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At the Hampshire School, Chelsea we promise that all learners will be valued, respected and supported in providing a high quality education in a stimulating environment. We are a reflective learning community which prepares learners for an ever-evolving world.

We aspire to inspire a sense of security and belonging which builds confidence and respect through high expectations academically, socially and emotionally. Nurturing and inspiring individuals within our community and working in partnership with our parents, we enable our school community to become lifelong learners who strive to achieve personal fulfilment and excellence throughout.

Inclusion Provision Policy:

Special Educational Needs and Disability

(Whole School Policy - including EYFS)

ContentsRationale.................................................................................................................................... 3Aims........................................................................................................................................... 3Objectives.................................................................................................................................. 3Identifying Special Educational Needs.......................................................................................4A Graduated Approach to SEND Support....................................................................................4As stated in the SEND Code of Practice:.....................................................................................4Managing Children’s Needs on the Inclusion Register................................................................5Tracking and Monitoring Progress, Provision and Impact of Support.........................................6Criteria for Exiting the Inclusion Register...................................................................................6Managing Concerns about SEND Provision.................................................................................6Roles and Responsibilities..........................................................................................................7Annex 1: Inclusion team organogram and Qualifications...........................................................9Annex 2: Inclusion Flowchart....................................................................................................10Annex 3: Cause for Concern (Referral form: Nursery – Year 2)................................................11Annex 4: Inclusion Referral form (Year 3 – Year 8)...................................................................14

This policy should be read in conjunction with the following other policies:

Teaching and Learning Policy

Equal Opportunities Policy

Child Protection Policy

Assessment and Recording Policy

Admissions and Attendance Policy

Safeguarding Policy

Anti-bullying Policy

Behaviour PolicyWe strive to make a clear distinction between under achievement (often caused by poor early

experiences of learning) and SEND needs.

2 | Compliance: This Inclusion Provision Policy complies with the statutory requirements laid out in the SEND Code of Practice 0-25 Act 2014, Equality Act 2010, and the Education Needs and Disability Act 2001. It further aligns with the expectations of the Equal Access as well as the other school policies that directly and indirectly impacts on Inclusion at THS.

Rationale

The staff at The Hampshire School Chelsea is committed to providing high quality education to all the children who attend the school, as stated in the Mission Statement of the school:

‘At the Hampshire School, Chelsea we promise that all learners will be valued, respected and supported in providing a high quality education in a stimulating environment.’

We believe that all our children, including those identified as having Additional Educational Needs, have a common entitlement to a broad and balanced academic and social curriculum whatever their age, gender, ethnicity, religion, attainment and background.

We pay particular attention to the provision for, and the achievement of, different groups of learners, such as those: with Special Educational Needs and Disabilities (SEND) with Additional Needs and Vulnerabilities those acquiring English as a new language (ELL) as well as children learning in English as an Additional

Language (EAL) those who are More Able, Academically Exceptional and/or Non-academically Talented in all areas of the

curriculum (AET)

At The Hampshire School Chelsea, we aim to provide teaching that will enable every learner to feel fully included in all aspects of school life and provide them with a strong sense of achievement and self-worth.

Aims

We aim to identify children’s needs promptly and provide teaching and learning support on entry, which enables them to fulfil their potential. As dictated in the school’s admissions process.

One of the primary aims is to develop an environment in which all children can reach and surpass their potential, flourishing in a safe environment while becoming more resilient and independent. We recognise that children acquire knowledge at different rates and may experience different barriers to learning.

By raising the aspirations of, and expectations for, all children with Additional Needs and by using outcomes based focus for all our children, we can constantly evaluate the extent and impact of the provision provided.

