POLICY ON IDENTIFYING AND PROVIDING FOR PUPILS WITH SPECIAL EDUCATIONAL NEEDS AND DISABILITIES
All our pupils have the right to an education which is appropriate to them as individuals. As far as possible therefore it is our aim to minimise the difficulties that pupils will experience. We aim to achieve this by adopting three principles that are essential to developing more inclusive practices.
Three principles for inclusion
Roles and Responsibilities
The Special Educational Needs Co-
The school aims to meet the needs of any pupil whom the parent wishes to register at the school as long as a place is available and the admission criteria are fulfilled. This includes pupils with disabilities who we anticipate might attend. The currently agreed admissions policy of the Governors makes no distinction with regard to pupils who have SEN. No pupil can be refused admission solely on the grounds that s/he has SEN except where the pupil is the subject of a "Statement" under section 324(1)of the Education Act 1996 and the Local Authority has indicated (in section 3 of the Statement) that the provision required is incompatible with that available at our school.
Where a pupil due for admission is known to have special educational needs the SENCo will gather appropriate information from any school the pupil has been attending and from other agencies known to have been involved. The donating school is responsible for providing this information.
Stages of Intervention and Provision
The SENCo will take the lead in planning support for the pupils with SEND, monitoring and reviewing the action taken.
The SENCo will co-
The IPP will be discussed with the pupil and parents.
The IPP will be reviewed at least annually.
The pupil and parents will take part in the review process.
The review could coincide with a routine Parents' Consultation Evening although we recognise that some parents might prefer a private meeting.
At Gaynes School we are committed to ensuring equality of education and opportunity for disabled pupils, staff and all those receiving services from the school. We aim to develop a culture of inclusion and diversity in which people feel free to disclose their disability and to participate fully in school life. The achievement of disabled pupils and students will be monitored and we will use this data to raise standards and ensure inclusive teaching. We will make reasonable adjustments to make sure that the school environment is as accessible as possible. At Gaynes School we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here.
Gaynes School has consulted with disabled pupils, staff and service users in the development of our Disability Equality Scheme by:
Discussions with students at annual reviews
Discussions with students at BASE club
Discussions with students at support planning meetings
Feedback from parents/carers at annual reviews
Involving parents/carers and students in writing of Individual Provision Plans (IPPs)
We strive to
Promote equality of opportunity between disabled people and other people.
Eliminate discrimination that is unlawful under the DDA and harassment of disabled people that is related to their disability.
Promote positive attitudes towards disabled people.
Equality and Diversity
As a school community, we celebrate the richness of racial diversity in our students. Staff and students experience multi-
The Gaynes School policies for meeting the duties set out in the Race Relations Act 1976 and the Sex Discrimination act 1975 are available from the school office.
Looked After Children
At Gaynes School we believe that all looked after children should have equitable access to excellent educational provision and achieve at a similar level to all our students.
We recognise that nationally there is considerable educational underachievement of children in residential and foster care, when compared with their peers. All staff and governors are committed to ensuring improved educational life chances for LAC by ensuring that:
Staff are aware that being or becoming ‘looked after’ has a major impact on children's lives and, that when considering children's learning and or behaviour, due consideration will be given
The designated teacher is aware of and enabled to carry out their responsibilities effectively with the full support of the head teacher
We contribute to the process whereby all looked after children have a Personal Educational Plan (PEP) in place within 20 days of starting our school. This will be linked to the child’s Care Plan and any other plan resulting from the assessment of the child
We encourage each looked after child to access out of hours learning
activities realising the positive impact this could have on their self-
We liaise with other agencies as appropriate so that each looked after child has the opportunity to achieve their full potential
We take a proactive approach in co-
relevant Local Authority with regard to the education of LAC attending the school