Inclusion: Vulnerable and Disadvantaged Pupils

A Policy

Head Teacher Ms. A.E. Guest

Grove Primary is committed to providing children with enjoyable, engaging and challenging, learning

experiences which will enable all children to achieve the highest possible standards regardless of any Special

Educational Need or Disability.

The intrinsic links between these three areas have to be fully understood and exploited in order for optimum,

differentiated learning to take place.

Aims of the inclusion policy:

To outline the essential ingredients which lead to effective, high quality, inclusive learning.

To outline Grove Primary’s shared inclusive vision and the practical ways we ensure our vision is made into

reality.

To outline roles, responsibilities and systems regarding inclusion.

Related policies:

- Behaviour and self-esteem

- Anti-bullying policy

- Health and safety

- Learning and teaching policy

- Child protection and safeguarding policy

Accurate Assessment

Differentiated Curriculum

Inclusive Pedagogy

(inc. working with all stakeholders)

Quality First Teaching

The essential ingredients to ensure consistentlyeffective, high quality inclusion

at Grove Primary

Quality first teaching with a curriculum that places a strong

emphasis on communication

skills.

A multi-agency apprach so that a

team of professionals work together to ensure

quality provision and effective

support.

Accurate and robust

assessment of SEND

Accurate and consistent

identification of strengths and

specific learning difficulties.

Well organised, accessible, high

quality resources.

High quality, specifically

targeted interventions

which accelerate

progress

Effective and well planned inclusion from

the Communication

Centre

Effective SEND systems

Strong

relationships

with parents

Strong relationships between adults and children.

Staff to facilitate the child’s involvement in the decision making

process regarding their learning, as much as possible.

Staff to encourage the child to take ownership of their own learning

and feel empowered to make progress.

Quality First Teaching

Grove Primary is committed to all children accessing the curriculum within the classroom wherever possible, so that

they are happy, motivated, challenged and make good progress alongside their peer group. To do this we have

compiled a list of features which are essential if Quality First Teaching is to take place. This checklist is to be used as

a planning tool to ensure good quality differentiation, please see below.

This is a working document and will be updated as necessary.

Inclusive Wave One differentiation

(‘wave one’ = those strategies and resources that should be used as day to day class room practice and

available to everyone).

The following inclusive list of differentiation strategies/resources was complied as a result of a whole staff discussion.

The agreed list of strategies/supports should be evident in your classroom and day-to-day teaching, this is a working

document so please add and share your own ideas.

Writing and recording

Writing frames Talking postcards Talking sentence strips

Sentence building blocks

Recording microphones Flip video Language Master recording cards

Finger space cards/lolly sticks

Visual dictionary Word mats/cards Word banks on the wall

Clicker 5

Pencil grips

Numeracy

Bead strings Numicon Number fans / lines A range of counting apparatus freely available

ICT specific resources – e.g. online ruler.

Pegs, peg boards Diennes equipment

Fine and Gross Motor skills

Fine motor scissors Fine motor rulers Pencil grips Sitting on a cushion

Different pencil sizes Writing slope (folder) Write dance Appropriate table/chair height

Following instructions/Active listening

Task management boards Now/then boards Broken down instructions (where

necessary)

Talking postcards

Jotting pads Active listening visuals displayed and referred to

Getting ready for... visual booklets/cards

Positive Behaviour

Zone board Visually displayed school rules

Active listening visuals displayed and

referred to

Task management boards

Now/then boards Sticker charts (catch me...) ‘Where am I?’ individual emotions

board.

Reiterating expectations after a holiday/weekend

‘Grounding’ the children at the beginning of the day/week/session

‘Keeping in mind’ strategies. See attachment training notes

Preparing children for changes in advance

Transition plans where appropriate

Developing Vocabulary

‘What is it?’ boards Visuals Star word Word wall (with visuals)

Sign along support when introducing new vocabulary

Pragmatics/social skills

Seeking clarification booklets/cards

Teaching social skills sessions (where needed)/circle time

Visual timetables (displayed in a way

that is appropriate for your year group)

Whole class emotions board (How am I feeling?)

‘Where am I?’ individual emotions board.