Objectives

To identify possible Additional Needs as early as possible, through the admissions process or by early identification in classes by class teachers

Through a ‘whole child, whole school’ approach facilitate access to the curriculum through differentiated planning for provision and teaching by class teachers which is matched to the specific needs of the children

To continually measure the impact and validity of support and provision to ensure it is timely and effective To support staff in providing Quality First Education through Continuous Professional Development To foster a culture of understanding and acceptance of children with Additional Needs within the school

community and use a positive approach to appreciate each children’s unique strengths To use a collaborative team-based approach to enable all children to move on to secondary schools, having

been well-equipped to succeed in all areas of the curriculum and be independent, self-directed learners To ensure lasting relationships and collaborative support structures between all stakeholders so that the

child’s learning and emotional well-being are effectively supported To consult with the child to give them a voice in planning and setting targets as well as offering the

opportunity to voice concerns To support the whole community and share best practice by consulting and networking with specialists in

the area and group of schools To support the team around the child through an ‘Open Door’ policy


Identifying Special Educational Needs

The Hampshire School Chelsea’s staff and Leadership team defines SEND as: a child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made, namely provision different from or additional to that normally available to pupils of the same age.

According to the SEND Code of Practice 2014, a child or a young person has a learning difficulty or disability if he or she: • Has a significantly greater difficulty in learning than the majority of others of the same age, or • Has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions

We have a high regard for the recommendations made by the SEND Code of Practice 2014, and acknowledge that a child may experience barriers in accessing the curriculum due to four (4) broad areas of needs:

Communication and interaction Cognition and learning Social, emotional and mental health difficulties Sensory and/or physical needs

At The Hampshire School Chelsea we have developed a clear procedure for identifying children who struggle to access the curriculum, both academically and emotionally. The Inclusion Flow Chart (Annex 2) clearly explains the steps of SEND identification and provides guidance to all practitioners at the school.

A decision is made to introduce special educational provision once the following data has been collected: Information about the child’s progress, alongside national data and expectations of progress in collaboration

with teachers, Head of Inclusion and parents. Specialised assessments from external agencies and professionals which may include Speech and Language

Therapists, Dyslexia Specialist Assessors, Educational Psychologists and/or Occupational Therapists. The Hampshire School, Chelsea also takes into account factors that are not SEND but may have a significant impact on the child’s progress and attainment such as, ‘Attendance and Punctuality’, ‘Health and Welfare’ or being a ‘Looked After Child’. Our aim is to meet the needs of children by not only their Special Educational Needs in isolation but also the needs of the whole child.

A Graduated Approach to SEND Support

Quality First teaching at The Hampshire School Chelsea underpins everything we do as teachers and we firmly believe that it is pivotal to an inclusive education for all. Through the guidance of the SEND Code of Practice 2014 in supporting children with SEND, it is clear that teachers play the biggest role in providing support and access for all children. As stated in the SEND Code of Practice:

6.36 Teachers are responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from teaching assistants or specialist staff.

6.37 High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Additional intervention and support cannot compensate for a lack of good quality teaching.

Withdrawal small group or one-to-one classes are only offered to those children who experience significant difficulties in accessing the curriculum in the least restrictive environment. These classes are designed to target specific areas and take place for a specified period only, with the final aim of reintegrating the child back into the mainstream classroom.


At The Hampshire School Chelsea, SEND support takes the form of a four-part cycle: Assess – Plan – Do – Review. This approach ensures the following: ‘that earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes’. (SEND Code of Practice 2014 p.95)

Following the principal of least restrictive environment for support, we offer the following types of provision:

- In-class support during lessons (mainly in English and Mathematics but on a case by case basis in other lessons too)

- Withdrawal classes to target specific teaching and learning gaps, especially when children join The Hampshire School Chelsea later in their school career

- Withdrawal and specialist lessons (in clubs) to support children in accessing the curriculum- Learning Support Assistants who support across the curriculum - Specialist Teachers for children with EHCP - External specialist support or specialist as appropriate

Managing Children’s Needs on the Inclusion Register

After initial identification of an additional need and agreement with parents, the child is placed on the Inclusion Register, which specifies the area of their barriers to learning and the specific provision to support the uplifting of these barriers. Each child is provided with a Learning Passport stating which needs have been identified; strategies to overcome those needs and clear success criteria for achieving the targets proposed. The Learning Passports are written collaboratively by the team around the child which includes members of the Inclusion Team, the teachers, the parents and the child (where appropriate). The Learning Passports are reviewed termly and teachers, children and parents are all integral parts of the review process. Additionally, at The Hampshire School Chelsea we acknowledge that the Learning Passports are working documents and can be updated to accommodate the changing needs of a child at any given time. All parties will be informed, should changes be made prior to the termly review.

