Policy written Summer Date authorised By Governors Summer Policy Revised 18 th May Next review due Summer 2017.

Transcription

1 We Care. Hamstel Infant School and Nursery Inclusion Policy Policy Document Details Policy written Summer 2013 Date authorised By Governors Summer 2013 Policy Revised 18 th May 2016 Person responsible Andrea Esp/Karen Porter Next review due Summer 2017 Budget allocation Yes Details of training Induction

2 The Rights of the Child The school mission statement is a declaration of our commitment to providing an inclusive environment in which all can flourish and develop his or her full potential for learning. Where appropriate all Hamstel Infant School and Nursery policies adhere to the articles of The United Nations Convention on the Rights of the Child. (UNCRC) The Inclusion Policy recognises; - Article 2: The Convention applies to every child whatever their ethnicity, gender, religion, abilities, whatever they think or say, no matter what type of family they come from. - Article 3: The best interests of the child must be a top priority in all actions concerning children. - Article 7: Every child has the right to a legally registered name and nationality, as well as the right to know and, as far as possible, to be cared for by their parents. - Article 8: Governments must respect and protect a child s identity and prevent their name, nationality or family relationships from being changed unlawfully. If a child has been illegally denied part of their identity, governments must act quickly to protect and assist the child to re-establish their identity. - Article 12: Every child has the right to say what they think in all matters affecting them, and to have their views taken seriously. - Article 13: Every child must be free to say what they think and to seek and receive information of any kind as long as it is within the law. - Article 14 : Every child has the right to think and believe what they want and also to practice their religion, as long as they are not stopping other people from enjoying their rights. Governments must respect the rights of parents to give their children guidance about this right. - Article 15: Every child has the right to meet with other children and young people and to join groups and organisations, as long as this does not stop other people from enjoying their rights. - Article 18: Both parents share responsibility for bringing up their child and should always consider what is best for the child. Governments must help parents by providing services to support them, especially if the child s parents work. - Article 23: A child with a disability has the right to live a full and decent life in conditions that promote dignity, independence and an active role in the community. Governments must do all they can to provide free care and assistance to children with disability. - Article 30: Every child has the right to learn and use the language, customs and religion of their family whether or not these are shared by the majority of the people in the country where they live

3 Hamstel Infant School and Nursery values the individuality of all children. We are committed to giving all our children every opportunity to achieve the highest of standards. We do this by taking account of pupils' varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations of all our children. The achievements, attitudes and well-being of all our children matter. This policy helps to ensure that the school promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability, gender or background. Aims Hamstel Infant School and Nursery aims to be an inclusive school. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual pupils or groups of pupils. This means that equality of opportunity must be a reality for all our children. We make this a reality through the attention we pay to the different individuals and groups of children within our school: Girls and boys Minority ethnic and faith groups Children who have English as an additional Language (EAL) Children with additional learning needs Children with disabilities Able and talented children Children who are at risk of disaffection or exclusion Travelers Asylum seekers The National Curriculum is a key part in planning a curriculum that meets the specific needs of individuals and groups of children. We meet these needs through: setting appropriate learning challenges responding to the diverse needs of the children overcoming potential barriers to learning and assessment for individuals and groups of pupils providing other curricular opportunities to meet the needs of individuals or groups of children commitment to the Core aims for Children and Young People (Every Child Matters) We achieve educational inclusion by continually reviewing what we do, by asking ourselves these questions: Do all our children achieve their best? Are there differences in the achievement of different groups of children? What are we doing for those children who we know are not achieving their best? Are our actions effective? Are we successful in promoting racial harmony and preparing pupils to live in a diverse society?

4 Teachers with concerns complete a yellow inclusion team referral form, which details the nature of their concerns and strategies that they have already put into place for the child. Parent views and any external agencies that the child may have been known to in the past or presently are also included. The referral form is shared at a weekly inclusion team meeting, where appropriate interventions are identified. The inclusion team includes the Assistant Headteacher for Inclusion, SENCo, Nursery Manager, Learning Mentors, Attendance Officer and staff from the Speech and Language and Nurture bases. Their discussions are recorded on the referral form and a lead person from the inclusion team is identified to ensure that actions agreed are carried out. Learning and teaching styles We aim to give all our children the opportunity to succeed and reach the highest level of personal achievement. We analyse the attainment of different groups of pupils to ensure that all pupils are achieving as much as they can. We also make ongoing assessments of each child's progress. Teachers use this information when planning their lessons. It enables them to take into account the abilities of all their children. For some children, we adapt programmes of learning from a previous phase delivered in age related interest level. When the attainment of a child falls significantly below the expected level - using formative and standardised assessments - teachers enable the child to succeed by planning work that is in line with their child's individual needs. Where the attainment of a child significantly exceeds the expected level of attainment, teachers use materials from a later key stage or extend the breadth of work within the area or areas for which the child demonstrates a particular aptitude. Teaching and support staff are familiar with the equal opportunities legislation covering race, gender and disability. Teachers and support staff ensure that all children: feel secure and know that their contributions are valued; appreciate and value the differences they see in others; take responsibility for their own actions; are taught in groupings that allow them all to experience success; use materials that reflect a range of social and cultural backgrounds without stereotyping; have a common curriculum experience that allows for a range of different learning styles; have challenging targets that enable them to succeed; participate fully regardless of disabilities or medical needs. Links to other school policies This policy should be read in conjunction with the following policies: Equal Opportunities Policy SEN Policy EAL Policy

5 Racial Equality Policy More Able and Talented Policy Learning and Teaching Policy Behaviour Policy Anti-Bullying Policy Whole School Curriculum Policy