Contents Page. Defining Inclusion... 2 RATIONALE... 2 AIMS... 2

Transcription

1 Holy Trinity Primary School Inclusion Policy November 2013 Edition Contents Page Defining Inclusion... 2 RATIONALE... 2 AIMS... 2 Objectives... 3 Teaching and learning styles... 3 Children with disabilities... 3 Children with EAL... 4 Children with Special Educational Needs... 4 External Support... 5 ROLES AND RESPONSIBILITIES... 5 School Governors... 5 The SEN governor... 5 The head teacher... 6 Class teachers are responsible for:... 6 Resources/ Deployment of funding... 7 Extra Provision for Children with SEN... 7 School Action... 7 School Action Plus... 7 Outside support services and agencies... 7 Parental Support... 7 Complaints Procedure... 7 Able, Gifted and Talented Pupils... 7 APPENDIX 1:... 9 A Definition of Special Educational Needs... 9 APPENDIX Identification, assessment and provision for Special Educational Needs Statutory Assessment Individual Education Plans

2 The school and governors are committed to the safekeeping of all children who attend the school, and recognise their responsibility for Child protection. Defining Inclusion Inclusion is an ongoing process that celebrates diversity and involves the identification and minimising of barriers to learning and participation that may be experienced by any pupils irrespective of age, ability, gender, ethnicity, language and social background, and the maximising of resources to reduce these barriers. RATIONALE We recognise that each child is a uniquely created individual and is special, and should be treated as such. We give all of our children every opportunity to achieve the highest of standards. We do this by respecting and taking account of pupils varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations for all children. The achievements, attitudes and well being of all our children matter. This policy helps to ensure that this school promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability, gender or background and that pupils have a common curriculum experience. AIMS We aim to provide a Christian setting in which all our children can grow in an atmosphere of love and understanding. We strive to; Promote a feeling of being part of God s family. Develop relationships between staff and children so that all are valued and given respect. Develop and strengthen our links with the parish and its community. Provide good Christian role models for the children. Encourage children to care for each other, their families, the community, the environment and God s living world. Through daily worship, praise, the teaching of R.E. and links with the church, provide a firm grounding in the Christian faith whilst respecting the integrity of other traditions. Strengthen in each of our children, the Christian virtues of love, integrity, tolerance, compassion and kindness. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils, or groups of pupils. This means that equality of opportunity must be a reality for our children. We make this a reality through the attention we pay to the different groups of children within our school: This policy applies to those pupils who: have learning, physical, communication, sensory and/or medical needs; have or experience behavioural, emotional and social needs; reflect social and cultural diversity; have attendance difficulties; experience significant ill health; have relatives to care for; use English as an additional language; have recently arrived in this country or may be refugees or asylum seekers; have a mobile life style as travellers; are looked after children; live in poverty or who may be homeless; are gifted and talented; bully or who are victims of bullying; 2

3 are bereaved; are traumatised. Objectives The National Curriculum is our starting point for planning a curriculum that meets the specific needs of individuals and groups of children. We meet these needs through: setting suitable learning challenges; responding to children s diverse learning needs; overcoming potential barriers to learning and assessment for individuals and groups of pupils; providing other curricular opportunities outside the National Curriculum to meet the needs of individuals or groups of children. (This includes speech and language therapy and mobility training.) We achieve educational inclusion by continually reviewing what we do, through asking ourselves these key questions: do all our children achieve their best? are there differences in the achievement of different groups of children? what are we doing for those children who we know are not achieving their best? are our actions effective? are we successful in promoting racial harmony and preparing pupils to live in a diverse society? Teaching and learning styles We aim to give all our children the opportunity to succeed and reach the highest level of personal achievement. We analyse the attainment of different groups of pupils to ensure that all pupils are achieving as much as they can. We also make ongoing assessments of each child s progress. Teachers use this information when planning their lessons. It enables them to take into account the abilities of all their children. For some children, we use the programmes of study from earlier key stages. This enables some of our children to make progress in their own lessons, perhaps after significant amounts of time spent away from school. When the attainment of a child falls significantly below the expected level, teachers enable the child to succeed by planning work that is in line with that child s individual needs. Where the attainment of a child significantly exceeds the expected level of attainment, teachers use materials from a later key stage, or extend the breadth of work within the area or areas for which the child shows particular aptitude. Teachers are familiar with the equal opportunities legislation covering race, gender and disability. Teachers ensure that all children: feel secure and know that their contributions are valued; appreciate and value the differences they see in others; take responsibility for their own actions; participate safely in clothing that is appropriate to their religious beliefs; are taught in groupings that allow them all to experience success; use materials that reflect a range of social and cultural backgrounds; have a common curriculum experience that allows for a range of different learning styles; have challenging targets that enable them to succeed; participate fully, regardless of disabilities or medical needs. Children with disabilities We are committed to meeting the needs of all children within our school. The school fully meets the requirements of the Equalities Act All reasonable steps are taken to ensure that no child is placed at a substantial disadvantage. The school is committed to providing an environment that allows all children full access to all areas of learning. All our classroom entrances are wide enough for wheelchair access, and the designated points of 3