Quality assurance is done by the school leadership team and the Head of Inclusion by reviewing the Learning Passports and through Inclusion Walks and class drop-ins.

A review of the Learning Passport may result in changes to the SEND provision provided. Should the school be unable to fully meet the needs of a child through quality classroom teaching and the intervention put in place, the school may seek help of external, specialist agencies. These may include:

Speech and Language Therapists Dyslexia Specialist Assessors Educational Psychologists Occupational Therapists Clinical Psychologists etc. Any other medical specialist as appropriate

In the instance where it is deemed necessary to involve specialist help, through parental consultation, the Head of Inclusion will assist parents to make arrangement for referral and, in some cases, even facilitate the necessary assessment.

The parents are given full feedback and a report with the results and outcomes of the assessment in the first instance and are encouraged to share the findings with the Head of Inclusion, the Head Teacher and the class teacher, in order to ensure that the recommendations are followed and that the teaching is tailored to accommodate the findings made during the assessment. The specialist assessment may result in changes to the SEND provision, which may include withdrawal classes to target identified needs, increased support in areas of difficulty or the assignment of a Learning Support Assistant.


Tracking and Monitoring Progress, Provision and Impact of Support

The School’s Inclusion team and Senior Leadership Team use an active process of continual review and analysis of outcomes for all pupils, including pupils with SEND. In evaluating the quality of the SEND provision, the team takes into account a range of evidence including looking at the level of academic achievement of pupils with SEND in school compared to standards pupils achieved with no SEN, as well as in comparison to pupils with similar starting points nationally.

Further to this, progress over time is used to identify patterns in personal development and growth for each child by tracking and monitoring progress across different subjects, looking for patterns of progress across SEN groups and curriculum areas. This can help to inform strategic decisions regarding interventions and collaborative working alongside subject areas and individual teachers.

As a Department, we also evaluate the impact of interventions by using academic data and taking into account key indicators, such as improved attendance and reduced exclusions or behaviour data. This review process allows for an adjustment in provision accordingly by identifying which interventions work and which do not. Other assessment measures are used which relate specifically to individual needs, such as communication skills or personal resilience.

We monitor the impact of additional and targeted interventions and collect the views from parents and pupils on the quality of provision offered through a 360° feedback form in the summer term. Case studies are also used as an evaluative tool to look at features of good practice where pupils have made good progress or to analyse what else is needed where progress is slow.

Criteria for Exiting the Inclusion Register

Through consultation with teachers and parents, a child exits the Inclusion Register once adequate progress has been made and when the child no longer needs specialist support to access the school’s curriculum or when they have developed effective strategies to help them make further progress. The child is then monitored for another term to ensure they are making expected progress. The register is fluid and if a child displays a need for support, acting in the best interest of the child, placement on the register will be reviewed.

In addition to the Inclusion Register the school records the needs of children on Additional Consideration documents – these may list children that experience barriers to learning but who may not require additional support from the Inclusion Team, or those making slow progress and are being monitored by the Inclusion Team. The Additional Consideration Forms are reviewed as needed but at a minimum once a year.

Managing Concerns about SEND Provision

Parents and teachers are encouraged to share any concerns they have about the quality and impact of SEN provision for children at the earliest possible opportunity. In the first instance parents and teachers should speak to the class teacher/form tutor with further discussions with the Head of Inclusion and other senior school leaders as required. Every effort will be made by the Inclusion Team to resolve any concerns parents and teachers may have.

If concerns are still unresolved parents will be asked to make a formal complaint and directed to the School Complaints Procedures on the website. Where the parental complaint is directly related to decisions around an EHC Plan assessment of needs or provision this will be managed directly by the South Kensington SEN team. Parents will be contacted directly to receive information about the mediation services available.

