 Policies : Inclusion / SEN
Inclusion means that when possible, children with special needs, including behaviour and emotional problems should go to their local mainstream school.
The following policies support 'Inclusion':
Special Needs,
Behaviour
Anti - bullying
Discipline
All pupils, whether they have a disability or experience difficulties in learning should enjoy the same rights at Highfield as all other pupils. They will be fully part of the school community and receive an education and social life according to their age, needs, aptitude and ability. Each child is entitled to appropriate support to meet individual needs.
PRINCIPLES AND OBJECTIVES:
- To successfully implement the Code of Practice.
- To ensure equality of opportunity and combat discrimination and prejudice.
- To ensure implementation of the LEA Inclusive Education Policy by making Highfield as inclusive an environment as home, for children with disabilities or any other difficulties.
- To meet the needs of all identified as having special educational needs ensuring progress and achievement in academic and social development.
At Highfield all children have an equal right of entitlement to an appropriate broad balanced and relevant curriculum. We respect that children have individual needs and all are valued within the school. We believe it is the responsibility of each individual teacher to cater for the children in the classroom and that includes children with special needs.
THE COORDINATOR
The SENCO is given a half a day non - contact time every other week, as well as one day at the beginning of each term. This time is given to monitor the progress of children with special needs as well as providing support for Teachers and Teaching Assistants. The key to success is regular liaison, flexibility and sharing the workload
COORDINATING SUPPORT
The Headteacher is responsible for co-ordinating support for children. However the staff have a role in ensuring that provision is used to the best effect, as well as being involved in identifying and helping to develop good practice. The aim is to provide access to support which will ensure the highest quality education for all.
SPECIALIST SUPPPORT
The school does not have specialist support.
ALLOCATION OF RESOURCES
The school is committed to providing resources for promoting and underpinning inclusion.
IDENTIFICATION AND ASSESSMENT PROCEDURES
All children are regularly assessed and children who need support are quickly identified and appear on the sheet for classroom support.
ACCESS TO THE CURRICULUM
Access to the curriculum is the right of everyone A climate of support will be fostered in which self confidence and self esteem can grow, and where all pupils feel valued and able to make mistakes without fear of criticism. Wherever possible Teaching Assistant support will be given. The curriculum content will be differentiated to meet the needs of individual children. Teaching styles and flexible groups will reflect this approach. Tasks and activities will be matched to the children's differing paces and styles of learning, interests, capabilities and previous experience. Learning support is provided in class rather than withdrawal.
ARRANGEMENTS FOR INCLUSION
All children are encouraged to be involved in all aspects of school. The SENCO monitors involvement of special needs children in school activities, ensuring all children work, play and socialise together.
DEALING WITH COMPLAINTS
Any concerns should be addressed to the Headteacher. If parents feel their concern has not been addressed then they should contact the chair / vice chair of governors.
Should any part of this policy not be followed, the matter should be referred to the Headteacher and the Governing Body.
TRAINING
The SENCO is responsible for identifying training needs among the staff.
LINKS WITH AGENCIES
The school will use outside support whenever there is the need. Highfield has regular contact with the Educational Psychologist, Speech Therapist and Inclusion Division.
THE ROLE OF PARENTS
The partnership between parents and school is vital for the success of the Inclusion Policy. Parents are very welcome to come into school and are encouraged to meet regularly with the class teacher and SENCO. Parents are partners in the learning process.
ADMISSION ARRANGEMENTS
The school supports an Inclusive Policy and has a commitment to the admission of children regardless of special needs (whether those children have funding or not for their particular need), race or gender. We aim to create an environment of equal opportunity for everyone. The admission arrangements will not differ from the arrangements for other pupils. The school believes the key is a partnership between parents and school.
STAFF RECRUITMENT
The school follows the Education Leeds Recruitment and Selection of Staff Guidance document.
MEMBERSHIP OF GOVERNING BODY
The school aims to have a cross section of the community represented on the Governing Body.
July 2002
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