Inclusion Policy

AIMS

To ensure all pupils and staff are treated fairly, feel safe and secure, succeed and fulfil their potential in all areas of school life. We emphasise the need to respect and value everyone within our community.

In order to be inclusive we will have due regard to the needs of different groups within our school:

  • Children and staff with disabilities
  • Girls and boys
  • Minority ethnic and faith groups
  • Children who need support to learn English as an additional language
  • Children with Special Educational needs
  • Gifted and Talented children
  • Any children who are at risk of disaffection or exclusion, e.g. ‘looked after pupils’or children that exhibit Social Emotional Behaviour difficulties
  • Children who have Medical Needs

The National Curriculum is a starting point for planning and teaching a curriculum that meets the specific needs of individuals and groups of children. We do this through:

  • Setting suitable learning challenges
  • Responding to children’s diverse learning needs and styles
  • Overcoming potential barriers to learning
  • Providing other curricular opportunities outside the National Curriculum to meet the needs of individuals or groups of children
  • Working closely with parents/carers and other agencies

METHODS OF PROMOTING INCLUSION AT YARDLEY

  • We continually review what we do and ask questions of ourselves and others
  • We review data (as a class, school, group and as individuals) and discuss what is working and what is not
  • We support individuals, groups and whole classes
  • We value children’s contributions
  • Encourage children to take responsibility for their own actions
  • We encourage independence
  • Groupings are such that children experience success.
  • Children are supported and specific programmes are put in place for children who need specific interventions
  • Materials reflect a range of social and cultural backgrounds, without stereotyping
  • Targets are challenging
  • Everyone is encouraged to participate fully, regardless of disabilities or medical need
  •  We communicate with parents/carers and outside agencies
  • We show awareness of different learning styles and needs
  • We take account of the children’s pace of learning, different equipment that is needed and use this when appropriate e. g sloped board
  • We carry out risk assessments when needed- both in school and when there are educational visits outside the of school that enhance learning
  • We carry out regular assessments and staff are encouraged to share good practice with others
  • We offer activities outside of the classroom as an extension to the Curriculum
  • We work with parents/carers and outside agencies and listen to recommendations put forward to enhance inclusion
  • Very occasionally we disapply children from the National Curriculum assessments.
  • We also modify the Curriculum to meet children’s needs. This is always in consultation with parents and other agencies.
  • Staff regularly attend in-service training to enhance their skills to meet children’s diverse needs.
  • In the recruitment and promotion of staff we ensure all groups of adults have equal chances.
  • Celebrate the cultural diversity of all our community and planning multicultural activities throughout the year.
  • We welcome support from the community, especially parents.
  • Attainment is a whole school focus but it is the class teacher who is responsible for the progress of the children in their class.

The school does not have special facilities .The school site has wheelchair access, but the internal structure is on various levels with steps between. We have yellow lines on steps to aid the visually impaired.

An equal opportunities philosophy is practised by all staff.

Further information regarding inclusion can be found in the School Equality Plan, Child Protection policy, Best Practice for Classroom Support, Special Educational Needs policy and Equal Opportunities and Race Equality policy.

The school also has regard to The Special Needs Code of Practice and implements Provision Mapping.

 

Supporting Pupils with Medical Needs

 

Medical Need

There are many of the medical conditions that require support at school because they affect quality of life and may be life-threatening. Hence, there is focus on the needs of each individual child and how their medical condition impacts on their school life. Arrangements put in place will illustrate how the school will mitigate against a medical conditions impact on a child’s ability to learn, as well as increase their confidence and promote self-care. As part of this the school will ensure that staff are properly trained to provide the support that pupils need.

 

Key points

Pupils with medical conditions must be properly supported so that they have full access to education, including school trips and physical education.

Arrangements are put in place to support pupils in the school with medical conditions.

The school consults health and social care professionals, pupils and parents to ensure that the needs of children with medical conditions are effectively supported.

The school works with local authority, health professionals and other support services to ensure that children with medical conditions receive a full education. It is flexible in its approach to attendance, provision and reintegration with the best interests of the child at the core of decision making.

