Inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. Our curriculum includes, not only the formal requirements of the Early Years Foundation Stage Curriculum / National Curriculum, but also a range of additional opportunities to enrich the experiences of all pupils.
The Curriculum also included the social aspects that are essential for lifelong learning, personal growth and development of independence.
Our Lady Queen of Martyrs Catholic School and St Joseph’s Catholic School pride themselves on being inclusive; we endeavour to support every child regardless of their level of need. Inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. Our curriculum includes, not only the formal requirements of the Early Years Foundation Stage Curriculum / National Curriculum, but also a range of additional opportunities to enrich the experiences of all pupils. The Curriculum also includes the social aspects that are essential for lifelong learning, personal growth and development of independence.
All pupils follow the National Curriculum at a level and a pace that is appropriate to their abilities. At times, and when it is felt appropriate, modifications to the curriculum may be implemented and for most children and young people in our mainstream school their needs can be met through Quality First Teaching and good classroom practice.
To successfully match pupil ability to the curriculum there are some actions we may take to achieve this:
- Ensure that all pupils have access to the school curriculum and all school activities.
- Help all pupils achieve to the best of their abilities, despite any difficulty or disability they may have.
- Ensure that teaching staff are aware of and sensitive to the needs of all pupils, teaching pupils in a way that is more appropriate to their needs.
- Encourage pupils to gain in confidence and improve their self-esteem.
- To work in partnership with parents/ carers, pupils and relevant external agencies in order to provide for children’s special educational needs and disabilities.
- To identify at the earliest opportunity, all children that need special consideration to support their needs (whether these are educational, social, physical or emotional).
- To make suitable provision for children with SEND to fully develop their abilities, interests and aptitudes and allow them to gain maximum access to the curriculum.
- Ensure that all children with SEND are fully included in all activities of the school in order to promote the highest levels of achievement.
- To promote self-worth and enthusiasm by encouraging independence at all age and ability levels.
- To give every child the entitlement to a sense of achievement.
- To regularly review the policy, procedures and practice in order to achieve best practice.
How we support SEN
We believe in positive intervention, removing barriers to learning, raising expectations and levels of achievement and working in partnership with other agencies in order to provide a positive educational experience for all our pupils including those with a special educational need or disability.
Our school recognises there are particular groups of pupils whose circumstances require additional consideration by those who work with them to support their SEND. If a pupil is identified as having SEND, we will provide what is classed as ‘additional to’ or ‘different from’ the differentiated approaches and learning arrangements normally provided to all our pupils. Some children, at some time in their school life, may have additional or different needs and it may be that they will be on our SEN register for a period of time. However, children’s needs will be frequently reassessed in order to ensure that the provision is suitable and supports every child’s development.
This complements our already high quality teaching which is intended to overcome barriers to learning. Children identified as having additional needs will have a profile map. This additional support (often termed intervention) will be tailored to meet the child’s needs and will target the specific area(s) of difficulty. This support may be provided in class or in another area of the school, occasionally on a 1-1 basis but more often as part of a small group. The support provided, along with its impact, will be monitored closely and shared regularly with the child and their parents/carers.
Our SENCO oversees the implementation of the SEN Policy and works alongside class teachers to coordinate provision for children with SEN. The class teacher will plan for the child and use regular assessment to ensure that progress in every area is made.
Who will explain this to me?
Children at Our Lady Queen of Martyrs Catholic School and St Joseph’s Catholic School that are receiving additional support and intervention programmes have a Support Plan. Parents are invited into school to review and discuss support and progress with staff each term. The children also meet with their teacher or the SENCO to discuss their Support Plan. This allows the children to share their views and opinions and gives them ownership of their Support Plan.
For further information the SENCO is available to discuss support in more detail.
How the Governors involved and what are their responsibilities?
Governors are kept up to date on the progress of SEN pupils via the Head Teacher’s Report to Governors at the termly Governing Body Meeting. The SENCO meets with the SEND Governor regularly throughout the school year. Confidentiality is maintained and individual pupils are not named. Data is shared to support discussions around funding arrangements and the SEND Notional Budget. The Governors agree priorities for spending and evaluate the impact of previous funding allocations.
If you would like to discuss your SEND requirements in detail please contact the SENCO or the Head Teacher to arrange an appointment.