Inclusion

We make the following adaptations to ensure all pupils’ needs are met:

1. Differentiating our curriculum to ensure all pupils are able to access it, for example, by grouping, 1:1 work, teaching style, content of the lesson, etc.
2. Adapting our resources and staffing
3. Using recommended aids, such as laptops, coloured overlays, visual timetables, larger font, etc.
4. Differentiating our teaching, for example, giving longer processing times, pre-teaching of key vocabulary, reading instructions aloud, etc.

Part of the school’s budget is for support for pupils with special educational needs and disabilities. This is a fixed amount and so we have to use the money as cost-effectively as possible and make sure we can give help to all the children who need it. We have costed all the ways we support children. Decisions about which support programme is best for a child are made by inclusion leader in consultation with a child’s class teacher and parents/carers.

Parents are invited to contribute to planning through a meeting or if they are not able to come into the school in whatever way is best for them e.g. by telephone or email.

In exceptional circumstances, where we feel we are not able to meet a child’s needs from our own funds we will apply to the local authority for additional support for a child. Parents can do this too.

We are happy to discuss all of this in more detail with parents.

We have a number of teaching assistants who are trained to deliver specific interventions. These TAs will work mostly with small groups to offer support but promote independence. TAs will work 1:1 with pupils when their specific needs require it.

We will follow the graduated approach and the four-part cycle of assess, plan, do, review.

The class or subject teacher will work with the SENCO to carry out a clear analysis of the pupil’s needs. This will draw on:
1. The teacher’s assessment and experience of the pupil
2. Their previous progress and attainment and behaviour
3. Other teachers’ assessments, where relevant
4. The individual’s development in comparison to their peers and national data
5. The views and experience of parents
6. The pupil’s own views
7. Advice from external support services, if relevant

The assessment will be reviewed regularly.

All teachers and support staff who work with the pupil will be made aware of their needs, the outcomes sought, the support provided, and any teaching strategies or approaches that are required. We will regularly review the effectiveness of the support and interventions and their impact on the pupil’s progress.

We work hard to maintain good home-school links with parents. We have a weekly newsletter with general news about the school. We have a parents’/carers’ evening twice a year and we send all parents/carers a report about their child’s progress once a year.

We hold tracking meetings each term for all classes and half termly for Reception and Years 2 and 6 to discuss pupils’ progress and evaluate the provision for all pupils including those with SEND or English as an additional language. For children with special educational needs we also have highlighting meetings each term with the class teacher and the inclusion leader. Children with statements or Educational Health and Care Plans (EHCPs) have yearly Annual Review meetings. Parents are invited to the review and we try as far as possible to arrange it at a time that will allow them to attend.

Parents are always welcome to speak to their child’s class teacher or any member of the leadership team if they have any concerns. Our home school liaison officer and school social worker are also available to speak to.

We will have an early discussion with the pupil and their parents when identifying whether they need special educational provision. These conversations will make sure that:
1. Everyone develops a good understanding of the pupil’s areas of strength and difficulty
2. We take into account the parents’ concerns
3. Everyone understands the agreed outcomes sought for the child
4. Everyone is clear on what the next steps are

Notes of these early discussions will be added to the pupil’s record and given to their parents.

We will formally notify parents when it is decided that a pupil will receive SEN support.

Children need to be happy and be able to behave appropriately to learn well so all our class teachers work with children in their class on social skills, behaviour and wellbeing. If a child has a particular difficulty, their class teacher will have help from colleagues e.g. teaching assistants, the school nurse or the inclusion leader to help support the child.

We also have ‘playground friends’; a group where older children who have been specially trained offer support to younger children.

At Stebon, we make sure that we listen to the children and respond to what they say through our ‘Finding Out What Pupils Think’ programme. Each member of the leadership team meets with a different group of pupils each week to hear their views on a number of topics related to school life. These views then inform decision-making about the children.

Stebon School has clear anti-bullying and diversity policies.

If a pupil has particular behavioural difficulties, we have a Behaviour Support Programme designed to identify the cause of the problem and support the child to avoid the pupil disrupting his/her own or others’ learning and prevent exclusion.

Our School Council has class reps from each year group. Council representatives meet with the school council leader regularly to discuss issues that pupils wish to raise or ideas and suggestions they may have about any aspect of school life.

We always communicate with parents if we think additional support is required and before we contact other specialists.

All staff are required to attend training.

Any trips or outings we plan always include children with special educational needs and/or disabilities. We use part of our budget to make sure that any support needed can be provided. We always consult with parents/carers before arrangements are finalised.