2. Teaching & Learning

Section 2 – Teaching and Learning

1

Assessment, Recording & Reporting Policy inc Marking Guidelines

2

Teaching & Learning Procedure

3

Class Folder Guidance

4

Class Overview

5

Class Seating Plan

6

Cover Guidelines

7

Curriculum Procedure

8

Display Guidelines

9

Homework Procedure

10

Inclusion & SEN Policy

11

Lesson Drop in T&L M&E Record Form

12

Literacy Statement

13

Numeracy Guidelines

14

What Makes Great Teaching @ RPCC

15

What Makes Great Teaching

Regents Park Community College

Teaching and Learning Procedure

Policy updated: Policy ratified at Governors Meeting: Policy signed by: Chair of Governors Policy to be reviewed: Non-Statutory

Statement

At Regents Park Community College we continually strive to create a culture and community of learning that through high quality learning and teaching achieves outstanding standards of attainment and achievement for our students. We believe that all learners will leave the school as successful confident individuals who can flourish within the ever changing 21 st Century world. Regents Park endeavours to ensure that: ● Students are encouraged to become independent thinkers, confident in approaching challenge and seeing experiment and risk as enjoyable processes within learning. ● Students are taught the importance of good literacy and numeracy skills in all subjects. ● New technology is used to enhance the learning experience for students and develop opportunities for interaction within lessons and promotes independent learning. ● Students are encouraged to be proud of their achievements and able to celebrate the success of others. ● Students are taught to learn in a variety of ways and helped to discover how best they learn in a range of contexts. ● Teaching develops students’ ability to show initiative, creativity and enterprise. ● Students are encouraged to take responsibility for their own learning. ● Students are taught transferable skills that may be used in a variety of contexts. ● Students should be taught how to interact with different age groups, genders and cultures by participating within the local, national and global community. ● Learning should be linked to purpose and show, where possible, how skills are relevant within work related contexts. ● Students are motivated to learn, explore and to question. ● Continuity and consistency of learning and is promoted through adherence to classroom routines. ● Students have opportunities to be reflective and learn from their achievements and their mistakes.

Characteristics of High Quality Learning Students: ● Arrive motivated, enthusiastic and ready to learn. ● Understand the Learning Objective(s) and know the skills they need to achieve the Learning Outcome. ● Demonstrate initiative and independence. ● Are able to work well in teams and adopt different roles. ● Display insight and knowledge through questioning (peers and teacher). ● Will recognise that skills are transferable and can be applied in cross-curricular perspectives and outside school. ● Are able to understand enterprising skills and apply them in a variety of contexts.

● Are aware of their potential and know how to achieve it. ● Show flexibility in adopting different learning styles. ● Are proactive and reflective learners. ● Will respond positively to personal learning targets. ● Are active, not passive listeners. ● Can reflect on what they are learning throughout the lesson. ● Show respect and empathy, both to their peers and teacher. ● Embrace challenge and new skills. ● Feel empowered by what they are learning. ● Are able to “think outside the box”.

Characteristics of Facilitating High Quality Learning

Planning for Personalised Learning: ● Plan and prepare thoroughly using clearly defined and purposeful learning objectives through which students make significant progress in their learning. ● Effective use of learning objectives from which students are able to reflect on the progress of their own learning and identify areas for development. ● Ensure that classroom displays are purposeful, interactive and develop learning.

● Use of effective differentiation of learning activities that ensure all children are challenged in their work and can access the curriculum. ● Ensure that all types of learning styles are planned for through engaging learning activities. ● Through thorough knowledge of individual students lessons are planned to ensure that all learning needs are met and significant progress is made every lesson. ● Students are seated in order to maximise learning ● Have clear and high expectations of achievement and behaviour encouraged through a respectful learning atmosphere in the classroom. Teaching for Personalised Learning: ● Learning objectives are purposeful, interactive and direct the lesson. There may be several staged learning objectives in a lesson that lead to an overall objective. ● There should be a clear learning thread. ● Lesson begins with an activity that captures students’ imagination and motivates the beginning of the lesson. ● Make the most of the time available for learning and ensure a good pace. Lessons should be broken down into learning loops to ensure pace and progress of learning. ● Use flexible groupings to suit purposes of the lesson/parts of the lesson. ● Communicate with support staff effectively to ensure that students with individual learning needs receive the support required. ● Promote equality of opportunity. ● Provide students with opportunities throughout the lesson to develop literacy, numeracy, ICT, enterprising skills, learning behaviours and individual motivation. ● Recognition of achievement and attainment through regular praise and rewards. ● Provide opportunities for students to review their learning throughout the lesson and be able to reflect on their work achieved, problems solved and learning objectives met. ● Enrichment activities enhance student’s enjoyment and understanding of the curriculum. Assessment, for and of, learning: ● Use of effective assessment strategies to ensure students can reflect on their own achievement and identify how to progress. ● Opportunities for peer-assessment and self-assessment. ● Regular monitoring and evaluation of students work and progress, adapting teaching to address misunderstandings.

