Mulberry UTC is committed to providing a broad and balanced curriculum for all students. All students are entitled to a full, rich educational experience regardless of need. We recognise that the needs of individuals and groups of students are many and varied and can be met through planning to provide opportunities for all students to be challenged and included. For these reasons, we have developed a comprehensive set of systems for early intervention at the first sign that students might be experiencing problems and we ensure that there is ongoing support. First referrals for students that require specific support to ensure that they are fully included may come from subject teachers, form tutors or other non-teaching members of staff. Concerns are usually raised with the appropriate Director of Progress or to the SENDCo so that a needs analysis can be carried out.
Accurate, informed communication is essential and appropriate confidentiality is important. Therefore, the Vice Principal responsible for inclusion and Directors of Progress oversee all referrals for inclusion support other than those whose provision is directly supervised by the SEND team. It is our policy to involve parents and carers in our work with students and to ensure that all parties with responsibility for a pupil’s progress are kept updated and informed. The systems for communication and support that sit alongside those of the SEND team are detailed below. For policy relating specifically to students with Special Educational Needs, please refer to the SEN policy.
Mulberry UTC believes that education is a life-chance for our students. All students are entitled to a rich, educational experience in which they are fully included. The UTC makes sure that teachers and support staff are aware of the principles of inclusion. Mulberry UTC expects that staff will modify programmes of study and systems as appropriate to allow each pupil to achieve as high a standard as possible. The UTC aims to ensure that its provision will:
2.1. Setting suitable learning challenges
2.2 Responding to students’ diverse learning needs
We expect teachers to take account of students’ different needs and learning styles by:
2.3 Overcome potential barriers to learning
Heads of Department and Directors of Progress will monitor by:
Referrals for Inclusion support are made to any of the following as appropriate:
5. Structures for Supporting Inclusion
The Vice Principal responsible for inclusion oversees all aspects of support for inclusion, including the work of the following groups of people:
The Vice Principal responsible for inclusion ensures that Inclusion Panel data is updated regularly and contains accurate information about students receiving support for Inclusion. They also ensure that communication systems are effective and that all parties are updated as appropriate in liaison with the Directors of Progress.
The Vice Principal responsible for inclusion is also the Designated Safeguarding Lead and the member of staff with responsibility for the inclusion of ‘Looked After Children’.
The Vice Principal responsible for inclusion is actively involved in the process of exclusions and internal exclusions in liaison with the Principal and Directors of Progress as appropriate and ensures that records are kept accurately. They are also responsible for reporting racist incidents to the Local Authority and for keeping these records up to date.
Date: June 2017
An electronic copy of this policy can be saved here: Inclusion Policy