 

Procedure to be followed when notification is received that a pupil has a medical condition

 

  1. Parent or healthcare professional informs that a pupil has been newly diagnosed with a health problem [or transfers from another school or returns after long term absence]
  2. The person responsible for individual health care plans arranges a meeting to discuss the medical support needs. It will include relevant staff and healthcare professionals as well as the parent and pupil. The meeting should be before the child attends school if possible.
  3. The individual healthcare plan will be developed at the meeting. Care and procedures will be decided upon and the identification of any training needs that will be required. The aim is to have an appropriate the plan in place at the earliest opportunity [2 weeks being the maximum period before the plan is enacted].
  4. Implement training requirements by appropriate healthcare professional and ensure staff are competent to undertake any required tasks in the plan.
  5. Circulate the plan to all relevant staff and implement the processes
  6. Review the plan when the condition changes. Otherwise at least annually. A review can be initiated by parents of healthcare professionals.

    Note- we do not wait for formal diagnosis to implement an individual healthcare plan.

     

Individual healthcare plans
The school, healthcare professional and parent will agree when a healthcare plan would be inappropriate or disproportionate. If consensus cannot be reached, the headteacher will take a final view.


The format of individual healthcare plans will vary to enable the most effective for the specific needs of each pupil. Plans will capture the key information and actions that are required to support the child effectively. The level of detail within plans will depend on the complexity of the child’s condition and the degree of support needed.
 
Individual healthcare plans, (and their review), may be initiated, in consultation with the parent, by a member of school staff or a healthcare professional involved in providing care to the child. A plan will be drawn up in partnership - between the school, parents, and relevant healthcare professional. Pupils will be involved whenever appropriate. The aim is to capture the steps which the school should take to help the child manage their condition and overcome any potential barriers to getting the most from their education. Where a pupil has a special educational need identified in a statement or Education Health Care Plan, the individual healthcare plan will be linked to or become part of that statement or EHC plan.


Information that will be recorded on individual healthcare plans:
 
·         The medical condition, its triggers, signs, symptoms and treatments
·         The pupil’s resulting needs, including medication (dose, side-effects and storage) and other treatments, time, facilities, equipment, testing, access to food and drink where this is used to manage their condition, dietary requirements and environmental issues eg crowded corridors, travel time between lessons
·         Specific support for the pupil’s educational, social and emotional needs – for example, how absences will be managed, requirements for extra time to complete exams, use of rest periods or additional support in catching up with lessons, counselling sessions
·         The level of support needed, (some children will be able to take responsibility for their own health needs), including in emergencies. If a child is self- managing their medication, this should be clearly stated with appropriate arrangements for monitoring
·         Who will provide this support, their training needs, expectations of their role and confirmation of proficiency to provide support for the child’s medical condition from a healthcare professional; and cover arrangements for when they are unavailable
·         Who in the school needs to be aware of the child’s condition and the support required
·         Arrangements for written permission from parents and the headteacher for medication to be administered by a member of staff, or self-administered by the pupil during school hours
·         Separate arrangements or procedures required for school trips or other school activities outside of the normal school timetable that will ensure the child can participate, eg risk assessments
·         Where confidentiality issues are raised by the parent/child, the designated individuals to be entrusted with information about the child’s condition
·         What to do in an emergency, including whom to contact, and contingency arrangements. Some children may have an emergency healthcare plan prepared by their lead clinician that could be used to inform development of their individual healthcare plan


Staff training and support
Any member of school staff providing support to a pupil with medical needs will receive suitable training. This will be identified during the development or review of an individual healthcare plans. Staff who provide support to pupils with medical conditions will be included in meetings where this is discussed.
The relevant healthcare professional will normally lead on identifying and agreeing with the school, the type and level of training required, and how this can be obtained.
 
Training is sufficient to ensure that staff are competent and have confidence in their ability to support pupils with medical conditions, and to fulfil the requirements as set out in individual healthcare plans. They are given an understanding of the specific medical conditions they are being asked to deal with, their implications and preventative measures.
 
