Inclusion Policy

St Michael’s CE Junior School (Controlled) Inclusion Policy

Our Inclusion Policy Aim Through our Christian ethos we aim to offer excellence and choice to all our children, whatever their ability or needs. We aim to achieve this through the removal of barriers to learning and participation. We want all our children to feel that they are a valued part of our Christian community. Through appropriate curricular provision, we respect the fact that children have different educational and behavioural needs and aspirations, require different strategies for learning and acquire, assimilate and communicate information at different rates.

We aim to: • • • • • • • • • • • • • •

to support the abilities, personal qualities and talents of all children; to ensure that all children receive an education appropriate to their abilities; to provide teaching which makes learning challenging and enjoyable; to provide higher order thinking and questioning skills; to employ a wide variety of methods of recognition of potential; to recognise under-achievement and to seek to address it; to stimulate children through extra-curricular activities and through curriculum enrichment; to have the expectation that the curriculum will be accessible to all and will be extended by realising the needs of the most able; to train staff and to provide for these aims to be achieved; to compile a Gifted & Talented (G&T), English as an Additional Language (EAL) and Special Educational Needs (SEN) Register ; raise aspiration for all children regardless of ability; hold high expectations of achievement for all children; raise standards for all children; encourage and support independence and self-reliance for all children.

All our classes are expected to be inclusive regardless of ability, race, ethnicity, disability or gender. St. Michael’s CE Junior recognises that it is the teacher’s responsibility to meet the needs of all children in their class through classroom organisation, teaching materials, teaching style and differentiation. However, if the pupil does not work at expected levels of progress, even when teaching approaches are targeted at a pupil’s identified area of weakness; the pupil may then be identified as having Special Educational Needs (SEN).

As a Church of England school our guiding principle is one of inclusion, care and nurture. Our approach to meeting the diversity of needs is based on the following objectives: • • • • • • • • •

make changes to enable the individual pupil to access the curriculum and all aspects of school life, but should not make unnecessary changes which might make them stand apart from their mainstream peers; offer access to mainstream experiences whenever appropriate to the pupil's needs. Inform and communicate between schools so as to ensure that the pupils needs continue to be met as accurately as possible; assist and support staff in delivering the curriculum to pupils with SEN and/or EAL and/or G&T; suitably/effectively challenge children who have been identified as G&T; seek opportunities where children recognised as being G&T can share and further develop their talents; assess pupils in order to deliver the advantages of early intervention to give the pupils the best possible start in education as well as providing a direction for future interventions; support parents in meeting the needs of their child, so enhancing their child’s development and fostering home school links; offer equality of opportunity by offering a service which best meets the needs of individuals, rather than necessarily offering the same to all; provide an opportunity for all pupils to participate in all activities wherever it is appropriate.

This policy will contribute to achieving these objectives by ensuring that provision for all pupils regardless of ability, language, gender, disability or ethnicity is a matter for the whole school and is a part of the continuous cycle of assessment and review.

Pupils with SEN, EAL and G&T or other groups of learners, are admitted to the school on the same basis as any other child. The Governing Body follows the LA admissions criteria and will make every effort to accommodate a pupil’s particular needs; working with the LA to improve access and facilities. Access to the curriculum will be provided at all times, however the delivery may need to be made more accessible for some learners.

ROLES AND RESPONSIBILITIES Governors The Governing Body of St. Michael’s CE Junior School will appoint an SEN Governor who will sit on the School Development Committee to ensure that we follow the Code of Practice of SEN provision, evaluate the success of the Inclusion Policy and provide a written report annually to the Full Governing Body.

The Governing Body has a specific responsibility to: do its best to ensure that the necessary provision is made for any pupil who has Special Educational Needs, English as an Additional Language, Gifted and Talented

or other identified needs, including notifying and opening a positive dialogue with the parents/guardians; • • • •

ensure that teachers in the school are aware of the importance of identifying and providing for those pupils; ensure inclusion for pupils with Special Educational Needs in the activities of the school, together with pupils who do not have Special Educational Needs, so far as is reasonably practical; ensure the efficient use of resources for specified groups; monitor and evaluate the provision for inclusion within the school.

In doing so, Governors will have regard to the Special Educational Needs Code of Practice (2001) and the Disability Rights Code of Practice for Schools (1995).

Governors will report to parents annually on the implementation of their Inclusion Policy.

