The School's Values Statement includes ‘valuing others’ and this is expected to include: respecting other people; valuing other people’s differences; taking care of other people; valuing our family, friends and community.

This inclusion policy has been approved by the staff and governors of William Ellis School. This School believes that every student has an entitlement to strive for excellence. Educational experiences are provided which develop pupils’ achievement and recognise their individuality. Diversity is valued as a rich resource which supports the learning of all. In this school, inclusion recognises a student’s right to a broad, balanced, relevant and challenging curriculum which is appropriate to his individual abilities, talents and personal qualities.

Rationale

Inclusive education means disabled and non-disabled children and young people learning together in ordinary pre-school provision, schools, colleges and universities, with appropriate networks of support.

Inclusion means enabling pupils to participate in the life and work of mainstream institutions to the best of their abilities, whatever their needs. For it to be effective, LEAs and ordinary schools have to adapt their approach to:

* the curriculum
* teaching support
* funding mechanisms
* and the built environment.

Aims and Objectives

Our fundamental aim is to be sure that vulnerable students and those in need are known within the school, and responsibility is taken for their social, emotional and academic progress. The focus is on those students who are most likely to be excluded from education, employment and training and who depend for their achievement on services provided by William Ellis School, the LEA and other  agencies.

The School aims to:
* help pupils develop their personalities, skills and abilities
* provide appropriate teaching which makes learning challenging and enjoyable
* provide equality of educational opportunity

Our objectives are to:
* ensure implementation of government and LEA inclusion recommendations
* ensure that the School’s inclusion policy is implemented consistently by all staff
* ensure that any discrimination or prejudice is eradicated
* identify barriers to learning and participation, and provide appropriately to meet a diversity of needs
* ensure all students have access to an appropriately differentiated curriculum
* recognise, value and celebrate students achievements, however small
* work in partnership with parents/carers in supporting the child’s education
* guide and support all school staff, governors and parents in inclusion issues.

Definitions of inclusion in education

Inclusion in education involves:
* Valuing all students and staff equally.
* Increasing the participation of students in, and reducing their exclusion from, the cultures, curricula and communities of local schools.
* Restructuring the cultures, policies and practices in schools so that they respond to the diversity of students in the locality.
* Reducing barriers to learning and participation for all students, not only those with impairments or those who are categorised as having ‘special educational needs'.
* Learning from attempts to overcome barriers to the access and participation of particular students to make changes for the benefit of students more widely.
* Viewing the difference between students as resources to support learning, rather than as problems to be overcome.
* Acknowledging the right of students to an education in their locality.
* Improving schools for staff as well as for students.
* Emphasising the role of schools in building community and developing values, as well as in increasing achievement.
* Fostering mutually sustaining relationships between schools and communities.
* Recognising that inclusion in education is one aspect of inclusion in society.

Principles

This policy should be read alongside:
• DfES Circular 10/99 Social Inclusion: Pupil Support and the SEN and Disability Act 2001.
• School policies on Equal Opportunities, Admissions, Behaviour, Child Protection, Racial Equality, Special Educational Needs, anti-bullying and attendance.
William Ellis School is seeking to achieve the expectation that it is ‘educationally inclusive’ in relation to the needs of those pupils at risk of social exclusion. It is a specific response to the general requirements of DfES Circular 10/99 Social Inclusion: Pupil Support and the Ofsted guidance on Social Inclusion, Evaluating Educational Inclusion (HM1235).
The focus of social inclusion is on raising attainment for those pupils who are demonstrating disaffection or failing to participate fully in the school experience through challenging behaviour or poor attendance. The policy may also be relevant to vulnerable children, including:
• Minority ethnic and faith groups
• Children in care/looked after
• Pregnant schoolgirls and teenage mothers and fathers
• Young carers
• Children who abuse drugs and other substances
• Children with mental health needs
• Victims of abuse and domestic violence.
Pupils with disabilities include those with physical, sensory or mental impairment, and  learning difficulties (such as dyslexia) or a diagnosed condition that may relate to behavioural issues such as ADHD or ASD.

