Inclusion is the process of increasing the participation of children and young people
Great Barr Primary School aims to consider all the needs of every individual pupil and respond to those needs in order to form a coherent programme of opportunities.
The school develops and maintains links with special schools and the relevant support services.
Pupils of all abilities, and
and benefit from shared educational experiences.
To give every pupil the opportunity to experience success and achieve as high a standard as possible.
To overcome the potential barriers to learning and assessment for individuals and groups of pupils.
To facilitate the transfer, where appropriate, of pupils from special schools to mainstream education.
To enhance the opportunities for pupils to develop their social and academic skills alongside mainstream peers.
To promote inclusion within the local community.
Setting Suitable Challenges
Differentiation is achieved through tasks set for differing ability groups. It is supported by careful assessment and pupil tracking procedures, which will allow realistic targets to be set for individuals and/or groups of pupils.
Where appropriate learning objectives for individuals and/or groups will be taken from the years above or below.
Wherever possible we aim to fully include Pupils with Special Educational Needs in all lessons. When planning, teachers will address the pupil’s needs through simplified or modified tasks, with appropriate resources, adapted where necessary, including the effective use of support staff.
Responding to pupils’ diverse learning needs
Teachers should take specific action to respond to pupils’ diverse needs by:
- Creating effective learning environments
- Securing their motivation and concentration
- Providing equality of opportunity through teaching approaches
- Using appropriate assessment procedures
- Setting targets for learning.
Overcoming potential barriers to learning and assessment for individuals and groups of pupils
A minority of pupils have particular learning and assessment requirements.
The school accommodates provision for pupils who experience difficulties in:
- Communication and interaction
- Cognition and learning
- Behaviour, emotional and social development
- Sensory and/or physical
- Medical conditions.
The school has a “facility” for children with physical disabilities. The policy of inclusion is
The environment and facilities are fully accessible by ramped access to include people with a diverse range of abilities. Disabled toilets are strategically placed around the school. In addition, there is a
It is the school policy to include all pupils in all activities and in order to support this aim, two
Pupils with Special Educational Needs are monitored regularly to ensure full access to the curriculum by classroom observations,
The school also has positive links with other schools and offers integration programmes to give pupils at special schools an opportunity to experience mainstream education.