INCLUSIVE EDUCATION POLICY
St George International School & Preschool aims to support all students to become effective, independent learners who are able to achieve their full potential and enter their post-school life with the skills and knowledge to succeed in their chosen direction. The school is therefore committed to providing a curriculum which is accessible to all students, differentiated according to their needs. SGIS recognises that some students may exhibit signs that their learning, emotional, behavioural or physical needs are significantly different from the majority of pupils of the same age at a given time, and therefore may require additional support to help overcome these potential barriers to learning.
This policy outlines the manner in which students with Special Educational Needs and/or Disabilities (SEND) are catered for.
SGIS is committed to
- Ensuring that SEND needs are taken into account in all school curricula, schemes of work and other school plans
- Effectively identifying and meeting the needs of any pupil who may be SEND
- Ensuring all staff are familiar with the SEND policy and their part in implementing it
- Staff are informed as appropriate to the specific needs of students they may work with on a day to day basis and how to best cater for their needs
- Ensure that SEND students receive the appropriate support and protection afforded to them by the Bulgarian Inclusive Education Act
- Ensure students are offered appropriate support based on an Education/Health/Care (EHC) plan, as needed
- Ensuring EHC’s cover arrangements for discipline, school trips and examinations but also highlight the student’s strengths and capabilities
- To review EHCs on a regular basis, at least twice a year adjusting them depending on any changes in a student’s needs
- Ensure a productive working relationship between teachers, parents and their child/student regarding a student’ specific needs
- Seeking the views of students (and parents) on their aspirations and on the future plans and targets in education and beyond
- To provide continuing professional development to all staff on matters concerning SEND
- To work with the Bulgarian Centre for Inclusive Education and Cambridge International Education to ensure that all possible concessions are provided for during external examinations
Identification of Pupils with SEND
SGIS recognises the vast spectrum of different SEND needs, and understands that there is no definitive method for identifying students with SEND. Some needs may be highly visible, others subtle. A spectrum of tools should be used to identify and screen students for SEND including, but not limited to
- During admissions parents should provide information on any potential SEND requirements on their application form. Parents will be asked to discuss these needs with admissions along with any assessment reports or adjustments that may need to be made in order to cater for their child’s needs. SGIS does not discriminate against students with SEND, this process is simply to ensure that the student’s needs are met prior to joining the school.
- All students undertake baseline testing through the Centre for Educational and Monitoring (CEM), using the age appropriate test (INCAS, ALIS, MidYis). This is carried out both on an annual basis, and during admissions. These results will be analysed to identify any specific weaknesses that may be indicative of SEND.
- Continuous monitoring of a student’s academic progress through examinations and coursework.
- Referrals from teachers.
Procedure for Access to SEND support by teaching staff
- To organize and co-ordinate the process of securing the common and additional support for the personal development of children and students the school principal assigns a coordinating team at the beginning of each school year.
The principal assigns as a leader of the coordinating team a head of school, a teacher or other pedagogical specialist with competences and/or experience in inclusive education. The members of the coordinating team are also determined by the school principal in along with the team’s leader.
This team coordinates the work and interaction of all support teams for personal development of children and students in the school, organizes and controls the preservation of the documents of the children and students for whom personal development support teams have been formed and worked. It is also responsible for convening meetings, co-operation and coordination with external institutions, organizing assessments according to requirements, competence in the current provisions for working with children with SEND (SEND Code, UK, 2015), the Inclusive Education Legislation of Republic of Bulgaria and training the pedagogical and non-pedagogical staff on issues related to special educational needs.
- In cases where there is no specific information that a student has specific SEND requirements, the following procedure will be used to determine the need for referral to the Centre for Inclusive Education. All interventions are based on a ‘Assess/Plan/Do/Review’ strategy
- Teacher makes a referral to Head of Stage detailing concerns, and attempted interventions
- Heads of Stage discuss the student at the next Stage meeting with all teachers who have contact with student.
Intervention 1 – After consulting the student concerned, Stage team suggest adjustments to teaching and other provisions for class teachers to try. These must be recorded in the meeting minutes and sent to Head of School and Principal.
- Head of Stage performs three random observations to assess student need and to verify interventions are being carried out by the teacher.
- Student’s needs are managed – no further action needed
- Teacher is trying intervention but student is still having difficulties – go to intervention stage 2
- Teacher is not trying intervention – teacher disciplinary.
Intervention 2 – Head of Stage meets with stage team, again taking into account the views of the student concerned. Parents invited in for a meeting with Head of Stage to discuss concerns. As well as school-based actions, targets for parent support at home are set. A formal EHC is written with clear targets, measurements and expected outcomes. EHC to be revised twice annually. EHC should be signed by all teachers, Head of Stage and parents.
- Head of Stage performs 3 random observations to assess student needs and to verify interventions appear to be taking place at home and are being carried out by the teacher
- Student’s needs are managed – no further action needed
- Teacher is trying intervention but student is still having issues – go to intervention stage 3
- Teacher is not trying interventions – teacher disciplinary.
Intervention 3 – Referral to Centre for Inclusive education
1 – All documentation is gathered by the Heads of Stage and shared with Heads of School and Principal.
2 – Principal invites parents in for a meeting to discuss referral process. Student continues to be consulted/informed.
3 – If parents agree to referral, documentation is passed to Pastoral and Health Care. Declaration is signed and representatives from the Centre for Inclusive Education are invited to make an appointment to assess the child. The school has a clause in the contract for full cooperation from the parents in any matter regarding student learning.
4 – School receives recommendations from the Centre for Inclusive Education and implements them. Monitored by Heads of Stage.
Interventions may include but are not limited to
- Differentiated worksheets/resources
- Time out cards
- Seating arrangement adjustment
- Target setting
- Teacher assistant support
- Additional time in tests/exams
- Modified examination papers
- Use of a laptop or word processor
- Use of a separate room for examinations
- Coloured overlays for reading
The Heads of Stages are the key personnel in implementing the Inclusive Education Policy. In addition to initiating and overseeing the procedures as described above, the appropriate Head of Stage will keep careful records of the support being given to, and the progress being made by each relevant student in their Stage Year Groups.
Updated on 5th September 2018.
To be revised on 30th June 2019.