Our SEN Governor is: Derek Copes Staff At St. Michael’s CE Junior School we believe that the needs of the pupils are a shared responsibility of the whole staff, and that everyone involved in the teaching of all pupils should be made aware of their needs.

In each classroom there is an Inclusion File in which the teacher can keep up to date information about the pupils. Copies of Individual Education Plans (IEP’s) will be kept there for SEN pupils and an up to date G&T and EAL register.

Staff are kept up to date about changes to Inclusion and what resources are available through relevant training courses, as required, and updates from the Inclusion Manager.

Headteacher The Headteacher has responsibility for the day-to-day management of all aspects of the school’s work, including provision for pupils with SEN, EAL and G&T. They will: keep the governing body fully informed; monitor progress of identified groups of learners; work closely with and liaise regularly with the school’s Inclusion Manager; seek out and share best practice with the LEA and other schools.

Inclusion Manager The Inclusion Manager will be a qualified teacher and hold or be working towards an additional SEN Accreditation Award, in line with current government guidelines. The Inclusion Manager will:

• • • • • • • • • • •

co-ordinate provision for pupils with SEN, EAL and G&T; monitor progress of identified groups; report to the Head Teacher and Governors when required; liaise with and advise fellow teachers; manage learning support assistants; involve and liaise with parents in a joint learning approach for home and school; liaise with the Infant/Secondary school SENCos, educational psychologists, school nurse, speech and language therapists, Ethnic Minority and Travellers Service (EMTAS) and other services; oversee the day-to-day operation of the SEN policy; oversee the records of pupils with SEN; make a contribution to INSET training; identify priorities for improvement and implementing strategies to strategically achieve this.

The Inclusion Manager will keep up to date with current initiatives locally and nationally and to seek out and share best practice. They will also be involved with SENCo Circles, where the SENCo’s from local schools meet regularly to discuss specific issues and will attend SENCo Update meetings both within the borough and county.

Class teacher The role of the class teacher is to: • • • • • • • • • • • • •

identify pupils with possible SEN, EAL or G&T; be aware of the school's procedures for the identification and assessment of, and subsequent provision for, SEN pupils, EAL pupils and G&T pupils; assess their needs; provide appropriate strategies to meet their needs with the help of the Inclusion Manager; ensure on-going observations/assessments provide regular feedback on achievement/experiences, for planning next steps in learning; monitor and record their progress; work with SEN pupils on a daily basis to ensure that they are enabled to work on targets set out in the IEP; liaise with Learning Support Assistants (LSA’s); keep parents informed with information from the Inclusion Manager; keep IEP’s and other paperwork up to date; in collaboration with the Inclusions Manager, work with LSAs to develop IEPs for SEN pupils; carry out regular IEP reviews and liaise with the Inclusion Manager; share relevant paperwork/information regarding SEN/EAL/G&T children with the next teacher/school/Inclusion Manager.

Learning Support Assistant (LSA) The LSA’s role is to support the pupil’s learning as directed by the class teacher. At times, this will include working with pupils with SEN, EAL and/or G&T. The LSA will be interpreting the information on the IEP’s (if appropriate), in consultation with the Inclusion Manager. The LSA will: • keep a record of relevant achievements and observations after working with these pupils, which will become a rich source of information for reviewing IEPs or setting new class targets; • contribute to the assessment and recording of children’s progress.

Staff Development The school carries out an annual audit of training needs for all staff taking into account school priorities, as well as personal professional development. Particular support will be given to Newly Qualified Teachers and other new members of staff.

Inclusion is regularly visited within school training. In addition, staff attend training organised by the LEA and other agencies e.g. universities. Part of the Inclusion Manager’s role in school-based INSET is to develop awareness of resources and practical teaching strategies for use with SEN, EAL and G&T pupils.

Identification and Assessment of Pupils with Special Educational Needs At St. Michael’s CE Junior we recognise that all pupils are entitled to a broad and balanced curriculum. This policy ensures that teaching arrangements and strategies are fully inclusive. The majority of pupils will have their needs met within the classroom and with the use of appropriate differentiation. Children not progressing at expected levels will have an IEP which will target specific areas of need.

