Inclusion

Inclusive practice is central to our ethos and is a shared responsibility between staff, pupils and parents/carers. We aim to equip all children with the skills they need to become independent, inquisitive learners both in and beyond the classroom, and to ensure that those with SEND transition smoothly to the next stage of their education - prepared academically, socially and emotionally.

For most pupils, classroom teaching provides all the support they need as part of the ordinary available provision. Some may benefit from additional short-term, targeted interventions, while our SEND strategies build on excellent teaching and are tailored to individual needs. At the Gem Federation, we aim to create a positive, inclusive environment where all pupils can engage fully in their learning - without exception.

The Range of Support

The Inclusion Team works closely with the Senior Leadership Team and teaching staff, using whole-school assessment data as a key indicator for identifying emerging needs. In addition to tracking pupil progress over time, we draw on a wide range of information, including screening tools, reports from other services, liaison with previous educational settings and external agencies, and concerns raised by pupils, parents/carers and school staff. All staff receive training in relevant strategies and interventions, enabling them to deliver targeted small-group or one-to-one support and adapt their practice to meet the needs of individual pupils.

Inclusion Resources and Information

Cognition and Learning

What is Communication and Interaction?

This is when a child has difficulty speaking, understanding language, or interacting with others.

Examples include Autism Spectrum Condition (ASC) and Speech and Language Difficulties.

Web resources

Top Marks - https://www.topmarks.co.uk/

Touch Typing - https://gemfederation.edclub.com/

Phonics Play - https://www.phonicsplay.co.uk/resources

Spelling Frame - https://spellingframe.co.uk/

Communication and Interaction

What is Communication and Interaction?

This is when a child has difficulty speaking, understanding language, or interacting with others.

Examples include Autism Spectrum Condition (ASC) and Speech and Language Difficulties.

Social, Emotional and Mental Health

What is Social, Emotional and Mental Health (SEMH)?

This is when a child struggles with managing emotions, behaviour, or mental health.
Examples include ADHD, Anxiety, and Attachment Difficulties.

Visit the below link to access an Emotion Coaching webinar:

https://www.youtube.com/watch?v=Drla1RlmcUw&ab_channel=LambethEPS

Sensory and/or Physical

What is Sensory and/or Physical Needs?

This is when a child has a disability or medical need that affects their ability to access learning.
Examples include Hearing or Visual Impairment, Physical Disabilities, and Sensory Processing Difficulties.

EAL

One of the great things about The Gem Federation is that our children come from all over the world! We are so lucky that there are over 30 different languages spoken across the year groups.

Whole School Approach to EAL

Our staff are trained in supporting the learning of children who have English as an additional language. They implement a variety of strategies in the classroom to aid children’s development of English, including:

Adjustments to classroom organisation – for example pairing an EAL learner with a language buddy
Ongoing differentiation – for example using visual supports during lessons
Focusing on Language – for example pre-teaching key vocabulary
Marking and Feedback – for example using visual or verbal rather than written feedback
Communication with home – for example sending home additional language activities

For more information on the types of supports available for EAL learners in the classroom please click on the link below:

Classroom_Support_Strategies_Working_with_EAL_Learners

Students who are new to English

At Bessemer we offer EAL interventions for learners who are new to English. All EAL learners are assessed by their class teachers using the 5 EAL Stages.

EAL proficiency assessment framework Children identified as Stage A or B EAL learners receive additional intervention, which includes target setting and termly assessment in the following areas:

Listening
Speaking
Reading and Viewing
Writing

For more information on our EAL assessment system please click on the link below.

https://www.bell-foundation.org.uk/eal-programme/eal-assessment-framework/

Guidance for Parents

Feel free to download additional languages here: Parental Involvement - The Bell Foundation (bell-foundation.org.uk)

For more information on how you can use home languages to support home learning and school work/ accessing the English education system please click on the link below:

https://www.bell-foundation.org.uk/eal-programme/guidance/parental-involvement/

Transition

Medicine

There is no legal duty that requires school staff to administer medicines. However, in exceptional circumstances we would be willing to undertake this task under the following conditions:

Every case is looked at individually and a decision between the Headteacher, key staff and professionals will take place to determine if it is appropriate or not for staff to administer the medication.
Consultation with parents/guardians will need to take place prior to administration.
Children must not keep their own medicines in school.
It is the responsibility of parents to notify the school in writing if the pupil’s need for medication has ceased.
There must be clear dialogue between parents/guardians/Health Professionals before any medication is administered to children who have long term or complex medical needs. This will require:
Health professionals to give relevant training before any member of staff will administer medicines.
Before any medicines will be administered a healthcare plan must be written by the Health professional.
If a child refuses to take their medication staff will not force them to do so and will inform the parents of the refusal as a matter of urgency, on the same day. If a refusal to take medicines results in an emergency, the school’s emergency procedures will be followed.

Supporting Children with Medical Needs in School

Permission for Medicine at School Form