Camrose Primary School with Nursery

Transcription

1 Camrose Primary School with Nursery Inclusion Policy Article 3: The best interests of the child must be a top priority in all actions concerning children. Article 28: Every child has the right to an education. Article 29: Every child has the right to be the best they can be. Status: Statutory Policy written by: Theresa Chapman Date written: Autumn 2014 Date shared with Staff: Date ratified by Governing Body: Inclusion Policy 1

2 2014 CAMROSE PRIMARY SCHOOL At Camrose everyone counts every unique individual-every individual unique We are unique; we have great value and worth; breathed into us at our unique birth. Rationale for the Inclusion Policy The UN Convention of the Rights of the Child states that every child has the right to be the best they can be (Article 29). At Camrose Primary School we are committed to upholding this article and our Inclusion Policy reflects how we will ensure every child feels supported and included. This policy is committed to upholding all rights of the child, but with a particular focus to article 29 and the ones below. The UNCRC recognises children s rights to: be safe (Article 19) have an education (Article 28) have support if they have additional needs (Article 23), the right to follow their own religion (Article 14) the right to develop their individual talents (Article 29) the right to use their own language (Article 30) What is 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 all resources to reduce these barriers. Inclusion statement Our Inclusion Policy lies at the heart of our vision for the school and the principles of the UNCRC. We believe that inclusion is most likely to be successful if the diversity of all school members is recognised and valued and celebrated as a rich resource, which supports the learning of all. This ensures that children maintain a sense of identity. We therefore, provide educational experiences that develop pupils' achievements and recognise their individuality so that Articles 14, 23, 29 and 30 are upheld. We understand that appropriate support, advice and resources may be necessary to achieve this so there will be a range of flexible responses in order to meet individual needs be they behavioural, emotional and social, communication and interaction, sensory and physical or cognition and learning. At all times children need to feel secure, safe and happy about the support they are offered. (Article 19) We recognise that pupils learn at different rates and that there are many factors affecting achievement, including cognitive ability, emotional state, age and maturity. We are particularly aware of the needs of our pupils, for whom the development of the English Language is a crucial factor in terms of articulating their knowledge and understanding. We 2

3 believe that many pupils, at some time, in their school career, may experience difficulties which affect their learning, and we recognize that these may be long or short term. Parents know their child best. Equally, children and young people are well placed to reflect on their own experiences, their needs and their aspirations. (Article 12) For these reasons, at Camrose, we place parents and their children at the heart of the processes and decisions that will affect the lives of our pupils, including those with SEN in line with the Children and Families Bill and the SEN Code of Practice, At Camrose Primary School inclusion is meeting the needs and upholding the rights of all our pupils which include: Girls and boys Minority ethnic and faith groups, travellers, asylum seekers and refugees Pupils who need support to learn English as an additional language Pupils entitled to the Pupil Premium Pupils with additional needs Pupils with disabilities Gifted and talented pupils Children 'looked after' by the local authority Children who are on a Child Protection Plan Sick children Young carers Those from families under stress Those pupils at risk of disaffection and exclusion How will Inclusion be promoted at Camrose Primary School? Inclusion is ultimately the responsibility of every member of staff. (Article 3) All staff have a responsibility to promote inclusion in the following ways: (Article 3) To create a nurturing learning environment so that children feel safe, secure, valued and able to achieve to their highest ability, maximizing the learning potential of all pupils and to raise attainment for all. (Articles 19 and 29) Ensure every child works towards fulfilling their potential and becoming a lifelong learner. (Article 6 and Article 29) Ensure implementation of government and LA inclusion recommendations (Article 42) To create an environment which encourages and reinforces good behaviour To define acceptable standards of behaviour so that there is mutual respect and the rights of each child is upheld, i.e. in the development of class charters. (Articles 5,12, 14 and 29) To encourage consistency of response to both positive and negative behaviour. To promote self-esteem, self-discipline, responsibility for their own actions; and positive relationships. (Articles 5,12, 14 and 29) 3

