At Edward Worlledge Ormiston Academy we are committed to providing inclusive education for all pupils.

We currently support inclusion because:

  • we provide a great deal of work on individualised timetables for particularly difficult children.
  • we have very hard working staff.
  • we have differentiated lessons.
  • we identify individual needs well.
  • we are flexible to meet individual needs.
  • children with SEN receive meaningful group inclusion.
  • children with SEN receive successful and positive inclusion leading to dual placement.
  • two-way inclusion activities between mainstream and special schools is provided.
  • there is very effective outreach provision.
  • we provide opportunities for staff development.
  • we take part in multi-agency working.
  • we accept children with many and varied SEN needs into academy: no questions asked.
  • we fully include these children in the life of the academy.
  • we encourage the SEN children to push their boundaries as we do with all our children.
  • additional specialist equipment is purchased if necessary.
  • we have 3 x the national average of children with EHCPs.
  • we have a Learning Support Unit and an Inclusion Unit as part of the academy.
  • we have children with specific special educational needs i.e. autistic pupils.
  • all contribute fully to academy life: take assemblies, play part in assembly.
  • resources are purchased to cater for need.
  • there is a good EAL service available.
  • there is a link with colleges to the wider curriculum.
  • we provide personalised learning – individual focused planning.
  • we offer specialist resources.
  • we have a workforce who believe in equality of opportunity for all, respect and dignity.
  • we work closely with families.

We will be more inclusive:

  • by doing even more differentiated activity.
  • through forging closer links with local schools / academies, especially high schools.
  • by raising community awareness.
  • through early intervention and support in early years.
  • by accessing support as soon as we need it and keeping it.
  • through being flexible and creative as we always are but protect our teachers’ well-being and say no when we recognise we are being overloaded.
  • by taking three steps to move forward:
    1. funding – that we don’t have to spend hours fighting for
    2. training
    3. support
  • through having joined up working at point of transfer from home/academy, and from academy/academy.
  • by doing more activities within the community.

To continue to be inclusive we need:

  • resources to pay Learning Support Assistants at higher levels.
  • time for planning and preparation for teachers and Learning Support Assistants.
  • more time for Learning Support Assistants to be with students from moment of arrival.
  • more space – for gentle integration/inclusion.
  • a school support worker – Learning and Behaviour.
  • training for teaching assistants.
  • money to carry out Ed Psyche recommendations.
  • better communication – takes too long for children to be assessed.
  • to continue to adapt premises.
  • to continue to understand needs.
  • to have a multi-agency approach to SEN.
  • to train staff in supporting SEN pupils.
  • to adapt the curriculum to fit the child.
  • to spread good practice, more willing and “inclusive” mainstream schools.
  • to develop flexible staffing systems and funding systems.
  • a 3-D appropriate building to accommodate this.
  • networking between other support services.
  • SEN partnerships working effectively.
  • strategic support/ coercion from Children’s Services.
  • greater delegation of academy’s Budget.
  • Cross-agency integrated working.
  • better information sharing – two way.
  • better awareness of child abuse and domestic violence.
  • lead professional to coordinate activity around child in need of one or more services.
  • extra funding.
  • interactive whiteboard in the Learning Support Unit.
  • funding for support staff to work with SEN children in mainstream.
  • more EAL support.

To be more inclusive we need:

  • staff training – Deployment of Learning Support Assistants and other support staff.
  • even greater levels of differentiation for learning.
  • Increase in “therapeutic input” into emotionally damaged children.
  • statement requirements to be funded.
  • to work more closely with all schools / academies to meet needs.
  • to improve flexibility to deal with all SEN.
  • to listen to children/ young people and involve them in the strategy.
  • to set up effective links.
  • more time for Ed Psyche to come in and assess children with a pupil profile because all their time has been taken doing assessments for annual Statement Reviews for EHCP children.
  • better partnerships with other provision.