BISHOP RAMSEY CHURCH OF ENGLAND SCHOOL

Transcription

1 BISHOP RAMSEY CHURCH OF ENGLAND SCHOOL INCLUSION POLICY Date of Policy: November 2016 Review date: November 2018 Review Body: Person Responsible: LTAC Head of Inclusion/SENCO 1

2 INCLUSION POLICY Come to me, all you that are weary and are carrying heavy burdens, and I will give you rest. Matthew 11 v28 We are committed to providing an inclusive learning environment that encourages and challenges all students to maximise their potential. DEFINITION OF EDUCATIONAL INCLUSION An educationally inclusive school is one in which the teaching and learning, achievements, attitudes and well-being of every young person matter. Effective schools are educationally inclusive schools. This shows, not only in their performance, but also in their ethos and their willingness to offer new opportunities to students who may have experiences pervious difficulties. This does not mean treating all students in the same way. Rather it involves taking account of students varied life experiences and needs. (Evaluating Educational Inclusion: Guidance for inspectors and schools. Ofsted 2002, ref. HMI 235) STATEMENT OF INTENT We strive to be an Inclusive school. This means that we aim to provide equal opportunities for all our students regardless of their age, gender, ethnicity, disability, background, attainment or special educational need. As a school we aim to actively seek to remove barriers to learning and participation. We believe that all students should have access to an appropriate education that affords them the opportunity to achieve their personal potential. With the right resources, training and support strategies, nearly all students, including those with special educational needs, can be successfully included in mainstream education. We pay particular attention to the provision made for students and the progress made by each student. The school aims to provide all our students with a broad, balanced, relevant and differentiated curriculum. We aim to provide the necessary support to those who are experiencing learning difficulties, or whose educational development is hampered by physical, sensory, emotional or linguistic problems. It is also an expectation that students of exceptional ability should be challenged so that they make progress appropriate to their ability. ADMISSION ARRANGEMENTS The Local Governing Body has agreed admissions criteria with the LDBS and LA that do not discriminate against students with SEN or disabilities. Students who have an Education, Health and Care Plan, EHCP, (formerly known as a Statement) will be considered for a school place in line with the LA policy for such students. 10

3 The admission arrangements for students with SEN who do not have an EHCP do not differ from those for other students. A child or young person has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. Children and young people who have SEN may also have a disability under the Equality Act Where a child or young person is covered by SEN and disability legislation, reasonable adjustments and access arrangements should be considered as part of SEN planning and review The Code of Practice underpins the following principles: Taking into account the views of children, young people and their families Enabling children, young people and their parents to participate in decision making Collaborating with partners in education, health and social care to provide support Identifying the needs of children and young people Making high quality provision to meet the needs of children and young people Focusing on inclusive practices and removing barriers to learning Helping children and young people to prepare for adulthood (SEN Code of Practice, July 2014) OBJECTIVES The specific objectives of our policy are: To identify students who experience learning difficulties and / or disabilities (including SEN / Gifted / Talented /EAL) and to ensure that their needs are met. To ensure that such students participate in all activities of the school. To ensure that all students fulfil their potential. To ensure that parents are informed of their child s SEN: to include parents in reviews of progress and support strategies. To encourage the active participation of students in their education and review of progress. To promote effective partnership and involve outside agencies in meeting the needs of our students. IDENTIFYING SEN IN SCHOOL Early identification of learning difficulties is a priority. We liaise with our feeder primary schools to identify students who may experience difficulties on transfer. Visits are made to primary schools to discuss concerns with teachers, parents and students so as to ensure continuity of provision. All new students are tested as part of the induction procedure to give a norm-referenced baseline of ability, in addition to achievement in literacy and numeracy. Standardised scores from Cognitive Abilities (CATs) Tests, reading ages and spelling ages are calculated and handwriting skills are assessed. Under the provisions of The Children and Families Act 2014, the designations of School Action and School Action Plus have been replaced by SEN support, a graduated approach 3

