Inclusion Curriculum statement for The Kennet Federation
Intent Drivers – Our Core Values
The Kennet Federation
At the Kennet Federation we are committed to offering an inclusive curriculum that reflects the needs of its learners. Where children have different needs, steps will be taken to prevent these from becoming a barrier to learning. Our children, regardless of age, gender, ethnicity, special needs, attainment or background, will receive equity in opportunity to make progress to fulfil their potential.
Our approach will be observing, evaluating to allow swift changes where needed. Early intervention is offered at the earliest possible point.
Every member of staff shares the responsibility to remove barriers to learning for all pupils.
Curriculum planning to meet the pupils’ individual educational needs, ensuring that the materials used are current and based on SEN advice.
Planning will be delivered through quality first teaching and setting achievable targets with high expectations.
Assessment needs to be accurate, find gaps and show progress of small steps both academically and non-academically. Assessment helps to inform teachers of all their children’s individual’s needs.
Children have access to social, academic and extra-curricular activities that support and widen their knowledge, allowing them to apply their learning in a variety of contexts. Hands-on learning caters for all learning needs.
Growth Mind set /
Effort and enthusiasm are rewarded. Children are encouraged to reflect upon their achievements and take responsibility for their learning. Teachers encourage children to link their learning behaviours with their successes.
As a school we work collectively with teachers, parents, outside agencies and the children so each child achieves their potential.
Teachers, parents and children are aware of, and help to set, targets for children.
The Kennet Federation
Pupils leave The Kennet Federations with a positive self-image and they are able to recognise their own strengths and talents.
Children receive timely and purposeful Interventions where needed which allows them to make good progress and achieve their full potential. Children are aware of the strategies they need to support themselves.
Children feel secure, welcome and are able to learn.
Inclusion at The Kennet Federation
At the Kennet Federation we are committed to offering an inclusive curriculum that reflects the needs of its learners. Where children have different needs, steps will be taken to prevent these from becoming a barrier to learning. Our children, regardless of age, gender, ethnicity, special needs, attainment or background, will receive equity in opportunity to make progress to fulfil their potential. Every member of staff shares the responsibility to remove barriers to learning for all pupils.
As soon as the children start in EYFS the principles of instruction are used. Children are encouraged to comment and ask questions about aspects of their familiar world such as the place where they live or the natural world. During this time the teachers and the SEND team are observing and identifying specific learning or social communication needs. Children are given opportunities to talk about the features of their own immediate environment and make observations.
As the children progress further up the school, a clear and comprehensive sequence of learning to develop their schema. ‘Read Write Ink’, ‘White Rose’ in line with the National Curriculum to ensure that teaching and learning is showing a progression across all key stages. In addition to classroom assessments, standardised assessments, low risk tasks, quizzing and spaced learning are used to monitor the progress of SEND children.
- In each subject curriculum design and implementation plan it is clearly identified how SEND children are identified and how they can access the curriculum. This includes how it is being adapted for a variety of SEND needs. E.g. extra retrieval practise
- SEND pupils need to be able to access the curriculum at their appropriate level but allowing them the opportunity of challenge; this would be evidenced in planning and the choice of text used; scaffolded activities; visuals and in some cases differentiated curriculum.
- When best practice is observed this will be shared, usually via email and meeting with the whole school staff.
- Teachers are provided with a summary of needs document for each child on the SEN register.
- Teachers are trained on different scaffolding and differentiation strategies.
- There is a clear expectation that these are evidenced in the planning within each subject area.
- The SEND team will meet with team leaders to support planning specifically for SEND children and all their different needs.
Teaching and learning
- SEND team will feature in the CPD calendar. Specific support will be offered to ECTs in terms of understanding needs and how to meet them.
- The SEND team will offer advice and methods on how to remove SEND barriers and to do regular observations to see how this is impacting progress.
- SEND team will observe and record the curriculum impact on education, social skills, physical and emotional development of SEND children.
- A clear plan of support for pupils with SEND, including pre-teaching and overlearning.
- Interventions are clearly linked to specific smart targets which are monitored termly and the impact is measured. These are observed to be generalised within the classwork.
- SEND team to meet with the staff carrying out interventions to discuss how they worked and to support implementation and training.
Monitoring, Assessment and support
- The SEND team will do a classroom audit and observation and advise on best practise.
- Planning will be monitored to check that the SEND children’s learning needs are planned for.
- Any targets for SEND children are linked to professional reports (EHCP/SALT/EP etc.)
- Regular monitoring of progress for children with SEND – PHAB, Salford and YARC reading, Sandwell maths, EHCPs, provision profiles, SALT report and any specific targets.
- Targets for SEND children must be achievable, stretching and SMART with the children aware of what these are.
- The SEND team expertise is always available for support.
- There is a clear identification process for SEND which is consistently followed.
- SEND team will audit resources in school and share information regarding resources with staff.
- Children will have the specific resources that they need.
- Where specialist resources are required training and support will be given to staff.
- SEND team will monitor the use of resources for teaching and learning.
In order to implement the curriculum design and implementation plan the SEND team will consider all of the stakeholder views including pupils, parents, staff and outside agencies. This will take the form of meetings, questionnaires and group discussion.
The staff will be able to identify the barriers to learning and understand SEND; they will be able to use strategies to overcome these. The staff will focus on the child as a whole and feel supported and confident in their practice. The attainment for the children with SEND will be considered in all subjects giving children the opportunity to demonstrate their abilities in non-core subjects such as PE, art and DT.
Children with SEND will be able to identify their strengths and areas of need. This will lead to a positive impact in all areas of learning and development including self-esteem and self-belief. Children will leave The Federation feeling that they have much to offer to their community and society.