Inclusion - Gaynes School

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  • SEN



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

  • Setting suitable learning challenges - We aim to give every pupil the opportunity to experience success in learning and to achieve as high a standard as possible

  • Responding to pupils’ diverse learning needs - We take into account the different backgrounds, experiences, interests and strengths which influence the way in which pupils learn when we plan our approaches to teaching and learning

  • Overcoming potential barriers to learning and assessment for individuals and groups of pupils - We recognise that a minority of pupils will have particular learning and assessment requirements that will create barriers to learning if we do not address them through special arrangements.

Roles and Responsibilities

will fulfill their statutory duties towards pupils with special educational needs as prescribed in sections 313, 317 and 317A of the Education Act 1996 (see SEN Code of Practice 1:21)

The Special Educational Needs Co-coordinator (SENCo) – The SENCo is a qualified teacher and meets the statutory standards for practice including those necessary to ensure full accreditation.   


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-ordinate the planning of an Individual Provision Plan (IPP) in discussion with appropriate staff, professionals and parents.

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.

  • Disability

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.

- Increase awareness of the ways in which parents of disabled children and young people can help to support their learning
- Ensuring that the talents of disabled pupils are represented accordingly through the Gifted and Talented Registers.

  • Eliminate discrimination that is unlawful under the DDA and harassment of disabled people that is related to their disability.

- Monitor incidents of harassment and bullying of disabled pupils. Encourage pupils to report and take action against offenders.
- If a number of incidents have been prevalent within a particular year group, use form time or assembly to investigate and address the issue with all pupils.

  • Promote positive attitudes towards disabled people.

- Use the school environment to promote positive attitudes to disability. Ensure that disability is represented in posters, collages, displays and learning materials.

  • Equality and Diversity

As a school community, we celebrate the richness of racial diversity in our students. Staff and students experience multi-cultural activities which help them develop understanding and sensitivity. Gaynes School welcomes respects and values the wealth of experience its diverse community brings to all staff, students, parents and governors. The school will strive to ensure that everyone is treated with respect and dignity. Each person in the school will be given fair and equal opportunities to develop their full potential with positive regard to gender, ethnicity, cultural and religious background, sexuality or disability.
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-esteem and learning

  • 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-operating with, and supporting, the

  • relevant Local Authority with regard to the education of LAC attending the school

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