4 To promote appreciation, value and celebration of the differences they see in others. (Articles 14 and Article 30) To remove the barriers to learning and participation that can hinder or exclude individual pupils or groups of pupils and to include pupils in all aspects of school life regardless of need.(articles 23 and 28) To provide a range of teaching styles to accommodate the different learning styles of all children and allows all children to participate fully regardless of any disabilities or medical needs. To ensure that good quality resources, that reflect a range of social and cultural backgrounds without stereotyping, are matched to their need. To teach in a variety of groupings that allow all children to experience success and have smart challenging targets that enable them to succeed. (Article 28 and Article 29) To equip pupils with the skills, knowledge and attitudes necessary to succeed as responsible and valued members of the community and to celebrate the progress and achievements that all members of the community make. (Article 29) To involve pupils and parents in planning and any decision making that affects them and their family and to work together with all partners in the education of the child. (Article 18).Responsibility of the Head teacher To be responsible for ensuring the school's inclusion policy is implemented consistently by all staff. To be responsible for the induction of new staff, ensuring they embrace the school s vision and belief for inclusion. To be responsible for the professional development of all staff on inclusion. Keep all staff up to date on inclusion through an appropriate and relevant CPD programme. To monitor the impact of the inclusion policy on achievement and pupil well-being alongside the SENCo. Responsibility of the SENCO To ensure the SEN, Disability and Equalities legislation and relevant Draft Code of Practice and guidance are implemented effectively across the school. To ensure equality of opportunity for and to eliminate prejudice and discrimination against, children with special educational or specific needs. (Article 23) To continually monitor and track the progress of all pupils, to identify needs as they arise and to provide support as early as possible. (Article 29) Guide and support all school staff, governors and parents in inclusion issues. Keep all staff up to date on inclusion through an appropriate and relevant CPD programme in liaison with the Head teacher. To ensure that the school s expectations and strategies are widely known and understood. To encourage the involvement of both home, school, Governors, PTA and the local community in the implementation of this policy. 4

5 Responsibility of the Governors The Governors are responsible for monitoring the effectiveness of this policy and recruiting staff to ensure this effectiveness. The schools governors have statutory responsibilities outlined in the Special Needs code of Practice. They are responsible for providing a named governor responsible for SEN and Gifted and Talented Provision. They are required to report annually on the fulfilment of the schools Inclusion Policy. Admissions All applications for places at our school will be treated fairly. No child will be refused a place in the school because of their special need, disability, race, gender or religion or belief background. We value the importance of effective induction procedures with pre-school visits, parents meetings and review of previous records. If the school is aware of Special Educational Needs before a child starts school, we will endeavour to liaise with parents, the pre-school setting and outside agencies to gather information and assess the individual needs of the child. Similarly when a child with special needs transfers either to a new school or to High School we will communicate with all parties concerned in order to ensure the child s transfer is as smooth as possible. Learning and teaching 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 individual progress. Teachers use this information when planning their lessons. It enables them to take into account the abilities of all their children and plan differentiation to cater for all the children s needs. When the attainment of a child falls significantly below the expected level - using formative and standardised assessments - teachers enable the child to succeed by planning work that is in line with their child's individual needs. Where the attainment of a child significantly exceeds the expected level of attainment, teachers use materials to extend the breadth of work within the area or areas for which the child demonstrates a particular aptitude. Classrooms should be organised to develop independence and personal initiative. Furniture should be arranged to provide an environment conducive to on-task behaviour. High quality and appropriate materials and resources should be arranged to aid accessibility and reduce uncertainty and disruption. Displays should help develop self-esteem through demonstrating the value of every individual s contribution. Children with disabilities We are committed to meeting the needs of these children as we are to meeting the needs of all groups of children within our school. We fully meet the requirements of the Disability Discrimination Act, All reasonable steps are taken to ensure that these children are not placed at a substantial disadvantage compared to non-disabled children. (Articles 23, 28 and 29) 5