Questioning

Linking question types to colour (see Black sheep Press Narrative pack)

Shirley Clark Questions ‘Blanks’ question levels

Visual supports

Sign along support when asking questions

Pastoral

Greeting all children with genuine and sincere enthusiasm as they enter the classroom

Positive praise Teaching assistant mentoring (if necessary)

Taking the time to listen and making eye contact

Physical contact (hand on shoulder)

Remembering a special piece of information about each child and talking to that child about it (e.g. the fact that they love horse riding)

Smiling at someone in the hall during

assembly or lunchtime.

Saying hello and asking how a child is when walking

down the corridors.

Taking an interest in what all children around school are doing – stopping and talking to someone about what they are doing.

Sharing achievements with parents/other staff members

- Face to face

- Phone call

- Home/school diary.

Learning objectives (LO) and success criteria (SC)

Learning objectives – good learning objectives explain precisely in differentiated child speak the new learning that

is going to take place within a lesson. Learning objectives should be supported by visuals/objects and verbal

reinforcements where appropriate.

Success criteria – good success criteria specify the exact actions the learners need to take to demonstrate that they

have achieved the learning objective. These should be communicated in a way that the child will understand –

verbally, visually (objects/pictures/drawings), written with visuals, written.

Additional Interventions

At Grove Primary we believe that additional interventions should be used to accelerate progress within specific areas,

and are not to be used as general differentiation.

Interventions should always be:

Specific - interventions should be specific in order to make accelerated progress in one particular area.

Measurable, achievable and realistic – assessments should be made at the start and at the end of the

intervention to monitor progress, you need to be able to justify the intervention and what progress children

have made as a result of doing it. If you carry out assessment for learning interventions (a group is taken out

following a particular session they found difficult) then a note on your planning pre and post intervention, is a

sufficient measure of progress.

Time bound - interventions should not be ongoing, they should have an end point at which the success of the

intervention can be monitored.

Intervention types

This table shows interventions which are currently available at Grove Primary. This is a working document and will be

updated as necessary. Most of these resources are to be found in the inclusion office or within the Literacy and

Numeracy resources. If a resource cannot be located please ask the Access and Inclusion Manager.

Type of SEND

Name of Intervention

Aims Professionals who may be able to offer

support

ASD Socially Speaking Pragmatics

Melanie Dixon Sue Prior Sarah Myatt

SLCN Socially Speaking EY/KS1 Charlotte Shirshuk

To develop social skills when holding a conversation. Gail Hodgekiss Sarah Myatt

Sign Along A signing system to allow children to communicate of to support children to understand/remember information.

Sarah Myatt

Time to Talk EY/KS1 To build self esteem, and an awareness of effective listening and conversation skills.

Charlotte Shirshuk Gail Hodgekiss Sarah Myatt

Language Land EY/KS1 To develop a range of receptive and expressive language skills (narrative, listening, syllable and rhyme awareness, semantic links and categories – etc)

Charlotte Shirshuk Gail Hodgekiss Sarah Myatt

Oral to Written Narrative

KS2 To develop Narrative skills.

Charlotte Shirshuk Gail Hodgekiss Sarah Myatt

Nursery / Reception Narrative pack

EY/KS1 To develop Narrative skills.

Charlotte Shirshuk Gail Hodgekiss Sarah Myatt

Story Starters Whole School To develop children ability to begin narratives in interesting ways.

Charlotte Shirshuk Gail Hodgekiss Sarah Myatt

Talking Partners (LST)

EY/KS1/2 To develop expressive language skills and conversational skills.

Sarah Soley Sarah Myatt

Language Gap EY/KS1 - Developing language skills Expressive and receptive

Charlotte Shirshuk Gail Hodgekiss Sarah Myatt

Dyslexia Action Words (LST)

KS1/KS2 To develop children’s ability to read High Frequency Words by linking them with an action.

Sarah Soley Sarah Myatt

Reading Rapid Reading KS1 – KS2 This resource supports children working at levels 1A- level 4 for reading. It is a resources that supports decoding and comprehension.

Sarah Myatt Judith. M

Mr Goodguess EY/KS1/early KS2 – Developing comprehension skills based on picture clues.

Sarah Myatt

Language for Thinking

KS1/2 – to develop expressive language and reading comprehension.

