In 2001 the Government brought forward the Special Educational Needs and Disability Bill, which extended the Disability Discrimination Act to Education. In addition, Clause 316 of 1996 Act has been amended, so that the expectations is that disabled children will be educated in mainstream schools if parents want it and it does not interfere with the efficient education of other children.
We as a school believe it is the right for pupils with special educational needs to be included in mainstreams education and we not only support, but also, promote inclusion.
School Admissions
It is the policy of the school that children who have special educational needs but do not have a statement in all but a few exceptional circumstances, will be admitted into mainstream school. The school adheres to The Code of Practice on School Admissions in that such pupils are treated as fairly as other applicants.
As in Section 316 of the Education Act 1996, pupils with special educational needs and a statement are admitted into the school unless this would be incompatible with:-
a) The wishes of the child’s parents;
b) On the provision of efficient education of other children.
We believe that mainstream education cannot be refused on the grounds that the child’s needs cannot be met within the school. It is our belief that with the right strategies and support most children with special educational needs can be included successfully into our school.
There may be instances when it may not be possible to include specific children and there may be a range of reasons why it may not always be possible to take reasonable steps to prevent the inclusion of a child who has a statement from being incompatible with the efficient education of others. For example:
a) A child’s behaviour systematically, persistently and significantly threatens the safety of others;
b) A child’s behaviour systematically, persistently and significantly impedes the learning of others or
c) A child’s inclusion would mean, even with other support – for example from a teaching assistant – which the teacher had to spend a greatly disproportionate amount of time with the child, in relation to the rest of the class.
Key principles
In developing and maintaining inclusive practice within our school, we keep the following key principles in mind at all times.
• Inclusion is a process in which we develop cultures, policies and practices to include pupils in our school.
• With the right training, strategies and support nearly all children with special education needs can be successfully included into our school.
• An inclusive school offers excellence and choice and incorporates the view of parents and children.
• The interests of all pupils must be safeguarded.
• We seek to remove barriers to learning and participation.
• All children should have access to an appropriate education that affords them the opportunity to achieve their personal potential.
• Mainstream education will not always be right for every child all of the time. Equally just because mainstream education may not be right a particular stage it does not prevent the child from being included successfully at a later stage.
Developing Effective Inclusion
We believe that inclusion is far more than just about the location of a child’s placement. The school approaches inclusion as part of our overall improvement strategy where we actually seek to remove the barriers to learning and participation that can hinder or exclude pupils with special educational needs.
In looking at ways to further develop our inclusive practices we audited our current strengths and identified areas for development
Strengths
• Range of equipment at different levels
• Level outdoor area
• All areas accessible once outside
• Children made aware of any children with disabilities
• Positive attitude of staff, children, parents and people within the community
• Behaviour policy
• Suitable learning environments
• Positive reinforcement techniques
• Liaison with other agencies / professionals
• Mainstream place prepares children for place in society
• Part-time placement of pupils leading to full-time
• Variety of teaching styles to meet the children’s needs
• Diary system ensuring contact with parents when necessary
• Pupil targets
• Team approach to problems
• Well trained and dedicated classroom support team
• Brain Gym activities
• Assessment for learning strategies
• Range of intervention strategies used to meet the needs of individuals and groups of children
• The Nursery is equipped with changing facilities
• Disabled toilet facilities are available for adults and children
• Partnership working with other professionals
• Support from The BEAK (C .Centre)
Areas For Development
• More informative information on pupils before admission
• More specialist advice for day to day issues
• Professional development of staff
• Training for lunchtime supervisors
• Tracking system in school
We believe inclusion is about engendering a sense of community and belonging and encouraging mainstream and special schools and others to come together to support each other and pupils with special educational needs. We pride ourselves in the fact that we have
• an inclusive ethos
• a broad and balanced curriculum for all pupils
• systems for early identification of barrier to learning and participation; and
• high expectations and suitable targets for all children
• monitoring of pupil progress
Our school is inclusive in its policies, outlook and practices. We reach out to all our learners and take practical steps in and out of the classroom in order to take account of pupils’ varied life experiences and need.
A Broad and Balanced Curriculum For All Pupils
As a maintained school we have regard to the National Curriculum 2000, which incorporates a statement on Inclusion:- providing effective opportunities for all children. In planning and teaching the National Curriculum we take responsibility for:
• setting suitable learning challenges
• responding to pupils’ diverse learning needs; and
• overcoming potential barriers to learning and assessment for individuals and groups of pupils
Systems For Early Identification Of Barriers To Learning And Participation.
