Tda_2.4_Lo3.2_3.3

LO 3 3.2/3.3 How does your setting demonstrate and implement inclusion and inclusive practices' The mission statement of my school is that we aim to provide a secure, inclusive and caring environment, which enables all pupils to develop the skills and understanding necessary to achieve their full potential and encourage them to become responsible members of society. We make this a reality through the attention that we pay to the different groups of children within our school. • Girls and Boys • Minority Ethnic and Faith Groups • Children who need support to learn English as an additional language. • Children with Special Educational Needs. • Gifted and Talented Children. • Any children who are at risk from disaffection or exclusion. • Children who are looked after by the Local Education Authority. The National Curriculum is the starting point to plan the curriculums that meet the specific needs of individuals and groups of children. We do this through: • Setting suitable learning challenges. • Responding to children’s diverse learning needs. • Overcoming potential barriers to learning and assessment for individuals and groups of pupils. • Providing other curricular opportunities outside the national curriculum to meet the needs of individual or groups of children. We achieve educational inclusion by continually reviewing what we do, by asking these key questions • Do all our children achieve as much as they can' • 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 full potential' • Are our actions effective' As a school we aim to give all our children the opportunity to succeed and reach the highest level of personal achievement, when planning work teachers take into account the abilities of all of their children. For eg if a Childs attainment significantly falls below the expected level the teacher will plan work that is in line with the Childs individual needs, subsequently if a child exceeds the expected level of attainment the teacher will plan work from a later key stages or extends the work within the area or areas for which the child shows particular aptitude. In my school setting teachers ensure that children: • Feel secured and know that their contributions are valued. • Appreciate and value the differences they see in others • Participate safely in clothing that is appropriate to their religious beliefs. • Are taught in grouping that allows 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. • Are encouraged to participate fully regardless of disabilities or medical needs. In my school setting we have children with disabilities and consequently need additional resources. The school is committed to providing an environment that allows these children full access to all areas of learning. All our classroom entrances are wide enough for wheelchair access, in the main entrance there is a disabled toilet, there are ramps available in the keys stage one play ground and also in the key stage two play ground. We also have an Educational Inclusion Base (EIB), all children that attend the EIB are in a mainstream classroom these children have a Statement of Special Needs, they attend the EIB unit for the core subject of Literacy and Numeracy where they work towards the targets outlined in their individual learning plan (IEP). They sometimes work 1-1 on reading, writing, and additional gaps in their learning with the class teacher and a learning support assistant. In the afternoon session pupils then rejoin the mainstream classroom for the other lessons. The teacher within the unit modifies the teaching and learning for the children that attend the unit, in the planning of work the teacher ensures that they give the opportunity for the children that attend the unit to develop skills in practical aspects of the curriculum. The teacher with in the (EIB) unit ensures that the work for the children • Takes into account the pace of learning and equipment they use. • Takes into account the effort and concentration needed in oral work or when using for example visual aids. • Is adapted or offers alternative activities in those subjects where children are unable to manipulate tools or equipment, or use certain types of materials. • Allows opportunities for them to take part in educational visits and other activities linked to their studies. • Includes approaches that allow hearing –impaired children to learn about sound in science and music, and visually impaired children to children to learn about light in science, and to use visual resources and images both in art and design and in design and technology. In my school setting we also have outside agencies that come into see children with certain challenges • Wirral school girls – read with children that have nobody at home to listen to them. • Volunteers from the wider community – reading and comprehension work. • Orretts meadow – work with children with mild learning difficulties. • Behavioural support – for children with anger management, social and communication problems, this is done on a 1-1 basis and in groups.