The school is committed to the following principles:

1. No adult or pupil, individual or group will be discriminated against on the basis of their gender, sexual orientation, colour, race, religion, nationality, ethnic, national origins, disability or marital status.
Any form of abuse or harassment which prejudices this principle should be reported to a Deputy Head, who will keep a written log.
2. The school will seek to meet the needs of all its students, including those who may be missing out, difficult to engage or feeling in some way apart from what the school seeks to provide.
3. The school will carry out its duty towards disabled children by ensuring that they are not treated less favourably, without justification, than nondisabled students. Staff planning all school trips will check accessibility before making arrangements. Specific exam arrangements to assist disabled students will be put in place. An Access Plan will be in place to audit and schedule the improvement of facilities.
4. Early intervention, especially the identification of students at risk of disaffection and proactive planning to meet their needs is essential.
5. Social inclusion is best promoted when the teaching and learning within the school is of the highest possible standard in order to enhance the educational experience of every student. The school has high academic and behavioural expectations of all students in all subjects. Ensuring social inclusion is the responsibility of every member of staff, teaching and support.
6. Students and their parents are entitled to be treated fairly with respect to important educational decisions which affect their lives, especially concerning admission, attendance, exclusion and assessment for any special needs. Procedures will be applied in accordance with DfES, Ofsted and the Governors’ guidelines.

Admissions

The School operates its admissions procedures in accordance with the policy laid down by the Governors. This policy will not discriminate on grounds of race, religion, or ethnic origin. The School will not automatically refuse entry to students on the grounds that they have special, social, educational or behavioural needs or because they have a history of disruption. The School is willing to consider offering new opportunities to students who may have experienced difficulties previously, where it is reasonable to do so. Parents and students may be asked to make agreements as to future conduct and attendance, but such an agreement will not be used as a condition of entry.

Attendance

Students are expected to attend the School full-time, on time, unless the reason for their absence is unavoidable. Maximising attendance at the School is a priority and creative solutions to problems will be used wherever possible, including support services and educational alternatives in KS4. Parents are expected to work closely with school staff in resolving any difficulties at an early stage. The school will operate in accordance with the prescribed regulations covering the marking of registers, the granting of leave, the removal of students from roll and the authorisation of absence.

Behaviour

The School sets high standards of behaviour for its students and is working towards being a community which values and respects each individual, both staff and pupils. Racism, sexism and other forms of discrimination are not acceptable.
The School aims to prepare students for living in a diverse and increasingly inter-dependent society. Where students infringe these standards, the School will seek to respond in a way which sees the behaviour as unacceptable but still recognises the needs of the individual who carries it out. Students having difficulty with their behaviour will be offered individual support using a number of strategies, for example through a revised timetable, a Pastoral Support Programme, or, where appropriate, an Individual Education Plan designed to meet their needs. Sanctions will be applied fairly in accordance with DfES guidance and exclusion used only as a last resort.

Strategies

The School is seeking to promote social inclusion through the National Curriculum by teachers setting suitable learning objectives, responding to pupils’ diverse needs and overcoming potential barriers to learning, and through assessment for individuals and groups of pupils.
In addition the following strategies and support are available and will be used where appropriate:
* The pastoral system
* Use of Forum (circle) time
* Values interventions
* Anti-bullying campaign, including ‘Don’t suffer in silence’ card
* The Special Needs Department
* Use of IEP (Individual education plan) and PSP (Pastoral Support Plan) where appropriate
* Systematic follow-up for lates and non-attendance
* Referral to the Education Welfare Officer (EWO)
* Alternative curriculum at KS4
* Ethnic Minority and Achievement Service (EMAS) support work, including for those who have English as an additional language (EAL)
* Learning Mentor support
* Use of Standards Fund money, including the provision of a part-time school counsellor
* Homework, coursework clubs
* Development of alternative curriculum in KS3
* Use of the Alternative Curriculum centre
* Connexions
* Working with external support services including those for students with behavioural difficulties: the Camden Educational Psychology Service, NHS, the school nurse and Social Services.
* Links with a ‘115’ and other out of school provision
* Training programmes for staff and staff involvement on Focus Groups to direct school policies

A student can be referred for support, by any member of staff, directly to the Head of Year or members of the Senior Management Group. Parental concern should be raised through the Head of Year.