● Set regular homework in accordance with the school homework policy. ● Regular dialogue (guided written feedback and verbal) regarding progress between students and teachers.

Appendix A Guidelines

Parents’ Responsibility: ● Ensure good attendance and punctuality of their child

● Have a clear understanding through the school’s assessment process of their child’s current level of attainment; and, through the challenge targets, have a clear picture of their potential. ● Take an active role in ensuring that their child reaches their potential; being equipped for lessons, completing work set at school and at home. ● Attend consultation meetings with regards to their child’s academic progress and achievement. ● Communicate regularly with the school through systems such as student planners, report feedback opportunities and consultation meetings. Guidance for Governors: ● Have a clear understanding of school policies and the curriculum structure. ● Visit the link subject teams at least once a year and have opportunities to observe learning in practice. ● Receive reports on implementation of policies and monitoring of achievements, standards and quality of learning and teaching. Progress Tutors’ Responsibility: ● Liaise with subject teachers. ● Oversee progress and achievements of students against aspirational targets using the data provided. ● Give an overview of the student’s progress and achievements when writing the tutor annual report. ● Be prepared for review and planning sessions with parents and students; providing parents with clear information on progress and achievement made by their child. ● Set targets for improving learning in co-operation with parents and students. ● Monitor behaviour and support improvement strategies in line with the school behaviour policy.

● Ensure that students are ready to learn with a planner, correct equipment and uniform.

Head of Year Team Responsibility: ● Liaise with outside agencies in order to support students’ needs ● Promote high standards of behaviour and assist with support strategies for behaviour. ● Organise attainment progress and effort data for Progress Tutors. ● Co-ordinate review and planning sessions and consultation evenings. ● Oversee arrangement of sets across year groups. ● Monitor learning and progress, implementing and supporting improvement strategies as a result. ● Liaise with Curriculum Leaders to develop and support interventions for all learners within the assigned cohort. ● Review and develop intervention strategies already in place within Curriculum Areas. Curriculum Leaders’ Responsibility: ● To motivate and inspire staff in the curriculum area to create a dynamic teaching team that focuses on learning at all times. ● Work with a shared understanding of the school’s vision for learning, ensuring high expectations for the quality of learning and teaching. ● Be committed to furthering and developing their understanding of teaching and learning. ● Monitor students’ progress and achievement, leading appropriate interventions. ● Monitor learning and teaching in the subject area to ensure a consistently high standard. ● Use the information gathered about learning and teaching to inform the school’s development planning and improvement strategies. ● Provide appropriate resources to support effective learning. ● Promote positive student behaviour and attitudes and celebrate the successes of students and teachers. ● Ensure CPD within the curriculum area is personalised to both student and staff needs.

SENCO’s Responsibility: ● Support the identification of, and disseminate the most effective teaching approaches for students with SEN which secure maximum learning. ● Collect and interpret specialist assessment data gathered on students and use it to inform practice. ● Work with students, Curriculum Leaders, and class teachers to ensure that high expectations of behaviour and achievements are set for students with SEN. ● Monitor the effective use of resources, appropriate learning and teaching activities and target- setting to meet the needs of students with SEN. ● Support the development of improvements in literacy, numeracy and information technology skills, as well as access to the wider curriculum. ● Maintain effective partnerships between parents and the school’s staff in order. ● To promote students’ learning; provide information to parents about targets, achievements and progress. ● Develop effective liaison between schools to ensure that there is good continuity in terms of support and progression in learning when students with SEN transfer. ● Develop effective liaison with external agencies in order to provide maximum support for learning with students with SEN. ● Ensure CPD within the curriculum area is personalised to both student and staff needs.

Leadership Team’s Responsibility:

● Work to establish a clear approach to improving the quality of learning and teaching to maximise the achievement of all students.

● To involve all staff in the school’s vision for learning.

● To support students by ensuring that their learning is at the heart of all developments.

● Demonstrate a clear commitment to staff development for all.

● Monitor students’ achievements and standards and the quality of learning and teaching.

