SEND and Inclusion
We are an inclusive Trust and embrace all children in our four schools, no matter what their needs or abilities. At TEACH, we actively try to remove barriers to learning and participation that may disadvantage individual or groups of children. Each TEACH Trust school has high aspirations for all children identified as having Special Educational Needs and Disabilities (SEND). Our ambition is to ensure all children are part of a fully inclusive environment and we actively strive to advance the equality opportunities for every single child. We want all our children to flourish on their individual learning journeys, and to do so with mutual respect and dignity.
At TEACH, supporting children with SEND and cultivating an inclusive culture where all children can thrive is a strategic priority. We have a Head of Inclusion and SEND (HOIS), who works strategically across the four schools, ensuring high standards of teaching and learning for all children with SEND and those who are vulnerable, so that they can achieve the best possible outcomes. The HOIS supports each of the four Inclusion Leaders, who work within each school.
Each Inclusion Leader is responsible for ensuring any child needing additional support is identified, developed and closely monitored. Teachers, with the support of the Inclusion Leader, will set individual targets that are short term and clearly achievable, and these are shared with children and parents/carers as part of an Assess, Plan, Do, Review monitoring cycle. Parents and carers are always kept fully informed so that they can support their child at home.
Once areas of need have been identified, staff will carefully plan and implement personalised provision, as well as provide access to and progression within the curriculum for all children. We offer a broad and balanced curriculum that is engaging, involving and appropriately differentiated. Our teachers plan and implement ‘ways in’ across all subjects, so that all children can access the key learning in every lesson. The effectiveness of provision is carefully monitored by the teachers, with the support of the Inclusion Leader, and will be appropriately adapted when required.
Additionally, we are fortunate to have a trained Emotional Literacy Support Assistant (ELSA) in each school, who can offer a counselling programme to students to support with anxieties or during times of distress. They also can offer programmes to support pupils with their emotions, social skills and friendships. For pupils that find the playground or hall too overwhelming at break and lunchtimes we have our Pastoral Care rooms, where pupils can eat their lunch under the supervision of the Pastoral Care Worker or one of our dedicated SENTAs. This facility is also there to support pupils that have medical needs or injuries. The Inclusion Leader and the Pastoral Care Worker in each school will always work closely with parents/carers to ensure the wellbeing of the children.
At TEACH, we nurture and develop the whole child, celebrating success in whatever form this may take. Together, we strive to ensure that all the children achieve their best and become confident individuals living fulfilling lives.