Specialist Provision

* Students with disabilities will have supervised access to, from and around the school. They may be supervised at lunch times or given access to lunchtime clubs. A lift has been installed to allow students access to the 1st floor and 6th Form areas.
* A Learning Support Unit will provide an Alternative Curriculum for KS3 and KS4. Parts of the area will also be used for internal exclusions.

External Support

External support is an important aspect of the School’s inclusive provision.
The external support services’ involvement will include:
* Camden Educational Psychology Service
* Secondary Behaviour Support Workers including outreach teachers
* School Nurse
* National Health Service
* Social Services
* Connexions Advisor
* School Counsellor
* Camden Family Support Services.

Assessment Procedures

All students deserve to have their achievements and progression recognised, and the School’s curriculum reflects the different levels of attainment likely to be achieved. The School fully embraces using a consistent nationally recognised assessment system and the National Curriculum levels of attainment ,including exceptional performance for gifted and talented students.
All teachers monitor and review pupil progress using this assessment procedure.

Identifying and targeting underachieving minority groups will be carried out through Key Stage Deputies, Heads of Year and SENCO. Monitoring and reviewing progress will be based upon BSPs and IEPs with appropriate staff. The School’s reward system of praise referrals, contacts with home and certificates of achievement for outstanding work and performance, effort, and improved behaviour, contribute to raising pupil self-esteem and motivation.

Professional Development

The School will provide training for teachers, support staff through staff meetings, focus groups and INSET. INSETs may be external and internal and will cover social inclusion issues, management of behaviour and teaching and learning. A social inclusion focus group will develop training for teachers and staff. Staff attending any courses are expected to disseminate and share their knowledge with other staff within the school. Staff are also encouraged to observe good inclusive practice within the School and other schools. They are kept informed about LEA and national training courses which relate to inclusive educational practice.

Parent Partnership

Parents are seen as partners in the educational process and are encouraged to contact the school if they have any concerns about inclusive educational provision. Parents are also encouraged to keep in regular contact with the School regarding their child’s progress. Arrangements for positive parental links and support will be made with WES Parents' Association and through parents’ evenings.

Targets

The school has set the following targets for measuring its effectiveness in promoting social inclusion:
* Student performance data showing measurable improvement by gender, ethnicity, SEN/emotional and behavioural difficulties, gifted and talented.
* Percentage improvement in students’ basic literacy, numeracy, and personal, social and health education (PHSE) skills.
* Percentage reduction in number of behaviour referrals and bullying incidents.
* Percentage reduction in number of permanent and fixed term exclusions.
* Percentage improvement in pupil attendance and punctuality.
* Percentage of targets being met on students’ Individual Education Plans (IEPs).
* Percentage reduction in number of students with statements of SEN.
* Percentage of students moving down a level, or coming off the SEN register.
* Percentage or number of students from special schools successfully included in mainstream schools.
* Percentage increase in parent/student satisfaction with inclusive provision.
* Impact of LSA support in raising student attainment.
* Impact of staff attending inclusion courses.

Evaluation

The inclusion policy will be reviewed annually at the end of the academic year. Policy evaluation focuses on: establishing how far the aims and objectives of the policy have been met; how effective the inclusion provision has been in relation to the resources allocated; the attainment of the students in judging ‘value added’ factors, and the feedback from parents. In the light of  the findings, the policy will be revised and amended accordingly.

Governors' Annual Review: Autumn Term