● Report to the Governors and Local Authority on the implementation of policies and monitoring of achievements, standards and quality of learning and teaching.

An accurate , relevant & informed overview of the students in your class.

All folders should include:

1.Class overview sheet (your notes on each student) 2.Seating plan 3.Data sheet (annotated)

1. Class Overview sheet (example)

1. SEND 2. EHCP 3. EAL 4. H/M/L 5. PP 6. Teacher actions

2. Annotated Seating Plan (example)

Consider laminating this document – then you can write/re-write it easily?

RB : LAC: L

Export this document from SIMS and annotate key student information.

3. Class data (example)

Optional : A log of specific interventions/communications with home etc. can be really useful for parents’ evenings, calling home, SEND data collection etc.

Class Overview

Class: 10BW

Teacher: N Reed

No in group:

PP : 10

SEN :

Statement /Education Health & Care Plan:

EAL:

H:

M:

L:

Individual Needs:

Name

Need Action

Subject? – ROOM ? – Teacher? - 2021/22

Regents Park Community College

Cover Guidelines

COVER GUIDELINES • Except in exceptional circumstances, the maximum number of staff out on any one day is three . Visits/trips that require three or more members of staff are exempt from this. • Trips are organised in Evolve by teaching staff. The Finance & Business Support team are responsible for the administration of the trip. Leave of absences (LOAs) need to be submitted at least four weeks prior to the trip (please see trip policy). Wherever possible, support staff should be used to reduce the impact of teaching staff being out of lessons. • LOA requests should be handed into the Headteacher in good time and at least one week in advance. Teaching staff should also record which classes require cover. LOAs should be signed off by the LT Line Manager with the exception of medical/confidential requests. The Headteacher will monitor that there are no cover clashes when deciding whether to approve LOA requests. The Headteacher will notify teachers when the cover limit has been reached. Where possible, please do not use your on call time to attend a meeting as these are very difficult to cover, or if possible, swap with another member of staff. • The CPD lead will consider cover implications when agreeing to CPD. In general, the CPD lead will ensure that CPD does not clash with days when three teachers are already booked out. • For all planned absences, teachers must set appropriate cover work using the ‘Cover Work’ templates see attached Appendix 1 There needs to be enough work to last whole lesson, stating where books and equipment is kept. Seating plans will either need to be printed and left on the desk or advised where they are kept. • Support from CL or department may be required if there is no cover work left by the absent teacher. • External supply will be loaned a laptop, however IT Services and CLs may need to support with logging onto SIMs and the school network. • Cover work should be sent to: coverwork@rpcc.onmicrosoft.com • Cover should never be requested through cover supervisors directly • Cover Manager should be informed if staff return to work earlier than expected from meetings/appointments. • The Business Manager will publish guidelines to staff of when they can reasonably be used according to union guideline and Standard Teachers Pay & Conditions (STPD). ’66 Teachers should only be required to provide cover rarely, in circumstances which are not foreseeable. (This does not apply to teacherswho are employed wholly or mainly for the purpose of providing such cover.)’ • Regents Park Community College allocates M&L slots in addition to PPA time. This is at the discretion and direction of the Headteacher. ‘Directed’ time is allocated if a teacher is under their specified teaching contract time and therefore may be redirected and used for cover. These are: Teacher Terms & Conditions Document:

For clarification purposes: • ‘ Directed’ time will be used for cover, if and when required. • PPA is protected. PPA is 10% of the teaching allocation. • Y11 time post exam period is protected. Staff goodwill is asked for to allow examination prep sessions to take place • M&L will only be used for cover in rare and extenuating circumstances. • If members of staff are on industrial action teachers will not be asked to cover. • Teacher cannot be asked to cover if the class is an internal examination The Cover Manager will use the list below in order to cover lessons • Supply teachers (when required) • Cover Supervisors • Directed Time • M&L • PPA (this will only be used after discussion with the member of staff in extenuating circumstances – to consider a change in period) The Cover Manager will use the list below in order to cover On Call • Asst CL – on directed time • Head of Year – on directed time • SL – on directed time • CL – on directed time • Head of Year Support will only be used if no directed time available • Any other member of staff with the support of a member of LT supporting, with the exception of NQTs. If during the day, when the Cover Manager is teaching and cover is required, please ensure that any urgent requests for that day are sent to the Business Manager.

Appendix 1

Supervision Record

Subject:

Date:

Period:

Name of Teacher:

Room:

Class:

Staff member available for support and room (if needed):

Please attach seating plan or leave instructions below of where to find it

Learning Objective:

Starter Activity

Main Task: (Include approximate timing and guidance of cover work e.g. relevance to ongoing topics and if this is a continuation of a previous lesson)

Homework.