Roles and Responsibilities *Organogram of the team as well as Qualifications of Inclusion Leads for Early Years and Pre and Prep; can be found in Annex 1.


The Head of Inclusion’s responsibilities include: Overseeing the day-to-day operation of the school’s Inclusion Department and children receiving

additional support Co-ordinating provision for children on the Inclusion Register Liaising with and advising members of staff Liaising with parents Contributing to the in-service training of staff Liaising with secondary schools so that support is provided for children as they prepare to transfer Liaising with external agencies Making regular visits to classrooms to monitor the progress of children and members of the Inclusion

Department Teaching and supporting children on the Inclusion Register.

Team Around the Child (TAC): The Inclusion Team have an important role in the development of children identified as having Special Educational Needs. They work in partnership with all stakeholders involved in the education of the children they support, to ensure that they are enabling these children to access the curriculum and reach their full potential.

1. Inclusion Team Members

Role: Compiling children’s Learning Passports Supporting and guiding children in various areas of learning Providing appropriate resources to overcome barriers to learning Delivering basic skills programmes to small groups or individuals Reporting progress and recording any relevant information that might be used to support the children

and further their progress

Responsibilities: Assisting and supporting children to ensure their needs are being met Adapting the teachers’ planning and being prepared for lessons in advance Developing and selecting appropriate resources Encouraging independence Providing encouragement and nurturing a willingness to succeed in children Recognising and praising small steps of success Being a proactive and cooperative member of the whole school team Projecting a professional manner in representing the school Being a role model for the children Maintaining a record, and the confidentiality, of all relevant information Supporting the school policy Taking opportunities to develop their knowledge and skills Facilitating communication between all parties involved in the children’s education: the Inclusion Team,

teachers and parents

2. Teaching Staff: To share and provide information about lesson plans, differentiated activities and resources, assessment

data, events and other relevant information Support in setting of SMART targets To provide clear guidance on the role within their classroom To involve Inclusion Team members in the planning and delivery of lessons To read and actively participates in the writing and reviewing of targets and learning goals for children with

specific learning needs

3. Head of Inclusion: To provide training and support to all staff


To secure and provide appropriate resources and time allocation for staff to plan for support To provide guidance on procedures, strategies and the use of resources in order to provide effective support To track and monitor interventions to ensure that the provision is timely and accurate to achieve the best

possible outcome for every child with additional needs To inform the Director of Inclusion, the Head Master and the school leaders of any specific incidences, data

trends and progress of pupils

4. Head Master and Senior Leadership Team: To provide a supportive working environment for all staff and inclusion support specialist internal and

external agencies included To provide mandatory induction programme which includes training on Health and Safety at work, the Child

Protection Policy and Inclusion Provision Policies To provide opportunities for further professional development and performance management


Annex 1: Inclusion team organogram and Qualifications

Inclusion Lead – Early Years – Year 2 – Ms Stefanie Ann Ross BEd Early Chidlhood Teaching Post Graduate Diploma in Human Resources Qualified Teacher Status Play Therapy

Inclusion Lead – Pre and Prep (Year 3 – Y8) – Ms Pola Trzmielewska OCR Level 7 Diploma in Teaching and Assessing children with Specific Learning Difficulties (Dyslexia) OCR Level 5 Diploma in Teaching children with Specific Learning Difficulties (Dyslexia) Certificate in English Language Teaching to Adults Qualified Teacher Status MA in English Studies BA in English Philology Diploma in Teaching English to Speakers of Other Languages

Director of Inclusion – Whole School – Ms Berna Bouwer


Annex 2: Inclusion Flowchart


Annex 3: Cause for Concern (Referral form: Nursery – Year 2)

Name: Year: Teacher:Date of Entry:

Teacher’s Current Assessment Expected LevelsWriting: Reading: Maths: Writing: Reading: Maths:

Cause for Concern:A Cause for Concern should be as detailed as possible. The document should list difficulties in all possible areas. Please complete the below form, stating either yes/no/sometimes, good/average/poor – and by adding any necessary comments.

