Inclusion in our school (UK)

1. Wednesday 2nd May 2012 (Comenius) Inclusion in our school (UK)

2. Mr Marshall Assistant Head Teacher

3. Identification of Children • On entry to the International School, all children are profiled for identification, including cultural and religious information and for education, including any Special Educational Needs. • Identification: • Usual identification fields: forename, surname etc • The cultural background e.g. WBRI (White British) • The religious background e.g. HIND (Hindu) • This helps identify the support needed e.g. prayer rooms / uniform differences etc. • Education: the information we profile includes: • The attainment and progress data from previous school (usually the Primary School) • The ability level – more able children (G&T); less able children (SEN) • SEN provision is decided as SA (school action); SA+ (school action plus) or STATEMENT (a statemented child is usually entitled to 1-2-1 support throughout the school day for learning or behavioural needs. • The language level of a child (usually most children [90%] are English-born and are competent in the English language; • Children where English is an Additional Language (EAL) are sent for assessment.

4. Children with EAL • Children that have EAL (English as an Additional Language) are profiled on the day they arrive in school by the EAL department • The EAL department consist of a Head of Department, a EAL Co-ordinator and three EAL Teaching Assistants (TAs) • A child is profiled on a scale from Step 1/Step 2 to level 1-4+. • Children that are profiled as Level 3, 4 and 4+ are considered competent to be independent in lessons (no further support required by EAL team) • Children that are profiled as Level 2 receive in-lesson support by TAs • Children that are profiled as Step 1/Step 2 or Level 1 receive individual or small group teaching in the EAL department until they are deemed competent. • In Humanities, all EAL children at Level 2-3 are taught in the same group – x.4 in each year to allow the teacher to personalise their learning. • Regular assessment (every half-term) by the EAL department ensure provision is up-to-date as children join the school.

5. Children with SEN • Children that have Special Educational Needs are profiled on the day they arrive in school by the inclusion department. There are three types of need: • SEN-L (Learning) – run by the SENCo • SEN-B (Behaviour) – run by the behaviour co-ordinator • SEN-M (Medical) – overseen by the school first aiders e.g. children who have medical conditions that may affect their learning e.g. epilepsy. • The inclusion department consist of a number of specialist teachers and adults who can work with our more vulnerable students. • A child is profiled on a scale from SA to Statemented • SA – needs identified and met by classroom teachers • SA+ - needs identified and met by classroom teachers + teaching assistants • Statement – needs identified and met by teachers, teaching assistants and specialist teachers in the inclusion department. • In Humanities, SEN children are included in all our groups and not separated. Our groups are set according to potential attainment. • Regular assessment (on going) by the inclusion department ensure provision is up-to-date as children progress through the school

6. Children who are G&T • Some of our children are identified as gifted and talented: • Gifted: a child has made excellent progress in a academic subject and will achieve high grades in Year 11 and 13 (A/A*) • Talented: a child has a talent in a practical subject e.g. PE, Technology, Art & Design, Drama etc. • These children are co-ordinated by our G&T Co-ordinator who ensures they continue to make progress and their talents are nurtured by our teaching staff. • Additional extra-curricular opportunities are organised by the G&T Co-ordinator to nurture our children e.g. University visits. • Heads of Department and Faculty are responsible for the day-to-day tracking of all children to ensure they make progress

7. Community Cohesion • All secondary schools have to complete a document called the SEF (Self-Evaluation Form). This lengthy document is used by the schools inspectorate, Ofsted to judge a schools performance. • One section of the SEF is about Community Cohesion and Citizenship. Our school has to ensure we promote cohesion: • We have the International School Award and Comenius partnerships; • We visit care homes for the elderly; • We fundraise for local charities; • We undertake local projects to improve the local area e.g. we built a community allotment at • We finance and work alongside the Pump; an organisation that offers support and training to the local population e.g. Citizens Advice, employment advice etc.