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.
Inclusive practice refers to the reasonable adjustments that can be made to ensure that all individual needs of pupils can be met effectively. Inclusion refers to every pupil on roll and includes those identified as Gifted and Talented, having English as an additional language or Special Educational Needs (SEND) as outlined in the SEND Code of Practice (2015).
The SEND Code of Practice (2015) identifies four broad areas of special educational needs and support.
- Communication and interaction (ASD or Speech and Language difficulties).
- Cognition and learning (specific learning difficulties such as dyslexia).
- Social, emotional and mental health (behaviour difficulties/emotional dysregulation).
- Sensory and/or physical needs (visual impairment/physical difficulties).
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.
- High expectations and targets for pupils are informed by parents and pupils themselves.
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 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.
At Monega Primary School the special education needs of pupils are met through the following processes;
- 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. Pupils whom require additional provision at Monega will access a personalised curriculum outlined through an Individual Education Plan (IEP). Ambitious yet accessible targets are planned for pupils at their individual level. The targets are personal to their learning needs and are designed to ensure that pupils are given opportunities to achieve their full learning potential. Targets are reviewed on a termly basis through an IEP review where decisions are informed by teachers, parents and where possible the pupils themselves. Pupil progress, future goals and aspirations are discussed in detail with parents acting as an advocate for their children to ensure that targets capture the views of the pupil when it is not possible for pupil’s to do this.
- Tracking and assessment of pupil progress –
Pupils identified as having special educational needs are assessed termly through National Curriculum, P-Levels Pre-Key Stage Standards as outlined through government policy. Those pupils who are following a personalised curriculum and individual education plan are also assessed through MAPP Assessment. Pupils’ targets are evaluated on a termly basis, with this information informing future targets and next step goals. All assessment outcomes are shared with parents at IEP meetings, Annual Reviews and end of year reports.
- Education Provision for pupils with SEND
Children who are seen to have Special Educational Needs are monitored carefully and are given appropriate interventions according to their specific needs.
In order to ensure that all pupils are able to access their learning in their mainstream classrooms they are provided with a range of Transactional Supports which include PEC’s, Proloquo2Go, Sign Along, Colourful Semantics, Intensive Interaction,
Pupils who are following a personalised curriculum will also have opportunities to participate in small group, adult led interventions that occur outside of the classroom which include:
- Lego Therapy
- Language Programmes
- Cooking and Food Exploration
- Life Skills
- Sensory Integration
- Gross and Fine Motor Skills
- Social Skills
- Attention Autism