INCLUSIVE LEARNING / SEND
Monega School is a fully inclusive primary school in the London Borough of Newham and follows the inclusive policy of all Newham schools.
Inclusion looks at the needs of all pupils; children with learning disabilities such as dyslexia, children who are Gifted and Talented, children who have English as an additional language, children who have issues with their behaviour and children with social and emotional needs.
At Monega we adopt the following principles regarding successful inclusive education:-
- To ensure all pupils are offered full access to a broad, balanced and relevant curriculum.
- All pupils will be given the opportunity to reach their full potential educationally, emotionally and physically.
- All teachers view themselves as teachers of pupils with special educational needs, teaching such pupils is a whole school responsibility.
- Pupil's Special Educational Needs will normally be met in the mainstream classroom.
Pupils' views should be sought and taken into account:-
- Parents/carers have a vital role to play in supporting their child's education and therefore good home/school links are established.
Special Educational Needs
Children who are seen to have Special Educational Needs are monitored carefully and are given appropriate interventions according to their specific needs.
Gifted and Talented
Monega is keen to promote the learning and skills of children deemed as being Gifted and Talented whether it be on the academic side or the arts and sports.
The G&T coordinator works closely with teachers to monitor these pupils and ensure that challenge is provided in their area of skill.
Monega children are always encouraged to promote their specialist areas and become involved in projects that can complement this. We promote opportunity with after school clubs, links within the community and local secondary schools as well as extending the learning of the children within the mainstream classroom.
Children with English as an Additional Language
Monega is a multi-ethnic school and promoting equality is one of our highest priorities throughout the whole school. We have high expectations of all our pupils and they should have the opportunities to achieve the highest possible standards as well as helping all children to develop a sense of personal and cultural identity that is confident, open to change, receptive and respectful towards other people. The teaching takes into account pupils' cultural and religious backgrounds, linguistic needs and varying learning styles. We create an environment where pupils feel safe and feel they can contribute fully and where all feel respected and valued. Staff are assisted in the classroom to support pupils’ development of their language and learning needs, through termly targets and liaison time with the Inclusion Team.
Behaviour, Social and Emotional Needs
Inclusion takes into account all the needs of the children and these include how a child behaves. Monega promotes an ethos towards positive behaviour management and the children and staff are encouraged to use the 5Cs Commitment, Care, Consideration, Courtesy and Co-operation. Children's social and emotional needs also need to be considered carefully if a child is to reach their full potential. To help us in this, Monega has Learning Mentors that support children across the school in a variety of ways. A major role of the Learning Mentors is to run Nurture and Self-esteem groups to support the children. They are given the opportunity to speak about how they feel and to support each other.
Special Education Needs and Disability (SEND)
All children have the right to access the same opportunities as their peers and benefit from the modelling that takes place in a mainstream setting.
What we do:-
- We aim to include children appropriately according to their level of need. We adopt all three types of inclusion across the school day where applicable:
- Locational - those children with ASD are educated within regular classes with their typically developing peers.
- Social Inclusion - that children are included in the social aspects of the School day e.g. playtimes, assemblies and the dining area. Supported children also play alongside their classmates in the soft playroom and during co-operative games.
- Functional Inclusion - that supported children will work with their peers in their classes and be involved in the activities set out for the class.
- We provide staff that is well trained to meet the exceptional needs of these children.
- We provide structure to support the children with organising and making sense of their day. Clear structures reduce anxiety when the world can seem very confusing and unpredictable.
- We provide a variety of learning environments to address their very specific learning needs.
We adopt a multidisciplinary approach that is informed by the principles of SCERTS and TEACCH. We specifically focus on the idea that: Developing your child’s functional and spontaneous communication is the highest priority.
Learning at school and home works best when it is developmentally appropriate, meaningful, and purposeful.
The people around the child and the environment have a significant impact on the child’s communication and learning.
Learning and relationship building takes place best in natural routines at home, at school and in the community.
All behaviour should be seen as having a purpose. We need to try to work out the reason for the behaviour and support him or her to develop more appropriate behaviour for that purpose.
- We use a variety of interventions to support our children; PEC’s, Proloquo2Go, Sign Along, Colourful Semantics, Intensive Interaction, Attention Autism, Music Interaction, Sensory Integration, Life Skills and Lego Therapy. We have developed a specific curriculum that is underpinned by these approaches.