Additional information including equipment, resources and student issues and where to find them:

Cover teacher feedback including behaviour

Regents Park Community College

Curriculum Procedure

Policy updated: Policy ratified at Governors Meeting: Policy signed by: Chair of Governors Policy to be reviewed: Non-Statutory

Statement of Intent

Our aim at Regents Park Community College is to ensure that all students achieve academic success in public examinations at the highest possible level through the study of courses leading to level 1, 2 and where appropriate from entry level and/or level 3 accreditations. A wide range of accreditations will be employed to maximise the personalisation of the curriculum. We offer all young people a broad and balanced curriculum in an atmosphere where success is valued and celebrated. Our aim is to motivate the young people so that their self esteem and confidence thrives for them to gain increasing independence as they progress through the school. Our courses are tailored to enable progression from Key Stage 2 through to post 16 studies at an appropriate pace in relation to their academic potential. We work closely with our partner schools and sixth form colleges to support the students’ curriculum progression. In addition to registration and tutorial time, all students in all years follow a taught timetable of at least twenty five hours weekly. Each young person is given access to the following areas of learning and experience through a combination of timetabled subject specific lessons and off-site activities to strengthen the application of learning: ∙ Human and Social ∙ Literacy and Linguistic ∙ Mathematical ∙ Creative and Aesthetic ∙ Moral Our courses aim to help students to: ● Develop lively, enquiring minds, physical skills, the ability to question and to argue rationally and to apply themselves to tasks. ● Acquire understanding, knowledge and skills relevant to adult life and employment in a rapidly changing world. ● Use language and numeracy skills effectively. ● Develop personal moral values, respect for religious, cultural and spiritual values and a tolerance of all races, religion and ways of life, and a clear understanding of what is meant by British Values. ● Understand the world in which they live at a local, regional, national and global level and the interdependence of individuals, groups and nations. ∙ Physical ∙ Scientific ∙ Spiritual ∙ Technological

● Help students to appreciate human achievements and aspirations. Subject schemes of work may be viewed at the school on request.

Regents Park Community College

Display Guidelines

DISPLAY GUIDELINES

 All display requests must be sent to the display email (Display@regentsparkcollege.org.uk). The Cover Manager will then co-ordinate and circulate the job between the team.  Precise details relating to the display (colour, size of display, type of graphics, images text etc.) must be emailed to the display email. Details relating to picture type would be helpful, as would a basic mock up of what you would like.  The Study Supervisors will endeavour to get requests done quickly, however during ‘hot spot’ times in the school calendar e.g. Open Evening, requests for display must be submitted at least 4 weeks prior to the date required.

1

Regents Park Community College

Inclusion & SEN Policy

Policy updated: Policy ratified at: 21.01.2020 Policy signed by: Marcus Warder Policy to be reviewed: 21.01.2021

Inclusion & SEN Policy Legislative Framework :

Regents Park Community College’s inclusion policy for young people with disability and those who have a special educational need is governed and informed by the statutory framework set out in:

Education Act 1996 SEN Code of practice 2001 Education Act 2002







 Education and Inspection Act 2006  Education and Skills Act 2006  Equality Act 2012  Children & Families Act 2014 Further information can be found in the school’s Disability and Accessibility Policy Introductory Statement In order to do this, many steps are taken to support them through their learning journey. Quality teaching is vital; however, for some children there are occasions when further additional support may be needed to help them achieve their targets. Regents Park Community College will use its best endeavours to ensure that teachers in the school are able to identify and provide for those students who have special educational needs and/or disabilities to allow them to join in the activities of the school together with students who do not have special educational needs, so far as it is reasonably practical and compatible. The policy aims to secure the best possible provision for all students with special educational needs in order to promote inclusion, safeguard their well-being and to maximise their achievement within the structures, ethos and aims of the school. Teaching and supporting such students is a corporate responsibility requiring a whole school response. Fundamental principles:  teachers are aware of the importance of early identification and of providing for inclusion students whom they teach,  students needs will be identified and assessed promptly according to the guidance in the revised SEN Code of Practice,  students with special educational needs are the shared responsibility of all staff in relation to their inclusion and promotion of community cohesion,  inclusion students will have their needs met,  the views of students are sought and taken into account,  partnership with parents / carers plays a key role in supporting their child’s education and enabling them to achieve their potential,  inclusion students are offered full access to a broad, balanced and relevant education, including an appropriate vocational curriculum where required,  staff should have appropriate knowledge and skills to work with all students, whatever their abilities, disabilities or difficulties,  students with special educational needs are to be integrated as fully as possible into the educational and social life of the school,

