ST PATRICK’S CATHOLIC PRIMARY SCHOOL
We at St Patrick’s Catholic School are committed to providing education for all pupils through a variety of access strategies, including differentiation, resources and facilities. All pupils' individual needs are considered and the full range of flexible responses are available to accommodate and value their diversity. This policy was written taking into consideration St Patrick’s school mission statement and school policies.
St. Patrick’s is committed to providing an inclusive community and meeting the needs of all its pupils, by ensuring that they have access to a broad, balanced and relevant curriculum. The ethos of the school celebrates diversity and promotes self belief. The school will, within the context of services available, seek the relevant support and advice from the LEA, in order to facilitate inclusion. ‘Every Child Matters’ is at the heart of this policy.
To include all pupils in school life
To continue to raise staff awareness of inclusion via ongoing staff development
To maximise the learning potential of all pupils and raise attainment for all
To promote the personal, social, moral and cultural development of all pupils
To celebrate the progress and achievements that all members of the community make
To develop inclusive practices throughout our community by promoting equality of access and opportunity for all
To ensure that resources and matched to need
To work together with all partners in the education of the child
To seek to continuously monitor and evaluate the success of policy and practice
SEN pupils have an IEP which is written and reviewed every half term. It is written in consultation with all partners. School and home have copies. Parents/carers are involved in IEP reviews and the setting of new targets
Progress of SEN pupils is monitored regularly by the SENCO and Leadership Team to ensure that the learning provision is appropriate
Individuals and groups, such as SEN/EAL/G&T are monitored via assessments.
Support is targeted accordingly through provision mapping.
Outside agencies are used in a supportive and advisory capacity. Child protection issues are the responsibility of the headteacher.
Gifted and talented pupils receive support accordingly.
A race equality policy is in place and incidents are monitored.
Looked after children have a PEP (personal education plan) which is monitored regularly by the head teacher.
Attendance is monitored by the heateacher and lateness/absence is targeted.
The School Council is involved in making key decisions. One boy and one girl from each class are elected annually.
Buddies and monitors assist at playtimes and liaise with the school’s welfare adults. Governors are aware of inclusion issues and strategies. The SEN Governor along with the SMT and SENCo, oversee inclusion in practice within the school.
Other relevant policies:
Gifted and talented
Teaching & learning
This policy will be successful when:
Monitoring demonstrates that needs of pupils are provided for and appropriate progress is made
Monitoring indicates that support and intervention is successful
Monitoring demonstrates that pupils at particular risk (SEN, ethnic minority pupils, travelers, young carers, vulnerable children and children on free school meals) are well supported.
Tracking of pupils informs appropriate planning and intervention
Agencies work effectively together to support pupils
Monitoring, evaluation and review:
The headteacher, SENCO, and G&T co-ordinator will monitor progress and provision on a termly basis.
The Governing Body, via the curriculum committee will review progress made and the effectiveness of the policy annually.
S.Sanderson - March 2015
Review date - March 2016