Sarah Myatt Jill Etty-Leal

Emotional /social difficulties

‘Friends for Life’ KS2 – Preparing children for change/transition. Sarah Myatt Bronagh McCloskey Wendy Barnes

‘Relationship based play therapy’

EY/KS1 – To develop confidence, social skills, language and self-esteem through play.

Sarah Myatt Nicky Doyle

Protective Behaviours

KS – To support children’s emotional regulation and teach them about staying physically and emotionally safe.

Sarah Myatt Alison Thomas

Dyscalculia/ Number difficulties

Every Child Counts KS1/2 To develop an understanding of basic Number

Alison Matthews Zoe Newton-Smith

Behavioural difficulties

Circle of friends (Educational Psychology)

KS2 To develop an awareness of themselves within a group and how their actions can affect others. Can also be used as a system for developing social skills.

Sarah Myatt Bronagh McCloskey

Motor skills Peg Boards (LST) KS1/KS2 To develop children gross motor skills.

Sarah Soley Sarah Myatt

Pindora’s Box EY/KS1/2 – a programme to develop fine motor skills. Sarah Myatt Delyth Tizzard

Smart Moves EY/KS1/KS2 – a programme to develop gross motor skills. .

Sarah Myatt

Audit of resources

These resources are found within the Literacy or Numeracy resources. If the resources are not Literacy or Numeracy

specific they can be found in the Access and Inclusion office.

CVC dice CVC word building cards I owe Key word game Blank Language Master Cards Flip It – CVC flip cards Lets Spell – word building cards Phoneme games (1,2,3) Word Mats Swap it game – ai, ay, ea, ee, oa Stile – Dyslexia books 1-8 Phonics – Give us a clue ELS stage 1: 3 reading books Photo Sound Lotto Blend end match Stop it – punctuation workbook A Minute a day – 27 precision teaching games Phonics books Learning Medium/High Frequency Words Don’t Forget the alphabet Reading for Meaning Listening skills book Illustrated Dictionary Activity book ACE Spelling Activities Flash cards – sounds Spell and Learn - Word building cards with pictures Remember Remember – memory game Rapid Reading sheets

Literacy

Numicon – Closing the Gap Wave 3 Numeracy resources

Numeracy

Time and Growth cards Tense Sequencing Photo Preposition Action card Photo adjectives Sound Stories Verbs tenses game Memory games and worksheets Verbs at work – past, present, future The Socially Speaking Game You and Me – social awareness Circle of Friends game Find a fish – sorting and categories game Speech sound sheets – speech work Pragmatic worksheets Basic Concepts worksheets Comparatives and Superlatives worksheets Time concepts worksheets Pronouns worksheets Idioms worksheets Sentence structure and sequencing worksheets Verbal reasoning sheets Pull Your Socks Up – game to teach idioms

Communication

Wave one resources are to be kept in the classroom. If you need any more SEND resources for your classroom

please fill in an order form, and pass it to the Access and Inclusion Manager.

SEND systems

As part of its dedication to high standards and the rapid progress of SEND children, efficient SEND systems must be

in place to effectively identify, monitor, track and assess children with SEND.

Each class will need to set up an SEND folder. This folder should follow the class throughout their time at Grove

Primary. Whilst this folder contains confidential information it should be made available to all adults working within the

class and must be available in school.

This folder will need to include:

- The Inclusion Policy

- SEND register for your year group (this is online SPTO)

- Individual provision maps for identified children or those with a Statement/EHCP

- Intervention information – SPTO intervention grid (online), planning if appropriate, assessments/impact,

timetables etc.

- Reports from outside agencies/annual review paperwork/statements

Provision mapping systems

Step one - Quality First Teaching inclusive checklist

This checklist outlines Grove Primary’s agreed inclusive strategies for use within quality first teaching. This is a

planning tool to support differentiation within the classroom.

Step two – SEND register and contextual grid

If you feel a child’s SEND status needs to be updated please liaise with the Access and Inclusion Manager. It is their

responsibility to update the SEND register and complete a contextual grid.

