Heathlands Primary School

Inclusion (incl. SEND) Policy
Date: / To be ratified in March 2015 / Review Date: / Ongoing in line with statutory government legislation changes
Inclusion Leader: / Mel Cork / Link Governor: / Alyson Ripley

We believe that Heathlands is an educationally inclusive school as we are concerned about the teaching and learning, achievements, attitudes and well-being of all our pupils.This policy needs to be read alongside other school documents including:

  • Curriculum policy
  • Early Years policy
  • Teaching and learning policy
  • Single equality scheme
  • SEND information report

Aims

  • To give all girls and boys regardless of their age, special educational needs, ethnicity, attainment and background the right to learn together and endeavor to meet their individual needs through a wide range of provision.

Procedure

The role of the Inclusion Leader / The Inclusion Leader co-ordinates our Inclusion Policy by:
  • ensuring paperwork is up to date by meeting with teachers and teaching assistants
  • working alongside teachers and teaching assistants to ensure children are achieving their individual potential
  • working together with teaching staff to ensure that work is differentiated and that learning objectives are achieved through observations and work sampling
  • working alongside the Assessment Leader to track progress and ensure appropriate intervention
  • working alongside Core Subject Leaders to track progress and identify intervention during termly Pupil Progress meetings
  • working closely with external agencies to ensure appropriate support and challenge for all pupils
  • working with parents and children to ensure that progress is being made
  • continuing to use Provision Mapping to ensure that all children are achieving their potential through being given the appropriate support
  • ensuring that all statutory responsibilities are met
  • organising training for staff where appropriate
  • co-ordinating one-to-one tuition and intervention groups
  • ensuring the SEND Information Report is published on the website and sign posts to Essex Local Offer
  • recognise gaps in provision
  • cost provision effectively
  • recognising gaps in staff subject knowledge and arrange delivery necessary to address this
  • monitoring and evaluating effectiveness of provision
  • informing and updating Governors through the Headteacher’s report.

The role of the Class Teacher / The role of the Class Teacher is:
  • to ensure that our ‘High Quality Teaching’ non-negotiables are evident within learning and teaching
  • to ensure that learning and teaching are differentiated effectively to meet the needs of all pupils
  • to ensure that paperwork is up to date on a termly basis in order to review individual objectives
  • to communicate effectively and regularly with parents regarding pupil progress and support
  • to liaise with Teaching Assistants to share objectives and differentiation within lessons
  • to work closely with all children to ensure continued progress in their learning
  • to use a variety of teaching methods so that all learning styles are supported
  • to use ICT effectively to support and challenge all pupils
  • to share ‘next steps’ through marking and verbal feedback so that children are aware of their learning journey
  • to liaise with the Inclusion Leaderto discuss pupil progress and appropriate support
  • to maintain detailed records of pupil progress so that early identification can help provision for individual children

The role of the Inclusion Governor / To work in partnership with the Inclusion Leader to ensure the policy is being followed.
To undertake termly monitoring to review the inclusion policy and monitor progress of the Inclusion aspect of the School Improvement Plan.
School Environment / An annual audit of the school building and grounds ensures that all pupils with disabilities have full access to all areas of learning.
Class Environment / Pathways are created where possible to allow wheelchair access and ease of mobility.
Different teaching styles are used to allow all children to learn effectively.
The curriculum is organised so that resources are effective and promote learning.
Stimulating environments are created for the children to learn.
Teaching & Learning / Teachers planning clearly indicatesdifferentiation and thatthe abilities of all pupils catered for.
Teachers use a variety of teaching styles to deliver a broad and balanced curriculum.
Resources / Appropriate resources are in place to cater for all activities and individual needs. These are updated and replaced when the need arises.
Links & Lines of Communication / We have in place good lines of communication and strong links with parents and outside agencies that provide invaluable support and advice.These include Educational Psychologist, Specialist Teacher Team, Children and Adolescent Mental Health, Speech and Language Therapy, School doctor,physiotherapy and occupational therapy professionals, Family Solutions, privately funded family support worker, EWO service.
Review / This policy is reviewed every three years by the Inclusion Leader or sooner if necessary. If significant changes to SEND statutory procedures take place this policy will be amended to reflect best practice. Changes will be added through an addendum as necessary.

Effectiveness

We believe this policy will be effective only if we ensure consistency across the school by regular monitoring.

Headteacher: / J Hallum / Date: / March 2015
Chair of Governing Body: / F Spinlove / Date: / March 2015