Inclusion

Aim:

To provide teaching and learning opportunities that enable all children to attain and achieve through a broad, balanced and appropriately differentiated curriculum.
To ensure all children and young people are appropriately supported, through a variety of means, and resourced in order that they may work confidently towards reaching their potential. Policy and practice reflects the philosophy and fundamental principles as contained in the current SEND Code of Practice 2015 and the Equality Act 2010.

All pupils have individual needs and it is our responsibility to ensure that teachers and support staff have the necessary skills to provide quality first teaching that meets these needs, enables progress and raises levels of achievement for all pupils including those with SEN.

Pupils who require individual and/or specific support and guidance may be referred to the SENCO for advice and input. There may be times when the needs of a pupil are such that a referral is made to an external specialist service for further advice and support.

The Inclusion team at each school works closely with parents as partners in the education of their children and will keep them informed at each stage.

Parents are encouraged to contact their child’s form tutor or class teacher in the first instance with any concerns in order for the matter to be directed to the most appropriate member of staff.

Our Able and Talented Provision

Provision for pupils identified as able or talented occurs within both the classroom and beyond via local and national initiatives. There are opportunities to attend Summer Schools, Master Classes and visits to institutions of Higher Education. There is also the possibility of early examination entry in certain subjects for pupils with specific strengths. There is a member of staff at each school with responsibility for overseeing the provision for our most able pupils.

English as an additional language

Pupils for whom English is an additional language may be supported in the classroom, and where there is an identified need, can receive appropriate intervention. They may also be encouraged to take public examinations in a community language.

How our staff can help you

The emotional welfare of the pupils is very important to us and there are a number of people in post at each school who provide a valuable support network for some of our most vulnerable young people. Parents, carers and pupils themselves are encouraged to speak to a member of staff if any difficulties arise.

The Trust's Graduated Approach to Inclusion

WAVE 1	Effective inclusion of all pupils is delivered by quality first teaching in all lessons. This includes Differentiation, VAK and support given by class teacher and learning support assistant. All Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.(6.36)
WAVE 2	Quality first teaching in class delivered by teacher and intervention put in place by teacher to Assess, Plan, Do and Review.
WAVE 3	Despite quality first teaching no progress has been made in the intervention. A referral is made to the SENCO. The SENCO assesses pupil and sets specific targets and is placed on the SEN support list. This may result in a referral to the Educational Psychologist, Speech Therapy or an application for an Education Health Care Plan. Support draws on more detailed approached, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people. (6.44)

WAVE 1

Effective inclusion of all pupils is delivered by quality first teaching in all lessons. This includes Differentiation, VAK and support given by class teacher and learning support assistant.

All Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.(6.36)

WAVE 2

Quality first teaching in class delivered by teacher and intervention put in place by teacher to Assess, Plan, Do and Review.

WAVE 3

Despite quality first teaching no progress has been made in the intervention. A referral is made to the SENCO. The SENCO assesses pupil and sets specific targets and is placed on the SEN support list. This may result in a referral to the Educational Psychologist, Speech Therapy or an application for an Education Health Care Plan.

Support draws on more detailed approached, more frequent review and more specialist expertise in successive cycles in order to match interventions to the SEN of children and young people. (6.44)

For any Looked After Children (LAC) or Child Protection issues please contact the following members of staff:

Mrs C Ponteen - Vice Principal, Designated Safeguarding Lead
c.ponteen@habstrustsouth.org.uk
Mr J Brinsdon - Deputy Designated Safeguarding Lead
j.brinsdon@habstrustsouth.org.uk

Haberdashers' Knights Academy