4 entry for our school also allow wheelchair access. We have specialist desks and chairs for pupils with limited motor-coordination skills. Teachers modify teaching and learning expectations as appropriate for children with disabilities. For example, they may give additional time to complete certain activities, or they may modify teaching materials. In their planning teachers ensure that they give children with disabilities the opportunity to develop skills in practical aspects of the curriculum. Teachers ensure that the work undertaken by all children: takes account of their pace of learning and the equipment they use; takes account of the effort and concentration needed in oral work, or when using, for example, vision aids; is adapted or offers alternative activities in those subjects where children are unable to manipulate tools or equipment, or use certain types of materials; allows opportunities for them to take part in educational visits and other activities linked to their studies; includes approaches that allow hearing-impaired children to learn about sound in science and music, and visually-impaired children both to learn about light in science, and also to use visual resources and images both in art and design and in design and technology; uses assessment techniques that reflect their individual needs and abilities. Children with EAL Key Principles of additional language acquisition EAL pupils are entitled to the full National Curriculum programmes of study and all their teachers have a responsibility for teaching English as well as other subject content. Access to learning requires attention to words and meanings embodied in each curriculum area. Meanings and understanding cannot be assumed but must be made explicit. Language is central to our identity. Therefore, the home languages of all pupils and staff should be recognised and valued. Pupils should be encouraged to maintain their home language and use it in the school environment wherever possible. Although many pupils acquire the ability to communicate on a day to day basis in English quite quickly, the level of language needed for academic study is much deeper and more detailed and can require continuing support. Language develops best when used in purposeful contexts across the curriculum. The language demands of learning tasks need to be identified and included in planning. Teaching and support staff play a crucial role in modelling uses of language. Knowledge and skills developed in learning the first language aid the acquisition of additional languages. A clear distinction should be made between EAL and Special Educational Needs. Assessment All EAL pupils are entitled to assessments of EAL needs as required. The Ethnic Minority Achievement Service (EMAS) may be requested to visit school. They will assess and monitor pupils, give support and guidance to staff and direct support to prioritised pupils. Staff have regular liaison time to discuss pupil progress, needs and targets. Progress in the acquisition of English is regularly assessed and monitored. This may be achieved by using the Bristol and South Glos Profile for Pupils who have English as an Additional Language. Assessment methods are checked for cultural bias and action is taken to remove any that is identified. Consideration and sensitivity is given to the appropriateness of testing EAL pupils at the earlier stages of English acquisition. Children with Special Educational Needs The school offers a continuum of provision to meet a diversity of pupils needs. Although all pastoral classes are mixed ability, the school and individual teachers have the flexibility to set smaller ability groups, within their classes, for specific aspects of the curriculum. Additional in-class support is available in all classes. This is 4

5 provided by teaching assistants (TAs). This additional support is targeted at individual pupils and small groups of pupils. Out-of-class provision is available to pupils with statements of SEN, where appropriate, who require specialist personalised learning programmes. Our teachers take specific action to provide access to learning for pupils with special educational needs by: providing for pupils who need help with communication, language and literacy planning, where necessary, to develop pupils' understanding through the use of all available senses and experiences planning for pupils' full participation in learning and in physical and practical activities helping pupils to manage their behaviour, to take part in learning effectively and safely. helping individuals to manage their emotions, particularly trauma or stress, External Support The school receives advice and support from the Local Authority Inclusion Service and from other agencies. Specialist teachers from this service will provide when appropriate intervention in the form of personalised learning, direct teaching, in-class support, counselling, and assessment of pupils needs and progress or specialist staff can provide support for staff with other groups of pupils. The school has access to a link adviser, Inclusion (SEN) adviser, educational psychologist, pupil access and educational welfare officer. ROLES AND RESPONSIBILITIES School Governors The governing body is responsible for: a) Deciding the school s general policy and approach to meeting pupil s special educational needs in consultation with the Head Teacher. b) Setting up appropriate staffing and funding arrangements and overseeing the school s work. c) Doing its best to ensure that the necessary provision is made for any pupil who has special educational needs. d) Ensuring that, where the responsible person the head teacher or the appropriate governor has been informed by the LA that a pupil has special educational needs, those needs are made known to all who are likely to teach them. e) Ensuring that teachers are aware of the importance of identifying and providing for, those pupils who have special educational needs. f) Consulting the LA and the governing bodies of other schools, when it seems to be necessary or desirable in the interests of co-ordinated special educational provision in the area as a whole. g) Ensuring that the pupil joins in the activities of the school together with pupils who do not have special educational needs, so far as is reasonably practical and compatible with the child receiving the special educational provision their learning needs call for. Integration should not prevent the efficient education of the pupils with whom they are educated and the efficient use of resources. h) Having regard to the Code of Practice when carrying out its duties towards all pupils with special educational needs. i) Ensuring that parents are notified of a decision by the school that SEN provision is being made for their child. The SEN governor is responsible for: 5

