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The Inclusion Faculty

The Inclusion Faculty
SEN Information Report 2017-2018 - Click here to view,.

Mission Statement

Making it possible for everybody, regardless of difference in mind or body, to be part of our
school community, find their own personal place in society and achieve their potential.

As an inclusive academy we aim: 
  • To ensure the early identification of all students requiring additional provision
  • To create an environment that meets the individual needs of all learners
  • To ensure that all students have equal access to a broad, balanced and differentiated curriculum
  • To ensure that all students take as full a part as possible in all academy activities and fulfil their potential
  • To encourage students to develop confidence and self-esteem and to recognise the value of their own contribution to their learning
  • To ensure that parents of students with additional or different needs are kept fully informed of their child’s progress and attainment and are engaged in effective communication
  • To ensure that students are fully involved in their learning and in decisions affecting their provision

The Inclusion Faculty delivers a number of interventions to support pupil progress:

English as an Additional Language support groups and own language GCSE preparation.

Curriculum Teaching Assistants for in-class support, small group teaching and 1:1 withdrawal

Literacy Interventions
Dyslexia support, spelling and basic literacy support

Numeracy Interventions
Dyscalculia and basic numeracy support

Dyspraxia Groups
To support the development of fine and gross motor skills

Behaviour Interventions
To support the needs of children with behavioural, emotional and social difficulties

Friends for Life
Supporting the development of social skills and integration issues

ASD support
A variety of interventions to help students on the Autistic spectrum

Catch-up support
To help students behind in their learning

Supporting students not attending the academy on a full-time basis for a variety of reasons
Support for students with physical disabilities and needs

Homework clubs
Supporting students to keep up with their studies

Breakfast club
Ensures students are set up for the day by checking timetables and equipment

Break and Lunchtime provision
Providing a place for identified students and friends to meet, play games, complete outstanding work or talk to adults about concerns

Subject teachers
All teachers are responsible for meeting the needs of all students through the principle of inclusive classrooms, ensuring suitable learning challenges are set, responding to children’s diverse needs and overcoming potential barriers to learning. In collaboration with the Inclusion Faculty, they will ensure that those students requiring different or additional support are identified at an early stage. It is essential that if a teacher teaches a student with additional needs, they are familiar with the nature of those additional needs and that they are accountable for meeting those needs effectively. Information and support can be provided by The Inclusion Faculty.

Pupils with Statements of Educational Needs
All Statemented pupils have a Key Worker; this is a member of The Inclusion Faculty. It is their responsibility to support the coordination of the support for each pupil.

Pupils with a Statement of Special Educational Needs will have an individualised provision that outlines the individual interventions and targets related to the objectives on their statements, these will be reviewed at each Annual Review. Relevant information for Statemented students will be sent to Faculties for subject teachers to use, this will include the Student Learning Profile and Key Worker details.

Subject teachers will be sent a Student Progress Report before the Annual Review, this asks for comments directly related to the statement objectives.

In addition each pupil has a Green File kept in Inclusion which contains all relevant information. Please see the Key Worker for access to this.

Advice and Support
Any pupil identified as needing additional or different support despite the actions taken by members of staff through the normal discourse of academic tracking and guidance may be referred to The Inclusion Faculty to discuss and advise on the most relevant course of action.
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