No member of staff will give prescription medicines or undertake health care procedures without appropriate training (updated to reflect any individual healthcare plans). Healthcare professionals, including the school nurse, will provide confirmation of the proficiency of staff in a medical procedure, or in providing medication.
 
There will be regular school awareness training for supporting pupils with medical conditions and their role in implementing this policy. It will form part of the induction arrangements for new staff.


The child’s role in managing their own medical needs
Wherever possible, children will be allowed to carry their own medicines and relevant devices or will be able to access their medicines for self-medication quickly and easily. Children who can take their medicines themselves or manage procedures will have an appropriate level of supervision.
 
If a child refuses to take medicine or carry out a necessary procedure, staff will follow the procedure agreed in the individual healthcare plan. Parents will be informed so that alternative options can be considered.

 
Managing medicines on school premises

  1. Medicines can only be administered at school when it would be detrimental to a child’s health or school attendance not to do so
  2. No non-prescription medicines will be administered by the school without a letter from a doctor requesting administration
  3. No child will be given prescription or non-prescription medicines without their parent’s written consent
  4. Medication, eg for pain relief, should never be administered without first checking maximum dosages and when the previous dose was taken. Parents should be informed
  5. Where clinically possible, medicines should be prescribed in dose frequencies which enable them to be taken outside school hours
  6. School will only accept prescribed medicines that are in-date, labelled, provided in the original container as dispensed by a pharmacist and include instructions for administration, dosage and storage. The exception to this is insulin which must still be in date, but will generally be available to schools inside an insulin pen or a pump, rather than in its original container
  7. All medicines will be stored safely. Children should know where their medicines are at all times and be able to access them immediately if required. Where relevant, they should know who holds the key to the storage facility. Medicines and devices such as asthma inhalers, blood glucose testing meters and adrenaline pens will be always readily available to children – supervised but not locked away. They will also be available for school trips and off-site activity
  8. Controlled drugs that have been prescribed for a pupil are securely stored in a non-portable container and only named staff should have access. Controlled drugs will be easily accessible in an emergency. A record will be kept of any doses used and the amount of the controlled drug held in school
  9. School staff may administer a controlled drug to a child for whom it has been prescribed. Staff administering medicines will do so in accordance with the prescriber’s instructions. A record will be kept of all medicines administered to individual children, stating what, how and how much was administered, when and by whom. Any side effects of the medication to be administered at school should be noted
  10. When no longer required, medicines will be returned to the parent to arrange for safe disposal. Sharps boxes will always be used for the disposal of needles and other sharps


Record keeping
A written record is kept of all medicines administered to children. This includes a record of parents being informed that their child has been unwell at school.

Unacceptable practice
Whilst school staff will use their discretion and judge each case on its merits with reference to the child’s individual healthcare plan, it considers the following to be generally unacceptable practice:

  1. Prevent children from easily accessing their inhalers and medication and administering their medication when and where necessary;
  2. Assume that every child with the same condition requires the same treatment;
  3. Ignore the views of the child or their parents; or ignore medical evidence or opinion, (although this may be challenged);
  4. Send children with medical conditions home frequently or prevent them from staying for normal school activities, including lunch, unless this is specified in their individual healthcare plans;
  5. If the child becomes ill, send them to the school office or medical room unaccompanied or with someone unsuitable;
  6. Penalise children for their attendance record if their absences are related to their medical condition eg hospital appointments;
  7. Prevent pupils from drinking, eating or taking toilet or other breaks whenever they need to in order to manage their medical condition effectively;
  8. Require parents, or otherwise make them feel obliged, to attend school to administer medication or provide medical support to their child, including with toileting issues. No parent should have to give up working because the school is failing to support their child’s medical needs; or
  9. Prevent children from participating, or create unnecessary barriers to children participating in any aspect of school life, including school trips, eg by requiring parents to accompany the child.


