Glade Hill Primary & Nursery School We are Golden and we SPARKLE
Inclusion Statement
Glade Hill is a highly inclusive school which focuses on the well-being and progress of every child. We have high expectations of all our children, including those with Special Educational Needs or a Disability (SEND). All children have equal access to the curriculum.
The strategic leads for the provision for children with SEN are the Headteacher Mrs Stapleton and the Assistant Headteacher for Inclusion Miss Wardle who both hold the National Award for SENCOs.
To ensure they achieve their potential we engage a range of strategies to issue challenge at an appropriate level, and provide support to overcome barriers to learning. Children with special educational needs are catered for within their own class and, where useful, may be withdrawn for short periods to work with a specialist adult, individually or in a small group.
Similarly, children who are identified as more able, demonstrating a particular aptitude in a curriculum area, will be given opportunities to extend their learning in class, and may work on challenges outside the classroom.
In addition to children with SEN accessing 'Quality First Education' in our main classrooms, we also have Enhanced Provisions support bases and a SEN unit specialist base. These provide highly specialised education and bespoke support for children with complex special educational needs. Some children access these groups full-time; others access the groups on a part-time basis, alongside learning in their peer-group classroom; whilst others have the opportunity to access these groups as needed for nurture support or sensory breaks. All of our Enhanced Provision bases have a high adult:child ratio and staff are specially trained. They also have Teacher oversight for the curriculum and learning and our Specialist base has a dedicated teacher.
Four of our ‘Enhanced Provision Support Bases’ are for children with complex and severe Communication and Interaction Needs. These offer highly specialist bespoke provision and support for children in EYFS (Poppies), KS1 (Buttercups and Daisies) and Key Stage 2 (Bluebells). The Curriculum and provision in these is overseen by our Enhanced Provision Lead and Specialist SEN Teacher Mrs Bennett and they are staffed by highly specialist TAs. In all of these bases we place an importance on pupils developing and maintaining connections with their peers (in mainstream classes and within the EP) and ensure access to enrichment activities with their classmates as appropriate or alternative enrichment activities where this is not in the child’s best interests. The high staffing ratios and the highly specialist environment supports pupils to develop self-regulation techniques supporting their access to a bespoke engagement model or pre-key stage curriculum based on their needs and individual targets.
We have also recently opened a new building on our site 'The Nook' which is home to one of our Enhanced Provision Specialist Bases - Daisies, in addition to our SEN Unit Specialist Base - Lilies. Lilies is a provision specifically for children placed by the Local Authority and supports children with the most complex communication and interaction needs linked to their SEND, with all pupils in this base having an EHCP (Education Health Care Plan).
We also have a specialist ‘Enhanced Provision Base’ for children with complex and severe Social, Emotional and Mental Health Needs (SEMH). This offers highly specialist individual bespoke provision and support for children with behaviour that challenges that presents a risk to the safety of other children and staff. The Curriculum and provision of this is overseen by our Senior Mental Health and Wellbeing Lead Teacher Mrs Rowe and also our Enhanced Provision Lead and Specialist SEN Teacher Mrs Bennett. The children are also directly supported by these teachers and highly specialist TAs. These provisions have a very high adult: child ratio (1:1 and as needed 2:1) and staff receive regular specialist training including in RPI handling and de-escalation. In this EP we place an importance on supporting and developing children’s emotional regulation skills, reducing unsafe behaviours and ensuring access to education at an appropriate level, whilst always striving for pupils to maintain connections with their peers in mainstream classes as it is safe to do so. The high staffing ratios and the highly specialist environment supports pupils to develop self-regulation techniques supporting their access to a bespoke curriculum based on their needs and individual targets.
Here is a link to the Policies page with relevant policies to this area: