INCLUSION

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The Inclusion Department offers a caring and supportive environment and plays a major role in the identification, assessment, monitoring and support for pupils with additional learning needs. The department works in accordance with the Special Educational Needs Code of Practice and liaises closely with colleagues, parents, primary schools and external agencies.

In years 7 – 9 the department provides small group tuition in literacy skills, through withdrawal from some lessons. Some children may also receive their English and Mathematics lessons in small groups. Reduced class sizes allow for teachers to have more flexibility in delivering the National Curriculum according to individual needs with a higher degree of teacher attention.

In Years 10 and 11 pupils may follow a course which leads to an ASDAN award. Pupils will be awarded a Certificate of Personal Effectiveness (COPE) Level 1 which is the equivalent to a GCSE E grade or Level 2 which is the equivalent to a GCSE grade B. Pupils can also study BTEC courses e.g. Building & Construction and City and Guilds Courses e.g. Beauty Therapy.

Colleagues are advised on the specific strengths and needs of individual pupils so that they may implement strategies to support them in lessons. The department also provides In-Service training for colleagues on additional learning needs. Specially trained Teaching Assistants are also carefully allocated to support pupils as required in accessing the curriculum or in delivering appropriate interventions e.g. paired reading.

Our Special Teaching Facility for children with speech, language and communication difficulties and/or high anxiety is a key part of the school where the emphasis is on high levels of support whilst maximising inclusion and providing pupils with awide range of opportunities to develop socially, emotionally and academically.

The department is also responsible for assessing pupils to identify any access arrangements required to allow pupils with additional needs to access internal and external assessments without changing the demands of the assessment.

A. PEARCE