Wesham C of E School

WESHAM C OF E SCHOOL

POLICY ON INCLUSION

DEFINITION

The LEA supports the definition of inclusion proposed by QCA as:

“Securing the appropriate opportunities for learning, assessment and qualifications to enable the full and effective participation of all pupils in the process of learning.”

QCA, 1999

Inclusion places the focus on learning and learners’ requirements. The inclusive approach does not deny the individual differences or disabilities but addresses them within the learning environment.

This means that all those involved in the education of children need to:

(a) Move away from labelling and/or stereotyping pupils and towards creating an appropriate educational environment.

(b) Concentrate on understanding better how pupils learn so that they can be better helped to learn.

(c) See children and young people, first and foremost, as learners.

The focus for the LEA and its schools must be on facilitating how pupils learn and how they can be helped to learn more effectively, regardless of their race, gender, ability, sexual orientation or social background.

The aim of the Lancashire policy is to clarify the position of the LEA towards inclusion and to support schools in being proactive in meeting their responsibilities to all pupils, whatever their needs. The policy on inclusion supports and underpins the Authority’s existing policies on special needs and equal opportunities.

The philosophy of an inclusive approach is laid out in the LEA Statement of Principles and Values in its SEN Policy. The policy applies to all pupils whatever their circumstances. It applies to those who:

√Have learning, physical, sensory and/or medical needs

√Have or experience emotional and behavioural needs

√Reflect social and cultural diversity

√Have attendance difficulties

√Experience significant ill health

√Have relatives to care for

√Have children to care for

√Have children of their own or are expecting children

√Use English as an additional language

√Recently arrived in this country or may be refugees

√Are travellers

√Are looked after children

√Live in poverty or who may be homeless

√Are gifted and talented

√Bully or are victims of bullying

√Are bereaved

√Are traumatised

Many of these children will have needs, which are ongoing throughout their education; others will have changing needs, which will be significant at specific times of their lives. Some of the pupils will attend special schools or specialist provision for some or all of the time; the majority will be in mainstream schools.

Inclusion is a process. By inclusion we mean not only that pupils whose needs are different from and additional to other children of the same age should wherever possible and increasingly receive their education in a mainstream school, but also that they should join fully with their peers in the curriculum and life of the school. (The LEA promotes a continuum of provision including a vibrant but smaller special school service sector with a proactive role in supporting inclusive practices.)

But inclusion is about more than where a child goes to school; it is about changing attitudes, ethos and developing inclusive curriculum practices that celebrate diversity and engage all learners.

Implementation

Key Factors

Celebration of difference and treatment of all pupils with equal value, equal worth respect and dignity;

Entitlement to high quality education through a broadly balanced, relevant and achievable curriculum which recognises individual differences and their impact on learning;

Entitlement to learn with peers of their own age within their local community

Working with parents and involving pupils in their learning;

Creation of an environment in which individuals are able to learn and to teach effectively.

Inclusive curriculum:

The key issue is providing an inclusive curriculum which:

Allows the teacher and pupil to respond positively to each other:

Is differentiated to meet the needs of all pupils:

Gives prominence to high expectation and quality for all.

Provision could be cyclical as needs may change over time and thus provision should not be seen as purely linear but allow revisiting so that pupils may appear at different points on the continuum at different times and/or different activities.

Pupils gain access to an inclusive curriculum through a tiered approach that reflects the level of need, ability and learning style. Pupils may move between tiers of access for different subjects or areas of an inclusive curriculum. Schools can operate this within and between establishments.

The tiered access approach may be described as;

• The interactive tier where pupils are largely dependent on adults or school base
• The assisted tire where pupils are actively participating in learning but they require intervention to help them learn new skills and concepts
• The initiator tier where pupils have the skills and previous experience to take responsibility for some of their learning.

Thus the tiered approach can be operated at a number of levels:

• Within class groups of discrete or mixed year groupings in primary and secondary phases
• Within subjects where children are in sets for ability or need
• Across a community of mainstream and special schools on a phased basis.

Children are encouraged to achieve their personal best with less emphasis on standards as judged through linear progression and more on value added as promoted through the school improvement agenda and the target setting process for pupils with additional or different needs.

A learning environment, which is accessible physically, socially and intellectually:

When inclusive learning is successful pupils with particular needs are accepted in their own right in all aspects of school life; the curriculum, the environment and social life.

In some schools integration needs to be understood as the school fitting around the pupil. The curriculum is the vehicle facilitating inclusion. Support in class should not prevent independent learning and create barriers between designated pupils and their peers. Support should be carefully planned with this in mind to include the child within the full range of learning activities.

Pupils should not be denied access to their peer group by “inclusive segregation” or through streaming. Partnership between agencies and schools will help prevent exclusion.

Conclusion

Success is dependent on all agencies and establishments working together.

The focus should be pupils’ abilities as opposed to their disabilities.

Inclusion:

• Is concerned with attitudes, ethos and creating a more inclusive curriculum
• Expects schools and services to promote diversity and engagement of all learners
• Requires all partners to enable pupils to have a stake in their leaning and its outcomes.
• Gives prominence to high expectations in the curriculum, the environment and the social life for all pupils; and
• Demands high quality education in special and mainstream settings.

This Inclusion policy is based largely on the LEA policy.

This document is the basis for this school’s target of inclusive education. It is to be used in conjunction with the school’s SEN policy, Equal Opportunities Policy and Spiritual, Cultural, Moral and Social Education Policy. The school’s Mission statement also underpins Inclusion and all other policies.

ICT and, specifically, web-based resources, are increasingly being used across the curriculum. E-safety guidance will be given to pupils wherever and whenever such use occurs, in a manner appropriate to the age, understanding and skill level of the children.

(See school e-safety policy)

February 2005. WH/PJH

March 2008. DC

September 2016. LA