Policy for Inclusion

Policy for Inclusion

Policy for Inclusion

Inclusion Policy
School Vision Statement
Our vision for our school is one that consistently provides an education that compares with the very best in the country. Where our children are so happy and secure in the school environment that they are eager and willing to learn. We want them to be prepared to reach out beyond even their own expectations knowing that they will have the support and encouragement of all the adults around them.

We will have succeeded if every child leaves our school with an enjoyment and an enthusiasm for learning that is infectious and sustainable throughout their schooling and beyond.


Rationale

The development of inclusive approaches to teaching and learning respect and build on such differences. This may involve deep changes in what goes on in classrooms, staffrooms, playgrounds and in relationships with parents/carers. To include any child or young person we have to be concerned with the whole person. This can be neglected when inclusion is focused on only one aspect of a student such as an impairment or a need to learn English as an additional language. The exclusionary pressures on a child with an impairment may be primarily directed at his or her background or may arise because the curriculum does not engage his or her interests. Children learning English as an additional language may feel dislocated from their culture, or may have experienced a recent trauma. But we have to avoid thinking in stereotypes. Sometimes, these children may have more in common, even in these respects, with children in the school for whom English is a home language than with students for whom it is not.

The work done in identifying and reducing the difficulties of one student may benefit many other students, whose learning was not initially a particular focus of concern. This is one way in which differences between students, in interests, knowledge, skills, background, home language, attainments or impairment can be resources to support learning.

Students continue to be excluded from a mainstream education because they have an impairment or are seen to 'have learning difficulties'. This should be made more difficult by the Special Educational Needs and Disability Act, the Disability Rights Code of Practice for Schools and the Statutory Guidance on Inclusive Schooling associated with the Act. This guidance recognises that mainstream education has sometimes been 'blocked' for 'trivial and inappropriate' reasons. Where parents want it, schools and LEAs are, legally obliged to endeavour to make it possible for a child with an impairment to attend a mainstream school and participate within it. However, this falls short of the recognition of the right of a child to a local mainstream education. The Race Relations (Amendment) Act encourages similar action in relation to increasing 'race equality', supported by guidance from the Commission for Racial Equality.

Inclusion is about making schools supportive and stimulating places for staff as well as students. It is about building communities which encourage and celebrate their achievements. But inclusion is also about building community more widely. Schools can work with other agencies and with communities to improve educational opportunities and social conditions within their localities.


The Principles

This inclusion statement outlines how teachers can modify, as necessary, the Heighington CE Primary School Curriculum and National Curriculum programmes of study to provide all pupils with relevant learning opportunities.
We believe the following three principles 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.
We intend to provide other curricular opportunities outside the National Curriculum to meet the needs of individuals or groups of pupils where necessary. We will access expertise within the LEA, outreach services from Beaumont Hill School, other schools that offer expertise and health services such as Speech and Language Therapy.

In planning and teaching the National Curriculum, we expect teachers to have due regard to the above principles.
A Setting suitable learning challenges
1. Adults working within the school should aim to give every pupil the opportunity to experience success in learning and to achieve as high a standard as possible. The 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. A flexible approach will be expected to take account of any gaps in pupils' learning resulting from missed or interrupted schooling.
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. Teachers may plan further differentiation by extending the breadth and depth of study within individual subjects or by planning work that 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. Adults 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. Adults 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.

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. Adults 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.

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. Adults should, where appropriate and available, 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 pupils with special educational needs by:
a. providing for pupils who need help with communication, language and literacy
b. planning, where necessary, to develop pupils' understanding through the use of all available senses and experiences
c. planning for pupils' full participation in learning and in physical and practical activities
d. helping individuals to manage their emotions, particularly trauma or stress, and to take part in learning.

The following section outlines where the three principles interface with policies and practice within the context of Heighington C E Primary School.
It is important that the teachers? high expectations are used to create a culture of challenge for all pupils (Principle 1).
We believe that the school curriculum should develop enjoyment of, and commitment to life long learning as a means of encouraging and stimulating the best possible progress and the highest achievement and attainment for all pupils (Principle 1) (Mission Statement)
Through our teaching and learning policy, we enshrine the inclusive culture of the classroom (Principle 1 and 2).
Our planning indicates differentiation in order to create (P1) a curriculum for success. Our assessment policy highlights the importance of using assessment and performance to track progress of all pupils and allows data to be used to identify progress of different groups of pupils (Principle 1 and 2). In this school, different groups will refer to girls and boys, pupils with SEN, gifted and talented children, ?looked after?, sick children, families under stress and any pupils who are at risk of disaffection and exclusion (ref Social Inclusion Pupils). Teachers set targets for learning for year groups and individuals in order to ensure individuals reach their potential.
Our policies on Racial Equality, Equal Opportunities and Special Educational Needs (Principle 2) ensure that all pupils are received in a culture that allows and expects all pupils to participate fully in the life of the school.
Our SEN policies ensure that early identification of difficulties and intervention at the school level, allow individuals to make appropriate progress in an environment that meets the needs of all pupils. SEN policies and procedure are annually reviewed in order to take account of changes in legislation and non-statutory guidance.
A core-teaching staff, ably supported by teaching assistants and other adults work with children to ensure the range of needs at Heighington C E Primary can be met within the classroom. (Principle 3)
At Heighington C E Primary School, we expect all children to fully participate in all aspects of school life. Our attendance policy supports an inclusive school that recognises the continuity of learning through high levels of attendance. However, whilst at school, we acknowledge the central importance of meeting individual social, emotional and developmental needs. (Principle 3)
Our Behaviour and Rewards Policy includes statements on, discipline, bullying, exclusion and rewards. We actively promote our commitment to the celebration of individual success and achievement in a wide range of participatory events and through our reward system. (Principle 3)
Conclusion
At Heighington C E Primary, we fully recognise the diversity of today?s society and actively support children and families who may be experiencing difficulties eg, children from families undergoing stress, children in looked after care, all need to feel safe, secure and loved within a school that includes all.
?Inclusion is a process and not a fixed state? (Excellence for All HMSO 1997) and recognise that this policy for inclusion exists within current legislation and current political mantra. Why has it become necessary to explicitly state our intentions?

Related documents:
Principle 1 All Curriculum Policies (//server/data/staff/policies/curriculum)
Principle 2 All Curriculum Polices and Inclusion Policies (//server/data/staff/policies/inclusion)
Principle 3 Health & Safety Policies, Inclusion Policies and SCSM policies
(//server/data/staff/policies/health&safety)
(//server/data/staff/policies/inclusion)
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