The school will:

*         ensure implementation of government and LEA inclusion recommendations;

*         ensure the school's inclusion policy is implemented consistently by all staff;

*         ensure any discrimination or prejudice is eradicated;

*         identify barriers to learning and participation and provide appropriately to meet a diversity of needs;

*         ensure all pupils have access to an appropriately differentiated curriculum;

*         recognise, value and celebrate pupils' achievements, however small;

*         work in partnership with parents / carers in supporting their child's education;

*         guide and support all staff, governors and parents in inclusion issues.

Inclusive Education Provision

Inclusion is an ongoing process that celebrates diversity and involves the identification and minimising of barriers to learning and participation that may be experienced by any pupils irrespective of age, ability, gender, ethnicity, language and social background, and the maximising of resources to reduce these barriers.

The school offers a continuum of provision to meet a diversity of pupils' needs.  Although all pastoral classes are mixed ability, the school and individual teachers have the flexibility to set smaller ability groups, within their classes, for specific aspects of the curriculum.

Initial School Action

The class teacher will identify a need and offer help and support to try to overcome the difficulty. The teacher should inform the parents that they have identified a problem and say what strategies they will deploy to help the pupil. A time scale will be established and the pupil will be re-assessed at the end of this time.

School Action

If the class teacher has been unable to make any progress a review meeting will be set up and the problem will be discussed. If it is necessary your child will be placed on the SEN register and an Individual Education Plan will be drawn up and your child's progress will be monitored.

School Action Plus

If after an agreed period of time no significant progress has been made your child will be moved to School Action Plus and a more intensive programme of support will be implemented and a new IEP (Individual Education Plan) will be drawn up.

Enhanced School Action Plus (ESAP)/Formal Assessment

In extreme cases where no significant progress has been made the SENCo will discuss the possibility of involving the Educational Psychologist for further assessment and support for your child.

Statements

After the formal assessment it may be thought appropriate to ask the Lancashire Children's Services Authority (CSA) to assess the pupil with the view to issuing a Statement. This is only done in extreme cases.

Assessment and Reviews

If your child has a Statement it will be formally reviewed at least once per year. Please use the parents evening to make an appointment with a member of the Special Educational Needs team to discuss your child's progress. All pupils receive a monitoring report every term as part of the normal school monitoring process. In addition children on the SEN register will have an IEP review every term. This will be sent home with a request for the child's and parents' feedback. Parents are encouraged to discuss their child's progress with a member of the SEN team and their comments are welcomed and valued.

Special Needs Register

Once your child has been identified as having Special Educational Needs they will be placed on the special needs register. Their progress will be reviewed termly and will determine if they are to stay on the register.

As soon as your child reaches School Action an IEP will be drawn up in order to set targets to help them improve their performance. In the case of learning difficulties short-term targets for literacy and possibly numeracy will be set. If it a behaviour difficulty targets for behaviour will be set. Only in extreme cases will a pupil be considered for involvement with the Educational Psychologist for formal assessment. It is the responsibility of all teachers and support staff to meet the needs of every one of our pupils.

Teaching and Learning Assistants

At Carr Hill we have a highly experienced, skilled and committed team of TLAs who support individuals and groups within classrooms. We also offer development of skills such as speech and language, literacy, numeracy, social, emotional and specific learning skills individually and in small groups in the Achievement Centre.

The following TLAs support the learning of our students:

If you have any concerns or questions concerning Special Educational needs please do not hesitate to contact Mr. P. Higham (SENCO) on 01772 682008 or by email on This e-mail address is being protected from spambots. You need JavaScript enabled to view it

A copy of the school's policies on Special Educational Needs, Inclusion of Pupils with Special Educational Needs and Behavioural Difficulties, our Accessibility Plan and Disability Equality Scheme can be obtained free of charge in a variety of formats on request from the school reception.

A range of special educational needs and disability advice for parents, carers and young people can be found on the following web sites:

www.teachernet.gov.uk/sen/

www.direct.gov.uk/en/Parents/Schoolslearninganddevelopment/SpecialEducationalNeeds/index.htm

www.nasen.org.uk