6 The school is committed to providing an environment, within its resources and Health and Safety consideration, which allows disabled children full access to all areas of learning. All classroom entrances are wide enough for wheelchair access and the designated points of entry for the school also allow wheelchair access. There is a lift to allow movement between floors. Specialist resources and equipment will be used as and when necessary for pupils with specific physical needs. (Article 23) Teachers modify their learning and teaching expectations as appropriate for children with disabilities. For example, they may be given additional time to complete certain activities or 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. They will take account of the children s pace of learning, offer alternative activities if required and use assessment techniques that reflect their individual needs and abilities. Teachers will take account of pupils whose disabilities impact upon their behaviour and make reasonable adjustments to accommodate this. Inclusive Provision Camrose Primary offers a continuum of provision to meet a diversity of pupils' needs. Although most classes are of mixed ability, the following are ways we aim to meet the needs of all our pupils: Class teachers set smaller ability groups, based on the school s assessment system, within their class. Additional 'in-class' support is available in all classes, which is provided by teaching assistants (TAs), Higher Level teaching assistants (HLTA) or Learning Mentors (LMs). This additional support is targeted at individual pupils and small groups of pupils for their basic literacy, maths and social skills. Intervention groups run by the SENCO, LMs, HLTA s and TAs to support pupils with literacy and maths as well as emotional and/or behavioural needs. Differentiated phonic groups run by the SENCO, HLTA s and TAs LMs also support pupils with emotional and behavioural difficulties both in the classroom and on the playground. LMs run positive behaviour groups for the benefit of pupils at risk of exclusion. The LM s provide support for those identified as vulnerable. This includes specific groups such as those identified as Young Carers, those with attendance which is below 80% and Looked after children (LAC) through Nurture group, small group and 1-1 work.. We also provide for gifted and talented pupils through challenge groups. The EAL Leader and EAL TA also provide additional support to pupils learning English as an additional language. A LM works alongside the SALT and provides extra and extension speech and language programmes. Parent Ambassadors liaise with parents, to break down cultural barriers and promote greater parental participation. Booster classes are available for Yr5 and Yr6 pupils for literacy and maths. The school is involved in projects which offer support in self reviewing the school s practice with inclusiveness, e.g. Raising Pupil Achievement, Narrowing the Gap, Healthy Schools Award. IQM, ISA and RRSA. After School and lunchtime groups are available for pupils to support them with literacy, maths, homework and use of the computer. A large number and variety of sports are also available at lunchtime and after school. (Article 29) A Breakfast Club is available every morning for specially targeted children to promote healthy eating and social skills. 6

7 Computers are available to support learning in every classroom, as well as being centrally located in the school's ICT Suite. Ipads are also available for individual and class use. We will achieve educational inclusion by continually reviewing our provision and practice and asking key questions: Do all our pupils achieve as much as they can? Are there differences in the achievement of different groups of children? What are we doing to support those pupils who are not achieving their best? How are we involving parents and carers? EAL At Camrose Primary School every effort will be made to provide support for those families from ethnic minorities, especially those who speak English as an additional language or have come into the country recently. Before starting the school, meetings will be held with the Head Teacher and the EAL lead to build up a fact file about the children so that any relevant information can be shared with class teachers. Families are shown round the school and see their classroom and meet their teacher and the class before they start school. Parent/School Partnership We have both formal and informal strategies to gather the views and support of parents in their child s education as the knowledge, views and first-hand experience parents have regarding their children are valued for the contribution it makes to their child's education. In the vast majority of cases, parents are seen as partners in the educational process and we try to involve them in this through the IEP and Annual reviews, meetings with outside agencies, coffee mornings, Assemblies and Open Evenings. Parents are also welcome to contact the Head Teacher or SENCo, if they have any concerns about inclusive educational provision. We also employ Parent Ambassadors as part of our commitment to promoting and developing inclusive community cohesion. Parents are kept informed of what the school is doing by letters, newsletters, meetings with the class teacher, school reports or by phone call / . The home-school agreement outlines how parents can support their child's learning at home. The school organises parent workshops that focus on various ways for parents to help their children develop literacy and numeracy skills. Monitoring, Evaluation and Review This policy will be reviewed as and when necessary to repond to any Local Authority or Government requirements. In the absence of any such changes it will be reviewed annually. 7