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Our Understanding of Inclusion.
Inclusion is often defined in terms of where children are educated, others describe it as
a process or journey. Most importantly though, inclusion is the feeling derived from being
included; a feeling which comes from being welcomed and valued for what you are. We understand
that an inclusive policy benefits all our pupils, not just those immediately identified
under the heading of ‘special needs’. This approach and its underlying policy the
provide the basis for future development within the school.
This college very much values the abilities and acheivement of all its students
and is commited both in its policy and its daily practice to providing the best possible
learning environment. Prestwich Arts College operates a whole school approach to meeting
pupils’ special education needs. Our approach emphasises the belief that children have a
right to be educated in mainstream classes alongside their peers, provided it is in their
interests and those of their classmates.
Our key objectives are:
To identify pupils who have barriers to learning.
To maintain a register of all SEN pupils at whatever ‘stage’.
To provide an assessment of pupils’ needs.
To offer opportunities for support.
To offer a consultative and supportive role to staff.
To foster a whole school approach to meeting pupils’ special educational needs.
The new Code of Practice for Special Educational Needs became effective in September 2002 and takes account of the SEN provisions of the Special Educational Needs and Disability Act 2001. As a consequence, there are very clear guidelines set out to support the pupil identified as having Special Educational Needs. We at Prestwich Arts College try to embrace these guidelines and acknowledge the recommendations of the Code of Practice in all our work. The main exception to this approach occurs largely when there is a need to withdraw from mainstream lessons for small group work or individual tuition. Very rarely a pupil may be temporarily disapplied from certain National Curriculum subjects for a fixed period to advance basic skills. The ultimate aim is to speed full integration.
We acknowledge that it is the continuing aim of the school to provide all teachers with
the relevant skills, information and support to identify and provide for students with special
needs. We also recognise the crucial role parents play in their children’s education and we actively
seek to work with parents and value the contribution they make.
We believe that the aims and objectives as stated in
the school’s published prospectus should be the same
for students with SEN. The objective of this policy,
then, is to try and ensure that the academic, pastoral
and support agencies of the school provide the opportunitites
that will enable all our students to be equally valued
and attain those stated aims. This policy outlines the
various process and procedures currently in place and
is available on request. |
