Inclusion

Humberston Academy values the individuality of all our students.

We are committed to giving all students every opportunity to achieve the highest of standards.

We do this by taking account of students’ varied life experiences and needs. We offer a broad and balanced curriculum and have high expectations for all students. The achievements, attitudes and well-being of all our students matter. This policy helps to ensure that this Academy promotes the individuality of all, irrespective of ethnicity, attainment, age disability, gender or background.

We actively seek to remove the barriers to learning and participation that can hinder or exclude individual students, or groups of students. This means that equality of opportunity must be a reality for our students. We make this a reality through the attention we pay to the different individuals and groups of students within our Academy.

• Girls and boys
• Minority ethnic groups
• Children who need support to learn English as an additional language
• Children with special educational needs
• Able, gifted and talented children
• Children who are at risk of disaffection or exclusion
• Students with disabilities
• Travellers
• Students transferring to the Academy at times additional to convention entry phase either from out of area or transferring within the authority.

Our students need to play a key part in planning a curriculum to ensure it meets the specific needs of individuals and groups of students.

We meet these needs through:

• Curricular opportunities for all our students which provides them with access and opportunity to support them in maximising their full potential
• Setting suitable learning challenges
• Responding to children’s diverse learning needs
• Responding to different learning styles
• Overcoming potential barriers to learning and assessment for individuals and groups of pupils
• Commitment to being a community Academy
• Commitment to develop the ‘Extended Academy provision
• Commitment to ‘Every Child Matters’ agenda

We achieve educational inclusion by continually reviewing what we do, through asking ourselves these key questions:

• Do all our students achieve their best?
• Are there differences in the achievement of different groups of children?
• What are we doing for those children who we know are not achieving their best?
• Are our actions effective?
• Are we successful in promoting racial harmony and preparing students to live in a diverse society?

Teaching and Learning style

We aim to give all our students the opportunity to succeed and reach the highest level of personal achievement.

We analyse the attainment of different groups of students to ensure they all achieve their full potential. We also make ongoing assessments of each student’s progress across the curriculum. All teachers use this information when planning their lessons. It enables them to consider progress in relation to students’ potential and they can draw comparisons with the student’s performance in their subject as compared to other subject areas. All students are clear regarding their present performance levels and are set achievable targets.

When the attainment of a student falls below the expected level, teachers enable the students to succeed by planning work that is in line with their individual needs. Where the attainment of a student significantly exceeds the expected level of attainment, teachers extend the breadth of work within the area or areas for which the child shows particular aptitude.

Teachers are familiar with the equal opportunities legislation covering race, gender and disability.

Teachers ensure that all students:

• Feel secure and know that their contributions are valued
• Appreciate and value the differences they see in others
• Take responsibility for their own actions
• Are taught in groupings that allow them all to experience success
• Use materials that reflect a range of social and cultural backgrounds, without stereotyping
• Have a common curriculum experience that allows for a range of different learning styles
• Have challenging targets that enable them to succeed
• Participate fully, regardless of disabilities or medical needs

Provision for students with Speacial Educational Needs

In addition to the provision made for all students, the Academy finances additional resources for students with SEND.

The funding is utilised across the Academy to provide additional teachers, Teaching Assistants, mentors, external agencies and to purchase resources.

“You can also find additional guidance and support by clicking on the SEND local offer within North East Lincolnshire.https://sendlocaloffer.nelincs.gov.uk/

Provision includes:

• Close liaison with feeder Academies
• Individualised assessments to ascertain type of SEND and most appropriate provision
• Small group and individualised provision for learning support and behavioural intervention where possible
• Formalized whole Academy CPD to ensure adherence with child protection procedures
• In-class support for students who have an EHCP and when possible those at SEN Support
• Specialist KS4 curricular provision
• Application for exam access arrangements
• Specialist timetables to enhance reintegration
• Pastoral support programmes (PSPs) and personalized programmes to ensure inclusion and reintegration as appropriate
• Regular liaison with parents to include formal SEND annual reviews
• Regular liaison with the Careers Advisor and exposure to a range of post-16 providers
• Weekly team meetings to ensure specific individual needs are met
• Formal programme of SEND/CPD both whole Academy and for specific groups

Students with disabilities

Some children in our academy have disabilities.

We are committed to meeting the needs of these children, as we are to meeting the needs of all groups of children within our academy. All reasonable steps are taken to ensure that these children are not placed at a substantial disadvantage compared to non-disabled children.

The academy is committed to providing an environment, within its resources, that allows disabled children full access to all areas of learning.

Teachers modify teaching and learning expectations as appropriate for students with disabilities. For example, they may give additional time to complete certain activities, or they may modify teaching materials. In their planning, teachers ensure they give students with disabilities the opportunity to develop skills in practical aspects of the curriculum.

Teachers ensure that the work undertaken by disabled children takes account of their pace of learning and the equipment they use.

They also take account of the effort and concentration needed in oral work, or when using, for example, vision aids;

• Is adapted or offers alternative activities in those subjects where children are unable to manipulate tools or equipment, or use certain types of materials
• Allows opportunities for them to take part in educational visits and other activities linked to their studies
• Uses assessment techniques that reflect their individual needs and abilities

Liaison KS2 to KS3 with external agencies and post KS4 providers as SEN.

Disapplication and Modification

The academy can, where necessary, modify or disapply the National Curriculum and its assessment arrangements.

Our academy policy is to do this only in exceptional circumstances. The Aacademy makes every effort to meet the learning needs of all its students without recourse to Disapplication or modification. We achieve this through greater differentiation of the students’ work, or through the provision of additional learning resources (see SEN provision).

In exceptional circumstances we may decide that modification or Disapplication is the correct procedure to follow. We would only do this after detailed consultation with parents. We would also ensure that every effort had been made to provide the necessary support from within the Academy’s resources before considering such action.

Sexism, racism or any act that is targeted to offend, harm or undermine a group or individual based on belief, background, gender or individuality.

The diversity of our society is addressed through curricular activities. Teachers are flexible in their planning and offer appropriate challenges to all students, regardless of ethnic or social background. All incidents of racism or any act which offends or undermines another student or group of students is serious and is dealt with formally.

Bullying

The academy recognises that bullying takes a number of forms and works actively to promote an understanding that bullying is unacceptable and will not be tolerated.

Students are supported to report any incident which they believe may be bullying. All reported incidents are dealt with and support provided, when appropriate, for both the bully and the victim.