Inclusion

 

Aim:

  • To provide teaching and learning opportunities that enable all children to attain and achieve through a broad, balanced and appropriately differentiated curriculum.
  • To ensure all children and young people are appropriately supported, through a variety of means, and resourced in order that they may work confidently towards reaching their potential. Policy and practice reflects the philosophy and fundamental principles as contained in the current SEN Code of Practice 2001 (new SEN legislation and Code of Practice expected in 2015) and the Equality Act 2010.

All pupils have individual needs and it is our responsibility to ensure that teachers and support staff have the necessary skills to provide quality first teaching that meets these needs, enables progress and raises levels of achievement for all pupils including those with SEN.

 

Pupils who require individual and/or specific support and guidance may be referred to the SENCO for advice and input. There may be times when the needs of a pupil are such that a referral is made to an external specialist service for further advice and support.

 

The Inclusion team at each school works closely with parents as partners in the education of their children and will keep them informed at each stage.

 

Parents are encouraged to contact their child’s form tutor or class teacher in the first instance with any concerns in order for the matter to be directed to the most appropriate member of staff.

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The Federation's Graduated Approach to Inclusion

WAVE 1

Effective inclusion of all pupils is delivered by quality first teaching in all lessons. This includes Differentiation, VAK and support given by class teacher and learning support assistant. 

All Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.(6.36)

WAVE 2

Quality first teaching in class delivered by teacher and intervention put in place by teacher to Assess, Plan, Do and Review.

WAVE 3

Despite quality first teaching no progress has been made in the intervention. A referral is made to the SENCO. The SENCO assesses pupil and sets specific targets and is placed on the SEN support list. This may result in a referral to the Educational Psychologist, Speech Therapy or an application for an Education Health Care Plan.

Support draws on more detailed approached, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people. (6.44)