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INCLUSION
Around 20% of our pupils may have some form of special educational needs at
some time. The vast majority of needs will be met within school, with some
outside help if necessary. Only a small minority of children will have educational
needs of such complexity or severity that outside agency support will be required
to determine and arrange the educational provision necessary through a statutory
statement.
The Inclusion Leader co-ordinates the identification, assessment and monitoring of pupils with Special Educational Needs enhanced by effective use of ICT systems. There are clear, well communicated criteria for placing pupils on School Action or School Action Plus and removing them from this graduated response. Pupils who are identified as having SEN and are receiving support that is 'additional to or otherwise different' from the educational provision made generally for their age is recorded on the school SEN register.
We are committed to the principles within the national Inclusion Statement in that we always strive to:
-Set suitable learning challenges
-Respond to pupils diverse and individual needs.
-Attempt
to overcome potential barriers to learning and assessment.
OUR
AIMS FOR INCLUSION
The aims for children with special educational needs are supported through
the philosophy and ethos of the school where all children are regarded with
equal value.
-Our school will be a caring society where each person is regarded as a contributor to the good of the whole.
-Ours will be a secure, thriving, growing community where learning both academic and social will continue regardless of age, ability, level, race, gender or physical disability.
-We will take particular care to ensure that children with special educational needs maintain a positive self-image during all school activities.
-We will
try to ensure that teachers continue to take responsibility for meeting the
needs of all children in their
class / care.
-We aim to work together with parents and to establish such relationships with them that it will be possible for us to learn from and support each other.
-We aim to maintain good communication with other professionals in order to acquire their more specialised knowledge and support.
-The Governing Body, in partnership with the Inclusion Leader and other colleagues will monitor and report back on the success of Inclusive provision for pupils in a variety of ways:
-Monitor and evaluate the success of short and medium term targets.
-Evaluate the impact of tailored provision and programmes of study.
-Analyse progress data for pupils with educational needs.
-Analyse attendance and exclusion data for pupils with special needs.
-Monitor progress against educational needs within the School Development Plan.
©
Copyright Kippax Greenfield Primary School 2007. All rights reserved.
