Our work was recently featured as a good practice case study in the SEN Green Paper 2011, Support and Aspiration: A New Approach to Disability and SEN.
Our team has reviewed Inclusion literature for the Times Educational Supplement and has delivered training on Inclusion to a variety of audiences including SENJIT, Brunel University and Teach First.
If you are interested in working with the Lampton Inclusion team, please email:email@example.com
For more information on our work, please visit (Supportive Education link).
Inclusion is often seen as an issue about special educational needs, about race, or about gender. But inclusion is much more about making schools more humane and pleasant places to work and learn – for everyone. It is about improving schools from both an academic and social point of view and there is a growing body of evidence to show that making schools more inclusive, more responsive to diverse needs, actually drives up examination results.
The inclusive school is one in which continuing emphasis on valuing individual differences leads all pupils, irrespective of social or cultural background, disability or difficulty in learning, to succeed in terms of the fulfillment of academic and social goals, and in the development of positive attitudes to self and others.
- at Lampton School we believe that all our pupils may require support at some time in their school career, whatever their background or ability. The support they need may be academic, social or emotional.
- outstanding inclusion provision should be able to respond quickly and appropriately, and communicate the needs of children with SEN effectively to the relevant staff.
- all children are educable and should be equally valued whether or not they have SEN. Inclusion is most likely to be achieved when their diversity is recognised and regarded positively.
- children are entitled to receive a broad, balanced and relevant curriculum. We recognise that appropriate advice, support and resources are required to achieve this for some pupils in the mainstream curriculum.
- all children and their parents are entitled to be treated with respect and have their views taken into account. All arrangements should protect and enhance the dignity of those involved.
- all teachers are teachers of pupils with SEN. SEN is therefore a whole school responsibility requiring a whole school
- be committed to maximising inclusion and minimising exclusion
- plan for diversity
- work to develop appropriate environments for all children
- have appropriate teaching methods and approaches
- take care to have appropriate pupil groupings
- support all pupils with identified needs
We have a team of skilled and experienced teachers in the Learning Centre that link with a strong and committed pastoral team to ensure that each individual child receives appropriate support. Our team are committed to raising awareness of the issues facing pupils with special educational needs. The support programmes offered to pupils are flexible and varied. After assessing a child’s needs, support may include small group work, intensive literacy work or support from a teaching assistant in the classroom.
We hold regular multi-professional meetings that ensure that we develop pupils through praise and encouragement, appropriate teaching and frequent monitoring and feedback.
Identified pupils will have an Individual Education Plan with targets that are specific, measurable, achievable, realistic and timed. These are used as a planning, teaching and reviewing tool. Individual targets are set with parents and pupils and the department carefully plans the support that is necessary to achieve these targets. The IEP is reviewed biannually where both parents and pupils are involved in the reviews.
Teaching Assistants are attached to departments where they have developed the skills base and subject knowledge in that particular subject area. This is essential when differentiating tasks for individual and group needs in the classroom. Teaching assistants are aware of pupil needs and collaborate with the teacher over how to support inclusive learning. In Year 7 teaching assistants are attached to Year 7 tutor groups for two weeks to support transition.
Pupil needs are audited termly and provision mapped according to need. Learning is personalised through alternative curriculum pathways for pupils at Key Stage 4. Some pupils may be offered alternative courses to GCSE, such as Entry Level Certificates.
The Support Centre helps a variety of pupils. It removes barriers to learning for individuals and for particular groups. It offers a flexible response to pupils’ individual needs and cares for the whole child. Reasons for referrals might include relationships, bereavement, attainment, attendance, self-esteem and home situation. The Centre offers specialist help. It is secure, supportive and friendly but challenging. By regular discussion, it gives pupils success in understanding their work and in developing good relationships with fellow pupils and staff. The team works particularly closely with parents and carers. The team consists of a head of centre, learning mentors, an educational psychologist and a MBACP counsellor.
Groupwork takes place weekly, usually for one or two timetabled periods and lasts for six weeks, followed by support in the classroom. A programme of work, that directly addresses the reasons for referral, is undertaken. Following group work pupils may be referred on to a learning mentor or given other provision if necessary.
Individual sessions are held for one period that are rotated around the timetable to have least impact on the curriculum; every six weeks progress is assessed and a decision made for mentoring to end or continue.
Targets are set in collaboration between the Support Centre team and pupils; where appropriate, these are entered onto a report diary for teachers to mark at the end of each lesson. They are assessed, discussed and may be adjusted weekly.
The Communication Centre is a facility for supporting pupils with different levels of speech, language and communication needs (SLCN). It is staffed by specialist teachers, higher level teaching assistants and speech and language therapists.
Some children find it hard to:
- understand what is said to them
- form words and construct sentences
- find the right words to express thoughts and feelings
- understand rules for social interaction and conversation
Sometimes the reason has been identified but on many occasions the cause of the problem is never identified. These children are described as having Speech, Language andCommunication Needs (SLCN). Some children have average or above average cognitive skills, but show significant difficulties in areas of language development so their difficulties are described as Specific Language Impairment (SLI).
The Communication Centre is an on-site facility that is largely funded by the Local Authority. The Centre has sixteen places for pupils from across the borough with Specific Language Impairment and pupils are accepted through formal LA procedures when places are available.
The Communication Centre also supports mainstream pupils that have been identified by Lampton staff as benefiting from support from the highly experienced team of specialist teachers, speech and language therapists and higher level teaching assistants. Once identified, pupils may attend two sessions per week for the equivalent duration of a term to work on areas specific to their SLCN profile. The aim is that the pupils will then generalise the skills and strategies learnt to their mainstream lessons.
During Communication Centre lessons a wide variety of programmes are used depending on the pupils’ speech and language needs. For example, our programmes aim to improve;