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Inclusion Policy

Mulberry School for Girls

Inclusion Policy

 

Introduction

 

MulberrySchool is committed to providing a broad and balanced curriculum for all pupils. All pupils are entitled to a full, rich educational experience regardless of need. We recognise that the needs of individuals and groups of pupils are many and varied and can be met through planning to provide opportunities for all pupils to be challenged and included. For these reasons, we have developed a comprehensive set of systems for early intervention at the first sign that pupils might be experiencing problems and we ensure that there is ongoing support. First referrals for pupils that require specific support to ensure that they are fully included may come from subject teachers, form tutors or other support staff. Concerns are usually raised with the appropriate Head of Year or to the Head of Support for Learning so that a needs analysis can be carried out.

Accurate, informed communication is essential and appropriate confidentiality is important. Therefore, the Director of Inclusion and Heads of Year oversee all referrals for inclusion support other than those whose provision is directly supervised by the Support for Learning Faculty, when the Head of Year will liaise with the Head of Faculty and appropriate staff. It is our policy to involve parents and carers in our work with pupils and to ensure that all parties with responsibility for a pupil’s progress are kept updated and informed. The systems for communication and support that sit alongside those of the Support for Learning Faculty are detailed below. For policy relating specifically to pupils with Special Educational Needs, please refer to the SEN policy.

Aim

 

MulberrySchool for Girls believes that education is a life-chance for its pupils. All pupils are entitled to a rich, educational experience in which they are fully included. The School makes sure that teachers and support staff are aware of the principles of inclusion. MulberrySchool expects that staff will modify programmes of study and systems as appropriate to allow each pupil to achieve as high a standard as possible. The School aims to ensure that its provision will:

  • Set suitable learning challenges
  • Respond to pupils’ diverse learning needs
  • Overcome potential barriers to learning

Inclusion Strategies

Set suitable learning challenges

 

  • Knowledge, skills and understanding should be      taught in ways that suit pupils’ abilities
  • Teachers should be flexible in differentiated      lesson planning to accommodate all learning needs
  • Pupils should be given a range of opportunities so      that all are able to show what they can achieve

Respond to pupils’ diverse learning needs

 

  • Teachers should be aware of the learning needs and      possible barriers to learning of all      theirpupils
  • Teachers should also be aware of the diverse      experiences, interest and strengths that their pupils bring to school which      will affect their learning

We expect teachers to take account of pupils’ different needs and learning styles by:

  • Engaging in short, medium and long-term planning      with Teaching Assistants and support staff on a regular basis as school      policy
  • Creating supportive and effective learning environments
  • Ensuring pupils are motivated and attentive
  • Using a range of teaching styles to ensure equality of opportunity within differentiated lessons
  • Using assessment strategies that promote individual pupils’ progress
  • Setting SMART targets for learning

 

Overcome potential barriers to learning

 

Teachers will:

  • Have regard for the SEN, EAL and Confidentiality      school policies
  • Access the Support for Learning Faculty’s SEN and      EAL information regarding pupils’ needs and any advice on learning styles      and classroom management, including IEPs and IBLPs
  • Plan differentiated work
  • Follow the Behaviour Policy to help pupils manage      their behaviour and emotions
  • Plan and direct appropriate classroom support with      relevant staff
  • Make referrals to the HOY, Director of Inclusion or      SENCo as appropriate where they feel concerned that despite their efforts,      a pupil is in danger of not being fully included

Monitoring

 

Heads of Faculty and Heads of Year will monitor by:

  • Checking termly data
  • Conducting lesson observations and Learning Walks      according to the SEF cycle
  • Profiles, exam results and data analysis
  • Faculty and Year Team meetings including tutor feedback

 

Referrals

 

Referrals for Inclusion support are made to any of the following as appropriate:

  • The Head of Year
  • The Head of the Support for Learning Faculty
  • The Director of Inclusion

Structures for Supporting Inclusion

 

The Director of Inclusion takes responsibility for all aspects of support for Inclusion. The Director of Inclusion line manages the Inclusion work of the following groups of people:

  • The Heads of Year
  • The SI:PS Panel – a multi-agency group which meets      to consider the needs of each pupil who has been highlighted by the Head      of Year as a cause for concern re Inclusion. Such causes of concern may be      emotional, behavioural, general welfare and well-being, Child Protection      concerns, truancy, attendance or punctuality issues, bullying issues
  • The Extended      Inclusion Services as follows:
  • The Learning Mentor      Team – who each carry a case load of pupils whom they work with in a      variety of ways to ensure their Inclusion
  • The School Counsellor / Art Therapist
  • The School Health Adviser
  • The School Police Liaison Officer
  • The Attendance and Welfare Advisers
  • The School Social Worker

The Director of Inclusion ensures that SIPS data is updated regularly and contains accurate information about pupils receiving support for Inclusion. The Director of Inclusion ensures that communication systems are effective and that all parties are updated as appropriate in liaison with the Head of Year.

The Director of Inclusion is also the Child Protection Officer and the member of staff with responsibility for the Inclusion of ‘Looked After Children’.

The Director of Inclusion is actively involved in the process of exclusions and internal exclusions in liaison with the Head teacher and HOY as appropriate and ensures that records are kept accurately. The Director of Inclusion is responsible for reporting racist incidents to the Local Authority and for keeping these records up to date.

A diagram of the systems of support for Inclusion by the Extended Inclusion Services is appended.

G.Buckmaster and V.Lee

Director of Inclusion , and new Director as from 1.9.14.

Date: June 2014

Click here to view the Inclusion provision at Mulberry