As stated in our S.E.N. policy, we work within the framework of the S.E.N. Code of Practice for identifying, assessing and meeting pupils’ special educational needs.
High Expectations And Suitable Targets For All Children
We as a school set measurable targets for all of our pupils. The targets may relate to levels on ‘P scales’. All targets are reviewed regularly and pupil progresses towards the targets are monitored.
Disability Equality
As well as strengthening the right to a mainstream education the Special Educational Needs and Disability Act 2001 amends the Disability Discrimination Act 1995 and ensures that access to school education is covered by the Disability Discrimination Act 1995. This empowers our school with the new duties to prevent discrimination, which will help inclusion. To this end, we as a school:
a) Do not treat any disabled pupils less favourably, without justification, for a reason which relates to their disability;
b) Make reasonable steps to ensure that any disabled pupils are not placed at a substantial disadvantage compared to other pupils who are not disabled (but there is no duty to remove or alter physical features or provide auxiliary aids or services), and
c) Also plan strategically for and make progress in improving the physical environment of schools for disabled children, increasing disabled pupils’ participation in the curriculum and improving the ways in which written information which is provided to pupils who are not disabled is also provided to disabled pupils.
The Voice of Pupils
We believe that children who are capable of forming views, have a right to receive and make known information, to express an opinion, and have the option taken into account in any matters affecting them. To this end, pupils are encouraged to take an active part in school life and we have a school forum which meets regularly to discuss issues and make suggestions and decisions.
Working in Partnership With Parents
We actually seek to work with parents at every opportunity and value the contribution they make. Parents are encouraged to take part in reviews and target setting processes. Parents are welcome at any time to visit the school to talk to staff about their children or they can communicate with staff via the home/school diary system.
‘Together we achieve more’
Inter-agency Partnerships
The school has strong links with a variety of outside agencies and work regularly with them. Inter agency meetings are set up as and when needed to discuss individual children and all agency representations dealing with a particular child are invited to reviews, normally held annually but in some cases, half yearly.
The Role of Governors
Governors take an active role in S.E.N. policy decisions and a named governor; Mrs S Cantwell has specific responsibilities for S.E.N.
The policy is monitored by the governing body and is reported on at governors meetings.
Review of Policy.
The policy on inclusion will be reviewed at the start of each academic year.
Policy written by Mrs J Foster - Head/S.E.N.C.O
Appendix A
Inclusion: providing effective learning opportunities for all pupils
Schools have a responsibility to provide a broad and balanced curriculum for all pupils. The National Curriculum is the starting point for planning a school curriculum that meets the specific needs of individuals and groups of pupils. This statutory inclusion statement on providing effective learning opportunities for all pupils outlines how teachers can modify, as necessary, the National Curriculum programmes of study to provide all pupils with relevant and appropriately challenging work at each key stage. It sets out three principles that are essential to developing a more inclusive curriculum:
A Setting suitable learning challenges
B Responding to pupils’ diverse learning needs
C Overcoming potential barriers to learning and assessment for individuals
and groups of pupils.
Applying these principles should keep to a minimum the need for aspects of the National Curriculum to be disapplied for a pupil.
Schools are able to provide other curricular opportunities outside the National Curriculum to meet the needs of individuals or groups of pupils such as speech and language therapy and mobility training.
Three principles for inclusion
In planning and teaching the National Curriculum, teachers are required to have due regard to the following principles.
A Setting suitable learning challenges
1. Teachers should aim to give every pupil the opportunity to experience success in learning and to achieve as high a standard as possible. The National Curriculum programmes of study set out what most pupils should be taught at each key stage — but teachers should teach the knowledge, skills and understanding in ways that suit their pupils’ abilities. This may mean choosing knowledge, skills and understanding from earlier or later key stages so that individual pupils can make progress and show what they can achieve. Where it is appropriate for pupils to make extensive use of content from an earlier key stage, there may not be time to teach all aspects of the age-related programmes of study. A similarly flexible approach will be needed to take account of any gaps in pupils’ learning resulting from missed or interrupted schooling those in care or those with long-term medical conditions, including pupils with neurological problems, such as head injuries, and those with degenerative conditions.
2. For pupils whose attainments fall significantly below the expected levels at a particular key stage, a much greater degree of differentiation will be necessary. In these circumstances, teachers may need to use the content of the programmes of study as a resource or to provide a context, in planning learning appropriate to the age and requirements of their pupils.
3. For pupils whose attainments significantly exceed the expected level of attainment within one or more subjects during a particular key stage, teachers will need to plan suitably challenging work. As well as drawing on materials from later key stages or higher levels of study, teachers may plan further differentiation by extending the breadth and depth of study within individual subjects or by planning work which draws on the content of different subjects.
