Inclusion

 

At Longdendale High School, we strongly believe that every child deserves to be given the opportunity to make outstanding progress, regardless of their background or needs. We believe it is our duty to remove any barriers to learning so every child can succeed.

The Inclusion team recognises that some students may need additional support in order to fulfil their potential. This support may be needed for a variety of reasons and provision may be long term or for a short period of time. The Inclusion team at Longdendale High School is committed to enabling all students to experience and manage a broad, balanced and appropriate curriculum in line with the Tameside policy for inclusion. We use a wide range of resources and strategies to support students in order that they are able to achieve their full potential.

 

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The Inclusion team

 

The inclusion team is made up of highly skilled members of staff:

  • Sarah Linari – Deputy Headteacher Inclusion

  • Jenny Willis – Assistant Headteacher Inclusion/Pastoral/Safeguarding Officer
  • Emily Dranfield – Assistant Headteacher Inclusion/SENDCO
  • Julie Noble – Senior Leader Inclusion/Safeguarding Officer
  • Sarah Shaw – ASPIRE Centre Manager
  • Carol Wooley - Attendance Officer
  • Natalie Parker – Higher Level Teaching Assistant (KS4)
  • Chris Eves – Higher Level Teaching Assistant (KS3)
  • Jill Kirk – Teaching Assistant
  • Sarah Quinlan – Teaching Assistant
  • Melissa Garcia – Teaching Assistant
  • Veronica Davies – Pastoral Worker (KS3)
  • Julie Ellis – Pastoral Worker (KS4)
  • Laura Heslop - Teaching Assistant
  • Abigail Ashworth - Teaching Assistant
  • Gayle Simpson - Teaching Assistant

 

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The ASPIRE Centre

 

The Inclusion team is based in the ASPIRE Centre. The ASPIRE Centre is at the heart of our school and we are immensely proud of the work that takes place here every day to support some of our most vulnerable students in school. The ASPIRE centre is essential in ensuring that our students feel safe and supported throughout their educational journey and provides daily success stories for the students that access the centre. We have two teaching rooms and ICT facilities. The ASPIRE Centre is available to students before school, during the day (including lesson times and social times) and after school. The ASPIRE Centre offers an opportunity for students to access both direct 1:1 support and group support.

“The quality of input from the adults working in the ASPIRE is outstanding – they are highly skilled and doing valuable work.” LA Visit May 2015

 

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Identifying students who need additional support

 

Students experiencing difficulties are identified and assessed as early as possible. Identification is usually as a result of one or more of the following:

  • Information from previous school ( usually primary school)

  • KS2 National Curriculum test results
  • Reading and spelling tests
  • Diagnostic testing
  • Dyslexia and Dyscalculia screening
  • ADHD Screening
  • Teacher curriculum assessments
  • SEND specialist teacher assessment
  • Staff referral
  • Students self-referral
  • Parental request
  • Observations
  • Educational Psychologist assessment

Additional needs may include the following:

  • Cognition and learning needs
  • Communication and Interactive needs
  • Social, Emotional and Mental Health needs
  • Speech, Language and Communication Needs
  • Visual or Hearing Impairments
  • Physical disabilities and/or visual or hearing impairments 
  • Medical or health problems
  • English as an Additional Language

If we feel students need additional support, parents/guardians will receive a phone call or letter from the school. Parents/Carers will often be invited into school to meet with a member of the inclusion team to discuss their child's needs. If needed, a personalised intervention programme will be put together with the input of the parent and the child to move any barriers to learning. After close observation from our inclusion team, if we feel a student may have an additional need that puts them at a significant disadvantage to their peers, we will involve outside agencies. This could mean that the student will be added onto our inclusion register. If a student is added to the inclusion register, they we will have an Individual Education Plan that will be shared with parents for their input before sharing this with their teachers and students’ progress will be monitored closely by the Inclusion team. In addition, some students with a medical need, which could impact their learning, will have a Health Care Plan. Again, this will be shared with the parent to include their input.

 

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Provision

 

Effective provision is put in place for our vulnerable students, depending on the students’ needs. We provide a rich and diverse experience through personalised support which is offered in a variety of ways:

 

Teaching and Learning support

  • In- class support in mainstream lessons
  • Target English
  • Target Maths
  • Literacy Tutorial Programme
  • Paired Reading
  • Writing Intervention
  • Handwriting Intervention
  • Spelling Intervention
  • Better Reading Partnership
  • EAL Reading Intervention
  • EAL provision – 1:1
  • 1:1 teaching
  • KS4 Intervention
  • Homework Clubs
  • Alternative Provision
  • Prince’s Trust Level 2
  • Exam access arrangement training
  • Personalised timetable
  • Aspire Centre Intervention Programme

 

Pastoral support

  • Transition support
  • Social skills and communication group
  • Assertive Mentoring Group
  • Aspire mentoring Group
  • Managing conflict and peer relationships group
  • Integration plans
  • Improving attendance, punctuality and organisation support
  • Anger management support
  • Bereavement and loss support
  • Self-esteem intervention
  • Girls group – online safety/relationships/keeping safe/healthy lifestyle choices
  • ASPIRE tracker
  • Emotional intervention – support with stress, anxiety and mental health.
  • Teens and Tots programme
  • Breakfast Club
  • Break Club
  • Lunch Club
  • Reduced timetable

 

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Supporting our students and their families

 

The Inclusion team also work with both students and their families. We also work with external agencies to secure additional support and provision.

  • CAF process

  • Annual reviews
  • Multi-Agency Autism Team (MAAT team)
  • Communication, Language and Autistic Spectrum Disorders (CLASS)
  • MIND - Mental Health support
  • Healthy Young Minds (CAMHS)
  • Educational Psychologists
  • Visual Impairment Team
  • Hearing Impairment Team
  • Speech and Language therapists
  • School nurse
  • Health mentor
  • Early Help Team
  • INSPIRE family workers
  • Branching Out – Young people’s drugs and alcohol service
  • Tameside sexual health team

 

If you have any questions, please do not hesitate to contact our team or visit Tameside Local Offer.

 

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