4 to supporting students with SEN or disabilities. This change will be reflected in the School Census. SEN Support- The Graduated Approach A Staged model, in line with the SEN Code of Practice, has been developed. This takes the form of a four part cycle; Assess, Plan, Do, Review Assess Children identified with SEN are placed at one of two levels on the Inclusion Register : SEN Support (formerly School Action, School Action Plus) Education, Health and Care Plan, EHCP (formerly Statement) The SEN Code of Practice provides advice to LAs and schools on carrying out their duties to identify assess and make provision for children's SEN. Schools have a statutory duty to identify students who experience learning difficulties. This consists of two levels of intervention: 1. SEN Support A student will be placed at this stage if there are concerns across a number of areas and where a student is making less progress than expected across the curriculum Such a student may require additional support from the teacher within the classroom. Departments will need to plan appropriate strategies for such students within the normal differentiated curriculum. The school may also consider other strategies, including support from teaching assistants, attendance at various intervention groups as well as those required for the wider development of social needs. Some students may be required to follow a reduced curriculum pathway with alternative provisions (this may include extra literacy, numeracy and other curriculum support) available to them, following assessment and discussion with parents. 2. Education, Health and Care Plan, EHCP Where it is felt that the child still has extra needs which cannot be met by the above interventions, the school may ask the LA for a statutory assessment. This may lead to an EHCP. This will occur very rarely as most students do not require such an assessment. Where a child is in receipt of a current statement of SEN, the Local Authority has a phased implementation to transfer these to an EHCP in due course or where this is already the case, the school will implement the support outlined within the plan, following all reasonable adjustment to meet the individual need. The amount and type of support for each individual student will vary based on the funding allocated by the Local Authority for this provision and will be used flexibly by the school. The support may include any of the following; support from a LSA; as appropriate to the needs of the student, curriculum subject and class size, ICT support, reduced class size and reduced/alternative curriculum provision. 10

5 Plan An Individual Education Plan (IEP) is required for all students with an EHCP The IEP sets out the nature of the difficulty and what the school will do to meet the student s needs, including strategies to support the student and individual aims., based on the current statement/ehcp. It is reviewed annually with parents and other relevant staff and outside agencies at the formal Annual Review Meeting Academic targets are set and monitored by the curriculum teams and fedback to parents termly, at parent s evenings and on academic tutoring day. Other students without EHCPs who require some extra support may have an Individual Learning Profile (ILP) issued which will be shared with teaching and other staff where appropriate. Do All subject teachers are provided with an Inclusion Register which identifies SEN students as well as highlighting other concerns. The Head of Inclusion meets regularly with curriculum teams to monitor and review all students on the register. The Head of Inclusion (SENCo) has regular meetings with our educational psychologist to discuss concerns and to plan our SEN provision. We liaise closely with the LA Advisory team to ensure that students receive appropriate provision. Review Students with EHCPs will be reviewed annually following Local Authority procedures and must focus on the child or young person s progress towards achieving the outcomes specified in the EHCP. The review must also consider whether these outcomes and supporting targets remain appropriate. Consideration should also be given to any transition planning where appropriate. Review meetings for other students receiving support will be scheduled on an individual basis where required. ENGLISH AS AN ADDITIONAL LANGUAGE We believe that it is important to ensure that all students have access to the whole curriculum in order to raise standards of achievement. By establishing a positive sense of identity we can promote self-esteem and confidence. We have liaised with Hillingdon EMASS advisory teachers, including staff development sessions. These have enabled us to review and develop our policy. We aim to ensure that all students: Achieve their full creative and academic potential. Make progress against defined national assessment and examination criteria 5

