Inclusion and SEND

“Our vision is that all children fulfil their potential and make a positive contribution, irrespective of any barriers to their learning. As a school, we offer a rich and deep, inclusive curriculum to ensure that all children are provided with opportunities to progress academically, socially and emotionally. We believe that every child deserves a happy, safe environment where they are respected as equals.”

 

What are we doing for our vulnerable groups?

 

Intent

Implementation

Impact

Behaviour

We aim for all children to have access to an inclusive curriculum and provide them with a safe and secure environment, where they can flourish both academically and socially. Measures have been put in place to reduce, or in some cases remove the barriers to learning for these children.

  • School behaviour policy is followed throughout every aspect of the school day including lunch times.
  • Behaviour concerns are reported to SLT in CPOMS.
  • Individualised behaviour plans are in place for specific children that require them. All adults are aware of these children.
  • Every child is aware of a consistent approach across the school. All children are aware that their actions have consequences, including positive rewards for positive behaviour (gold face).
  • Open communication between staff to ensure children with behavioural difficulties are catered for.

SEND

  • Individualised plans for children with SEND.
  • Liaison with outside agencies.
  • Specialised support staff.
  • Regular CPD for staff
  • Inclusive learning environment, where specific resources enable children to access their learning.
  • Individual needs of children are supported and their progress in tracked closely.
  • SMART targets are set and reviewed regularly (on child profiles).
  • Specialised support staff liaise with class teachers to identify needs and support learning in the classroom.
  • Staff CPD ensures that children with SEND are identified and appropriate measures are put in place to support them.

Speech and language

  • Speech and language therapist works with school to identify and support children with speech and language difficulties.
  • Children entering school are assessed against their age related expectations.
  • Outside agencies work with teaching staff in school to ensure that children’s targets are taught. 
  • Children are identified on entry to school.
  • Children have specific targets that are tracked by a speech and language therapist.
  • Children receive regular support.

Attachment

  • Our application has been approved to receive additional funding to complete an attachment award.
  • Vulnerable children are at the forefront of our plans, ensuring they benefit from this programme.
  • All staff will be aware of how to support children with attachment issues.
  • There will be a safe place for children to go (nurture room).

Looked After Children

  • Tailored support is given to children based on their social, emotional academic or well-being.
  • Children receive additional funding which is targeted at their needs.
  • Specialised staff support emotional literacy (ELSA support).
  • These children have access to a positive learning environment and a deep and rich curriculum, where they are supported emotionally.

Pupil premium

  • Children’s progress and attainment is tracked half termly. Teachers and SLT work collaboratively to map out future provision.
  • Funding is allocated on a personalised basis. Pupils individualised needs are taken into account, including their emotional well-being as well as their academic needs.

 

  • Barriers to learning are identified and measures are put in place to support children.
  • The impact of intervention is tracked and evaluated.

Medical needs

  • All staff are aware of any children with medical needs.
  • Staff are first aid trained.
  • First aid kits are always worn outside.
  • At least one first aid kit has an emergency inhaler.
  • Inhalers are kept in an accessible area for children.
  • Medical records are tracked (see medial policy).
  • Children who need one have a healthcare plan.
  • All staff understand and are aware of the medical needs of pupils. Staff follow the procedures set out in the medical policy.
  • Children requiring an inhaler at play times have access to an emergency inhaler.

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