Step Three –Provision Maps

Children’s progress will be tracked through termly pupil progress meetings. During these meetings children who have

not made expected progress will be identified and will be targeted through a class provision map. Children working a

year behind their peers academically, or who have specific ‘non-curriculum’ needs will be added to the SEND register

at ‘SEND Support’. The SEND register will be updated after each cycle of pupil progress meetings to reflect the

current cohort. If a child is identified and targeted for two terms through a class provision map at ‘SEND Support’ then

a discussion will take place between the Access and Inclusion manager, class teacher and parents as to whether the

child requires support from outside agencies, such as Educational Psychology, learning support team etc.

Children on the SEND register with complex needs or with a Statement of SEND will have an Individual Provision Map

(IPM) which will track their progress throughout their time on the register at this stage. These should be updated

termly and parents should be invited into school to discuss, update and agree targets, where appropriate children

should also join these meetings.

Each IPM needs to include the following:

Up-to-date SEND status

SMART (Specific, Measureable, Achievable, Realistic, Time) targets set each term.

- Example of a SMART target ‘To know all phase 2 sounds by sight and sound with 80% accuracy by July

2016)’

- Example of an immeasurable target ‘To get better at spelling’.

An outline of strategies and/or interventions explaining how this target will be targeted at school and home.

- 2 bullet point outlining strategies and interventions at school.

- 1 bullet point outlining how the target will be worked on at home.

Additional information about this child:

- Any outside agency input (who/date)

- Any additional input being provided (e.g. reverse integration to the Communication Centre/SEBD

programmes/additional provision, etc).

The IPM’s will need annotating throughout the term as it is a working document and if targets are met before

the IPM update date then next step annotations should be made.

Step Four – Parental Involvement

Grove Primary will write all IPM targets alongside parents where possible, whereby the class teacher and parent meet

to review old targets and agree/ write the child’s new targets and strategy bullet points. Every effort should be made

by the class teacher to ensure parents have the opportunity to join these meetings, however, if a parent does not

attend the meeting then the IPM should be sent out in the post to the parent.

If the parents or class teacher wish the Access and Inclusion Manager to join the meeting this should be arranged 1

week in advance where possible.

Children should be involved in these conversations when the class teacher and parent deem it appropriate.

When should IPM meetings take place?

End of the Autumn Term – Targets to be reviewed and new targets/strategies set.

End of the Spring Term - Targets to be reviewed and new targets/strategies set.

End of the Summer Term - Targets to be reviewed and set for autumn term. These meetings should take

place between current class teacher, new class teacher and parent. This is an opportunity to pass on holistic

information and develop relationships with parents.

If a child is part of a specific intervention the parents should be notified at the start of the intervention. A letter template

can be found in the Intervention folder on the staff shared area. It is the class teacher’s responsibility to ensure

parents receive these letters.

Step Five – Planning and monitoring

Grove Primary believes in specific, quality interventions which are not used as a replacement for quality first

differentiation within the classroom. Progress of children taking part in interventions should be accelerated and

measurable. We should not be taking children out of the classroom unless we can justify the importance of

the intervention, or the reasons behind why the child/ren needs to be educated outside of the classroom.

When targets are being targeted within the classroom, these should be made evident on weekly planning through

wave one differentiation, no additional planning is required.

When planning your own additional interventions please use the intervention tool on SPTO to set up and monitor

these.

If you are running an intervention based on recommendations from an outside agency, their report will form the basis

of your monitoring but this still needs to be updated onto SPTO

Fixed interventions (Talk 4 Number, Talk About, Success@Arithmetic, SALT etc) will be set up through SPTO by the

Access and Inclusion Manager.

Shorter, more frequent sessions are more effective that longer, infrequent sessions, for example 3 sessions of 20

minutes per week will be more effective than 1 hour per week. When planning for interventions they must be time

specific, not ongoing over a term, for example planning an intervention over a 6 week period would be appropriate,

however planning an intervention over the ‘Autumn Term’ is not specific enough. This is to ensure that effective and

accurate monitoring of the effectiveness of the intervention can be monitored.

The adult running the intervention must provide detailed and regular feedback to the class teacher. Targets and

interventions are to be constantly monitored through planning annotations, conversations and evidence, this

monitoring and reflection on learning must be evident on IPMs or RAG forms. Annotated evidence and planning

should be kept in a central place (e.g. the class SEND folder) so that it can be accessed by all staff.

