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Our Vision for Inclusion

Inclusion

Inclusion looks at the needs of all pupils including children with specific learning difficulties such as dyslexia, pupils with emotional and behavioural difficulties, EAL (English as an Additional Language) pupils, and pupils considered to be Gifted and Talented.

 

Our Vision for Inclusion

 

At Deanesfield Primary School we believe passionately in the importance of inclusion and equality for all children and adults, and strive to ensure that these values are at the heart of our Inclusion practices. We believe that an effective school is an inclusive school. We recognise the need to implement our ethos in the classroom and beyond to meet the needs of our children. We want them to be safe, achieve well, be healthy, enjoy life and grow up to be successful adults who will make a positive contribution to the society in which they live.

 

Our school welcomes all learners and is committed to providing them with the support and encouragement to succeed and reach the highest level of personal achievement. Where children have additional needs, steps will be taken to prevent these from becoming a barrier to learning. By this positive action, we believe all our children, regardless of age, gender, ethnicity, special needs, attainment and background, will receive an equal opportunity to make progress and fulfil their potential.

 

We firmly believe that all children have an entitlement to be educated alongside their peers. As an inclusive school we are committed to developing inclusive cultures, policies and practices.  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 our children.  We make this a reality through the attention that we pay to the different groups of children within our school.

 

Special Educational Needs & Disabilities [SEND]

 

Speech, Language and Communication Needs

Children with Speech and Language difficulties are supported in the classroom by additional adult support and strategies and guidance provided by our Inclusion Manager. The school has a positive and effective working partnership with our NHS Mainstream Speech Therapist who provides programmes and therapy to children within the school.  In addition to this, the school provides speech and language support through by running small groups and individualized programs on a daily basis, when needed. 

 

Children who have been diagnosed with ASD or diagnosed with social and communication difficulties are supported through our Inclusion Manager, Speech and Language Therapist and through quality first teaching within the classroom.

 

Specialist Resourced Provision for Speech, Language and Communication

For children who have an Education Health Care Plan identifying Speech, Language and Communication as their main area of need, the school have additional specialist provision available. Children are supported and included within the mainstream class but have additional specialist language teaching and weekly speech and language therapy from a therapist based at the school.  We have 8 planned places. For further information regarding the Specialist Provision please contact the school.

 

Cognition and Learning Needs

Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment.

 

Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia. We work with our attached Educational Psychologist and other agencies to identify and support children’s learning. Please refer to out SEN Information report for more information.

 

Physical [Hearing and Visual Impairment] Needs

Children with Physical Needs are supported through liaison with our NHS Occupational Therapist, Physiotherapist and liaison with the Sensory Impairment Team. Care Plans are implemented and additional resources such as lap tops, foot rests, writing slopes etc are put in to place to enable pupils to access the quality first teaching within the classroom.

 

Social, Emotional and Mental Health Needs

The school closely monitors and analyses both classroom and playground behaviour to ensure that the necessary support is provided where needed.  The school runs targeted interventions to help support children develop their behaviour and ensure there is no interruption to learning. We communicate with parents and outside agencies to ensure a positive learning experience for every child, praising and rewarding good behaviour, which sets a high expectation across the school.

 

EAL (English as an Additional Language)

We aim to make appropriate provision of teaching and resources for pupils with EAL and for raising achievement of ethnic minority groups who are at risk from underachieving. We will identify individual pupils' needs, recognising skills they bring to our school and ensuring that they have equal access to the curriculum. By this we aim to ensure that all EAL pupils are able to understand English confidently and competently, use English as a means of learning across the curriculum and where appropriate, make use of their knowledge of other languages.

 

Gifted and Talented

Providing for gifted and talented learners at Deanesfield is a matter of equity - as with all other pupils they have a right to an education that is suited to their needs and abilities, to allow them to fulfil their true potential. For Gifted and Talented pupils we aim to stretch and challenge them both in and out of the classroom environment; and to ensure that there are opportunities to further their particular strengths and abilities outside of school.

 

Further Details

Further information about Inclusion and SEN can be found on our website as follows:

 

  • Inclusion Policy (see Policies section of our website)
  • SEND Policy (see Policies section of our website)
  • SEN Information report (see above)
  • SEN Websites & Resources (see above)

 

For further information regarding the Inclusion resources and SEND support in the local area, please click on the link below to access the Hillingdon SEN Local Offer.

 

http://directory.hillingdon.gov.uk/kb5/hillingdon/fsd/localoffer.page

 

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