Inclusion & SEN Policy  multilingual learners are only to be considered to have special educational needs if their English language needs are compounded by additional, identifiable educational needs. Lack, or limited use of English, is not to be equated with lack of knowledge, skill or conceptual understanding,  there is smooth transition at each educational stage for the students; liaison and co- operation with colleagues in other schools, tertiary institutions, local authority officers, health agencies and external agencies is therefore essential. The SENCo is responsible for the day-to-day operation of the inclusion policy including:  in collaboration with the Headteacher and Governing Body, playing a key role in helping to determine the strategic development of the inclusion policy and provision in the school to raise the achievement of students within inclusion,  liaising with and advising staff,  leading and managing the Learning Support team,  co-ordinating provision for students with special educational needs and disability,  overseeing the inclusion records on all students with inclusion,  liaising with Head of Year, the Student Support Services team members  liaising, in consultation with Progress Tutor and staff, with parents of children with inclusion,  contributing to the continuous professional development of staff and trainee teachers,  liaising with external agencies including the CAMHS (Child and Adolescent Mental Health Service), Educational Psychology Service, Sensory and Physical Disability Advisory Services, Educational Welfare Service, Speech and Language Therapy Service, medical and voluntary bodies and local authority services. All staff are responsible for:  using all the data, data systems and information they are given about students (in particular, Attainment Data, SIMS, Individual Needs List ), provision map to make sure they are aware of the individual needs of the students they teach and interventions and support are recorded,  ensuring they have and know students’ literacy levels and are planning to secure progress within literacy for all students,  ensuring they know students’ numeracy levels and are planning to secure progress within numeracy for all students,  using this knowledge to both inform their planning, teaching and social interaction to enable them to help students access the curriculum and to work towards both curricular and whole school targets,  planning work which is appropriate for all students whatever their aptitude or barriers to learning. This differentiation should allow students to tackle texts, tasks and concepts which are challenging and yet within their capabilities. Identification, Transfer Procedures, Assessment and Review In addition to the detailed information received from primary schools meetings are held with primary SENCo’s and vulnerable students have additional transitional visits to the school. All Year 7 students are given a variety of relevant assessments, including GL Assessment Cognitive Ability Tests, in their first few weeks at Regents Park both to aid placement in the

Inclusion & SEN Policy most appropriate teaching groups and so that all students are screened for special educational needs. The majority of students who experience difficulties with learning will, with appropriate teaching by all staff, be able to access the full curriculum without additional support and make expected progress. Some students however, will be identified as needing interventions that are additional to or different from those provided as part of the school’s usual differentiated curriculum. If, despite receiving an individualised programme, students continue to cause concern, then outside agencies may be engaged to support the student. Intervention at this level will usually involve consultation with an appropriate external agency for advice on further strategies and possibly for further assessment. In some cases, a plan may be produced which includes specific targets for students, and the provision which will be made to help meet the targets. To support teachers’ planning, staff access data sheets giving assessment information for each class they teach highlighting students with special educational needs. Additionally, the names of all students with special educational or medical needs are included in a confidential Individual Needs List which gives brief information about students’ difficulties/disabilities and identified barriers to their learning; it also lists students with medical conditions of which staff need to be aware. For more information please refer to the school’s medical policy. Pupil Premium was introduced in April 2011 and is allocated to schools to work with students who have been registered for Free School Meals (FSM) at any point in the last six years (known as Ever FSM 6). The Government believes that Pupil Premium, which is additional to main school funding, is the best way to address current underlying inequalities between those students who are eligible for FSM and their peers by ensuring that funding to tackle disadvantage reaches student who need it most. Children of service personnel also receive a small amount of additional funding. These are monitored through the provision map. The national outcomes for Children Looked After in terms of educational achievement and subsequent life chances are significantly lower than other children of similar ability. The majority of Children Looked After have been victims of abuse or neglect. It therefore follows that these students need additional support if this situation is to be improved. Designated Member of Staff for Looked After Children They act as the first point of contact regarding Children Looked After for external agencies, including the LA Virtual School. The designated funding for Children Looked After is deployed efficiently and effectively, is focussed on raising achievement and is monitored and evaluated in PEP meetings. Staff who need to know are made aware of Children Looked After and extra support is strategically planned for this group of students to help them achieve their academic potential and further their personal and social development. Sensitive information related to Children Looked After remains confidential at all times.

