Expectations for inclusive provision

Purpose

Expectations for inclusive provision in mainstream schools for all children and young people (CYP)

All school staff as part of quality first teaching will ensure that all children and young people have the opportunity to meet their potential.

This document has been written by SENDCOs for SENDCOs, its purpose is to ensure we have clarity and consistency across mainstream schools around the inclusive practice for all learners from within the schools delegated funding.

It provides a summary of existing documentation and clarity around the expectation of every school Please click on the links to see examples and recommendations from Devon SENDCOs

Physical and Sensory

• A Learning environment which supports inclusive learning for the CYP and which includes reasonable adjustments in relation to acoustics, lighting, visual reinforcement, classroom positioning, access to board/focus on lessons, and minimal reflections off surfaces.
• Extra time given to complete tasks which have a focus on prolonged reading and/or listening engagement.
• Clear instructions given with visual and auditory clues to back up what is being said.
• Access to a note taker and opportunities to develop note taking skills.
• Modified curriculum which includes access to key vocabulary, visual approach to phonics and reading, large print resources provided which are clear, uncluttered and have a good level of colour contrast.
• Opportunities to develop social development, interaction and promote positive peer relationships.
• Range of writing implements available and alternative methods of recording including appropriate use of ICT.
• Supervision with some aspects of personal care and mobility.
• Advice from appropriate external agencies on teaching approaches and recommendations are followed E.g Advisory teacher for physical difficulties.
• External agencies are involved and/or identified in multi-agency support planning.
• Learning environment which supports inclusive learning for the CYP and which includes a flexible and responsive portfolio of provision across all school systems.
• Individualised social, emotional and/or mental health programme within an inclusive curriculum.
• Targeted and structured individual or small group work to build individual resilience and support positive outcomes.
• Differentiation of activities to take into account individual needs.
• Support to access curriculum and enable inclusion.
• Effective engagement and regular liaison with families to support delivery of interventions
• Advice from appropriate external agencies on teaching approaches and recommendations are followed. E.g SEMH Team
• External agencies are involved and/or identified in multi-agency support planning.

Communication and Interaction

• A Learning environment which supports inclusive learning for the CYP and which includes; good modelling of spoken language and alternative or Total communication system to develop receptive and expressive language skills (including speech sounds)
• Carefully differentiated or small group tasks to develop
  • language and communication skills
  • social skills
• Opportunities for and/or structured support to promote social development, interaction and play to promote positive peer relationships
• Systems and strategies to support and promote attention and listening
• Targeted support to enable understanding of social language and communication
• Teaching of specific strategies to enable flexibility of thought
• Alternative environment/specific strategies to reduce sensory overload to allow sensory regulation
• Evidence of Autism standards in place in school
• Advice from appropriate external agencies on teaching approaches and recommendations are followed E.g Speech and Language Therapist
• External agencies are involved and/or identified in multi-agency support planning.

Cognition and Learning

• A Learning environment which supports inclusive learning for the CYP and which includes an Individualised approach to learning key skills e.g. literacy, numeracy and self-help
• Support to develop core skills to enable successful learning (e.g. attention, listening skills)
• Careful differentiation of the broad and balanced curriculum by delivery and outcome.
• Targeted and structured individual or small group work to develop learning skills
• The use of specific teaching strategies.
• Focussed support from suitably skilled staff to develop and deliver programmes
• Staff effectively identify and support individual children’s needs to ensure that they are making progress
• Advice from appropriate external agencies on teaching approaches and recommendations are followed. E.g. Educational Psychologists
• External agencies are involved and/or identified in multi-agency support planning.

Social, Emotional and Mental Health

• Learning environment which supports inclusive learning for the CYP and which includes a flexible and responsive portfolio of provision across all school systems
• Individualised social, emotional and/or mental health programme within an inclusive curriculum.
• Targeted and structured individual or small group work to build individual resilience and support positive outcomes.
• Differentiation of activities to take into account individual needs.
• Support to access curriculum and enable inclusion
• Effective engagement and regular liaison with families to support delivery of interventions
• Advice from appropriate external agencies on teaching approaches and recommendations are followed. E.g SEMH Team
• External agencies are involved and/or identified in multi-agency support planning.

The Code of Practice 6.1

The Code of Practice 6.1 states:

All children and young people are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential.

This document precedes contextual school information and is the first expectation of a local offer from all schools. Any school must have the mechanisms in place to deliver any aspect of this within its own school context. The Universal, Targeted and Specialist provision on offer from a school (its Graduated Response), will be an expansion of this expectation document. (Ref Teacher Standards (2012): 1,2,5 and parts of Standard 8)