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Inclusion Policy

Inclusion Policy

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.

  • To value all students and staff equally
  • To reduce the barriers to learning and ensure participation for all students, not only those who are identified as having special educational needs, but those from vulnerable groups listed in the rationale.
  • To enable each child to reach his/her full potential.
  • To encourage in its pupils and staff a balanced attitude towards the different members of society.
  • To ensure that no pupil is unfairly disadvantaged.

We will strive to achieve educational inclusion by continually reviewing our practice and asking key questions.

  • Do all pupils achieve as much as they can?
  • Are there differences in the achievement of different groups of children?
  • What are we doing to support those pupils who are not achieving their best?
  • How are we involving parents/carers?

How do we support inclusion?

Whole school actions support inclusion by:

  • Ensuring all children receive a differentiated curriculum.  In Literacy and Numeracy the children are taught in four sets per year group.  The differentiation may involve modifying learning objectives, teaching styles and access strategies.  Differentiation will be recorded in the class teacher plans.  Children are taught in ability groups for literacy and numeracy and in mixed ability groups for foundation subjects.  At Our Lady and St. Edward’s there is an emphasis on a skills based curriculum and meaningful links across the national curriculum subjects.
  • Having a curriculum designed to reflect the different cultures, religions and races in our school and one which is challenging and provides enrichment.
  • Setting achievable targets in English and Maths and for all pupils.
  • Regular tracking of pupil attainment in reading, writing and numeracy and highlighting any pupils who are off track.  This is carried out on a half-termly basis through assessment meetings.
  •  Targeting of individual EAL pupils to work alongside a qualified teacher who is fluent in speaking Polish.
  • The use of intervention groups to support children who are off track.
  • The setting of targets termly for children on the SEN register.
  • Delivering a consistent behaviour policy and encouraging children to restore relationships with others and take responsibility for their actions.
  • Addressing racism, sexism and bullying.
  • Involving parents and carers, e.g. class assemblies, come and share activities, parent mornings, parents’ evenings, informal meetings with staff.
  • Involving specialists from within the Inclusion Team i.e. Educational Psychologist, Speech and Language Therapist, School Counsellor.
  • Involvement of outside agencies and specialists.

Class Teachers and Support Staff ensure that children:

  • Feel secure and know that their contributions are valued.
  • Appreciate and value the differences they see in others.
  • Take responsibility for their own actions.
  • Are taught in groupings that allow them all to experience success.
  • Use materials that reflect a range of social and cultural backgrounds without stereotyping.
  • Have common curriculum experience that allows for a range of different learning styles.
  • Have challenging targets that enable them to succeed.
  • Are encouraged to participate fully, regardless of disabilities or medical needs.

Inclusion Team

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:

  • Educational Psychologist
  • SENCo
  • Speech and Language Therapist
  • Learning and Achievement Mentor
  • School Counsellor
  • Administration/Attendance Officer
  • Intervention Specialist Teaching Assistant
  • Intervention Teaching Assistant

Roles and Responsibilities of the Inclusion Team

The Inclusion Team will:

  • Support class teachers with identifying pupils who may have special educational needs;
  • Use appropriate assessment materials to assess pupils’ cognition and learning, communication and interaction, emotional, social and behavioural development, sensory and all physical development;
  • Deliver interventions to identified groups and individual pupils to enable the children to access the curriculum and make progress;
  • Support class teachers with planning appropriate learning objectives and activities for those pupils who are working at a substantially lower level than their peers;
  • Train staff in identified areas for school development linked to SEN and inclusion;
  • Utilise the model of coaching and mentoring to develop skills within the team;
  • Keep abreast of developments in SEN and education and share this information with the team and school community;
  • Ensure that parents are fully informed and contribute to the assessment and intervention process within the team;
  • Support staff with pupils who are causing concern with their social, emotional and behavioural development.

Parental Involvement

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?

  • Regular reviews of the curriculum;
  • Regular tracking of pupil attainment through half-termly assessment meetings;
  • Half-termly review of provision management with the Inclusion Team and teachers to discuss progress of pupils;
  • Reviews of individual support plans for pupils when necessary;
  • Lesson observations;
  • Curriculum leaders to monitor planning and book scrutiny in Literacy and Numeracy;
  • Discussions with parents and children;
  • SATs tests
  • Reading, spelling and maths test annually.



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