A wide range of teaching styles and strategies are used in order to motivate pupils and identify their preferred learning style. The majority of the teaching and learning for pupils with SEN, EAL or G&T will take place in the classroom, with the class teacher planning for differentiated tasks. However, when working with LSAs, the decision to withdraw a pupil from the classroom to work individually or as part of a group, will be at the discretion of the class teacher and members of the Senior Leadership Team (SLT).

Special Educational Needs – Early Intervention (EI), School Action (SA) and School Action Plus Pupils are only identified as having Special Educational Needs if additional or different support is being provided. A class teacher/LSA may support a pupil in class through Early Intervention strategies, usually working with a smaller group of specific children.

Through School Action, the pupil will get help that is either extra to, or different from the help that the school usually gives pupils through differentiation. If there are concerns that the pupil is not making adequate progress, the class teacher will discuss these concerns with the Inclusion Manager. The Inclusion Manager will gather information from the pupil, parent’s, carer’s and class teacher to help the school to decide what help may be needed. The help will be recorded in an

Individual Education Plan (IEP). The IEP will only record that which is additional to, or different from, the differentiated curriculum and will focus on up to three individual targets that match the pupil's needs.

The delivery of the interventions recorded in the Individual Education Plan continues to be the responsibility of the class teacher.

The IEP will be reviewed at least once a term by the class teacher and the outcomes will be recorded. Pupils will participate fully in the review process according to their age and abilities. A copy will be sent to parents.

If the pupil does not make adequate progress receiving School Action support, the school may seek further advice and support from other specialists e.g. Educational Psychologist, Speech Therapist, Physiotherapist, and Occupational Therapist. Pupils and parents will be fully involved and kept informed about the involvement of external agencies and proposed interventions.

The pupil is likely to move to School Action Plus.

The range of support available at School Action Plus will be individualised and sustained. Advice from outside professionals will be incorporated into the Individual Education Plan and these professionals will be invited to contribute to the monitoring and review of progress. The Individual Education Plan will have fresh targets and strategies, which should be implemented at least in part in the normal classroom setting.

If a pupil demonstrates significant cause for concern, the school may request a Statutory Assessment of Need. Whilst the statutory assessment is being carried out, the pupil will continue to receive School Action Plus provision. A small number of pupils may have statements of SEN. In addition to the regular review of their IEPs, their progress and the specific support outlined in their statement will be reviewed annually and a report provided for the Local Authority. When pupils are due to transfer to another phase planning for this will be started in the year prior to the year of transfer. If a pupil makes sufficient progress, the Local Authority may discontinue a statement.

Identification and Assessment of Pupils with English as an Additional Language Children may be identified as having English as an Additional Language upon entry and may have differing levels of language acquisition. The child will be given a class buddy to help them with the general routines of the school day. Within two weeks the child will then be observed by a member of the schools EAL team. From discussion with parents and/or class teachers provision will then be discussed.

Children with EAL are generally sat alongside a child whose first language is English, to model language skills. For some children who are in the early stages of learning English, they may need to have specific EAL support lessons with an LSA who is trained to support their needs. The Ethnic Minority and Traveller Advisory Service (EMTAS) may be contacted to provide a further assessment or support, if appropriate.

Identification and Assessment of Pupils identified as Gifted and Talented As a school we celebrate all kinds of minds and acknowledge that ability is not a fixed quantity. We recognise that Gifted and Talented pupils will be drawn from the top 5-10% of their cohort in the school.

We aim to identify Gifted and Talented pupils by: • information passed on by a feeder schools; • teacher knowledge/ observations; • internal assessments; • general intellectual ability; • specific aptitude in one or more subjects; • leadership; • creative and performing arts.

We are aware that latent talent or potential may go unrecorded; that social backgrounds/ lack of opportunity may disadvantage pupils and that some pupils perform poorly in tests. To redress this, teachers will be encouraged to use their professional judgment and experience through the observation of pupils; rates of progress in acquiring relevant knowledge, skills and understanding and responses to challenges set.

Exceptionally able children will be performing significantly above their chronological age and within their cohort. Pupils are regularly tested by means of national tests and assessments throughout the school. In addition the following methods will be used: • teacher observation and assessment; • background knowledge; • the expertise of the Inclusion Manager in supporting the judgement of the teacher; • peer nomination; • parent nomination.

No one single method can be entirely accurate.