B Responding to pupils’ diverse learning needs
1. When planning, teachers should set high expectations and provide opportunities for all pupils to achieve, including boys and girls, pupils with special educational needs, pupils with disabilities, pupils from all social and cultural backgrounds, pupils of different ethnic groups including travellers, refugees and asylum seekers, and those from diverse linguistic backgrounds. Teachers need to be aware that pupils bring to school different experiences, interests and strengths which will influence the way in which they learn. Teachers should plan their approaches to teaching and learning so that all pupils can take part in lessons fully and effectively.
2. To ensure that they meet the full range of pupils’ needs, teachers should be aware of the requirements of the equal opportunities legislation that covers race, gender and disability.
3. Teachers should take specific action to respond to pupils’ diverse
needs by:
a creating effective learning environments
b securing their motivation and concentration
c providing equality of opportunity through teaching approaches
d using appropriate assessment approaches
e setting targets for learning.
Examples for B/3a — creating effective learning environments
Teachers create effective learning environments in which:
• the contribution of all pupils is valued
• all pupils can feel secure and are able to contribute appropriately
• stereotypical views are challenged and pupils learn to appreciate and view positively differences in others, whether arising from race, gender, ability or disability
a pupils learn to take responsibility for their actions and behaviours both in school and in the wider community
• all forms of bullying and harassment. including racial harassment, are challenged
• pupils are enabled to participate safely in clothing appropriate to their religious beliefs, particularly in subjects such as science, design and technology and physical education.
Examples for B/3b — securing motivation and concentration
Teachers secure pupils’ motivation and concentration by:
• using teaching approaches appropriate to different learning styles
• using, where appropriate, a range of organisational approaches, such as setting, grouping or individual work, to ensure that learning needs are properly addressed
• varying subject content and presentation so that this matches their learning needs
• planning work which builds on their interests and cultural experiences
• planning appropriately challenging work for those whose ability and understanding are in advance of their language skills
• using materials which reflect social and cultural diversity and provide positive images of race, gender and disability
• planning and monitoring the pace of work so that they all have a chance to learn effectively and achieve success
• taking action to maintain interest and continuity of learning for pupils who may be absent for extended periods of time.
Examples for B/3c — providing equality of opportunity
Teaching approaches that provide equality of opportunity include:
• ensuring that boys and girls are able to participate in the same curriculum, particularly in science, design and technology and physical education
• taking account of the interests and concerns of boys and girls by using a range of activities and contexts for work and allowing a variety of interpretations and outcomes, particularly in English, science, design and technology, ICT, art and design, music and physical education
• avoiding gender stereotyping when organising pupils into groups, assigning them to activities or arranging access to equipment, particularly in science, design and technology, ICT, music and physical education
• taking account of pupils’ specific religious or cultural beliefs relating to the representation of ideas or experiences or to the use of particular types of equipment. particularly in science, design and technology, ICT and art and design
• enabling the fullest possible participation of pupils with disabilities or particular medical needs in all subjects, offering positive role models and making provision, where necessary, to facilitate access to activities with appropriate support, aids or adaptations.
Examples for B/3d — using appropriate assessment approaches
Teachers use appropriate assessment approaches that:
• that involve the children in self-assessment
• allow for different learning styles and ensure that pupils are given the chance and encouragement to demonstrate their competence and attainment through appropriate means
• are familiar to the pupils and for which they have been adequately prepared
• use materials which are free from discrimination and stereotyping in any form
• provide clear and unambiguous feedback to pupils to aid further learning.
Examples for B/3e - setting targets for learning
Teachers set targets for learning that:
• build on pupils’ knowledge, experiences, interests and strengths to improve areas of weakness and demonstrate progression over time.
• are attainable and yet challenging and help pupils to develop their self-esteem and confidence in their ability to learn.
C Overcoming potential barriers to learning and assessment for individuals and groups of pupils
A minority of pupils will have particular learning and assessment requirements which go beyond the provisions described in sections A and B and, if not addressed, could create barriers to learning. These requirements are likely to arise as a consequence of a pupil having a special educational need or disability or may be linked to a pupil’s progress in learning English as an additional language.
1. Teachers must take account of these requirements and make provision, where necessary, to support individuals or groups of pupils to enable them to participate effectively in the curriculum and assessment activities. During end of key stage assessments, teachers should bear in mind that special arrangements are available to support individual pupils.