Inclusion & SEN Policy Data will be utilised to ensure students are entered for public examinations in all cases unless it is totally inappropriate. Additional support is provided to ensure that these students are fully prepared for examinations and are able to complete homework and coursework on time and to a good standard. Students are supported and given specific help in developing the social, personal skills that will give them better life chances. They are also encouraged to be fully involved in extra curricular and extension activities to create a fully rounded individual. The SENCo will liaise with carers, Social Services and the LA Virtual Headteacher so that all possible support is given at the times of transition:  all relevant information is collected and Children Looked After receive a smooth induction into the schools  additional support is given to support choices for GCSE subjects  students receive all possible guidance and assistance in terms of their Post 16 pathways to ensure that they progress to education, employment or training  comprehensive and up to date files are kept on each student and are passed on should the student move school Allocation of Resources including Staffing Learning Support Assistants (LSAs) are the main source of additional support within and outside the classroom for students and teachers, close liaison between the staff being important to maximise LSAs effectiveness. Types of support offered by LSAs includes:  targeted intervention programmes including, reading programmes, small group numeracy support, speech and language programmes, and Arbor Lodge  emotional literacy programmes are offered by the school’s trained ELSAs, these support students with considerable emotional difficulties  promoting the use of multi-sensory learning within all classrooms,  creating materials which support the development of independent learning skills under the direction of the class teacher,  working with small groups of students under the direction of the teacher or SENCo to maximise progress and attainment,  developing the working memory and thinking skills of students through questioning to maximize progress,  repeating/explaining task instructions,  supporting pre-teaching and over learning,  checking students have understood, and are tackling tasks, correctly,  explaining/reinforcing specialist vocabulary,  scribing for students,  helping students to proof read their work,  supervising safe use of practical equipment, especially for students with disabilities,  encouraging appropriate behaviour and social skills, with particular emphasis on students with disabilities such as ADHD and Aspergers and their present stage of development

Inclusion & SEN Policy  facilitating examination special arrangements as suggested by the schools Specialist Teacher Assessor Funding The devolved funding the school receives from the Local Authority is not designated for named students but is for the school to use in the way it considers most effective to meet the needs of all students including those with special needs. The funding level received is based on the prior attainment levels of students when they join the school at the end of Key Stage 2 not on a specific special educational need. A very small number of students with EHC plan’s, e.g. severe visual, auditory, physical impairment, may have a small amount of funding allocated specifically to meet their particular needs. The funding supports the staffing of the Learning Support Team and SENCo. In allocating staff time to different groups and individuals, the SENCo ensures that students with a Statement of Special Educational Need or EHC plan receive the support specified in their statements. The Learning Support Team ensures that other types of specified provisions are made available to students with special needs, for example visits from specialist advisory teachers or special equipment. The Learning Support Team area receives a budget to purchase resources and equipment for students with inclusion, in line with other areas across the school. Area funding is delegated to all Curriculum Leaders for use on resources for all students including those with an identified special educational need. Facilities for Students with Special Educational Needs and Disabilities Regents Park does not specialise in providing for students with a particular type of special need, but over the years the school has acquired considerable expertise in providing for students with a wide range of needs: general and specific learning difficulties, social, emotional and behavioural difficulties, physical disabilities and sensory impairment. All planning takes into account the Children & Families Act 2014, the Disability Discrimination Act, the Equalities Act, national and local policies and guidelines. The school aims to improve access to the school over time by increasing access to the curriculum, improving the delivery of information to disabled parents and students and improving the physical environment through the annual planning cycle of the Asset Management planning meetings held with representatives from Southampton City Council. Wheelchair users have access to the ground floor of the whole school. Integration of Students with inclusion into the school as a whole Students with special needs are fully integrated members of the school community. All students are put into mixed-ability tutor groups and have registration, tutor period, assembly in these groups. All students are encouraged to take part in extra-curricular activities and obviously at break and lunchtime students socialise freely. Support is provided at lunchtime for students with special educational needs who struggle at social times. Inclusion Professional Development for Staff Each year the school conducts an analysis of training needs related both to subject team and to whole-school development plans. This means that a variety of training takes place every year to develop teachers’ skills to teach students of all abilities and those with special educational needs. Training for staff, both subject teachers and support staff, is provided by

