Inclusion Policy


At Kilmorie we believe that all children are entitled to an exciting and stimulating curriculum, which is resourced and differentiated according to need.  The school, in partnership with parents, carers and outside agencies, work together to ensure pupils achieve their potential and have experiences that allow them to collaborate, communicate and create.  Our staff are committed to inclusive education and their professional development includes supporting children with special educational needs.  Our school provides a safe environment for children of all needs, including behavioural, learning and physical.

Aims and objectives

The aims and objectives of this policy are to

  • Ensure all children have access to a stimulating curriculum which extends thinking and ensures high standards of achievement
  • Ensure equality of opportunity for, and to eliminate prejudice and discrimination against, children with additional needs
  • Ensure the legislation and guidance set out in the SEND Code of Practice 2014 (arising from the Children and Families Act 2014) are implemented effectively across the school
  • Ensure that there is effective communication between school and home in order that children who require additional support make the best progress
  • Describe current needs, provision and practise
  • Describe training and continual development of staff

We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, additional need or background.  We track the attainment of all pupils in a variety of ways and monitor the progress of groups to ensure that we are aware of any disparity. These groups currently include

  • girls and boys
  • different ethnic groups
  • pupils entitled to ‘pupil premium’ funding
  • learners who need support to learn English as an additional language (EAL)
  • learners with special educational needs
  • those who are looked after by the local authority
  • others such as those who are sick; those who are young carers; those who are in families under stress

Promoting Inclusion

The school positively promotes the inclusion of different groups and disability awareness through a range of strategies including:

  • Assemblies/outside speakers
  • Resources and displays which acknowledge and celebrate difference; including disability, race and gender
  • PSHE and circle time with children which acknowledges, values and celebrates people’s differences
  • Staff INSET
  • Support for families who are vulnerable for a variety of reasons including new arrivals to the country, homelessness and worklessness can be provided by the Children’s Centre and our pastoral support & learning mentor

Children with Special Educational Needs

Children and young people with SEN all have learning difficulties or disablities that make it harder for them to learn than most children and young people of the same age. These children and young people may need extra or different help from that given to others.

The Children and Families Act 2014 resulted in a new SEND code of practice. There is a parent/carer guide to this available at

Identifying SEN

From time to time many children need additional input to help them understand a concept or make progress in a particular area. Class teachers identify when this is necessary through assessment for learning (AfL) and address individual children’s needs in their planning. They sometimes ask teaching assistants to help develop children’s understanding by giving extra help in class or withdrawing children from class to do additional activities (booster intervention). Parents/carers will be informed if their child is participating in a booster intervention.

Where a child is making less than expected progress and/or is working at a level significantly lower than their peers, despite high quality teaching, differentiation and booster intervention, the class teacher, working with the SENCO, will begin to assess whether the child has SEN in order to identify the best way to support their learning and progress.  (This can include areas other than attainment – including social or emotional need). The class teacher and SENCO will meet with the parents/carers to discuss any concerns and to agree outcomes sought for the child. A ‘tracker’ will be completed and shared with the parents. Trackers are stored on KGFL and monitored by the SENCO who also updates the outcome of any assessment on them.

The SEND code of practice divides possible need into 4 broad areas. These are in summary:

  • Communication and interacting
  • Cognition and Learning
  • Social, emotional and mental health difficulties
  • Sensory and/or physical needs

There are a range of assessments/advice that can be sought to help identify need and provide advice. These include:

In house assessment to identify particular areas of need (carried out by the SENCO)

  • BPVSIII – to identify the possibility of speech and language difficulty
  • Dyslexia Profile GL assessment
  • KeyMaths3 Pearson assessment
  • LUCID cops

External Referral to

  • Referral to Educational Psychologist (privately commissioned)
  • Referral to Speech and Language Therapist (privately commissioned)
  • Referral to Drumbeat Communication Outreach Team (commissioned from local authority)
  • Referral to New Woodlands Outreach Team (commissioned from local authority)
  • Referral to Children and Adult Mental Health Service (NHS)
  • Referral to physiotherapist, occupational therapist or paediatrician (assessment by these professionals will take place at Kaleidoscope )

External referral to CAMHs or Drumbeat has to be accompanied by a CAF signed by the parent/in loco parentis. New Woodlands, the EP and the SALT require signed permission by the parent/in loco parentis in order to assess/work with the child.

When an external professional carries out an assessment, where ever possible the parent, SENCO and professional will meet on day of the assessment in order to share information about the young person.  The professional will then write a report and copies will be given to the school and the parents. The report will be used to inform the class teacher’s planning and any additional interventions. The parent/carer will meet with the class teacher and /or SENCO to update the child’s tracker, which will include discussing outcomes and interventions.

