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inclusion policy reviewed september 2011 next review september 2012 aims and entitlement at round diamond school we are committed to inclusive education and believe in excellence for all pupils this school believes that each pupil has individual and unique needs we acknowledge that a significant proportion of pupils have additional needs many of these pupils may require help throughout their time in school while others may need a little extra support for a short period to help them overcome more temporary needs we aim to ensure that all pupils whatever their needs receive appropriate educational provision through a broad and balanced curriculum management co-ordination · · · · · the governing body in co-operation with the headteacher establishes the appropriate staffing and funding arrangements and maintains general oversight of the school s provision for children with additional needs reports to the parents annually on the school s policy on inclusion are involved in monitoring policy and practice as part of the school effectiveness committee the named governor for inclusion is sue hardwidge the headteacher · · · · has overall responsibility for the management of inclusion has responsibility for the allocation of the budget for inclusion/personalised learning keep the governors fully informed about inclusion issues and practice at round diamond school works closely with the school s inco the inclusion manager is liz evans who works point 7 it is the inco s responsibility for · · · · · · overseeing the day-to-day operation of this policy helping to identify and assess children who may have additional needs helping to plan and review targets for children with additional needs overseeing provision for children with sen eal and gifted talented liaising with and advising fellow teachers directing and guiding lsa s in consultation with class teachers and monitoring the effectiveness of their support page 1 of 5

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· · · · · · · overseeing the records of all children with additional needs directing and guiding specialist lsa s ­ spld asd sp&l eal liaising with parents of children with additional needs contributing to the in-service training of staff liaising with external agencies including the la s support and educational psychology service health and social services and voluntary bodies arranging and carrying out annual reviews of statemented pupils meeting regularly with the headteacher and inclusion governor the class teacher · · · · · · is responsible for all the additional needs children in their class identifies children in their class with additional needs informs parents if their child receives additional support plans and differentiates work according to the children s needs liaises closely with the inco and lsa s compiles iep s or highlights relevant planning and assessment notes with the inco partnership with parents we strive to make parents of children with additional needs feel they are partners parents are fully consulted in early identification of pupils with additional needs parents are invited to be present at review meetings staff talk to parents informally to discuss concerns and formally to review their child s progress in relation to their iep and plan future targets parents views on their child s progress are sought and they are always consulted as part of school action and school action plus review process parents evenings provide an opportunity for face-to-face contact parents are also contacted by telephone or seen before and after school round diamond school actively seeks the involvement of parents in developing and implementing a joint learning approach at home and school training is regularly given to parents to enable them to support their child s learning at home provision mapping/inclusion register the inco meets termly with class teachers to review and write provision maps each child is looked at and the need and level of provision is established all children will receive wave 1 intervention and some will need intervention at wave 2 and 3 see appendix 1 a child may be placed on the inclusion register at school action a child will be placed at school action if despite having received appropriate differentiation within the classroom and quality wave 1 provision the rate of the progress the child is making is inadequate where progress is not adequate it is necessary to take some additional or different action to enable the child to learn more effectively school action plus if the child at school action continues to make little or no progress in specific areas over a long period despite intervention at school action level they will move to school action plus the school will meet with parents and consider referral to an outside agency to obtain specialist advice inclusion policy 2 page 2 of 5

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statement children may be brought to the la s attention for statutory assessment by a number of routes such as parental request school referral or request from an outside agency schools must demonstrate that a child s needs remain so substantial that they cannot be met from resources ordinarily available in exceptional circumstances e.g diagnosis of a major sensory impairment immediate referral can be initiated to the la for a multi-disciplinary assessment a statement is a means of providing precise educational prescription for the child based on accurate and detailed account of needs parental preferences must be taken into account and annual reviews set up in year 5 the educational psychologist is involved to ensure the best provision is made in key stage 3 if a child has a statement it is the school s responsibility to provide the right resources to meet the needs of the individual if it is felt that a child has `exceptional needs the inco/headteacher can request funding for extra support from the la this request can be made termly individual education plans i.e.p s will be written and reviewed twice a year pupils teachers lsa and inco will also be involved for children on school action plus external assessment and advice will be consulted and be included in target setting and planned strategies future planning for each child will be decided at this meeting i.e new iep external advice application for statutory assessment monitoring procedures for assessment recording and reporting can be found in the policy document for assessment the school s system for observing and assessing the progress of individual children should provide information about areas where a child is not progressing satisfactorily despite appropriate differentiation taking place information to support this may come from a range of sources observations performance against level descriptions within the national curriculum and standardised screening or assessment tools this information should be looked at in the context of a broad picture of the child s strengths and weaknesses and responses to different learning experiences the headteacher and inco will monitor · · · · · evidence of differentiation in teachers plans and children s work progress of all children in literacy and numeracy including identified groups of learners effectiveness of interventions lsa s records for individual children i.e.p and provision map reviews special facilities round diamond school is a single storey building with wheelchair access and disabled toilets the school has a unit for speech and language children all children in the unit have a statement for speech and language and are working in key stage 2 there is a maximum of 15 children within the unit the unit is seen as an integral part of the school and children integrate into mainstream classes for most subject areas supported by learning support assistants inclusion policy 2 page 3 of 5

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complaints if parents wish they can arrange a meeting with the class teacher or inco at any time there is also a copy of the school complaints procedures available in the school office collaboration with other agencies round diamond school is committed to working in a multi-agency way we work in partnership with a number of external agencies if a child has unmet needs that require support from more than one agency the inco or behaviour support manager will consider a caf common assessment framework with parental consent provision wave 1 describes quality inclusive teaching which takes into account the learning needs of all the children in the classroom this includes providing differentiated work and creating an inclusive learning environment wave 2 describes specific additional and time-limited interventions provided for some children who need help to accelerate their progress to enable them to work at or above agerelated expectations wave 3 describes targeted provision for a minority of children where it is necessary to provide highly tailored intervention to accelerate progress or enable children to achieve their potential this may include one to one or specialist interventions inclusion policy 2 page 4 of 5

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appendix c inclusion policy 2 page 5 of 5

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