FreshSteps believe that each pupil has individual and unique needs. However, some pupils require more support than others. If these pupils are to achieve their full potential, we must recognize this and plan accordingly
The term inclusion describes the removal of barriers. To “include” is to embrace all people regardless of race, creed, gender, age, ability, disability, learning difficulty, gift or talent and to include everybody in educational and cultural activities.
The school recognises that inclusion is not just an issue of special educational needs; it concerns all pupils. It might involve measures to help underachieving boys, improved management of pupils’ challenging behaviour, reducing exclusions, improving accessibility or meeting the challenge of gifted and talented students etc. It also involves issues of whole school ethos, curriculum planning, admission arrangements and communication with parents.
- To ensure that all children with special need and disabilities are identified and that all their needs are met.
- To ensure that all gifted and talented pupils are given the opportunity to develop to their full potential.
- To ensure that school practices and procedures enable all pupils, regardless of gender, age, race, culture, faith, ability or social circumstance to have access to the maximum range of educational opportunities.
- To ensure that teaching and learning practice and procedures enable all pupils to gain a wide and varied learning experience within a broad and balanced curriculum to suit a range of needs.
- To strive towards more effective differentiation through planning in order to meet individual children’s learning needs.
- To ensure that a good standard of behaviour is maintained in the school and that the school environment is one which all pupils can learn happily, effectively and safely.
- To ensure that school practices allow and promote effective communication between school and parents as well as an awareness of procedure.
- To ensure that the admissions policy follows local and national guidelines and is applied correctly and fairly.
- To ensure that effective monitoring of performance and practice is carried out to identify school improvement issues.
- To ensure that the whole school ethos represents a uniformity of approach and a consensus of opinion about the ways in which the school can best serve the needs of the children, parent and the community.
- To ensure that the school provides a broad and balanced curriculum.
- To ensure that the school makes reasonable adjustments to meet the needs of individual pupils in specific circumstances
The following sections in the Policy comprise of brief extracts from related policies to emphasise our aims and practices which underpin the inclusive nature of the school. The school has clear procedures to support students with a wide range of needs.
Special Educational Needs (SEN)
A pupil has special educational needs if he or she has a learning difficulty that calls for special educational provision to be made for him or her. This may mean that a pupil has a significantly greater difficulty in learning than the majority of pupils of the same age, or a disability that makes it hard for them to access facilities within the school. Special educational provision means provision that is additional to or otherwise different from that which is made generally for pupils of the same age in other schools maintained by the Local Authority (Education Act 1996).
AtFreshSteps, we acknowledge that a significant proportion of pupils will have special educational needs at some time in their school career. Many of these pupils may require help throughout their time in school, whilst others may need a little extra support for a short period to help overcome more temporary needs. FreshSteps aims to provide all pupils with strategies for dealing with their needs in a supportive environment, and to give them meaningful access to the National Curriculum. Full details of the provision can be found in the Special Educational Needs Policy In particular, we aim:
- to enable every pupil to experience success
- to promote individual confidence and a positive attitude
- to ensure that all pupils, whatever their special educational needs receive appropriate educational provision through a broad and balanced curriculum that is relevant and differentiated, and that demonstrates coherence and progression in learning.
- to give pupils with SEN equal opportunities to take part in all aspects of the school’s provision, as far as is appropriate.
- to identify, assess, record, and regularly review pupils’ progress and needs.
- to involve parents/carers in planning and supporting at all stages of their pupil’s development.
- to work collaboratively with parents, other professionals and support services including the Educational Psychology Service
- to ensure that the responsibility held by all staff and governors for SEN is implemented and maintained.
Including Pupils with a Physical Disability
“A disabled person is someone who has a physical or mental disability, which has an effect on his or her ability to carry out normal day- to-day activities. That effect must be:
– substantial (that is more than minor or trivial)
– long term (that has lasted or is likely to last for at least one year or for the rest of the life of the person affected)
(Disability Discrimination Act, as amended by the SEN and Disability Act 2001)
The two key duties in the DDA are written to ensure that educational establishments do not discriminate against disabled pupils. The expectation is that schools:
- do not treat disabled pupils less favourably
- do make reasonable adjustments to avoid putting disabled pupils at a disadvantage.
The Headteacher recognises the duty under the DDA (as amended by the SEN and Disability Act):
- To promote equality for disabled students in their admissions and exclusions, and provision of education and teaching and learning
- to treat disabled students as favourably as able-bodied students
- to take reasonable steps to avoid putting disabled students at a substantial disadvantage;
- to publish an Accessibility Plan.
Inclusion brings many positive advantages for both the pupils themselves, their families and their peers. One of the most important ingredients for a successful placement is a positive attitude which can help overcome any problems that may arise. Once the pupil has been accepted into the school there are some practical considerations which arise:
- Risk Assessment
- Manual handling
- Equipment and activities
- Where to go for information
These will be addressed according to the needs of individual pupils. To ensure this provision is available, FreshSteps has put in place a plan that has two inter-linked elements
- Improvements in access to the curriculum
- Physical improvements to increase access to education and associated services
This policy aims to raise awareness of the school’s obligations and to support the planning, organisation, teaching and assessment procedures, and the use of resources and strategies to meet the needs of pupils who have English as an additional language (EAL) and so to raise pupil achievement and attainment.
Our aim is to:
- Support the English language needs of EAL students, to ensure that they reach their full academic potential.
- Ensure EAL students have full access to the curriculum.
- Take positive steps to identify EAL students and assess their needs.
- Maintain support as students gain social English, recognising that it takes further years to assume equivalent academic proficiency in the language.
- Give full recognition and support to the students’ use and knowledge of other languages.
- Respect community languages as a resource for the whole college.
- Make sure students are grouped according to their overall ability, not their English language ability.
Full details on how this policy is implemented is available from the EAL Policy document
Gifted and Talented
Aims and Purpose
At FreshSteps we believe that we need to provide appropriate learning experiences for all students of all abilities. The Gifted and Talented Policy provides guidance as to how we will meet the needs of our most able students and be able:
- To identify Gifted and Talented students at Woodside High School in all areas of the curriculum
- To provide ‘a tailored education…addressing the needs of the most gifted and talented’ students and to offer ‘support to fulfil their potential’ within the curriculum provided
- To provide out of class and enrichment activities for those students identified as able
- Through personalised learning, to make the child the centre of their learning and to enable all G+T students to achieve their potential
Definition of Gifted and Talented
Gifted and Talented students are the top 5-10% of students per school, regardless of the overall ability profile of students.
Gifted and Talented can be defined in many different ways. The definition used by the Department for Education and Skills is:
- Gifted: the top 5 -10% of students per school as measured by actual or potential achievement in English, Maths, ICT or Design and Technology
Links with other policies
Policy on SEN
Policy on Disability and Access
Policy on EAL
Policy on Gifted and Talented