When an in house assessment is carried out the SENCO will discuss the report with parents and it will be used to inform the class teacher’s planning and any additional interventions.


One way in which children’s learning is supported is through additional interventions that take place outside the classroom. The intervention is either identified by the class teacher or by advice given by external specialists. A majority of interventions last between six weeks and a term. Interventions and their impact are tracked by the class teacher using provision mapping). It is really important that in order for interventions to have impact that they are timetabled, short in duration and happen regularly during the week

Current interventions available are listed in Kilmorie’s Local Offer, which is published on the school website.

Interventions are supported by a range of staff including: teaching assistants; the pastoral support & learning mentor; the SENCO (special education needs co-ordinator); the IST (individual support teacher) and the class teacher.

Children are encouraged to be independent learners. No child will be supported by an adult 100% of the time. As they move up the school all children, including those with complex needs are expected to develop more independent learning styles. To help develop independence a range of strategies and structures will be discussed and implemented by class teachers, TAs and the SENCO (eg workstations, visual timetables, PECs, work buddies etc). The school will seek out advice, support and training from professionals to ensure the needs of the children are met.

The class teacher has overall responsibility for all the children in their class. Where interventions involve group or 1 to 1 teaching away from the main class they still retain responsibility for the pupil. They work closely with the TA/other specialist staff involved to plan and assess the impact of support and interventions and how these can be linked to classroom teaching.The SENCO will support the teacher in the further assessment of the child’s strengths and need, in problem solving and advising on the effective implementation of support.


Class teachers continuously review children’s progress. The impact of interventions and support is reviewed at regular intervals (between 6 and 10 weeks depending on the nature of the intervention) and recorded on the class provision map. Progress of all children is also discussed with senior leadership at termly progress meetings. Class teachers, with the SENCO or IST where appropriate, discuss the impact of interventions and support with parents and carers at termly parents meetings and together plan next steps for the child, from this the child’s tracker is updated.

Review meetings may also be held outside of parents meetings, for example to discuss a child’s progress with the SENCO or with an outside agency.  These meetings are sometimes called ‘Team Around the Child’.  Where a child has a statement or an Education Health Care Plan (EHCP) there will be an annual review to which everyone involved with the child’s education and health (where relevant) is invited.

Parents/carers of SEN children may also request a review meeting to discuss their child’s learning.

The SENCO is responsible for monitoring the provision maps and trackers ensuring that there is an overview of the programmes and interventions used with different groups of pupils and that these are having an impact.

Education, Health and Care needs assessment

From September 2014 statements of educational need were no longer being written, instead children were assessed for Education, Health and Care needs and a plan created based on these needs. Existing statements have been or will be converted into EHC plans.

SEN support should be adapted or replaced depending on how effective it has been in achieving the agreed outcomes. Where, despite the school having taken relevant and purposeful action to identify, assess and meet the SEN of the child or young person, the child or young person has not made expected progress, the school or parent should, in discussion consider requesting an Education, Health and Care needs assessment. To inform its decision the local authority will expect to see evidence of the action taken by the school as part of SEN support.

If the decision is made by the school to proceed with a request for an EHC assessment the school will hold a team around the child to gather as much information as possible in order to submit the request. The child will also, with the help of their parent/carer or a school adult, share their view. The SENCO will complete the paper work necessary for submission and will share this with the parent/carer prior to sending to the LA. Should the LA decide to go ahead with the assessment they must consult the child and the child’s parent/carer throughout the process. The procedure for the request for an assessment, the assessment and the writing of the EHC plan is laid out in chapter 9 of the SEND Code of Practice 2014.

Transition times

Transition times, such as starting a new school or class, can be difficult for vulnerable children, for example those with ASD or communication difficulties, complex SEN, or who are looked after children etc.

There are a number of things the school does to try and minimise this anxiety:

  • Before going into a new year group in the school all children have a ‘meet the teacher’ session at the end of the school year, where as a class they go to their new class and spend some time with their next teacher.
  • Vulnerable children will have the opportunity to meet their new teacher and support staff before the end of the school year. They will also be given something to go home with such as a picture of the new staff so they can be reminded of the changes during the school holidays.
  • Staff (generally support staff) will spend time preparing vulnerable children for the transition change. For those children who are ASD they will prepare social stories to help with this preparation. For children with emotional/behavioural needs the learning mentor may spend time discussing the change with them and preparing them.
  • Where health professionals are regularly involved with a child there will be a review meeting either at the end of the school year or the start of the new year to exchange information and ensure a smooth transition.
  • When a vulnerable child is moving to secondary school preparation begins in the final half term. Where possible a visit is planned to their secondary school, either with a teaching assistant, the learning mentor or another adult involved with their learning. The children have a tour of the school and meet key people. Photos are taken which then the child, with the adult, makes into a book which can then be referred to during the holidays. The learning mentor will also run a transition group, if necessary, to discuss what secondary school is going to be like and any worries they might have.
  • If a child has an EHC plan, transition planning to secondary school begins in Year 5. There is a review meeting in the spring term to discuss preferred schools. In the summer term the parents/carers together with the child, need to make a decision which school they wish to name.