Speaking:

- Speaks with clarity:- Is able to repeat back words correctly:

(Note: the above skills are important, especially in the case of ELL/EAL learners, children with dyslexia and those children with hearing impediments)

Fluency of speech:

- Range of vocabulary:- Responds appropriately (in relation to audience):- Appropriate volume (speech unusually loud?):

Listening:

- Able to follow verbal instructions (one step/multi step)- Pays attention to detail:- Able to take notes:- Frequently asks for repetition of instructions:

Reading:

- Knowledge of pure sounds:- Ability to blend sounds:- Ability to divide words into syllable and use appropriate strategies to read polysyllabic words:- Rhyming skills:- Ability to say words with missing sounds/reversed letters e.g. was becomes saw, ‘on’ becomes ‘no’:- Skipping lines when reading:- Losing place when reading:- Fluency of reading:- Ability to read with expression:- Ability to comprehend a text and answer questions on it verbally:

Writing:

- Appropriateness of language used (Is it reflective of child’s spoken language?):


- Spelling (Does the child try to spell the words phonetically?): - Grammar (Is there a tendency to omit suffixes e.g. ‘s’, ‘ing’):- Use of punctuation:- Repetition of words/phrases:- Writing pieces are an appropriate length:- Quality of writing:

Handwriting:

- Legibility:- Dexterity:- Joined vs. print:- Pencil grip:- Use of a ruler:- Use of scissors:- Impact of handwriting skills on quality of written work (e.g. child unable to complete the task purely due

to poor fine motor skills):

Organisation: - Brings the correct equipment to lessons:- Completes homework on time:

Behaviour: - Is there any worrying behaviour during a particular task? E.g. going to the toilet during written activities or

misbehaving:

- Does the child try to stay ‘invisible’ during particular activities e.g. no hands up/no participation during group work:

- Does behaviour deteriorate during the day? E.g. the child performs well in the morning but there is a visible behaviour change in the afternoon:

- Does the child respond appropriately to praise and rewards?:

- How much assistance does the child require?:

Mathematics - Does the child know the value of numbers e.g. 2 = two objects

Can the child: read, write and order numbers?: count forwards and backwards to 2s, 5s, and 10s?: recall number bonds to 10?: mentally add and subtract to 20?: use paper methods to add and subtract to 50?: solve mental maths problems at speed?: recall times tables or calculate the answer?: identify the different names for the four operations -+=x÷?: apply learning to word problems?:

Additional comments:


Supporting Evidence:CfC should also be backed up by evidence that should include: test results e.g. (INCAS, CATS, SIMs data etc.) photocopies of written pieces of work strategies already tried

Action taken:

Light Touch – parents contacted, a follow up e-mail sent (please paste the copy of an e-mail in this section for evidence)Phase Leader and Head of Inclusion contacted – yes/no

Date: Signature:

Head of Inclusion Observation: Date:

Recommendations and actions to follow up:


Annex 4: Inclusion Referral form (Year 3 – Year 8)THS Inclusion Referral Form

Referral Form Information: (to be filled by referrer)Child’s Name: Class

DOB:Current Levels: Englis

hMaths Science Other assessments:

INCAS/MiDYiS:V – Math – NV – Skills - Combined -

Expected Levels for this age group:MidYiS predictors(Oct 2017)Areas of Difficulty and Specific Concerns: (please provide samples of work that illustrate the difficulties – If applicable)

Strategies used so far and which were successful?

Parental Involvement: (please provide copies of e-mails or notes from meetings)

Date: Name of Referrer:

Referral Outcome: (to be filled by the Enrichment Department)Assessment/Observation Conclusions:

Parental Contribution:

Outcome: □ Wave 1 Set 6 week review date

□ Wave 2Prepare LP

□ Wave 3Assign LSA

□ Involve External Agencies

Next Steps:

Date: Signature


Documents

· Web viewWe are a reflective learning community which prepares learners ... we enable our school community to become lifelong learners who strive to achieve personal