Inclusion

Inclusion Quality Mark Flagship

‘I continue to be impressed by this learning environment where both pupils and staff are encouraged to achieve their personal best, not only academically but also as independent and aspirational individuals. I feel that in terms of supporting children and families toward more inclusive futures, the leadership at this school is inspirational.’ Sue Rush (IQM, June 2014)

 

Introduction:

The Listening Program

The SEND Code of Practice became statutory in September 2014, it gives guidance on duties, policies and procedures relating to Part 3 of the Children and Families Act 2014 and associated regulations and applies to England. It relates to children and young people with special education needs (SEN) and disabled children and young people. A ‘young person’ in this context is a person cover compulsory school age and under 25.

Star Primary School is committed to providing an appropriate and high quality education to all the children living in our local area. We believe that all children, including those identified as having special needs have a common entitlement to a broad and balanced academic and social curriculum which is accessible to them and to be fully included in all aspects of school life.

In our school, we aim to offer excellence and choice to all our children, whatever their ability, needs, race or religion. We have high expectations of all our children and we aim to achieve this through the removal of barriers to learning and participation.

We respect the fact that children:

  • Have different educational and behavioural needs and aspirations
  • Require different strategies for learning
  • Acquire, assimilate and communicate information at different rates             
  • Need a range of different teaching approaches and experiences

  
 We respond to children’s needs by:

  • Providing support for children who need help with communication, language and literacy
  • Planning  to develop children’s understanding through the use of all their  senses and of varied experiences
  • Planning for children’s full participation in learning, and in physical and practical activities
  • Helping children to manage their behaviour and take part in learning effectively and safely
  • Helping individuals to manage their emotional needs particularly trauma, stress or anger and to take part in learning

Definition of Special Educational Needs

Music Group

Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.

Children have a learning difficulty if they:

  • have a significantly greater difficulty in learning than the majority of children of the same age; or
  • have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.

However, it should be noted that children will not be regarded as having a learning difficulty solely because the language or form of the language of their home is different from the language in which they will be taught.

A child is disabled if he/she is blind, deaf or dumb or suffers from a mental disorder of any kind or is substantially and permanently handicapped by illness, injury or congenital deformity or such other disability as may be presented.

Categories of SEN

It is not always possible to categorise a child’s difficulty and it may be a temporary or permanent manifestation of some other underlying cause but we have listed some examples of difficulties or areas which would lead us to consider in identifying a child as having special educational needs (SEN).  These difficulties may occur singly, or in any combination, or may not be obvious at all.

The four areas are:

  • Communication and interaction
  • Cognition and learning
  • Social, emotional and mental health
  • Sensory and/or physical needs

Policies

Movement Group

Sensory Input

Swimming

London Gym