Please note – Teaching assistants are to be shared across year groups to carry out shared interventions where this is

appropriate.

AT THE END OF EACH INTERVENTION PLEASE ENSURE YOU UPDATE SPTO WITH THE IMPACT OF YOUR

INTERVENTION.

Timescales and responsibility

Provision area

Responsibility Timescale to be completed

Additional Information

Inclusive Wave One checklist.

This is a shared responsibility between all staff and will be updated as part of the staff meeting cycle.

Yearly

This is a planning tool and should be used to support effective differentiation.

Individual Provision Map

Class teacher and parent. Access and Inclusion Manager to join if requested. Access and Inclusion Manager is responsible for monitoring and feedback of IPMs

Termly

At the end of each term.

Class teacher and parent are to meet at the end of each term to review and update targets. At the end of the summer term class teacher to meet with parents and the transition teacher to review targets and give transitional information. Copies must be available to all adults, including parents.

Planning and monitoring

Class teacher / Teaching assistants

Ongoing

See above

Referrals to professionals

Access and Inclusion Manager Class teachers

When needed If you wish a referral to be made to an outside agency for a child on the SEND register at School Action Plus or a child with a statement, an initial concerns form should be filled in and given to the Access and Inclusion Manager.

Children with English as an additional language (EAL)

Grove Primary school and Nursery believe in all children being successfully included in school life, therefore when a

child with English as an additional language joins the school the following will happen:

I week before the child joins the school we will ensue the classroom and school environment are ready for

their arrival.

During the first week of the child joining our school we will ensure that our specialist EAL teaching assistant

supports the child.

Ongoing intervention will be put in place to support teaching the child English.

The parents will receive the following from school (in their home language if needed):

- Outline of the school day and routines (when to bring a PE kit etc)

- Information about homework (homework will be sent in both languages if needed)

- Calendar and term dates

- School lunch information

- Uniform information

This website can support teachers when making these resources: http://www.primaryresources.co.uk/letters/

Monitoring arrangements

Monitoring of SEND provision in school will take place in the following ways:

- Individual Provision Map meetings (once per term).

- Access and Inclusion Manager to monitor IPMs and feedback to be given when needed (once per term).

- Parental questionnaires regarding SEND provision (December/July)

- Observations within the schools monitoring cycle (e.g. learning walks, intervention observations, SLT

lesson observations)

- Differentiated planning, intervention planning, book trawls to be monitored as part of the schools

monitoring cycle.

- Pupil progress meetings to monitor and up-date the SEND register and teacher assessments.

- Senior Leadership Team, Governors and the Local Authority are to ensure the Access and Inclusion

Manager is held accountable for the SEND provision in school.

Annual Reviews

An annual review is held each year for those children with Statements of Special Educational Need and/or Disability.

These meetings will be chaired by the Access and Inclusion Manager and must be attended by the class teacher.

These meetings are approximately an hour long. Class teachers must read all relevant reports before the meeting and

produce a short report 3 weeks before the meeting outlining the child’s progress towards the objectives on their

Statement, the targets set at the previous annual review and key achievements and current challenges. This report

should be emailed to the Access and Inclusion Manager. It is also the class teacher responsibility to gain the views of

the child 3 weeks before the meeting and share give this to the Access and Inclusion Manager (a form is available for

this if you wish to use it). The Access and Inclusion Manager will email a list of Annual Review dates each September

and they will be written on the diary sheet, please ensure you arrange cover for yourself with the Deputy Head one

week prior to the Annual Review taking place.

Protocol

September – Access and Inclusion Manager to send a letter to professionals and parents informing them of relevant

annual reviews for the year. An email will be sent to school staff outlining these dates.

3 weeks before – Access and Inclusion Manager sends a reminder email to professionals and staff requesting reports.

2 weeks before – Access and Inclusion Manager sends a letter to remind parents and attaches any reports. These

reports are also sent to all relevant professionals.

When the annual review has been written a copy will be put in your pigeon hole.

Professional development

At Grove Primary we believe in high quality, effective professional develop for the whole team, that allows for staff to

not only develop their own skills set but also influence the wider school community by sharing and modelling these

skills.

