We currently support inclusion because:
- we provide a great deal of work on individualised timetables for particularly difficult children.
- we have very hard working staff.
- we have differentiated lessons.
- we identify individual needs well.
- we are flexible to meet individual needs.
- children with SEN receive meaningful group inclusion.
- children with SEN receive successful and positive inclusion leading to dual placement.
- two-way inclusion activities between mainstream and special schools is provided.
- there is very effective outreach provision.
- we provide opportunities for staff development.
- we take part in multi-agency working.
- we accept children with many and varied SEN needs into school: no questions asked.
- we fully include these children in the life of the school.
- we encourage the SEN children to push their boundaries as we do with all our children.
- additional specialist equipment is purchased if necessary.
- we have 3 x the national average of statemented children.
- we have a Learning Support Unit and an Inclusion Unit as part of the school.
- we have children with specific special educational needs i.e. autistic pupils.
- all contribute fully to school life: take assemblies, play part in assembly.
- resources are purchased to cater for need.
- there is a good EAL service available.
- there is a link with colleges to the wider curriculum.
- we provide personalised learning – individual focused planning.
- we offer specialist resources.
- we have a workforce who believe in equality of opportunity for all, respect and dignity.
- we work closely with families.
We will be more inclusive:
- by doing even more differentiated activity.
- through forging closer links with local schools, especially high schools.
- by raising community awareness.
- through early intervention and support in early years.
- by accessing support as soon as we need it and keeping it.
- through being flexible and creative as we always are but protect our teachers’ well-being and say no when we recognise we are being overloaded.
- by taking three steps to move forward:
1. funding – that we don’t have to spend hours fighting for
- through having joined up working at point of transfer from home/school, and from school/school.
- by doing more activities within the community.
To continue to be inclusive we need:
- resources to pay Learning Support Assistants at higher levels.
- time for planning and preparation for teachers and Learning Support Assistants.
- more time for Learning Support Assistants to be with students from moment of arrival.
- more space – for gentle integration/inclusion.
- a school support worker – Learning and Behaviour.
- training for teaching assistants.
- money to carry out Ed Psyche recommendations.
- better communication – takes too long for children to be assessed.
- to continue to adapt premises.
- to continue to understand needs.
- to have a multi-agency approach to SEN.
- to train staff in supporting SEN pupils.
- to adapt the curriculum to fit the child.
- to spread good practice, more willing and “inclusive” mainstream schools.
- to develop flexible staffing systems and funding systems.
- a 3-D appropriate building to accommodate this.
- networking between other support services.
- SEN partnerships working effectively.
- strategic support/ coercion from Children’s Services.
- greater delegation of Schools’ Budget.
- Cross-agency integrated working.
- better information sharing – two way.
- better awareness of child abuse and domestic violence.
- lead professional to coordinate activity around child in need of one or more services.
- extra funding.
- interactive whiteboard in the Learning Support Unit.
- funding for support staff to work with SEN children in mainstream.
- more EAL support.
To be more inclusive we need:
- staff training – Deployment of Learning Support Assistants and other support staff.
- even greater levels of differentiation for learning.
- Increase in “therapeutic input” into emotionally damaged children.
- statement requirements to be funded.
- to work more closely with all schools to meet needs.
- to improve flexibility to deal with all SEN.
- to listen to children/ young people and involve them in the strategy.
- to set up effective links.
- support with School Action children.
- more time for Ed Psyche to come in and assess children on school action because all their time has been taken doing assessments for annual Statement Reviews for statemented children.
- better partnerships with other provision.