6 a) Taking a particular interest in and closely monitoring the school s work on behalf of the pupils with special educational needs. b) Report to parents on the implementation of the policy for pupils with SEN. The head teacher is responsible for: a) The day-to-day management of all the aspects of the school s work, including provision for pupils with special educational needs. b) Keeping the governing body fully informed with regard to pupils special educational needs. c) Liaising with the school s SEN Co-ordinator. Class teachers are responsible for: a) Making the initial identification of a child s SEN at the earliest opportunity through formal and informal assessments. b) Informing and involving parents of those children with SEN. c) Involving children with SEN in setting targets for their individual education plans and the strategies to be employed. d) Writing, monitoring and regularly reviewing pupil s Individual Education Plans. e) Keeping SEN class records and ongoing assessments. f) Ensuring that due regard of special educational needs is taken in the planning of work and that there is careful differentiation made in the tasks set. g) Providing appropriate programmes of work and resources for pupils, including the use of ICT where appropriate. The SEN Co-ordinator is responsible for: a) The day-to day operation of the SEN policy. b) Liaising with, supporting and advising colleagues in the assessment and identification of pupils with special educational needs. c) Co-ordinating effective provision for pupils with special educational needs, including the effective use of resources. d) Supporting and advising colleagues as to appropriate resources, strategies and programmes that can be used with SEN pupils. e) Developing a system whereby individual education plans are written, monitored and reviewed regularly f) Overseeing the records of all pupils with special educational needs. g) Liaising with parents of pupils with special educational needs, especially those at School Action Plus, providing information about the support available from the school, LA and voluntary organisations able to offer advice. h) Liaising with external agencies including the Inclusion Support Service, the LA s psychology service, health, social services and voluntary bodies. i) Assisting in identifying, arranging and contributing to the in-service training of staff. j) Liaising with local schools and attending appropriate training. k) Liaising with pre-schools, primary or secondary schools before, at and beyond the point of transfer. l) Liaising, advising and monitoring the Teaching Assistants over SEN issues and their role in meeting a child s needs. m) Reporting to the governing body and providing regular SEN reports. n) Tracking the progress of SEN pupils in liaison with the assessment coordinator. It is important that all parties work together in partnership as a team for the benefit of children with SEN. 6

7 Resources/ Deployment of funding At least 3.6% of the school s budget will be allocated to support children with special educational needs. Statemented children receive additional funding which is above the school s matrix funding. Money, staffing and resources are deployed in the following ways: a) SEN Co-ordinator b) Staff training opportunities c) Resources for literacy, numeracy, behaviour management, emotional difficulties and ICT d) In-class, small group and individual support from Teaching Assistants. Extra Provision for Children with SEN School Action Differentiated curriculum Support group work e.g. snappy lessons School Action Plus Specific targeted interventions Individual Education Plans (IEPs) or Group EPs will be written Support group work or support in class Individual time with TA or teacher ICT time Specific targeted interventions Individual Education Plans (IEPs) will be written for all pupils at SA+ Outside support services and agencies Support and advice is sought from a range of specialists to include: Inclusion Support Service Educational Psychologists Speech and Language Therapists Behaviour Support Team Social Services Health Specialists Parental Support School Nurse Education Welfare Officer Supportive Parents for Special Children is a voluntary organisation in the Bristol area that will assist any parent of a SEN child who needs advice, support or help. Contact details are available from SENCO. Complaints Procedure If there are concerns about Special Needs provision parents should, in the first instance, talk to the class teacher, SENCO or Head Teacher. If these concerns cannot be resolved, the school has an approved formal complaints procedure which offers parents and others a readily accessible route to pursue any such complaint. A copy of the complaints procedure can be obtained from the school office. If the problem is not resolved, the LA has a mediation service, which can be used. Able, Gifted and Talented Pupils 7