Pupils with special educational needs
2. Curriculum planning and assessment for pupils with special educational
needs must take account of the type and extent of the difficulty experienced by the pupil. Teachers will encounter a wide range of pupils with special educational needs, some of whom will also have disabilities. In many cases, the action necessary to respond to an individual’s requirements for curriculum access will be met through greater differentiation of tasks and materials, consistent with school-based intervention as set out in the SEN Code of Practice. A smaller number of pupils may need access to specialist equipment and approaches or to alternative or adapted activities, consistent with school-based intervention augmented by advice and support from external specialists as described in the SEN Code of Practice, or, in exceptional circumstances, with a statement of special educational need.
Teachers should, where appropriate, work closely with representatives of other agencies who may be supporting the pupil.
3. Teachers should take specific action to provide access to learning for a providing for pupils who need help with communication, language and literacy
b planning, where necessary, to develop pupils’ understanding throughthe use of all available senses and experiences
c planning for pupils’ full participation in learning and in physical andpractical activities
d helping pupils to manage their behaviour, to take part in learning effectively and safely, and, at key stage 4, to prepare for work
e helping individuals to manage their emotions, particularly trauma or
stress, and to take part in learning.
Examples for C/3a — helping with communication, language and literacy
Teachers provide for pupils who need help with communication, language and literacy through:
• using texts that pupils can read and understand
• using visual and written materials in different formats, including large print, symbol text and Braille
• using ICT, other technological aids and taped materials
• using alternative and augmentative communication, including signs and symbols
• using translators, communicators and amanuenses.
Examples for C/3b -developing understanding
Teachers develop pupils’ understanding through the use of all available senses and experiences, by:
• using materials and resources that pupils can access through sight, touch, sound. taste or smell
• using word descriptions and other stimuli to make up for a lack of first¬hand experiences
• using ICT, visual and other materials to increase pupils’ knowledge of the wider world
• encouraging pupils to take part in everyday activities such as play, drama, class visits and exploring the environment.
Examples for C/3c — planning for full participation
Teachers plan for pupils’ full participation in learning and in physical and practical activities through:
• using specialist aids and equipment
• providing support from adults or peers when needed
• adapting tasks or environments
• providing alternative activities, where necessary.
Examples for C/3d — managing behaviour
Teachers help pupils to manage their behaviour, take part in learning effectively and safely, and prepare for work by:
• setting realistic demands and stating them explicitly
• using positive behaviour management, including a clear structure of rewards and sanctions.
• giving pupils every chance and encouragement to develop the skills they need to work well with a partner or a group
• teaching pupils to value and respect the contribution of others
• encouraging and teaching independent working skills
• teaching essential safety rules.
Examples for C/3e — managing emotions
Teachers help individuals manage their emotions and take part in learning through:
• identifying aspects of learning in which the pupil will engage and plan short-
term, easily achievable goals in selected activities
• providing positive feedback to reinforce and encourage learning and build self-
esteem
• selecting tasks and materials sensitively to avoid unnecessary stress for the
pupil
• creating a supportive learning environment in which the pupil feels safe and is
able to engage with learning
• allowing time for the pupil to engage with learning and gradually increasing the range of activities
Appendix B
Pupils who are learning English as an additional language
1. Pupils for whom English is an additional language have diverse needs in terms of support necessary in English language learning. Planning should take account of such factors as the pupil’s age, length of time in this country, previous educational experience and skills in other languages. Careful monitoring of each pupil’s progress in the acquisition of English language skills and of subject knowledge and understanding will be necessary to confirm that no learning difficulties are present.
2. The ability of pupils for whom English is an additional language to take part in the National Curriculum may be ahead of their communication skills in English. Teachers should plan learning opportunities to help pupils develop their English and should aim to provide the support pupils need to take part in all subject areas.
3. Teachers should take specific action to help pupils who are learning
English as an additional language by:
a developing their spoken and written English
b ensuring access to the curriculum and to assessment.
Pupils with disabilities
1. Not all pupils with disabilities will necessarily have special educational needs. Many pupils with disabilities learn alongside their peers with little need for additional resources beyond the aids which they use as part of their daily life, such as a wheelchair, a hearing aid or equipment to aid vision. Teachers must take action, however, in their planning to ensure that these pupils are enabled to participate as fully and effectively as possible within the National Curriculum and the statutory assessment arrangements. Potential areas of difficulty should be identified and addressed at the outset of work, without recourse to the formal provisions for disapplication.
2. Teachers should take specific action to enable the effective participation of pupils with disabilities by:
a planning appropriate amounts of time to allow for the satisfactory completion of tasks
b planning opportunities, where necessary, for the development of skills in practical aspects of the curriculum
c identifying aspects of programmes of study and attainment targets that may present specific difficulties for individuals.