Over recent years there has been increasing movement towards inclusion. In 1994 UNESCO issued the Salamanca Statement calling on governments to adopt the principle of inclusive education for all. In 1999 the Department for Education and Employment (DfEE) stated: "We owe all children - whatever their particular needs and circumstances - the opportunity to develop their full potential, to contribute economically, and to play a full part as active citizens."
In December 1999, the DfEE introduced a new statutory Inclusion Statement which sets out three key principles for inclusion, which schools should consider at all stages of planning:
Setting suitable learning challenges.

• Responding to pupils' diverse learning needs.
• Overcoming potential barriers to learning and assessment for individuals and groups of pupils.

In addition, the SEN (Special Educational Needs) and Disability Rights in Education Bill sets out the duties of education providers:

• Not to discriminate against those who have any mental or physical impairment.
• To plan in advance with the needs of disabled pupils in mind (building access and curriculum).
• To make reasonable adjustments (to policies, procedures or practice).
• To take reasonable steps to provide education by alternative methods.

What is inclusion in education?
In 1999 the DfEE offered the following description of what is meant by "inclusion": "Inclusion is a process, not a fixed state. The term can be used to mean many things including the placement of pupils with SEN in mainstream schools; the participation of all pupils in learning which leads to the highest possible levels of achievement; and the participation of young people in the full range of social experiences and opportunities once they have left school. Thus, for the great majority of children with SEN, there is never any need to consider provision outside the mainstream. The education of children with special needs is a key challenge for the nation. It is vital to the creation of a fully inclusive society, a society in which all members see themselves as valued for the contribution they make. We owe all children -whatever their particular needs and circumstances - the opportunity to develop their full potential, to contribute economically, and to play a full part as active citizens".

 

Therefore, inclusion is:

• about developing a culture of acceptance in which all children can be valued equally, treated with respect and provided with equal opportunities within education. It is concerned with developing inclusive values, shared by all staff, students, governors and parents/carers that are conveyed to all new members of the school. These principles underpin the development of policies and practice through a continuous process of school improvement;
• about participation in a learning community where all are welcome, their needs are met and personal strengths are recognised. Inclusive practices are those which effectively implement the inclusive culture and policies of the school, so that full participation is encouraged from all pupils in classroom and extra-curricular activities, drawing upon their knowledge and experience outside the school;
• about developing an inclusive orientation where staff, governors, pupils and parents/carers, together with support services, work towards removing barriers which restrict full access to education for all pupils;
• about developing an inclusive education system, as a necessary precursor to an inclusive society. It is recognised that for inclusion to take place successfully, attitudes must be positive and appropriate resources, training and support must be accessible. Staff, parents and children must feel confident that inclusion presents benefits for the child.

Inclusion at Sawtry Community College

Special Educational Needs
The College policy embraces fully the requirements of the SEN Code of Practice (2001) and its associated legislation.

During the past academic year, over 10% of the students at the college have been identified as having Special Educational Needs of some kind and to varying degrees. This is broadly in line with national statistics. These have included needs which fall into the categories of learning difficulties, emotional and behavioural difficulties and physical need. Of these, approximately 100 have benefited from specific support from the SEN department.

The support made available to students, depending on need, may include various elements from the following list:

• Work modified by their subject teacher.
• Additional or different activities provided by the subject teacher.
• Extra time to complete tasks.
• ICT support to improve the presentation of key pieces of work.
• Monitoring and advice from the Special Needs Coordinator.
• Small group or individual withdrawal lessons to meet specific targets.
• In-class support from a Teaching Assistant (normally restricted to those who have a formal Statement of Educational Needs issued by the LEA).
• Access to a lunchtime or after-school club.

 

The Special Needs Coordinator is responsible for day-to-day matters, the deployment of Teaching Assistants, the assessment of students’ needs and progress, the provision of guidance to teaching colleagues and for liaising with parents and outside agencies.

The College has excellent relationships with the Student Assessment Service, the Educational Psychology Service, the School Medical Service and the Student Support Unit. A range of other local service providers also support the College in working to meet the needs of students.

During this academic year, we have managed 25 students with Statements of Special Educational Needs and a further 83 students whose needs justify inclusion on the Special Needs Register at School Action Plus level. This includes five students who receive funded TA support based on medical needs. Funding from the Local Authority has provided over 300 hours of classroom support per week, involving 15 Teaching Assistants.

 

 

Admission arrangements for students with disabilities.

It is College Policy that no student, who otherwise meets the criteria for admission, will be refused on the basis of disability UNLESS a Statement of Special Educational Need exists which stipulates that an alternative placement is more appropriate for the student. Parents are fully involved in this decision-making process.

The College currently accommodates students with a range of physical impairments and is committed to making the site fully accessible for all users, be they staff, students or visitors.

Parents are encouraged to make contact with the college at a very early stage to ensure an appropriate transition plan is drawn up and carried out effectively.

Steps taken to prevent disabled students being treated less favourably than other students.

Students with disabilities follow the full curriculum as for other students. Teaching Assistant time (based on a Statement of Special Educational Need or other approval) is available to support where appropriate. Certain aspects of the Physical Education programme are modified for some students in consultation with parents and the student’s physiotherapist. Opportunities for in-school physiotherapy have been provided, with a Teaching Assistant receiving appropriate training. Other Teaching Assistants have been trained to support students with sight impairments. These students have taken part in off-site activities alongside their peers wherever possible. Support is also provided to ensure that students are not disadvantaged in tests and examinations.

Facilities provided to assist access to the College by students with disabilities.

A full Accessibility Plan was drawn up in line with new legislation in 2003. This Plan was accepted by the governing body. This enabled the College to access funding of over £200,000 to improve accessibility on the site. Works already completed have included a new disabled facility linked to the Sports Centre, a new ramp to address movement between the two levels on which the college is built, a stair lift in the older part of the building and a range of modifications to doorways and exit routes.  Disabled parking spaces were also designated and appropriately signed. These works were completed in April 2004 and are now in regular use. Specific work relating to the needs of visually impaired students has also been completed. Further adaptations have been carried out as and when identified, for example access to the sixth form common room and an adjustable level workstation in the Food area have been completed within the last twelve months.

If you have any concerns or queries about your child or the Special Needs provision at the College, please contact the form tutor or Head of School in the first instance. The Special Needs Coordinator, Mrs. Mary Osborne, is always available for consultation by appointment.