8 The terms gifted able and talented are used in a wide range of contexts when people are talking about ability and talents. It is important to clarify how these terms will be used at this school. Able children: children who are working at and achieving standards in one or more areas of the core curriculum at a higher level than that expected for their age group (e.g. level 3 in year 2, level 5 in year 6). There is usually a group of such pupils in each class. Children who show ability, talent or skill at a higher level than that of their age group in a specific area (e.g. music, PE, art etc). There are usually individual pupils within each class. Gifted and talented children: Children who are very able and capable of achieving at a level well above that expected in any area (e.g. 2 or more levels above age group). It is likely that a very small number of such pupils attend throughout the school. In order to ensure the very best provision we will: Encourage all pupils to be independent learners Ensure assessments are carried out regularly to identify the needs of all pupils, including gifted and talented Share this information with parents and involve them in agreeing the best provision Maintain a class register of able and talented pupils Nominate a key member of staff to be responsible for overseeing the provision for gifted and talented pupils Provide opportunities for extension and challenge Signpost a range of extra curricular activities Provide enrichment activities for gifted and talented pupils where possibl e, for example by providing outside expertise e.g. sports coaching, musical opportunities Celebrate the achievements of pupils via our school newsletter Well dones and in Well done worship. Will consider on an individual basis requests from parents to enable a child to attend events in school hours which support development of specialists skills or talents whilst ensuring delivery of the core curriculum This policy will be reviewed annually and should be read in conjunction with: Curriculum policies Teaching and Learning policy Equal opportunities policy Gifted and talented children policy Good behaviour and hard work Last Reviewed: November 2013 Next Review Due: November 2015 Attached - Appendix 1 Definition of Special Educational Needs - Appendix 2 Procedures for Special Educational Needs 8

9 APPENDIX 1: Children may fall within one or more of the following definitions. A Definition of Special Educational Needs Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they: a) have a significantly greater difficulty in learning than the majority of children of the same age; or b) Have a disability which prevents or hinders them from making use of the educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority. Children must not be regarded as having a learning difficulty solely because the la nguage or form of language of their home is different from the language in which they will be taught. See Section 312, Education Act 1996 Definition of disability in the Equality Act 2010: A person (P) has a disability if (a) P has a physical or mental impairment, and (b) the impairment has a substantial and long-term adverse effect on P's ability to carry out normal day-to-day activities. Section 6 (1) Equality Act

10 APPENDIX 2 Identification, assessment and provision for Special Educational Needs A child could be identified as having SEN if, despite differentiated learning opportunities, a child: Makes little or no progress even when teaching approaches are targeted particularly in a child s area of weakness Shows signs of difficulty in developing literacy or mathematical skills, which results in poor attainment in some curriculum areas. Presents persistent emotional or behavioural difficulties, which are not improved by the behaviour management techniques usually employed in school. Has sensory or physical problems and continues to make little or no progress despite the provision of specialist equipment. Has communication and/or interaction difficulties, and continues to make little or no progress despite the provision of a differentiated curriculum. When a class teacher identifies a child with SEN they will: a) Inform the SEN co-ordinator and discuss the reasons for their concerns. b) Consult the child s parents and the child. c) Move the child to School Action. School Action should provide interventions that are additional to or different from those provided as part of the school s usual differentiated curriculum and strategies. School Action Plus The triggers/ identifying factors for School Action Plus could be that, despite receiving an individualised programme and/or concentrated support at School Action, the child: Continues to make little or no progress in specific areas over a long period. Continues working at National Curriculum levels substantially below that expected of children of a similar age. Continues to have difficulty in developing literacy and mathematical skills. Has emotional or behavioural difficulties which, substantially and regularly interfere with the child s learning, or that of the class group, despite having an individualised behaviour management programme. Has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist service. Has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning (taken from Code of Practice Page 55, Para 5:56) The SENCO and Class teacher will then: 1. Consider a range of different teaching approaches and materials, appropriate equipment and the u se of information technology. 2. Seek the help of external agencies to advise on new and appropriate targets and strategies for the child s IEP. The external specialist may act in an advisory capacity, or provide additional specialist assessment. 3. An IEP will be written setting out fresh targets and strategies for supporting the child s progress. 10

11 Statutory Assessment The head teacher may request a statutory assessment by the Local Education Authority, where a child has demonstrated significant cause for concern. Detailed information about the child s progress over time and any action taken to deal with those needs, including any resources or special arrangements put in place will be sent to the LA. The LA using their criteria for statutory assessment will then consider this. Individual Education Plans 1. The IEP should include information about: Short term SMART targets set for or by the child. Teaching strategies to be used. Provision to be put in place When the plan will be reviewed. Success criteria Outcomes which are to be recorded when the IEP is reviewed 2. IEPs should be reviewed at least termly. 3. As part of the child s IEP review, parents views on their child s progress should be sought and they should also be involved in setting new targets. The child should be involved in the review process and help set new targets in a way that is appropriate to their age and ability. 11