Inclusion & SEN Policy a variety of means including professional development sessions within school, observations, sharing of expertise between staff and courses run outside school. SENCo’s from all secondary schools, some special schools and tertiary colleges meet regularly to share good practice and to tackle issues of mutual concern. Links with External Support Services The school has a service level agreement with the LA Education Psychology Service and draws on the expertise of the educational psychologist for help particularly with the assessment of, and strategies for, students not making satisfactory progress at K &E (SEN Support and EHC plan respectively). Teacher Advisers for students with physical disabilities or sensory impairments also visit the school regularly to work with students and staff. The school has two nurses who visit the school weekly; community physiotherapists work with students and advise staff as required while consultation with other health services such as speech therapy, physiotherapy, EWO and Child & Family Guidance takes place as and when it is needed. Close liaison with Social Services is maintained and school representatives attend joint planning meetings. Whenever it is beneficial, contact is made with voluntary organisations which work on behalf of children with inclusion. Partnership with Parents The school greatly values partnership with parents and wants all parents to be fully informed about their child’s progress and to feel that they can consult staff if they have any concerns. All parents receive three reports annually on their child and are invited to a regular Subject Review Meeting and an Information & Guidance Day with their child’s tutor. Parents may also make appointments with the SENCo and Head of Year who always attend these evenings. The SENCo also attends the induction evening for new students and their parents prior to joining the school in Year 7. Parents are informed if their child is added to or removed from the schools inclusion list. If concerns arise about a child, parental knowledge and information can provide an important contribution to the assessment process. Parents of students with a Statement of Special Educational Need/EHC plan are always invited to send in a written contribution and to attend their child’s formal Annual Review meeting. Parents are welcome to bring along any friend, relative or adviser whom they would like to be present at review meetings. As well as the regular reports and meetings outlined above, the school encourages parents to contact the Learning Support team at any time by letter or telephone. A number of students, who have an EHC plan, Statement of Special Educational Needs or significant emotional needs will have a key worker who liaises with parents and school staff. Evaluating the school’s inclusion policy The school evaluates its inclusion provision by the following means:  observations by the SENCo, LT and Middle Leaders to monitor the quality of teaching and learning,  collation and analysis of data comparing the achievement, attendance and exclusions of disabled students and those with special educational needs against those without, within school and against national data;  analysis of the progress made by students with inclusion to identify any students or particular subjects causing concern and plan interventions,

Inclusion & SEN Policy  regular meetings to review the progress of individual students towards their objectives, to which both students and their parents are invited to contribute.  arranges for Inspectors from Southampton LA or other providers to undertake focused visits to evaluate the inclusion provision,  visits by the Governing Body monitor the work of the Learning Support Team,  review of the area by LT member as part of the school’s rolling review programme An annual report to the Headteacher and Governing Body evaluating all aspects of inclusion provision during the year against the school and area development plans is presented during the summer term.

Inclusion & SEN Policy Appendix 1 Definitions

The Children & Families Act 2014 says “A child or young person has special educational needs if he or she has a learning difficulty or disability which calls for special educational provision to be made for him or her”. A child of compulsory school age or a young person has a learning difficulty or a disability if he or she has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions. The Education Act 1996 definition includes disabled children needing any special educational provision. However, not all children who are defined as having a disability under the Disability Discrimination Act will have special educational needs. Introductory Statement At Regents Park Community College’s staff and governors strive to support all our students to enable them to reach their full potential at school. They are fully included within the school community and are able to make successful transfers between educational establishments. The inclusion policy details how we will do our best to ensure that the necessary provision is made for any student who has special educational needs and those needs are made known to all those who are likely to work with them. The policy aims to support all members of staff in providing positive whole school approaches towards learning, progress and achievement of inclusion students. All teachers are teachers of inclusion students. As a school we understand that meeting the needs of inclusion students requires partnership working between all those involved – students, parents/carers, LA, school children’s services and other agencies; and therefore we are committed to continues strengthening of our working partnerships. The Code of Practice 2014 identifies four areas of need: Communication and interaction: Children and young people with speech, language and communication needs (SLCN) have difficulty in communication with others. This may be because they have difficulty saying what they want to, understand what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different with one, some or all of the different aspects of speech, language or social communication occurring at different times of their lives. Children and young people with ASD, including Asperger’s Syndrome and Autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on

how they relate to others. Cognition and learning:

Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and

Inclusion & SEN Policy associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children and young people may have disorders such as attention deficit disorder (ADD), attention deficit hyperactive disorder (ADHD) or attachment disorder. Good behaviour is a prerequisite of good teaching and learning and a safe and secure environment. Students at Regents Park are expected to display high standards of behaviour and take increasing responsibility for self-discipline. Sensory and/or physical needs: Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. Many children and young people with vision impairment (VI), hearing impairment (HI) or multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning. Children and young people with an MSI have a combination of vision and hearing difficulties. Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers. Responsibilities The Governing Body has the statutory responsibility for making sure that students’ special educational needs are met. The SENCo is accountable to the Headteacher who, with the Governing Body, has overall responsibility for the management and implementation of the inclusion policy. Identification, Transfer Procedures, Assessment and Review The school ensures that through close liaison with primary phase schools that most students with special educational needs are identified and tested when they arrive at Regents Park Community College and that any arrangements for appropriate teaching and support can be planned at an early stage. The school’s provision map programme identifies all students receiving additional support or interventions of any kind and is available to all staff electronically, including all students ensures students with lots of support are monitored with a view to identifying them on the inclusion list. It also identifies how Pupil Premium funding is spent. Schools also receive funding for children who are looked after (CLA) by the Local Authority (LA). The SENCo or Assistant SENCo will attend regular reviews and personal education planning meetings (PEP) to monitor the progress of these students. conditions such as dyslexia, dyscalculia and dyspraxia. Social, emotional and mental health difficulties:

Inclusion & SEN Policy

Definition of a Child Looked After (CLA) Children Looked After are those in public care and are either:

 Subject to a Care Order or Interim Care Order, living either at home or away from home  Accommodated with friends or relatives, foster care or residential homes – parents retain full parental responsibility  Remanded into care. A private agreement is not public care i.e. when a child lives with friends or relatives by private arrangement and these children are not designated as Looked After. Children living Currently the SENCo is responsible for Children Looked After within the school and ensures that they are receiving additional provision as identified in their planning meetings (PEPs). The SENCo will use the school’s data tracking and report to the Virtual School on at least a termly basis to indicate if a student is underachieving and ensure that intervention strategies put in place. Monitoring & Evaluation The SENCo responsible for Children Looked After provides an annual report to the Leadership Team and Governors on provision for and progress of Children Looked After Where a student continues to cause concern, the school, in consultation with parents and external specialists, may consider referral to the LA with a view to statutory assessment of the student’s special educational needs. After assessing all the evidence, the LA may decide to progress with a formal assessment, which may result in the issuing of an Education Health and Care (EHC) Plan. Students with similar provision in the past, may have a statement of special educational needs, however, the Children & Families Act 2014 made reforms in which statements are being replaced with a new birth to 25 Education Health Care (EHC) plan – the Local Authority has responsibility for transitioning existing statements to EHC plans by 2018 and with immediate effect for new applications. The progress of all students with additional needs, are monitored by staff throughout their school career to enable any difficulties affecting their learning to be dealt with effectively. Staff may attend Team Around the Family (TAF) meetings, Common Assessment Framework (CAF) meetings, Multi Agency Safeguarding (MASH) meetings, Child In Need (CIN) meetings including health and any other external agency meetings where a school presence and opinion is required. Planning for the post 16 transfer of students with a Statement of Special Educational Need or an EHC plan begins in Year 9 with the completion of a statutory Transition Plan to which the careers advisor and other relevant agencies are invited to contribute. The Transition in these informal arrangements may also be vulnerable. Designated Member of Staff for Looked After Children

Inclusion & SEN Policy Plan is updated at subsequent reviews and a copy of the Transition Plan is sent to any educational establishment or training provider at which a student intends to study. Post 16 College or training provider representatives may attend the Year 11 Annual Review Meeting. All students identified as having Special Educational Needs are prioritised for a guidance interview by the Careers Advisor early in Year 10 and are offered extra support in making decisions about life after school. When students with inclusion transfer to college or a training provider, the school passes on relevant information to the college so that, if necessary, students can continue to receive appropriate support with their studies. The school’s inclusion provision forms part of inspection under the national OFSTED framework. Southampton local authorities regularly review the inclusion provision across its maintained schools. Arrangements for Considering Complaints The school Complaints Policy is to be adhered to in all cases of a complaint against any aspect of the school’s activities. The first stage of the procedure for handling complaints will be informal discussion with staff at the school. Where the issue is not resolved, the matter may then be the subject of a formal complaint under Section 23(1) of the Education Reform Act, (29.7.88) and, if appropriate, referred to the Governing Body. If its investigations fail to provide a response satisfactory to the complainant, the complaint will then be referred to the Local Authority. Any complainant may request a copy of the school’s Complaint’s Policy by writing to the Headteacher at the school or view the policy on Regents Park Community College website.