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INCLUSION TEAM
In order to meet the aims of this policy, the school’s vision/mission and objectives, Loydence Academy has an Inclusion Team who are responsible for the provision of support in relation to pastoral care for emotional wellbeing, Special Educational Needs (SEN) and Gifted and Talented (G&T) children. The team is overseen by the SLT, but led on an operational basis by the Inclusion Leader.
OVERVIEW
Every child and young person is entitled to support to enable them to gain as much as possible from the opportunities that our curriculum can provide. At Loydence Academy we have clear expectations for every child’s achievements. We aim to:
In addition, Loydence Academy promotes improvement of well-being for all children and young people. Specifically eight well being indicators have been identified as areas needed for progress in order for children to do well, now and in the future:
PASTORAL CARE:
Pastoral Care is defined as concerning the personal relationships which influences the ethos and tone of the whole school. It is of crucial importance in creating an atmosphere in which young people feel secure, knowing they are valued as individuals and are encouraged in their learning, growth and social development in a healthy and safe environment.
At Loydence Academy pastoral care is provided by the Senior Leadership Team (SLT), class teachers and the Inclusion Team. promoting and facilitating an atmosphere of care and respect within the formal and informal life of the school community through incorporating the SHANARRI wheel objectives. We aim to:
DEFINITION OF SEN:
Special educational needs (SEN) is a legal term. It describes the needs of a child who has a difficulty or disability which makes learning harder for them than for other children their age. Around one in five children has SEN at some point during their school years.
Having SEN makes it difficult for the person to carry out normal day-to-day activities.
We have interventions and support mechanisms at Loydence Academy, which allows us to fully meet the needs of all learners. We do not currently have any children with special educational needs (SEN), but an Individual Education Plan will be created if an SEN child joins the school.
When planning, teachers set suitable learning challenges and respond to children’s diverse learning needs. In relation to SEN, these children have barriers to learning and can expect particular action by Loydence Academy.
It is imperative that SEN support is seen as an entitlement for children who need it, rather than as a special addition to their education. The Inclusion Leader has day-to-day responsibility for the operation of the SEN policy and coordination of specific provisions in place to support individuals with SEN.
DEFINITION OF GIFTED AND TALENTED
Our school values all children equally and endeavours to ensure that each child should have the opportunity to realise his/her potential in a challenging and a supportive environment. Our school will have, at any time, talented or gifted pupils, some of whom may be exceptionally able and this may be in one or more areas of learning.
We believe that we can make a difference in enabling these pupils to achieve the greatest possible progress and recognise the value and importance of identifying and celebrating their achievements and successes. Research has shown that by making provision for gifted, talented, the standards of achievements are raised for all pupils.
Our definition of ability recognises academic and practical performance as well as those who show outstanding artistic, musical and creative talent, physical skills, leadership qualities and the ability to process ideas and information. It also recognises that a child may possess this potential
although performance may not currently reflect this.
‘Gifted’ generally refers to the top 5% of the school population in academic subjects and ‘talented’ to the top 5% in other subjects. ‘More able’ pupils refers to the expected performance of children within a particular year group that are working above average. Every class is differentiated to meet the needs of all children including a ‘more able’ group.
Stage 1 of this process involves Identifying the student’s needs. Teachers assess the child’s skills through formative, summative and observational assessments. Alongside the Inclusion Leader, they bring their expertise to an PLP by designing and delivering a teaching and learning program. The Inclusion Leader and teachers are also able to consult with others (e.g. parent/guardian/carer) when identifying a student’s strengths, skills, and abilities, and deciding the most appropriate learning style.
The following stages are detailed below.
Gifted and talented children in Early Years will be identified by the following criteria:
Early years teachers will then follow the procedure set out below.
CONSTRUCTING AN Personalised Learning Plan (PLP):
Stage 1: of this process involves Identifying the student’s needs. Teachers assess the child’s skills through formative, summative and observational assessments. Alongside the Inclusion Leader, they bring their expertise to an PLP by designing and delivering a teaching and learning program. The Inclusion Leader and teachers are also able to consult with others (e.g. parent/guardian/carer) when identifying a student’s strengths, skills, and abilities, and deciding the most appropriate learning style.
Stage 2: Adjustments then need to be made to the delivery of learning to include intervention groups led by the Inclusion Leader. An PLP can be used for short-term educational goals for students with academic challenges, as well as extending the level of challenge for those children who are performing significantly above expectations. The social and emotional needs of the children can also be addressed within an PLP. When setting goals for a student a teacher should, in consultation with the parents, consider goals that allow the children to fulfil the school’s vision of being confident individuals and successful learners. The school’s SHANARRI objectives form the basis of any activity carried out by the Inclusion Team.
Stage 3: Completing and implementing an Personalised Learning Plans. An PLP typically defines what needs to be taught, priorities for the content to be taught, and appropriate pedagogies. It is assumed in an PLP that the learning may occur in the classroom and at home. To create this link and ensure parents are aware of the individual goals, targets and programs set for their children, parents must be contacted with relevant information. Parents of students receiving their first PLP for educational support, will be asked to meet with the classroom teacher, while parents of students with PLPs for extension or with ongoing PLPs should be emailed to update them of the latest goals, learning strategies and outcomes connected.
Stage 4: Monitoring and Evaluation. Monitoring and evaluation of students enables progress to be measured, the effectiveness of the program to be assessed and new goals to be developed. Where a student’s progress does not seem to be occurring within the anticipated time frame goals, targets, activities and methods will be reassessed. Other professionals may be consulted including school-based student services or recommendations for external assessments. The Inclusion Leader will ensure parents are provided with clear next steps as well as contact details of appropriate educational centres.
Stage 5: Reviewing PLP, updating and signing off. After the evaluation of the term goals, the PLP will be reviewed and updated with new goals accordingly if required. Reviews will involve participation from the Inclusion Leader, class teachers, SLT and parents.
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