Differentiation for SEN, EAL and G&T Differentiation means teaching a pupil in ways and at levels, which match their method and level of learning. Pupils make progress at different rates. Not all pupils learn in the same way and need to be taught in different ways. All pupils will receive help through differentiation but if the pupil does not make adequate progress, the school will try to identify what further support is required. All staff are responsible for identifying pupils who have additional educational needs EAL and G&T. The Inclusion Manager will work with staff to ensure that those pupils who may need additional or different support are identified at an early stage. The progress made by all pupils is regularly monitored and reviewed.

Enrichment/extension work is provided by all teachers in all classes as part of normal differentiated provision. This is shown on planning documents. Differentiation should provide activities requiring higher order thinking skills but also scaffolding to support SEN and EAL learners.

EXTRA-CURRICULAR ACTIVITIES These are highly valued for the gifted and talented child and vary throughout the school year but might include: • • • • •

club activities – curriculum subjects, chess, football, netball, gardening etc.; activity days and master classes. These may be organised by school School, the Local Authority and local partnerships; day visits; the use of specialists e.g. teachers from secondary schools, visiting artists and authors; a broad, creative curriculum, giving children a chance to thrive.

EVALUATING SUCCESS Children’s progress is monitored constantly through the school’s tracking systems.

Our school Governors will also monitor and evaluate the success of our identified group’s provision. We will involve children/parents in the evaluation process via Parent Consultation opportunities.

COMPLAINTS PROCEDURES Our school’s complaint procedures are set out in our Complaints Policy. A copy of this policy is freely available on request at the school office.

PARTNERSHIPS WITH PARENTS AND PUPILS At St. Michael’s CE Junior we believe that developing a strong relationship with parents is essential to the effectiveness of a pupil’s progress.

Parents will be invited to discuss their child’s progress and share any concerns that they may have about their child, with the class teacher. If the child has SEN the IEP’s will be shared with parents. Permission for a pupil to be observed or assessed by an outside agency will always be obtained from the parents.

St. Michael’s CE Junior School aims to make available extended advice and information on SEN, EAL and G&T, for parents and guardians. This includes but is not limited to: • • •

information about local support groups and events; information about local services; information and/or guidance on a specific learning disability;

LINKS WITH OTHER MAINSTREAM SCHOOLS AND SPECIAL SCHOOLS Strong local links have been made with other local feeder schools for Year 2 children. The Inclusion Manager will visit local schools, to assess children or liaise with staff. These close links help to ensure that members of staff at St. Michael’s CE Junior have up-to-date knowledge of an individual pupil’s ability.

Advanced planning for pupils in Year 6 is essential to allow appropriate options to be considered for Year 7 transition. The Inclusion Manager will liaise with the Inclusion Manager of the secondary schools serving the area to ensure that effective arrangements are in place to support pupils at the time of transfer. When pupils with SEN move to another school their records will be transferred to the next school within 15 days of the pupil ceasing to be registered, as required under the Education (Pupil Information) Regulations 2000. Arrangements can be made for linking with special provision as follows: • • •

The school has an arrangement for pupils from our feeder schools to visit us to help them gain experience and confidence; A pupil profile highlighting the child’s achievements and goals for the future; SEN children might visit specialist feeder schools with support staff.

LINKS WITH OTHER AGENCIES AND VOLUNTARY ORGANISATIONS External support services play an important part in helping the school identify, assess and make provision for pupils. At St. Michael’s CE Junior School, we actively seek and value the advice and support given by outside agencies.

These include but are not limited to: • Hampshire Education Psychology Service • Primary Behaviour Service • Social Services • Speech and Language Service • Occupational Therapy Service • Community Paediatrician • School Nurse • Outreach Support from specialist schools and teachers Multi-agency liaison meetings, with representation from Social Services, Health, and the Educational Psychology Service are held regularly, to ensure effective collaboration in identifying and making provision for vulnerable pupils.

POLICY IMPLEMENTATION Successful implementation of this policy should be evident by the: • • • •

progress made by all pupils in all areas of learning, self-esteem and skills levels; positive response of pupils, parents, staff, governors, LEA and OFSTED inspections; effective use of resources; on-going self-evaluation of our SEN, EAL and G&T provision and inclusive policies. The continual review and assessment resulting in improved practice and innovative initiatives for the benefit of pupils and staff.

This policy will be reviewed every 3 years or as changes in the SEN Code of Practice or additional legislation dictate.

Ratified by the School Development Committee on behalf of the Full Governing Body 11 July 2013