The Inclusion Team
As per the SEND Code of Practice (2014) class teachers drive the SEND provision for the pupils in their class. The Inclusion Team provides support to meet individual pupil needs.
The Inclusion Team is currently as follows:
Mrs P Read-Law (Inclusion Leader, SENCo. Pupil Premium, Lead DSL, Attendance)
Mrs R Kaur, Teaching Assistant. (Specialist area of expertise Hearing Impairment and Autism)
Mrs Z Mumtaz, Teaching Assistant
Mrs V Hayre, Teaching Assistant
Mrs Mukhtar, Lunchtime Supervisor (providing additional support for pupils high SEND needs)
Mrs Mudhar, Lunchtime Supervisor (providing additional support for pupils)
SENCo stands for Special Needs Coordinator, the title Inclusion Leader is used because we see inclusion as an integral part of our school and Mrs Read-Law has an important strategic leadership role in the school. We prioritise equal opportunities and the inclusion of all. Our focus as a school is to enable all children to achieve their best and be happy independent learners.
Mrs Read-Law is the Inclusion Leader, SENCo. This role involves lots of different things including:
a. Knowing the individual pupils well to make sure that provision is personalised and that pupils are involved whenever possible.
b. Working with families, to find out about their child (as you know your child best), as well as offering guidance about how to support your child at home.
c. Supporting class teachers so that they can adapt planning as an when necessary to help each child learn to the best of his / her abilities. Teachers are also supported in the identification of special needs and ways to ensure the learning environment supports these needs. This includes supporting children identified as ‘more able’ or ‘gifted & talented’
“The SENCo always has time to discuss pupils and is very supportive … Always very helpful…All SEN staff are always approachable and knowledgeable” (Class teachers & TAs, annual staff questionnaire)
d. Work with outside agencies to get the right support for pupils as well as take advice about target setting and different strategies to try. (Agencies include: Communication & Autism Team; Pupil & School Support; Educational Psychology Service; Physical Difficulties Support Service; Speech & Language Therapists; School Nurse). If you would like information on the services provided by outside agencies a services summary document is available from the Inclusion Team
e. Liaising with Mrs Wood, Head Teacher, to keep her aware of the latest needs and collaborate with strategic planning.
f. Making sure the right paperwork is completed for all pupils on the SEN register. E.g. SEN Support Plans, referrals to outside agencies, requesting statutory assessment.
g. Timetable and direct the Inclusion Team including planning which intervention groups are needed. All of this is continually reviewed to make sure support is distributed to effectively meet the needs of as many children as possible, prioritising those with the greatest need.
h. Liaising with other SENCos in the area and feeding back to the local authority in her capacity as one of the Group Action Leaders SENCos for the Hall Green cluster.
i. Supporting the development & training of other SENCos. E.g. Staffordshire SENCo training, guest speaker University of Birmingham.
The Inclusion Leader, Mrs Read-Law, can be contacted via the school office on 0121 464 3082 or by emailing firstname.lastname@example.org
A SEND Review is held every term to which parents / carers are invited. Time is spent with the child before the review to gain their views so that the pupil's voice can be represented at the meeting. The well-being of the child, their needs and their progress is discussed. An important part of the review is that the views of the child, parent and teacher are shared and used to inform the next steps for the child.
Most SEND Review meetings will be between the class teacher and parent/carer. For some pupils with a higher level of SEND need (e.g. if multiple outside agencies are involved) the SEND Review will take place in the Infant School meeting house with the Inclusion Leader (SENCo) and sometimes outside agencies attending as well as the class teacher (e.g. Hearing Support Team, Educational Psychologist). The invitation to one of these review meetings would explain who else will attend.
Prior to the review, class teachers ensure they have the relevant information necessary to give an accurate picture of the child’s progress (e.g. progress made on the Language & Literacy Toolkit, independent writing, number of words & phonemes known). Between termly reviews, parents / carers can book a meeting with the Inclusion Leader (SENCO), to discuss concerns or pass on information from health appointments, by contacting the school office. If a child has an Education, Health & Care plan (EHC), statement of ‘special educational need’ or a ‘provision plan’ one of the termly meetings will be an ‘annual review’. At this meeting short term and long term outcomes for the child are reviewed and then a plan for the following year is created. Outside agencies will attend an annual review if possible and parents / carers will be notified of this when an invite to the meeting is sent out.