Inclusion

Intent

At Holmer Green Junior School, we are committed to providing quality education for all pupils, including those with SEND. We believe that all children are able to achieve wonderful things when they are given the opportunity and the support to do so. At our school, we provide pupils with the skills, knowledge and vocabulary to thrive and understand that we may need to provide extra support to ensure that this happens.

We cater for pupils with a wide range of SEND needs including children with: ASD, Speech, Language and Communication needs, hearing impairments and Down’s Syndrome. Here, inclusion is key. Across the school, our focus is on creating a community where all children are inspired to be the best that they can be, are enabled to reach their goals and can achieve.

A key aim in the SEND Code of Practice is preparing pupils for making a successful transition into adulthood. This is one of our main focuses as a school.

Implementation

At Holmer Green Junior School, we will achieve this by:

• Providing Quality First Teaching to all pupils;
• Working closely with parents and carers;
• Ensuring that all staff have regular training;
• Inclusion strategies being discussed in staff meetings;
• Using programmes such as Speech and Language Link;
• Scaffolding learning in lessons;
• Working with outside agencies such as CAMHS, Speech and Language Therapy team, Occupational Therapy, Specialist Teaching Service for communication, STS Down’s Syndrome team, Mental Health Support Team;
• Completing targeted interventions with pupils;
• Celebrating all achievements;
• Supporting pupils during un-structured times;
• Regular meetings between the class teachers and the SENDCo;
• Creating knowledge rich lessons which focus on over learning;
• Providing one-to-one or group ELSA sessions for pupils with a mental health need;
• Using Zones of Regulation throughout the school;
• Having a broad curriculum that allows pupils to develop a range of knowledge that engages all pupils;
• Completing SMART (Specific, Measurable, Achievable, Realistic, and Timely) targets with pupils on the SEND register;
• Opportunities for all pupils to work with an adult and to have the opportunity to work independently.

Impact

A support plan is created for all pupils on the SEND register. We use an assess, plan, do review cycle to ensure that all children are making progress, even if this progress is made up of small steps. SMART targets are created and reviewed regularly to ensure that all pupils feel successful. Pupil progress is measured using both formative and summative assessments. In class, teachers use work in books as well as observations to make decisions about whether pupils are making the expected progress. PiXL tests are used to make summative assessments as well as assessments through programmes such as Language Link. If ELSA support is provided, goals will be outlined at the start of the six weeks of support and these will be worked towards during the intervention.

Our Sendco, Shona Timms can be contacted: sen@hgjs.co.uk