Other vulnerable groups

New Arrivals to the school

Mobility at Kilmorie is around 20% although this varies from year to year and across age groups (being notably higher in Key Stage 2). We have a policy to support all new arrivals and to identify any needs as soon as possible. Children with English as a second language receive additional support where necessary. They may receive intervention outside the classroom to support them with spoken English and grammar. This support should be regular, timetabled and well planned.

Children at risk of exclusion, with emotional or behavioural difficulties

Children with emotional or behavioural difficulties receive additional support from our learning mentor, who may work with them in a small group, in pairs or individually. She offers interventions such as anger management, working with peers, friendship groups, circle time, working alongside in class. This support should be included in the class provision map and its impact tracked. Prior to starting any intervention the class teacher, learning mentor, parent and any other relevant member of staff should meet to discuss the intervention and desired outcomes.  This should be recorded on a tracker.

The learning mentor identifies vulnerable children and plans for them with the class teachers.

Some children may, following consultation with parents, be referred to CAMHS (Child and adolescent mental health service) who offer support and advice to parents and children who meet their threshold.

Children at risk of exclusion have a pastoral support program written for them by the headteacher, with specific targets to work towards. This program is written in partnership with parents, and reviewed fortnightly in school with the child, parents, headteacher and learning mentor.

In extreme cases, where in school intervention has not been successful, we ask for support from New Woodlands EBD School. Children work on a 1:1 basis with an outreach worker to talk about and improve their behaviour or give them strategies to support their emotional needs.

Looked after children

Looked after children have Educational Plans (PEP) written in collaboration with social services in order to set targets based on any identified emotional, educational or communication needs. The learning mentor is responsible for monitoring the progress and behaviour of these children.

Children with poor attendance

The deputy head and learning mentor are responsible for monitoring attendance alongside the local authority attendance and welfare officer (AWO)

The Management of Additional Support

Kilmorie has a large team of TAs, a pastoral support and learning mentor (Nicola Cann), an IST (Diane Selwood) and a SENCO (Patricia Stone) who all provide additional support to help raise the achievement of identified children. The deputy head (Maria Johnson) is responsible for managing inclusion.

All classes have TAs attached to them. Teachers are responsible for ensuring that the TAs have appropriate planning and if they are responsible for managing an intervention that they have sufficient information and time. TAs are responsible for ensuring they know children’s strengths and areas of need and that if they are working with children that they foster independent learning.

The IST and SENCO work with children who have EHC plans and with others where appropriate. She helps teachers to plan for these children and meets termly with teachers to review provision maps for these children.  The SENCO also manages some of the intervention strategies, supports TAs in their implementation and provides training.


As well as the resources required to implement the strategies and interventions outlined in the policy, we are always seeking out the best resources to suit each child’s individual needs (eg writing slopes for children with poor fine motor skills, visual resources for children with communication needs, PE equipment to suit children with poor motor skills). Our resource manager often prepares these resources in consultation with teachers.

If children are not toilet trained or require changing from time to time we have clear guidelines for changing a child (please refer to our Intimate Care and Changing Policy). Parents/carers whose children require changing have a copy of these, which they are asked to agree to.

Moving and Handling

A small number of children with disabilities need help moving from activity to activity, or when being changed. At present the staff that work with them have specific training for that child, usually provided by an occupational therapist or physiotherapist.  Our building is fully accessible apart from, at the present time, our art room which is on the top floor and to which there is no lift.

Continuing Professional Development

Kilmorie places a great value on the continuing professional development of all staff. One of the assistant heads is responsible for this area. Training takes place in house through observation; small group training and whole staff training or it can be provided externally. At present this year we have planned training on supporting children with memory difficulties and dyslexia training.

Parental involvement

All parents/carers of children who receive additional support, for whatever reason, are always informed before this support is provided

Communication between home and school is important for all children’s progress. For children with complex needs who cannot easily relate day to day events to parents/carers teachers will keep a home school communication book where successes can be celebrated and concerns shared.

Whilst all staff are committed to providing a high quality service there may be a time when a parent wishes to raise a concern or complain. The procedure for this is clearly laid out in the school complaints procedure, available on the school website

Other policies to refer to:

  • Mid Term Admissions Policy
  • Attendance Policy
  • Anti Bullying Policy
  • Managing Medical Conditions in School Policy
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