and corresponding action plans which highlight how the school intends to address the priorities identified. Audit of Current Curriculum Access Provision Curriculum access for Physical Difficulties – inc. Staff Training Appropriately differentiated curriculum. Supportive ethos and value system within the school. ICT equipment adapted for children with reduced motor skills. Additional ICT equipment for personal use in the classroom e.g. laptop. Extra support, often on a 1 to 1 basis provided when necessary. Appropriate equipment to ensure full curriculum access. Pupils supported in PE to ensure access to that curriculum area. Pupils supported with in school physiotherapy Regular contact/ liaison with school nurse and all other relevant agencies. All staff provided with a full medical register of concerns. Medical data sheets annually updated by parents. Pupil care plans written and regularly reviewed, supported by appropriate agency. School cook fully aware of all necessary information relating to pupils with food allergies etc. Time is made available for the teacher to talk to specialist support staff as required Link Governor aware of all concerns relating to Physical Difficulties in school. Identified staff have received training in the use of the Epi Pen First Aid Training including Paediatric First Aid Training completed. Medical Awareness and procedure Training completed e.g. Epilepsy, Diabetes. Training appropriate, for the needs of the children currently in school, up to date. Curriculum access for pupils on the Autistic Spectrum – inc. Staff Training Differentiated curriculum in place particularly in relation to social skills, social behaviour and social use of language linked to appropriate national curriculum and literacy/numeracy Identification systems in place for referral to support services School policies address issues for inclusion There is access to small group facilities if required and quiet/withdrawal areas The publication “autistic spectrum disorders – good practice guidance” is available in school and accessible to all staff There is a visually orientated teaching curriculum supported by access to ICT support where appropriate. All staff follow appropriately planned management strategies for the individual pupil in the setting Time is made available for the teacher to talk to specialist support staff as required
Target Strategy Outcome Timescale Resources Success Criteria All out-of-school activities are planned to ensure the participation of the whole range of pupils Review all provision to ensure compliance with legislation All out-of-school activities will be conducted in an inclusive environment with providers that comply with all current and future legislative requirements Review Feb 2018 Increase in access to all school activities for all disabled pupils Training about a number of different medical issues which may be impacting on pupil progress. Increase awareness of the growing number of different medical conditions and syndromes that are being identified. Greater staff knowledge and confidence. IDP materials Access to medical staff, and related texts and materials Increase in access to National Curriculum for pupils, Impact on progress, happiness of pupils. Training and awareness raising of disability issues Provide training for governors, staff, pupils and parents Whole school community aware of the issues relating to access within the school Plan programme for academic year 2017 2018 for update increased knowledge. All materials relating to Disability. E.g. Equality Act An understanding of the issues surrounding disability the school will benefit by being more inclusive Greater focus on monitoring teachers’ planning for SEN pupils Regular assessment of planning files, work scrutiny, lesson observations Improved understanding of school policy and its aims to increase levels of attainment. HT & SENCO to discuss with staff and review termly Feedback to Govs in Jan 2017 Improved progress for all pupils. Support for children who require a safe place in school when over stimulation leads to emotional breakdown. Carry out an audit of need of pupils Access to space thus improving outcomes in behaviour and work Improved emotional support leading to improved behaviour and progress for all pupils. Training and awareness of Sensory Issues updated. Carry out an audit of staff training requirements and plan training. Improved understanding and increased knowledge Feb 2017 on going Monitor. Support from Hearing / Visual Impaired Services. Increased understanding and knowledge of staff . Improved access to National Curriculum for pupils.
School consults with parents as to child’s preferred means of communication Pupils and parents, where English is not their first language, are supported by the EAL service. Written Information for pupils with Emotional and Behavioural Difficulties Letters home to support and encourage positive behaviour Home/school diary Progress charts/certificates Regular parent/school consultation Classroom Behaviour Plan Behaviour Contract between all stakeholders Improving the Delivery of Written Information Target Strategy Outcome Timescale Resources Goals Achieved The availability of written material in alternative formats The school will make itself aware of the services available through the LA for converting written information into alternative formats The school will be able to provide written information in different formats when required for individual purposes Ongoing Access to letter writing programmes/ personnel to translate e.g. The delivery of information to pupils with SEND/LDD improved Make available school brochures, school newsletters and other information for parents/carers in alternative formats Review all current school publications and promote the availability in different formats for those that require it All school information available and accessible to all Apr 2016 Delivery of school information to parents/carers and the local community improved Raise awareness of staff working at the school on the importance of good communications systems Audit existing forms of communication with parents/ outside agencies All staff be aware of the expected form of communication required On going Provide staff with policy guidelines on when and how to communicate with parents/ outside agencies School is more effective in meeting the needs of pupils GLOSSARY LA … Local Authority SEN … Special Educational Needs LDD … Learning Difficulties and Disabilities IDP … Inclusion Development Programme APP … Assessing Pupil Progress
EA…. Equality Act ASD … Autistic Spectrum Disorder AOT … Autism Outreach Team EBD … Emotional and Behavioural Difficulties BIT … Behaviour Intervention Team EPS … Educational Psychology Service IEP … Individual Education Plan COP … Code of Practice ICT … Information, Communication Technology SALT … Speech and Language Therapy CLLD … Communication, Language and Learning Difficulty CAMHS … Child and Adolescent Mental Health Service HLTA … Higher Level Teaching Assistant PIVATS … Performance Indicators for Value Added Target Setting