Mulberry School for Girls
Mulberry School is committed to providing a broad and balanced curriculum for all pupils. All pupils are entitled to a full, rich educational experience regardless of need. We recognise that the needs of individuals and groups of pupils are many and varied and can be met through planning to provide opportunities for all pupils to be challenged and included. For these reasons, we have developed a comprehensive set of systems for early intervention at the first sign that pupils might be experiencing problems and we ensure that there is ongoing support. First referrals for pupils that require specific support to ensure that they are fully included may come from subject teachers, form tutors or other support staff. Concerns are usually raised with the appropriate Head of Year or to the Head of Support for Learning so that a needs analysis can be carried out.
Accurate, informed communication is essential and appropriate confidentiality is important. Therefore, the Director of Inclusion and Heads of Year oversee all referrals for inclusion support other than those whose provision is directly supervised by the Support for Learning Faculty, when the Head of Year will liaise with the Head of Faculty and appropriate staff. It is our policy to involve parents and carers in our work with pupils 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 Support for Learning Faculty are detailed below. For policy relating specifically to pupils with Special Educational Needs, please refer to the SEN policy.
Mulberry School for Girls believes that education is a life-chance for its pupils. All pupils are entitled to a rich, educational experience in which they are fully included. The School makes sure that teachers and support staff are aware of the principles of inclusion. Mulberry School 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 School aims to ensure that its provision will:
Set suitable learning challenges
Respond to pupils’ diverse learning needs
We expect teachers to take account of pupils’ different needs and learning styles by:
Overcome potential barriers to learning
Heads of Faculty and Heads of Year will monitor by:
Referrals for Inclusion support are made to any of the following as appropriate:
Structures for Supporting Inclusion
The Director of Inclusion takes responsibility for all aspects of support for Inclusion. The Director of Inclusion line manages the Inclusion work of the following groups of people:
The Director of Inclusion ensures that SIPS data is updated regularly and contains accurate information about pupils receiving support for Inclusion. The Director of Inclusion ensures that communication systems are effective and that all parties are updated as appropriate in liaison with the Head of Year.
The Director of Inclusion is also the Child Protection Officer and the member of staff with responsibility for the Inclusion of ‘Looked After Children’.
The Director of Inclusion is actively involved in the process of exclusions and internal exclusions in liaison with the Head teacher and HOY as appropriate and ensures that records are kept accurately. The Director of Inclusion is responsible for reporting racist incidents to the Local Authority and for keeping these records up to date.
Click here for a diagram of the systems of support for Inclusion by the Extended Inclusion Services.