6 Have their English language and literacy skills assessed and reviewed. Where appropriate extra support may be given through English Support in Key Stage 3 and 4. At 6 th form, students will be required to pay for private English tuition if this is advised at interview for them to have a successful outcome at A level and further study. The curriculum reflects and draws on students cultural, religious and linguistic knowledge and experiences, and resources present positive images of those experiences. Additionally, students are called upon and encouraged to represent a perspective whenever their indigenous culture is a focus of a lesson. GIFTED and TALENTED Children who are gifted are those who achieve, or have the potential to achieve, more highly than most of their peer group, in the academic areas of the curriculum such as English, Maths, Science, and ICT etc. Children who are talented have similar characteristics but in the areas of creative and performing arts, and sport. Gifted and Talented students may require additional or different provision than that given to their peers. Identification The use of school data, together with teacher assessment, identifies students who have high potential, are performing at a Gifted or Talented level. Parents are informed through meetings and school reports of their child s progress. Any underachievement is highlighted and discussed with parents and students; home strategies are suggested and progress is monitored. Differentiation within the classroom should meet the needs of more able children. However, if a student is failing to make appropriate progress in a subject because the work fails to challenge, there may be a need to extend or adapt the scheme of work to meet their needs. Additional materials or strategies may be required. Gifted and Talented students are encouraged to attend extra-curricular activities and to play a full part in the life of the school. Meetings for Gifted and Talented students are organised by the Gifted and Talented coordinator for each year group, each morning during form time. Enrichment activities for Gifted and Talented students include visits to the Houses of Parliament, Universities, financial institutions in the city and various galleries. There are three main curriculum strategies used to assist Gifted and Talented students: 10

7 ENRICHMENT Enrichment is used as a distinct teaching and learning strategy when there is planned intervention on behalf of student/s, in order to broaden their knowledge and understanding beyond the usual parameters of a subject or topic. EXTENSION Extension is used for students when they are encouraged to use higher order thinking skills, work practices and response skills to develop classroom experiences. Using schemes like Bloom s taxonomy allows gifted and talented students to challenge themselves through greater degrees of independent and self directed learning. ACCELERATION Acceleration is used as a distinct teaching and learning strategy when a pupil is moved to work with older pupils, or when the work of higher year groups is taken and used in a class of younger pupils. LOOKED AFTER STUDENTS (LAC) Looked after children are supported by the Inclusion Faculty. The focus is on close monitoring of academic, social and personal process. There are high expectations of attainment and achievement for all looked after children. All looked after students have a PEP (personal educational plan) which is reviewed every term with the Head of Inclusion, carers and social workers. All staff are aware of the strategies in the PEP. Bishop Ramsey is keen for these students to achieve their ambitions and where appropriate extra English, maths and subject tuition will be offered to support them, along with career and progression advice. PROVISION FOR STUDENTS Most students identified as requiring support will be supported through a differentiated approach to the teaching of curriculum subjects. This means that the school, and in particular subject departments, plan to support and challenge all students so that they fulfil their potential. The subject teacher, Head of Department, Form Tutor, Key Stage coordinators, the learning support assistants, ancillary staff and Head of Inclusion (SENCo) all have a part to play in achieving this aim. In practice this means that a range of systems work together to support and challenge students. Advice is provided to subject teachers and staff meet to discuss and agree support strategies for students. LA specialist staff and our Educational Psychologist work with subject teachers and LSAs to develop support programmes and teaching / support strategies. Staff are made aware of, and encouraged to attend, relevant INSET. 7

8 Those students who have a Statement / EHCP will have additional provision as identified in their statement. The Head of Inclusion (SENCo) will coordinate this provision. Guidelines are given to teachers on how to make the best use of learning support assistants and meetings are held with staff to discuss individual students. LEARNING SUPPORT UNIT Bishop Ramsey operates a learning support unit called the LSU. The LSU ensures that the learning social and pastoral needs of SEN students are met. The LSU provides students with individual programmes of work to meets their needs. The school rules apply to the LSU and expectations of behaviour are high. The same sanctions will be enforced if behaviour is unacceptable in the LSU as the rest of the school. ACCESSIBILITY AT BISHOP RAMSEY Bishop Ramsey is fully committed to inclusion and has the following facilities: All teaching rooms, halls and the hub are accessible to students/ visitors with a physical disability or wheelchair users. Disabled toilets and lifts are available in both buildings. Students with physical disabilities are fully included in all aspects are the National Curriculum and adapted coaches are available for school trips. We employ a qualified signer at all parents meetings for hearing impaired parents and visitors. IMPLEMENTATION OF THE POLICY Every teacher is responsible for inclusive practice within their classroom; all teachers share the responsibility for identification, assessment, planning and implementing programmes of work, with due regard to the Code of Practice. Responsibilities of Head of Inclusion (SENCo) The day-to-day operation of the SEN policy. Co-ordinating provision for student with SEN. Maintaining the school s Inclusion Register and overseeing the records for all students with SEN. Active participation in the strategic development of SEN. Liaison with all staff (in particular the Key Stage coordinators, Heads of Department, subject teachers, LSAs and the Leadership Team). Liaison with Governors. Teaching and observing students with special educational needs Managing, supporting and training Learning Support Assistants.(LSAs) Contributing to the in-service training of staff. Liaison with external agencies, including the Educational Psychology Service and other support agencies, medical and social services and voluntary bodies 10

