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Why inclusion?

At Ashlyns we believe that all students have the right to learn through subject specialists in the classroom. However, sometimes life gets in the way.

Our Inclusion department aims to ensure that students are happy and comfortable in their school experience and subsequently in their learning. Students have access to a range of support options, including:

  • School Counsellor
  • spending time in Inclusion, where we have a small, quiet classroom for individual support
  • meetings with a learning mentor
  • mentoring with the Inclusion manager
  • personalised curriculum

At Ashlyns we are aware that a one-size-fits-all approach does not suit all students. For this reason we keep our support flexible so that we can respond to student issues in the most suitable way for those involved.

Our Inclusion department supports students with a wide range of needs, including:

  • able, gifted and talented (AG&T)
  • English as an additional language (EAL)
  • special educational needs and disabilities (SEND)
  • medical needs
  • looked after and young carers

To view out SEND Information Report, please click here.

More detailed course information is on the Portal.

Access to the Curriculum

  • Teacher training on specific needs
  • Teacher drop in sessions for lesson planning & needs support child specific teacher briefings
  • Head of Year & INCo academic monitoring in partnership with Head of Faculties
  • Differentiated work as required
  • KS4 & 5 tailored curriculum
  • Homework club
  • In class Teaching Assistant support
  • Visually Impaired & Hearing Impaired provision in place as needed
  • Autism strategy available for those with Autism
  • Education Psychologist involvement or drop in support

Independent Learning Strategies

  • Developing support as students progress up the school
  • Key Stage transition support
  • Support from Ashlyns into College/University

Literacy and Reading Development

  • Small group reading support
  • Lexia reading programme
  • Differentiated LRC books
  • Timetabled additional English lessons in collaboration with the MFL department

Numeracy Development

  • 1:1 tutoring if required

Teacher Planning and Assessment

  • Student focused drop in sessions
  • Student strategies (Hints and Tips sheet)
  • Parent consultation evenings
  • Pupil progress meeting
  • Access Arrangement testing (from year 9 onwards)

Access to a supportive environment:

  • School rewards policy
  • Home school links with parents and key workers
  • Welcome to Inclusion evenings
  • Homework club
  • Breakfast club
  • Access to laptops (in consultation with the INCo & schools laptop policy)
  • Transition buddies used for new students
  • Colonnades pass
  • Queue jump pass
  • Exit cards
  • Time out cards

Ways of Communicating with Parents

  • Phone calls, meetings, emails with parents
  • Postcards home
  • Meetings to discuss professional reports as needed
  • External agencies consulted as necessary

Strategies to Support Behaviour for Learning

  • Use of school behaviour policy
  • Behaviour For Learning (SLR) room
  • Anger management/reflection time
  • INCo to be involved in reintegration if required
  • Differentiated behaviour policy for students with specific needs (i.e. Autism)
  • Time out cards
  • Exit Cards to Inclusion
  • Use of DESC consultancy & Specialist teacher services
  • DESC KS3 & 4 centres

Speech and Language Support

  • Training for staff to deliver lessons appropriate for students with Speech, Language and Communication Needs (SLCN)
  • Support from the Advisory Teachers and specialist bases

Social Skills and Self Esteem Building

  • Breakfast club
  • Learning mentors
  • Self-esteem raising projects (i.e. sky sports living programme)
  • Buddy mentoring within tutor groups
  • 6th form mentoring programme
  • Lunch time inclusion support
  • Learning mentor support
  • Social skills groups
  • DESC outreach work
  • Careers Support
  • Use of social stories

Strategies to reduce anxiety/promote emotional wellbeing (including communication with parents)

  • Learning mentor support
  • School Counsellor
  • Parental liaison and support
  • eCommon Assessment Framework (eCAF)/Team Around the Child (TAC) as needed
  • Morning check in with Teaching Assistants
  • Reduced timetable & reintegration programmes
  • Teaching Assistant key workers for specific students
  • Head of Year support
  • INCo support

Mentoring activities

  • Peer mentoring
  • 6th form mentoring
  • Use of cooperative green pen marking policy
  • Transition buddies used for new year 7’s

Support at unstructured times of the day including personal care

  • Inclusion lunch time support
  • Learning mentors on duty
  • Extracurricular clubs
  • Learning Resources Centre (LRC)

Access Occupational Therapy and Physiotherapy

  • INCo to liaise with outside agencies as required
  • Rooms available as needed

Medical Interventions and Support

  • School First Aid Administrator
  • First aid trained staff
  • Training for all staff as required
  • Students with medical needs recorded on Special Educational needs and Disabilities (SEND) register
  • Individual student protocols as needed
  • Trip support, planning & risk assessment
  • Care plans in place for students with significant medical needs
  • Medical exit cards
  • Rest breaks
  • Education Support Team for Medical Absence (ESTMA)

For children with complex SEND, the frequency of such provision may result in the school applying for additional funding to support a child, known as Exceptional Needs Funding