GOVERNORS' ANNUAL REPORT TO PARENTS ... - Highcliffe School

2. Learning S uppor t – provision under the S EN Code of Practice (see
separate handbook for details), including in- class support and s pecialist
teaching
3. Pastoral Care – suppor ting s tudents who have emotional/behavioural
barriers to lear ning; enabling all to benefit from the curriculum provided
4. Counselling/Mentoring – individual contact with trusted adult
(teacher or other) for students with particular problems
5. Outside Agencies – where appr opr iate, liaison with agencies such as
Education Welfare Officer, Educational Psychologist, Behaviour Suppor t
6. S tudent Grouping – suppor ting differentiation by grouping students
appr opriately for the s ubj ect and their ability
7. Differentiated S chemes of Work – access to lear ning at their own level
for all students
8. Work-related curriculum – differentiating the curriculum for some
students at KS4, disapplying s ome of the National Curriculum. and
offering wor k placements
9. Careers Information – together with Progress File and including Wor k
Experience, helping s tudents make per s onal action plans and s ee their
learning as part of a continuum
10. Literacy strategy – fostering attention to literacy in all subjects,
improving the bas ic s k i lls of some s tudents
11. Numeracy strategy – improving bas ic k i lls and s uppor ting numeracy in all
subjects
12. NQT suppor t scheme – tutoring Newly Qualified T eacher s to enable
them to us e appr opr iate teaching and lear ning styles
13. I CT – where appr opr iate us ing I CT as a means of delivery of National
Curriculum and s uppor ting s ome lear ner s by provision of laptop
computers and s uitable s oftwar e
14. Anti-bullying policy – fostering an ethos in which bullying is
unacceptable and offering both peer and tutor /teacher support
15. Anti-racis t policy – ensuring equal oppor tunities
16. Parental contact – discussion with parents both formally at calendared
meetings and by appointment, and infor mally
17. Disabled access – improvements to the buildings and s ite for
wheelchairs
18. S ocial suppor t – lunchtime s uppor t for students who might become
isolated
19. Homework club – enabling s tudents to complete wor k on site with help if
needed
20. Diagnostic tes ting – to assist in identifying s tudents in need of support
Whilst it is clear that all these s tr ategies and agencies are in place to ens ur e
the inclus ion of all students, there ar e obvious ly some ar eas where ther e is
need for improvement.
T he S chool Handbook should s et out the pr ocedur e for moving towar ds special
provision for inclusion, through the Lear ning S uppor t programme. ‘Inclusion’
should never be a euphemis m for ‘exclusion’. An inclusive curriculum does not
isolate s tudents because the teaching and lear ning offered in the classroom is