Hand in hand we journey together with Jesus by our side
Definition of Inclusion
At Our Lady and St. Edward’s Catholic Primary School our approach to inclusion is founded upon a moral position which values and respects every individual and which welcomes diversity as a rich learning resource.
Our Lady and St. Edward’s Catholic Primary School is committed to providing an appropriate and high quality education to all our children. We believe that all children, including those identified as having special educational needs or being part of a vulnerable group should have access to a broad and balanced curriculum and be fully included within the school community. These vulnerable groups include pupils who are gifted and talented, those pupils who are looked after by the local authority, any pupils who are at risk of exclusion, any pupils who have English as an additional language, pupils from minority ethnic and faith groups, travellers, asylum seekers and refugees.
We are aware that we can promote inclusive education and that education outcomes may be influenced by factors outside the schools control such as a persons gender, social, cultural or economic background, ability and special needs. The school supports Wirral’s equality of opportunity policy, inclusion policy and the Children and Families Bill.
We believe that all children should be equally valued in school. We will strive to eliminate prejudice and discrimination and to develop an environment where all children can flourish and feel safe.
This policy describes the way we meet the needs of children who experience barriers to their learning, which may relate to sensory or physical impairment, difficulties with language development, learning difficulties or emotional and social development.
We recognise that pupils learn at different rates and there are many factors affecting achievement. We believe that many pupils, at sometime in their school career, may experience difficulties which will affect their learning. These difficulties may be short or long term. Part of Our Lady and St. Edward’s strategic plan has been to set up an Inclusion Team. The aim of the Inclusion Team is to support the staff in identifying these needs as they arise and support teachers with strategies to enable the child to make progress. We aim to include parents and carers at the earliest opportunity when a concern arises and value their expertise as the parents of the child. The development and monitoring of the schools work on inclusion will be undertaken by the Inclusion Team and the Headteacher and with the appropriate members from the Governing Body.
Our school aims to be an inclusive school, catering for diverse needs and working in partnership with parents/carers.
We will strive to achieve educational inclusion by continually reviewing our practice and asking key questions.
How do we support inclusion?
Whole school actions support inclusion by:
Class Teachers and Support Staff ensure that children:
As part of the school strategic development plan the Headteacher and the Governors identified the need to set up an Inclusion Team. The newly formed Inclusion Team is made up of the following teachers, teaching assistants and professionals:
Roles and Responsibilities of the Inclusion Team
The Inclusion Team will:
At Our Lady and St. Edward’s we start from the premise that the parent knows their child best and that children and young people as they mature are able to reflect on their experience, their needs and their aspirations. This is at the core of the new Children and Families Bill. Parental involvement in children’s education from an early age has a significant effect on educational achievement, and continues to do so into adolescence and adulthood. The attitudes and aspirations of parents and of children themselves predict later educational achievement. As a school we involve parents when there are concerns regarding their child’s learning. We acknowledge the parents concerns and utilise the resources from within the school act promptly.
How do we identify pupils causing concern?
At the half termly assessment meetings where pupils’ progress is monitored, class teachers may raise concerns regarding pupils. These concerns may be linked to cognition and learning, communication and interaction, emotional, social and behavioural development, sensory and all physical development. Some of these children are identified as being off track i.e. may not have special educational needs but are not making adequate progress with acquiring attainments in English and Maths.
The class teachers are responsible for identifying the pupils causing concern and for completing the inclusion referral form. For those pupils who are not referred to the Inclusion Team it will be recorded as no concern currently. Class teachers have responsibility for informing parents that they have made the decision to request support from the Inclusion Team.
The Inclusion Team will hold regular meetings. At these meetings the Inclusion Team will decide a key person who will lead on the assessment for individual pupils. This may include discussions with the class teacher, book scrutiny, observations of the child in the classroom or playground, a review of pupil tracking and test results. The key person will implement individual pupil assessments in reading, spelling, writing, maths etc. Following these assessments the class teacher and a member from the Inclusion Team will devise a Person Centred Plan if necessary.
For some pupils who have additional needs requiring more in-depth assessments, the Educational Psychologist may assess pupils using test materials using test materials only available to a psychologist. Following theses assessments the SENCo and Educational Psychologist will assist with the writing of more complex Person Centred Plans.
How will the school monitor inclusion?