. We will strive to eliminate prejudice and discrimination and to develop an environment where all children can flourish and feel safe.

We achieve educational inclusion through offering equality of opportunity to all groups of pupils within school. These groups include:

Boys and girls; Pupils from minority faiths, ethnicities, travellers, asylum seekers,

refugees; Pupils who have English as an additional language; Pupils who have Learning Difficulties and Disabilities (LDD) Pupils who are able, gifted or talented Pupils who are looked after by the local authority Pupils who are in receipt of Free School Meals Pupils born in July & August Pupils with low attendance Pupils who are at risk of exclusion Others, such as young carers, children who are sick or whose families

are under stress or in crisis.

We recognise that pupils learn at different rates and that there are many factors affecting achievement including ability, emotional state and maturity. Many children experience difficulties that affect their learning at some point during their school career and these may be short or long term. We are moving from an “SEN” approach, which locates a problem with the child, to an “Inclusion” approach which identifies a range of provision which can be put into place to help every individual child achieve his/her full potential.

This policy applies to all children and adults in school, fulfils aspects of the Every Child Matters agenda, and underpins the school vision.

Aims & Objectives To develop a whole school approach towards children with LDD or other

additional needs. To value and include children with LDD or other additional needs in all

aspects of school life. To develop promote self esteem, confidence and independence. To give ALL children access to a broad and balanced curriculum. To aid children in moving from dependence to independence. To identify and assess children with LDD or other additional needs as

early as possible and to monitor their progress. To involve children, where possible, in the development of their own

programs. To develop a partnership with parents in order to keep them informed

and to encourage them to participate in their child’s progress. To work closely with outside agencies.

Roles and ResponsibilitiesThe Head Teacher has overall responsibility for Inclusion and LDD provision within school. This is delegated to the Inclusion Manager (Miss D Rees), who gives regular updates to the Head Teacher and Governor with responsibility for Inclusion.

The Inclusion Manager will:

Ensure the day to day operation of the Inclusion Policy. Liaise with and advise colleagues. Coordinate provision for children with LDD or other additional needs. Liaise as appropriate with parents. Liaise with outside agencies. Organise reviews for children with statements of Special Educational

Needs.

Class teachers have responsibility for adapting their teaching approaches, through appropriate differentiation or support, to ensure that all children have access to the curriculum. No child will be excluded from any learning activity, or extra-curricular activity, due to impairment or learning disabilities. Class teachers also have responsibility for the day-to-day organisation of provision for children within their class. They will monitor the progress of all children and seek advice from the Inclusion Manager for any child that causes concern.

School Facilities & ResourcesThe school is single site and entirely on one level, with access is via the main entrance which is suitable for wheelchair users. There is a disabled parking bay at the front of the school building. Classrooms are also suitable for wheelchair access. In the Foundation Stage, there is a ramp to allow disabled children and adults to access the outdoor play area. There is currently one disabled accessible toilet for children or adults, and two toilet cubicles with wide access for wheelchairs (one in KS1 and 1 in KS2). There is a changing facility in one of the toilets near the PE changing rooms. The majority of our classrooms are carpeted, providing good acoustic conditions so that the effects of hearing difficulties are minimised.

Support is tailored to the individual child, through discussion with the class teacher, learning support assistants and parents. It may include:

Use of specialised equipment, such as dyslexia friendly reading rulers and books.

Use of computer programmes such as Number Shark, Word Shark and Education City.

Use of structured programmes such as Direct Phonics, Toe by Toe and Word Wasp.

Use of educational games. Nurture groups, to develop children’s self-confidence, memory, speaking

and listening or social skills.

Children with Special Educational NeedsThe first level of support is quality-first teaching.

The class teacher:

Provides differentiated work and additional resources or adult support to enable children to access the curriculum.

Develops the child’s self-esteem. Monitors the child’s progress. Consults the child’s parents.

If the teacher identifies that the child is not making expected progress, in spite of the support put in place, he/she may consult the Inclusion Manager. Further intervention may be required, which will lead to the child being placed on School Action.

School Action

When a child is on School Action, the class teacher provides interventions that are ADDITIONAL to or DIFFERENT from those provided as part of the normal differentiated curriculum.

This could be though:

Providing different learning materials. Providing special equipment. Providing individual or group support.

Staff development and training enable the adults involved to select effective strategies for each individual child.

The class teacher arranges termly meetings with the parents. At these meetings, the child’s progress will be discussed, targets will be set, and methods of support will be decided upon.

In some cases, the school will need further advice or support from outside agencies. These children will move onto School Action Plus

School Action Plus

Children on School Action Plus may:

Have ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.

Have sensory or physical needs, and require additional specialist equipment or regular visits by a specialist service.

Have emotional or behavioural difficulties which substantially interfere with the child’s own learning, despite having an individual behaviour management programme.

Be working at a level substantially below that of children of a similar age.

The Inclusion Manager will take the lead in seeking expert advice in relation to these children and planning future interventions. The class teacher will write an IEP for the child, which will be reviewed termly. The children will be involved in the target setting process wherever possible, and made aware of their own progress. Some of these children may need a Statement of Special Educational Needs.

Statements of Special Educational Needs

If, upon the advice of the Educational Psychologist or medical specialist, the school or parent/guardian consider it necessary, we will ask the authority to undertake a statutory assessment of the child’s needs which may lead to the issue of a Statement of Educational Needs. IEPs will be drawn up, and resources provided, to meet the needs identified by the LA assessment. Annual reviews will be undertaken for these children.

Children with English as an Additional Language

Children who have recently moved from a non-English speaking country may be eligible from support from EMTAS. Support in school will be tailored to children’s specific needs. For example, spoken English, reading or spelling. Children will not be placed on the Special Needs register unless they require support IN ADDITION TO the language support already in place.

Children with Gifts or Talents

Children who are considered by their teachers to have abilities significantly above those of their peers will be given programmes of support to extend their learning.

This may include: Using learning objectives from a later Year Group or Key Stage. Using materials aimed at Gifted and Talented children (Rising Stars

Literacy, Numeracy and Science) Participation in specially tailored clubs (Debate)

Children with Disabilities

Hatchell Wood Primary School fully meets the requirements of the amended Disability Discrimination Act that came into effect in September 2002. All reasonable steps are taken to ensure that these children are not placed at a substantial disadvantage compared to non-disabled children.

The Pupil VoiceAs soon as they are able, children are involved in the target setting process and consulted about the provision that has been made for them. Children with a Statement of Special Educational Needs have their views ascertained by a key adult (usually the class teacher or LSA) are given the opportunity to attend their annual review. We encourage the inclusion of all children in the School Council and other consultation groups.

Monitoring and Evaluating

We will ensure inclusive education for our pupils by constant review and evaluating of support being offered:

Does each pupil achieve as much as they can? Are there differences in the achievements of different groups of pupils? Could any new interventions be put in place for pupils who are not

achieving their potential? Are all our pupils happy to be in school?

Review of policyAs with all school policies, a whole school approach is required for the implementation of the policy, which should offer guidance and protection to those at Hatchell Wood Primary.

This policy will be reviewed annually. These questions will be addressed

Does the policy provide useful guidance and protection? Is the policy up to date? Do amendments need to be made, what are they?

Amendments will be made by the identified person(s) and passed to relevant parties for approval.

Complaints ProcedureShould any parent/guardian disagree with the decisions made about their child, and do not feel satisfied after discussion with the child’s class teacher and/or the Inclusion Manager, they should contact the Head Teacher. Should this meeting not satisfy the parent/guardian then the complaints procedure may be obtained from the Chair of Governors.

Author : Miss D.Rees (Inclusion Manager)