Barclay Primary School is constantly striving to become an increasingly inclusive school. The school staff and governors believe that, in most cases, children who experience barriers to learning benefit from attending their local mainstream school. We seek to work with children, parents and carers, the local education authority and appropriate agencies to reduce or remove those barriers wherever possible. The school staff and governors also recognise that mainstream education will not always be right for every child all of the time.
The staff and governors at Barclay Primary School are proactive in promoting positive attitudes in children, staff, governors, families, students, volunteers and visitors so that our children can make choices, unhampered by expectations based on gender or role stereotyping. We seek to fulfil the aims of the school regardless of age, gender, ability, (both academic and physical), ethnic origin or socio-economic background of the child. The school adheres to the procedures as set in the Admissions Policy, which does not permit gender, race, colour or disability to be used as criteria for admission.
The school will
liaise with the relevant external agencies when assessing the needs and
providing for children admitted to the school with particular disabilities.
At Barclay Primary School, we are committed to providing a fully accessible environment which values, and includes, all pupils, staff, parents/carers and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are further committed to challenging attitudes about disability and accessibility and champion a culture of awareness, tolerance and inclusion.
At Barclay Primary School, the special needs of children are identified through observation, assessment and discussions with parents/carers/previous school records and health agencies, for example, GP, school nurse etc. Parents/carers are consulted at every stage and invited to attend meetings with the SENCO (Special Needs Co-ordinator) and support services.
The Assistant Head for Inclusion and SENCO regularly help teachers to assess children with learning needs, supporting pupils individually as well as work alongside class teachers and Learning Support Assistants (LSAs) to plan suitable programmes of work and interventions.
If parents/carers, teachers, the Inclusion Team or Head teacher feel that the child’s needs require further advice and guidance from a specialist, a referral to the relevant agency will be made. Again, parents/carers will be consulted at every stage.
Occasionally, a child is issued with a statement of special educational needs. Very occasionally, the statementing process may reveal that a child should attend a school where expert help is available to support their specific needs. However, the majority of children identified as having special needs are catered for by the school and such cases are usually short term.
A named governor is responsible for monitoring SEN provision and monitors through termly focus visits and reports to governors.
Gifted and Talented Pupils
Barclay Primary School is committed to providing education that ensures all pupils have the opportunity to fulfil their potential. We believe that pupils from any background can excel, regardless of ethnicity, home language, physical disability, or social circumstances. Barclay Primary School aims to provide a curriculum that gives all children the chance to be the best they can be, whatever their talent or background. Staff recognise and support the needs of children in school who have been identified as ‘gifted’ and ‘talented’ according to national guidelines.
The Government defines ‘gifted and talented’ learners as:
‘Children and young people with one or more abilities developed to a level significantly ahead of their year group (or with the potential to develop their abilities).’
At Barclay the identification of Gifted and Talented pupils is a continuous, whole school process. The process is a fair one that acknowledges the full range of abilities. It does not discriminate against particular groups and is flexible to include learners who join through the academic year.
Pre-school records give the details of records and achievements and discussions with parents/carers enable us to add further details to these records. Assessments throughout EYFS and beyond give further information about the children’s developing skills and aptitudes. Children are monitored regularly through school to track progress against personal targets. They take national tests in Years 2 and 6. Teacher assessments are completed throughout the year with the Barclay Primary School Assessment Framework. The quantitative data is used to identify AG&T children. We also use qualitative information as an indicator from staff, parents/carers and peer nomination, examples of children’s work and outside agency recommendations.
Parents/carers are kept fully informed.
Effective provision for, and identification of, gifted and talented pupils is the responsibility of all teachers. With the support of the AG&T Co-ordinator and other relevant staff, we ensure that a positive learning culture is rooted in the classroom and integral to mainstream, high quality day-to-day learning and teaching. It involves providing learning opportunities and focused teaching that builds on what pupils know and can do already and presents them with new challenges so that interests and intellect are stimulated and developed.
We also recognise that Gifted and Talented pupils may need different provision both within and beyond the framework of the National Curriculum and promote a climate which values excellence and success and offer a wide range of opportunities, for example, after-school clubs, specialist staff, external visits, home-school liaison etc
Class teachers and the Assessment Coordinator monitor pupil progress towards targets via:
- Lesson observations
- Work sampling
- Moderation of work
- Scrutiny of planning
A named governor is responsible for monitoring AG&T provision through termly focus visits and reports to governors.
The school employs one learning mentor whose role is to provide support to children (and their families) who are experiencing difficulties in school relating to behaviour and social interaction.
Under the Education Act 2002, (section 175), schools must make arrangements to safeguard, and promote the welfare of children. Parents/carers should know that the law, (Children Act, 1989), requires all school staff to pass on information which gives rise to a concern about a child’s welfare, including risk from neglect, physical, emotional or sexual abuse.
In most instances, the staff will discuss any concerns with the parent/carer and where possible, seek their consent to a referral to social care. This will only be done where such discussion will not place the child at increased risk of significant harm.
The school will seek advice from Social Services when they have reasonable cause to suspect a child may be suffering, or be likely to suffer, significant harm.
Occasionally, concerns are passed on which are later shown to be unfounded. Parents/carers will appreciate that the designated person for child protection was carrying out their duties in accordance with the law and acting in the best interests of all children.
The designated Child Protection Officer in school is the Assistant Head for Inclusion
A named governor is responsible for monitoring Safeguarding provision, including procedures for Child Protection, through termly focus visits and reports to governors.