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Inclusion policy

Adopted: September 2018

At Norwich Primary Academy we encourage all children to be the best they can be. We provide a curriculum and an environment in which all children can develop their personalities, skills, and abilities, intellectually, socially and academically. We teach in a challenging and enjoyable way in order to achieve this.  
    
All members of our learning community are:

  • Supported to make the best progress they can;
  • Stretched and challenged;
  • Taught to challenge themselves;
  • Taught good learning behaviour;
  • Expected to engage fully in learning;
  • Shown how to learn from mistakes;
  • Encouraged to take risks in their learning.

We celebrate good learning behaviour that enables all children to do their best. We establish good habits which lead to good learning. We recognise and celebrate good progress and achievement in all areas of learning. We teach the children to believe that it is better to try and fail than fail to try. Through developing class rights and responsibilities we build a culture where children feel safe to challenge themselves and share this with others.

Through good planning, preparation and support we intend to break down all barriers to learning and develop an environment where all children want to learn and achieve. 

Through regular assessment we are able to identify children who need additional support to attain expected progress. At any time through the year a pupil may be identified as needing extra support to take their next steps in learning. This provision is put in place through in class strategies, in class daily practice of targets and out of class or small group interventions. A child does not need to be on the SEND register to be included in an intervention.

Intervention is just one way of supporting children with special educational needs or barriers to learning.  At NPA we believe that children benefit most from being in the classroom, given next step activities that help them to make progress, scaffolding to help them achieve and constraints to stretch and challenge. Support is available if a child doesn’t understand an activity. Teachers are aware of children’s barriers to learning and plan appropriately.

As well as classroom based learning, we offer an increasingly  wide range of enrichment activities. Through these we can encourage children to identify their talents, whatever they might be. 

Equality statement

Norwich Primary Academy is an inclusive school where we focus on the well-being and progress of every child and where all members of our community are of equal worth. We believe that the Equality Act provides a framework to support our commitment to valuing diversity, tackling discrimination, promoting equality of opportunity and fostering good relationships between people. It also ensures that we continue to tackle issues of disadvantage and underachievement of different groups. The school is also committed to supporting and promoting British Values and community cohesion in all its schools.  We are committed to promoting and embedding equality of opportunity, community cohesion and British Values into all of our work.   
In the future, we will continue to actively progress our work in the area of equality of opportunity, community cohesion and the promotion of British Values by working towards the achievement of the actions set out within this document, and we will monitor and review our progress on a regular basis.

Pupils with special educational needs and/or disabilities 

A flexible register is kept of children identified as needing extra support with their special educational needs. These children are identified as needing more than classroom differentiation. 

Through regular INSET and informal discussion, teachers are kept informed about possible barriers to learning and how to support children through provision of manipulatives, scaffolding, writing frames, visual prompts etc. 

Next Step Plans are used to set and review small step targets for each 6 weeks, or less, and identify appropriate support. As soon as targets are achieved, new targets are set. These targets are broken down into smaller steps for interventions. 

The school uses the SEN Code Of Practice (January 2015) and the Children and Families Act 2014 as a model to respond to children’s special educational needs:

  • Identification of children with SEN is built into the whole school approach to monitoring the progress and development of all pupils. 
  • 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 within a differentiated classroom. 
  • Where a pupil is identified as having SEN, we take action to remove barriers to learning and put effective special educational provision in place. This SEN support takes the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. This is known as the graduated approach. (Next Step Plan) 
  • The Inclusion Lead collects assessment information and data on pupils where it is felt that an Education, Health and Care Plan is needed and fills in the referral form;
  • The LA considers the need for statutory assessment and may order a multi-disciplinary assessment;
  • The LA may issue a formal Education, Health and Care Plan for children with special educational needs.

We also comply with the Disability Act 2010. As a school, we have a legal duty to promote equality of opportunity between disabled people and other people, and eliminate discrimination. We must make reasonable adjustments, including providing auxiliary aids and services where not being supplied through SEN statement or other sources, to ensure disabled pupils can benefit from what we offer to the same extent as a pupil without that disability, even where that involves treating disabled pupils more favourably than their non-disabled peers. 

The Act defines disability as when a person has a ‘physical or mental impairment which has a substantial and long term adverse effect on that person’s ability to carry our normal day to day activities.’ Some specific medical conditions, HIV, multiple sclerosis and cancer are all considered as disabilities, regardless of their effect. 

The definition includes people with Hearing or Visual Impairment, pupils with ADHD and other social, emotional or mental health difficulties, Autistic Spectrum Disorders and medical conditions such as Cystic Fibrosis and learning disabilities such as severe dyslexia.

More able pupils

At Norwich Primary Academy we are aware of our more able pupils. These pupils are challenged within classroom differentiation. We believe that the development of those with the highest abilities will enrich and extend the learning experiences of all children. Our new Knowledge Rich Curriculum involves children developing depth in their understanding which will help or more able pupils extend themselves. 

Within this framework of encouraging achievement, the school makes provision for children with a range of abilities and talents. All children are stretched and challenged, including the most able.

Able children can be:

  • Good all-rounders
  • High achievers in one area
  • Of high ability but with low motivation
  • Of good verbal ability but poor writing skills
  • Very able with short attention span
  • Very able with poor social skills
  • Keen to disguise their abilities

Our definitions of high ability are flexible and constantly under review as are our strategies for identification, support and development of more able children. 

Pupils with English as an additional language

An increasing number of our children have particular learning and assessment requirements, which are linked to their progress in learning English as an additional language. (25% at time of writing)

Children who are learning English as an additional language have skills and knowledge about language similar to monolingual English-speaking children. Their ability to participate in the full curriculum may be in advance of their communicative skills in English.

We seldom withdraw children from lessons to receive EAL support. Language support within classrooms may involve supporting individual children, small groups of children or using peer support. Language support can also support children whose first language is English. EAL pupils who are new to the country may be withdrawn for a short intervention programme to speed up their acquisition of English vocabulary.

Our school library has a range of bi-lingual books with 20 different languages in line with the languages spoken by children in our school. These are available for all children to take home and read with their families. We celebrate the range of languages spoken in our school through welcome displays. Pupils who speak a different language are encouraged to teach some words to their peers.

The Inclusion Lead keeps a register of children who have English as an additional language and monitors their progress. EAL pupils are assessed against a 5 point scale of reading, writing and spoken language proficiency using ‘best fit’ judgement as to the proficiency stage that the pupil correspond most closely to. These language codes are recorded for the census but are also used to show progress.