Inclusion

Welcome to Evelyn Grace Academy’s Inclusion

At Evelyn Grace Academy, we are committed to offering an inclusive curriculum to ensure the best possible progress for all of our pupils whatever their needs or abilities. Not all pupils with disabilities have special educational needs and not all pupils with SEN meet the definition of disability but this policy covers all of these pupils.

At Evelyn Grace Academy the emphasis is on a whole school approach.  All staff accept responsibility for providing all children with realistic learning goals in a broad-based, appropriate curriculum.  We believe in nurturing and developing the educational, social, emotional, cultural and spiritual aspects by curriculum design and teaching approaches. 

The National Curriculum Council stated that participation in the National Curriculum by pupils with special educational needs is most likely to be achieved by encouraging good practice for all pupils and that the majority of pupils with learning difficulties simply require work to be suitably presented and differentiated to match their need.

We therefore intend . . .
  • To have regard to the Code of Practice on the identification and assessment of special educational needs.
  • To follow the guidelines laid down by the LEA.
  • To work in partnership with the child, parent/carers, all staff, governors and outside agencies.
  • That class teachers will use a range of differentiation to provide effective learning opportunities for all pupils.
  • Where a child is identified as not making adequate progress, provision that is additional to or different from that provided as part of the school’s Wave 1 support will be given. Depending on pupil progress students will receive an increased level of support based the SEN graduated response.
  • To recognise the importance of early identification through a range of assessment methods.
  • Where a child is identified as having special educational needs a ‘Personal Learning Plan’ (PLP) will be drawn up tailored to each individual child’s needs. 
  • Enhance self-esteem by setting appropriate targets and high aspirations.
  • To use a variety of complementary approaches to support the class teacher and child – differentiation, 1-1, group, whole class, within the class or withdrawal when appropriate.
  • To include the child within the class, wherever and whenever practicable.
  • Endeavour to use all resources appropriately and efficiently.
  • Make full use of all the support agencies that have been made available through the LA.

 

The Role of the Support Team

1 x SENCO Lead – Ms Claire Nevitt

1 x Senior Learning Suppor Assistant – Ms Karen Weston

6 x Learning Support Assistants

2 x SALT therapists (outside agency)

1 x Autism support worker (outside agency)

1 x XLP worker (outside agency)

 

We do not have any special unit attached to our school, however we are able to access the following services from County:

  • Advisory Teacher for SPLD (Speech and language difficulties)
  • Advisory Teacher for Autism
  • CAMHS (Children and Adolescent Mental Health Service)
  • Educational Psychologists
  • Advisory Teacher for Assistive Technology