Liability and indemnity
The Governing bodies ensures that the appropriate level of insurance is in place and appropriately reflects the level of risk. The school’s insurance covers both public and professional liability [professional indemnity and governor liability]

Complaints
The process for making complaints about the school’s work in relation to healthcare is the same as the general complaints procedures. This is published on the school website with hard copy available from the School Office.

Roles and Responsibilities
Governing Body
Must make arrangements to support pupils with medical conditions in school, including making sure that a policy for supporting pupils with medical conditions in school is developed and implemented. This includes ensuring that sufficient staff have received suitable training and are competent before they take on responsibility to support children with medical conditions.

Headteacher – ensure:

  1. The policy is developed and effectively implemented within the school and with partners
  2. That sufficient trained numbers of staff are available to implement the policy and deliver against all individual healthcare plans, including in contingency and emergency situations
  3. That school staff are appropriately insured and are aware that they are insured to support pupils in this way


Designated person for pupils with a medical condition - ensure

  1. All staff are aware of the policy for supporting pupils with medical conditions and understand their role in its implementation
  2. That all staff who need to know are aware of the child’s condition
  3. The development of individual healthcare plans
  4. Contact with the school nursing service in the case of any child who has a medical condition that may require support at school, but who has not yet been brought to the attention of the school nurse
  5. Cover arrangements in case of staff absence or staff turnover to ensure someone is always available,
  6. Briefing for supply teachers,
  7. Risk assessments for school visits, holidays, and other school activities outside of the normal timetable, and
  8. Monitoring of individual healthcare plans.


School staff
Any member of school staff may be asked to provide support to pupils with medical conditions, including the administering of medicines

School nurses
Responsible for notifying the school when a child has been identified as having a medical condition which will require support in school. They may support staff on implementing a child’s individual healthcare plan and provide advice and liaison, for example on training.

Other healthcare professionals, including GPs and paediatricians
Liaise with the school nurse may provide advice on developing healthcare plans. Specialist local health teams may be able to provide support in schools for children with particular conditions (eg asthma, diabetes).

Pupils
Provide information about how their condition affects them. They will be fully involved in discussions about their medical support needs and contribute as much as possible to the development of, and comply with, their individual healthcare plan

Parents
Provide the school with sufficient and up-to-date information about their child’s medical needs. They are key partners and will be involved in the development and review of their child’s individual healthcare plan. They should carry out any action they have agreed to as part of its implementation, eg provide medicines and equipment and ensure they or another nominated adult are contactable at all times.

Local authorities
They are commissioners of school nurses for maintained schools and academies. They have a duty to promote cooperation between relevant partners such as governing bodies of maintained schools, proprietors of academies, clinical commissioning groups and NHS England, with a view to improving the well-being of children so far as relating to their physical and mental health, and their education, training and recreation. Local authorities should provide support, advice and guidance, including suitable training for school staff, to ensure that the support specified within individual healthcare plans can be delivered effectively. Local authorities should work with schools to support pupils with medical conditions to attend full time. Where pupils would not receive a suitable education in a mainstream school because of their health needs, the local authority has a duty to make other arrangements. This includes when it is clear that a child will be away from schools for 15 days or more because of health needs (whether consecutive or cumulative across the school year).

Providers of health services
Co-operate with schools that are supporting children with a medical condition, including appropriate communication, liaison with school nurses and other healthcare professionals such as specialist and children’s community nurses, as well as participation in locally developed outreach and training. Health services can provide valuable support, information, advice and guidance to schools, and their staff, to support children with medical conditions at school.




Healthcare Plan

When completing the plan refer to ‘Information that will be recorded on individual healthcare plans’ within the school policy for pupils with medical conditions.

Name of Pupil:                                                                                               Class:

The medical condition:
 
 
The pupil’s medical needs:
 
 
Specific support for the pupil’s educational, social and emotional needs
 
 
The level of support needed and who will provide the support:
 
 
Those that need to be aware of the condition and the support required:
 
 
Arrangements for administration of medication:
 
 
Separate arrangements for school trips:
 
 
Confidentiality information about the child’s condition:
 
 
What to do in an emergency: