INCLUSION IN OUR SCHOOL (UK)

Wednesday 2nd May 2012 (Comenius)

Mr Marshall

Assistant Head Teacher

Identification of Children• On entry to the International School, all children are profiled for

identification, including cultural and religious information and for education, including any Special Educational Needs.– Identification:

• Usual identification fields: forename, surname etc• The cultural background e.g. WBRI (White British)• The religious background e.g. HIND (Hindu)• This helps identify the support needed e.g. prayer rooms / uniform differences etc.

– Education: the information we profile includes:• The attainment and progress data from previous school (usually the Primary

School)• The ability level – more able children (G&T); less able children (SEN)

– SEN provision is decided as SA (school action); SA+ (school action plus) or STATEMENT (a statemented child is usually entitled to 1-2-1 support throughout the school day for learning or behavioural needs.

• The language level of a child (usually most children [90%] are English-born and are competent in the English language;

– Children where English is an Additional Language (EAL) are sent for assessment.

Children with EAL• Children that have EAL (English as an Additional Language) are

profiled on the day they arrive in school by the EAL department• The EAL department consist of a Head of Department, a EAL

Co-ordinator and three EAL Teaching Assistants (TAs)– A child is profiled on a scale from Step 1/Step 2 to level 1-4+.

• Children that are profiled as Level 3, 4 and 4+ are considered competent to be independent in lessons (no further support required by EAL team)

• Children that are profiled as Level 2 receive in-lesson support by TAs• Children that are profiled as Step 1/Step 2 or Level 1 receive individual or

small group teaching in the EAL department until they are deemed competent.– In Humanities, all EAL children at Level 2-3 are taught in the same

group – x.4 in each year to allow the teacher to personalise their learning.

• Regular assessment (every half-term) by the EAL department ensure provision is up-to-date as children join the school.

Children with SEN• Children that have Special Educational Needs are profiled on the day they

arrive in school by the inclusion department. There are three types of need:– SEN-L (Learning) – run by the SENCo– SEN-B (Behaviour) – run by the behaviour co-ordinator– SEN-M (Medical) – overseen by the school first aiders e.g. children who have

medical conditions that may affect their learning e.g. epilepsy.• The inclusion department consist of a number of specialist teachers and

adults who can work with our more vulnerable students.– A child is profiled on a scale from SA to Statemented

• SA – needs identified and met by classroom teachers• SA+ - needs identified and met by classroom teachers + teaching assistants• Statement – needs identified and met by teachers, teaching assistants and specialist

teachers in the inclusion department.– In Humanities, SEN children are included in all our groups and not separated.

Our groups are set according to potential attainment.• Regular assessment (on going) by the inclusion department ensure

provision is up-to-date as children progress through the school

Children who are G&T• Some of our children are identified as gifted and talented:

– Gifted: a child has made excellent progress in a academic subject and will achieve high grades in Year 11 and 13 (A/A*)

– Talented: a child has a talent in a practical subject e.g. PE, Technology, Art & Design, Drama etc.

• These children are co-ordinated by our G&T Co-ordinator who ensures they continue to make progress and their talents are nurtured by our teaching staff.

• Additional extra-curricular opportunities are organised by the G&T Co-ordinator to nurture our children e.g. University visits.

• Heads of Department and Faculty are responsible for the day-to-day tracking of all children to ensure they make progress

Community Cohesion• All secondary schools have to complete a document called the

SEF (Self-Evaluation Form). This lengthy document is used by the schools inspectorate, Ofsted to judge a schools performance.

• One section of the SEF is about Community Cohesion and Citizenship. Our school has to ensure we promote cohesion:– We have the International School Award and Comenius

partnerships;– We visit care homes for the elderly;– We fundraise for local charities;– We undertake local projects to improve the local area e.g. we built

a community allotment at– We finance and work alongside the Pump; an organisation that

offers support and training to the local population e.g. Citizens Advice, employment advice etc.