9 GOVERNORS Governors have a legal responsibility for ensuring that provision is made for children with SEN. They need to: Have regard to the Code of Practice. Support and monitor the SEN policy and review it as appropriate. Monitor SEN expenditure. Report to parents in the local governing body s annual report (including all aspects specifically referred to in the Code of Practice). Ensure that a summary of SEN policy and provision is included in the school prospectus and school website and that this part of the School s Local Offer. Identify any gaps in provision and consider how these can best be met. An annual report is presented to the School s Leadership Team. The Head of Inclusion (SENCo) delivers a presentation to the Local Governing Body (Learning, Teaching and Achievement committee) each year. PARENTS/CARERS The School is committed to including parents/carers in all aspects of their child s education. Parents/carers are kept informed of progress by regular contact through the school link book, school reports, and review meetings. They are encouraged to participate fully in the EHCP/Annual Review Process and in their child s educational programme. STUDENTS The effectiveness of any assessment and intervention will be influenced by the involvement and interest of the student; the student will have important and relevant information to offer. We encourage active and positive participation of students, supported when and where appropriate by other specific professionals and agencies. Learning Targets are discussed and agreed with students and the targets are placed in the student s link book. Students take an active role in review meetings and target setting and are expected to attend academic tutoring day and parents evenings. Further information Learning Support Assistants have a vital role in ensuring all students including those with SEN are supported. They provide support to the class teacher in delivering some aspects of individual EHCPs. They may be included in reviews of IEPs and Annual Reviews, and give feedback from their work with the children. LSAs are also involved in delivering additional intervention programmes. Outside Agencies assist the school when necessary and can be called on for support and advice. They may include educational psychology, SEN Learning Support Service, Health, and Therapists. Involvement of outside agencies is arranged through the Head of Inclusion (SENCo). 9

10 Definitions of Terms SEN Code of Practice. A guide for early education settings, state schools and local education authorities (LAs) on the help they can give to children with special educational needs. Schools and LAs must take account of the Code when they deal with a child with special educational needs. SEN Code of Practice, July Special Educational Needs. Children have special educational needs (SEN) if they have learning difficulties that need special educational provision. They have learning difficulties if they find it much harder to learn than most children of the same age or they have disabilities that make it much more difficult for them in school. Special educational provision. The extra or different help given to children with special educational needs. Special Educational Needs Tribunal. An independent body that hears appeals against decisions made by LAs on statutory assessments and statements. Education, Health and Care Plan A document that sets out a child s special educational needs detailing the provisions required to meet those needs. This was formerly known as a statement. Statutory Assessment. This is a very detailed examination of a child s special educational needs. It may lead to a EHCP where the special needs and the special provision required are stated. Annual Review. A yearly review of an EHCP Local Authority (LA). A local government body (e.g. Hillingdon LA) that is responsible for providing education and for carrying out statutory assessments and maintaining EHCPs. Statement A document that sets out a students special educational needs. This is being phased out and is replaced by an EHCP. IEP/ILP An individual education plan or individual learning profile which details the area of difficulty the student has, along with any strategies to support that need, targets set out in the statement/ehcp ( where applicable) and any information required by the school to give effective support to that student. Students with Statements/ EHCP all require an IEP. Other SEN supported students may have an ILP with strategies for support to assist teaching staff. At secondary school, academic targets are set by the curriculum teams. These are monitored and reviewed termly and shared with parents via parent portal. Parents are invited to yearly parent s evening with the student to discuss progress and also to set targets on academic tutor day. 10

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