1. Southcote Primary School Providing an inclusive curriculum for all. 1

2. What is an inclusive education? Provides individualised education for all no matter of ability Caters for all needs from SEN to G&T

3. How do we provide an inclusive education? 1.Ongoing teacher assessment throughout the year 2.Pin pointing child’s individual learning needs 3.Planning to ensure all needs catered for:- Weekly AfL to enable learning to begin from where pupils are at Plans annotated to show how SEN children and G&T children receive support and extension

4. How do we find those children with additional needs? Additional needs includes SEN pupils (Special Educational Needs) & A, G&T children (Able, Gifted & Talented) Termly assessment results inform children’s progress Look at tracking grids to identify SEN & A, G&T

5. Identifying SEN at Southcote A clear approach of identifying and responding to SEN. “A pupil has SEN where their learning difficulty or disability calls for special educational provision, namely provision different from or additional to that normally available to pupils of the same age. “ (SEN Code of Practice.) Our termly tracking allows class teachers, supported by Senior Leaders to regularly assess progress of all pupils in their class.

6. Identifying SEN at Southcote These meetings identify pupils who are making less than expected progress given their age and individual circumstances. This can be characterised by progress which:- -is significantly slower than that of their peers starting from the same baseline -fails to match or better the child’s previous rate of progress - fails to close the attainment gap between the child and their peers -widens the attainment gap It can include progress in areas other than attainment e.g. where a pupil needs to make additional progress wider development or social needs in order to make a successful transition to adult life.

7. Identifying SEN at Southcote First response to such progress is high quality teaching targeted at areas of weakness. If progress then continues to be less than expected the class teacher working with SENCO assess for SEN. Extra teaching or interventions then put in place.

8. Identifying SEN at Southcote Slow progress and low attainment do not necessarily mean that a child has SEN. Also attainment in line with chronological age should not assume that there is no learning difficulty or disability.

9. SEN provision for Cognition & Learning Good Wave 1 teaching Support within lesson – differentiated work to assist children (scaffolded help to allow them to progress at their rate) Wave 2 intervention (SEN support children)– in class support, catch up programmes e.g. Numicon, Precision teaching. Every class has morning intervention with TA SEN support & EHCP (Education, Health Care Plan- replacing Statemented) children help from outside agencies e.g. Educational Psychologists

10. SEN support SEN support replacing School Action and School Action Plus children. Graduated approach to SEN Outside agencies may be involved Boxall profile conducted which identifies pupils needs Children placed in suitable intervention groups Individual Education Plans may be written addressing particular needs (these are not statutory) IEP’s monitored regularly targets changed

11. EHCP (Statemented) Children Wave 3- If more support needed e.g. 1:1 apply for Statutory Assessment which may result in Child receiving a EHCP for particular need. Cognition & Learning needs Moderate Learning difficulties - MLD Severe learning difficulties- SLD Profound and multiple learning difficulties- PMLD Specific learning difficulties (SpLD), affect one or more specific aspects of learning. E.g. dyslexia, dyscalculia and dyspraxia) - Educational Psychologists, OT Communication & Interaction Speech, language and communication needs-SLCN, ASD, including Asperger’s syndrome and Autism included )- Speech & Language, ASD advisory teachers.

12. Social, Emotional and mental health difficulties Withdrawn or isolated Disruptive and disturbing behaviour Attention deficit disorder, attention deficit hyperactive disorder or attachment disorder Behavioural Support (PSP’s) Emotional Well Being Development Officer Social Skills Play therapist Sensory & Physical Vision impairment(V) Hearing impairment (HI) Multi sensory impairment (MSI) Physical disability (PD) Occupational Therapy, Massage therapy

13. SEN support in Southcote Assess- identify needs, analysis of needs Regularly review assessment to ensure support and intervention matches needs. Outside agencies can inform assessment. Plan Do Review

14. SEN Support at Southcote Plan Intervention and support put in place, expected impact on progress, development or behaviour and clear review date set. Support recorded. Where appropriate parental involvement to reinforce or contribute to progress.

15. SEN Support at Southcote Do Class teacher remains responsible for working with the child. Group or one–to-one interventions away from main class still responsibility of the teacher. SENCO support, problem solve and advise on effective implementation of support.

16. SEN Support at Southcote Review Reviewed with agreed date – usually termly. Impact and quality of support evaluated. The latter feed back into analysis of needs. Support revised with SENCO and class teacher. If child has EHCP the local authority reviews it every twelve months.

17. Nurture Group New in September 2013 Miss Hodges, Miss How, Mrs Stansfield and Mrs Elliott all received Nurture group training in how to set up and run a nurture group. Appropriate children chosen to create a small, mixed year group unit, addressing complex needs. Bespoke unit created in an area in school Children spend the morning in a ‘family’ within nurture and receive their Literacy and Numeracy teaching with a 1:3 adult ratio. Learning focuses on key recommendations from professionals. It is hoped that children will progress and will then be able to return to their classes for Literacy and Numeracy at the end of the intervention.

18. A, G & T Children 1.Maths Small weekly groups Project based on Using & Applying From years 3-6 Targeted intervention within setting in maths classes 2.PE Monitoring during lessons Recommendation to join clubs in and out of school 3. Literacy targeted group work for higher ability children 4. Outside School Talents Three times a year G&T assemblies Celebrate children’s achievements outside school

19. Other Interventions We also provide: Numicon( a visual maths programme, either as a withdrawal group or within the class maths) Fine Motor skills Movement groups Speech & Language Circle of friends groups Social skills groups Dyslexia groups Massage therapy ELSA (Emotional Literacy Support Assistant) support Play therapy Attention Development Group Nurture group Sensory circuits Bespoke programmes from Educational Psychologists delivered to selected children

20. Information for Parents Audit to be sent out soon of requests for workshops that parents would like run by professionals.