Here are a few examples of professional development opportunities:

- Team teaching.

- The opportunity to observe someone else modelling a particular skill.

- The opportunity for professional dialogue (TED days, staff meetings, briefings).

- External training courses and the opportunity to disseminate the skills learnt to others.

- Internal training.

- Professional qualification opportunities (Level 2/3 teaching assistant training, Degree Level qualifications,

Masters Level qualifications)

A multi-professional approach

At Grove Primary we believe in multi agency teamwork, whereby all professionals work in effective collaboration to

ensure the best outcomes for children.

The current professional who regularly work with our school are as follows:

Name Agency

Sarah Soley Learning Support Team (LST)

Suzie Heath Linda Grey

Speech and Language Therapy (SALT)

Bronagh McCloskey Educational Psychologist (EP)

Colin Esrich Complex Communications Team (CCD)

Angela Braodbent Physical Disabilities Team (PD)

Caroline Heath Claire Fassenridge

Physiotherapy (Phy)

Case dependent Social Services

Jackie Sinfield School nurse

Alan Poyner Family Support Worker (FSW)

Other professionals may be involved with children in your class depending on their specific needs.

Please find a list of useful acronyms at the end of this document.

Arranging a visit/observation from a outside agency

Children who receive visits/observations, or who work with professionals from outside agencies have either a

Statement of SEN or are at the School Action Plus stage of the provision map. It is possible to request input for a child

on the register at School Action, this may result in them moving to School Action Plus on the SEND register.

- The class teacher should fill in a concerns sheet and give this to the Access and Inclusion Manager.

- The Access and Inclusion Manager will then contact the relevant professional and discuss the case. The

Access and Inclusion Manager will then reply to you via email, detailing the next steps.

- If it is deemed by all professionals that the input is required then you may need to fill in a referral form, the

Access and Inclusion Manager will pass you the appropriate form. Before passing this form back to the

Access and Inclusion Manager you must discuss the referral with parents and gain their signed permission.

The Access and Inclusion Manager will join you for these meetings if requested.

- When you have filled in the referral form please give this back to the Access and Inclusion Manager, it will be

read, photocopied and a copy will be filed in the child’s SEND folder and the other copy will be sent to the

professional.

- You will then receive an email detailing dates when the professional is able to come and work with that child.

It is the class teachers responsibility to let parents know the date and time of the involvement/observation.

Reports from outside agencies

- Professionals are to send all reports to the school.

- The Access and Inclusion Manager will then read and photocopy the report, file one in the child’s SEND folder

and put the other in the class teacher’s pigeon hole.

- The class teacher must ensure that relevant teaching assistants have access to all reports.

- The class teacher must then arrange a meeting with the child’s parents and the Access and Inclusion

Manager to discuss the report.

- A copy of the report must be made available for the parents to take away with them from this meeting.

- If the parents do not want a meeting then the report must be sent home via. pupil post.

Assessment and Identification of SEND

The identification of SEND at Grove Primary is a multi-professional concern. Children on the SEND register must have

specific, additional needs, for example a child could not be on the SEND register for working at a level below his peers

due to an attendance issue.

What to do if you have an SEND concern about a child

- Discuss your concerns with parents/carers and then monitor the child for a term and build an evidence

bank to show why you feel this child has a Special Educational Need and/or Disability and the impact of

any strategies you have already put into place. The identification documentation (appendix 2) will support

you during this monitoring stage. You can also raise concerns during the pupil progress meetings and the

child can be targeted at School Action if necessary.

- Complete a SEND concern sheet (appendix 3) and attach this to your evidence bank. This should be

given to the Access and Inclusion Manager at the end of the monitoring stage.

- The Access and Inclusion Manager will then arrange a meeting with you to discuss this further.

Arrangements will be made during this meeting to ensure appropriate next steps.

Please note: No child should be given a provision map or put on the SEND register without this protocol being

followed.

The assessment of children with Special Educational Needs and/or Disability

Numeracy

From year 1 onwards, children working below national curriculum objectives should be assessed using the P-Level

document, available on the shared areas (Assessment/Numeracy). If you cannot find a copy please see the Access

and Inclusion Manager or the Numeracy Co-ordinator.

Literacy

From year 1 onwards, children working below national curriculum objectives should be assessed using the P-Level

document, available on the shared areas (Assessment/Literacy). If you cannot find a copy please see the Access and

Inclusion Manager or the Literacy Co-ordinator.

Speaking and Listening

If a child in your class in on the SEND register for Speech and Language Needs then the Speaking and Listening

PIVATS for expression and comprehension should be used to assess their progress (see Access and Inclusion

Manager for a copy)

Disadvantaged Pupils (inc. Pupil Premium)

Overarching Principles All members of Grove Primary staff and governors accept responsibility for those pupils recognised as 'disadvantaged’ and are committed to meeting their pastoral, social and academic needs. Every child who is considered to be ‘disadvantaged’ is valued, respected and entitled to develop to his/her full potential, irrespective of disadvantage. Background to the Pupil Premium Introduced in April 2011, the Pupil Premium is a Government initiative that provides additional funding aimed at pupils from deprived backgrounds. Research shows that pupils from deprived backgrounds underachieve compared to their non‐deprived peers. The Pupil Premium is provided in order to support these pupils in reaching their potential by accelerating their progress. The Government has used pupils entitled to Free School Meals and those who are looked after as an indicator for deprivation. They have given a fixed amount of money to schools per pupil, based on the number of pupils registered for Free School Meals and who are looked after by the local authority. A premium has also been introduced for children whose parents are currently serving in the armed forces. This service premium is designed to address the emotional and social well-being of these pupils. Overall Objectives:

Grove Primary school will ensure that the Pupil Premium funding reaches the groups of pupils for whom it was intended and that it makes a significant impact on their education and lives.

The Pupil Premium will be used to provide additional educational support to improve the progress and raise the achievement for these pupils.

The funding will be used to narrow and close the gap between the achievement of these pupils and their peers.

The additional funding will be used to address any underlying inequalities between children eligible for Pupils Premium and others.

How we will ensure effective use of the Pupil Premium

The Pupil Premium will be clearly identifiable within the budget.

The Senior Leadership in consultation with the governors and staff, will decide how the Pupil Premium is spent for the benefit of the entitled pupils.

Funding will be allocated following a needs analysis which will identify priority groups or individuals.

In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged or underachieving. We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We therefore reserve the right to allocate the Pupil Premium funding to support any groups of pupils the individual school has legitimately identified as being socially disadvantaged.

Grove Primary school will assess what additional provision should be made for the individual pupils.

Grove Primary school will be accountable for how it has used the additional funding to support the achievement of those pupils covered by the Pupil Premium.

Senior Leadership will report to the governing body and parents on how effective the intervention has been in achieving its aims, including publishing online information about how the Premium has been used.

We will track the impact of the strategies put into place through the funding to ensure that we can show the value that has been added to the education of the entitled children.

We will monitor evaluate and review the success of the impact of the pupil premium funding.

Provision We will regularly seek to further develop strategies and interventions which can improve the progress and attainment of these pupils. Examples of the range of provision we may put in place include:

trained teachers with the skills to deliver high quality first teaching in the classroom Providing small group or 1:1 support with an experienced member of staff to focus on overcoming barriers to learning

he curriculum through additional or specialist resources e.g. specialist software

Reporting outcomes It will be the responsibility of the Senior Leadership to produce areport for the Governing Body that will include:

of the cost effectiveness, in terms of the progress made by the pupils receiving a particular provision, when compared with other forms of support. The governors will ensure that there is an annual statement to parents outlining how the Pupil Premium funding has been used to address the issue of closing the gap for socially disadvantaged pupils. This will alongside a provision map for Pupil Premium be posted on the school website, as well as providing a copy in the school office. Appeal

Any appeals against this policy will be through the governor's complaints procedure.

Reviewing and updating the Inclusion and SEND Policy

This policy is a working document and therefore the operational elements of this policy will be updated on a yearly

basis (e.g. the list of professional who work in our school). The main body of the policy will be updated every three

years. However, if at any point it is felt by staff, parents or Governors that the policy needs updating due to a change

in Government or local legislation or a change in related school polices, then this will be carried out on a needs must

basis.

Review date: July 2018