The Inclusion Service
The fundamental aim of Bridgend’s focus on Inclusion is to ensure the teaching that is experienced by all learners has a positive and sustained impact on the outcomes they achieve and on their wellbeing. The service aims to support schools, in partnership with families and other agencies, in giving all children and young people in the County Borough access to a broad and balanced curriculum, the right learning environment and all relevant information.
The Inclusion Service is currently based at Ty Morfa and consists of a Senior Leadership Team; Specialist Teachers, Specialist Learning Support Assistants; Educational Psychologists and therapists who have expertise in meeting a wide range of additional learning needs. Inclusion Service staff are grouped into localities across Bridgend (East, West and North) and work as the Team Around the Pupil, Parent and School (TAPPAS) and in the Bridge Alternative Provision.
Description of service
The Service is directly involved in making provision for children and young people with Special Educational Needs, as defined in the SEN Code of Practice for Wales, and also supports provision for those with the wider range of additional learning needs.
The overall aim of the ALN model of delivery is to ensure that pupils gain access to a broad, balanced and relevant education, whilst also having their exceptional needs met.
A number of general principles need to guide the organisation and management of Inclusion provision:
- Inclusion staff have the appropriate qualifications and the necessary experience in ensuring pupils receive the special provision they require. School staff should have the necessary ALN and curriculum expertise to enable pupils to access a broad, balanced and relevant education.
- The Inclusion staff will operate across the different schools within a locality and in The Bridge Alternative Provision, as well as the different phases of education and will provide a range of services including the identification, assessment and delivery of intervention programmes for pupils with additional needs. In order to achieve this Inclusion Staff will need access to regular specialist advice, guidance, support and opportunities to pursue professional and career development in line with their areas of specialism.
A number of specific principles also need to guide the organisation and management of the Inclusion provision:
- The Inclusion staff work collaboratively to guide and manage the specialist and outreach provision within the cluster and locality.
- Inclusion staff supports schools to ensure pupils with ALN are included within teaching groups and to ensure the exceptional needs of pupils with ALN are accommodated in lesson planning. This will involve supporting schools to make the appropriate adjustments as to how the curriculum is organised and delivered.
- Inclusion will provide the necessary specialised staff and resources to meet the exceptional needs of pupils with ALN.
Arrangements for accessing Outreach provision:
Clear criteria for accessing outreach provision will be agreed by the school and the Inclusion Service in order to determine the appropriateness of all outreach support.
Nominated School, Inclusion Service and Outreach Support staff will discuss each pupil being considered for outreach and determine the appropriateness of the support.
Admissions arrangements to Learning Resource Centres:
Clear admission criteria to a Learning Resource Centre will be agreed by the School, the Inclusion Service and the Educational Psychology Service in order to determine the appropriateness of the resourced provision for pupils with ALN.
A panel of nominated School, Inclusion Service and Educational Psychology Service staff will discuss each pupil being considered for admission and determine the appropriateness of a placement. A procedure will be agreed at the panel for admitting each pupil who requires access to the specialist provision.
Any panel disagreements will be resolved by a designated Headteacher, the Principal Educational Psychologist and the Group Manager for Inclusion.
In order to provide local specialised provision, it is crucial that schools are prepared to have Learning Resource Centres located appropriately within their cluster in order to enable pupils with ALN to gain appropriate access and additional support from the centre as local to their homw as possible.
The review of both the school and the Inclusion Service provision within the cluster will take place through the Planning and Reviewing in Partnership process (PRIP). This will link closely with the work of the Challenge Advisors in the Consortium.
It is recognised that schools will be at different stages of development in the provision of ALN. Fundamental to the PRIP process is the availability of good quality data and the analysis of the data to inform the future needs of the school. This type of reporting will provide an on-going reviewing mechanism to evaluate the effectiveness and outcomes for children and young people with ALN and to ensure that resources are appropriately targeted to meet the changing needs of the community of schools.
The data collected and evaluated is based upon three key aspects:
- evaluating the outcomes for pupils with ALN;
- evaluating the effectiveness of ALN provision;
- evaluating the leadership and management of ALN.
The ‘Planning and Reviewing in Partnership’ meeting provides a framework for monitoring progress both within individual schools and across a cluster of schools. The purpose of the meeting is to review key data, providing a focus for discussion around future planning.
The outcomes of the meeting are summarised at the end of the PRIP process where a set of actions will be agreed for the school and also a set of actions that derive from TAPPAS Professional Learning Community.
It will be the responsibility of the senior management of the Inclusion Service to ensure that Inclusion staff have the necessary knowledge, skills and qualifications to carry out their duties effectively.
It will be the responsibility of the schools, in conjunction with the Inclusion Service, for the day-to-day management of the Inclusion staff.
Headteacher representatives from a cluster will be invited to participate in the appointment of new ALN staff, either based at a learning centre or outreach support. Appointment panels would consist of a Headteacher; member of Inclusion Senior Leadership team and a Specialist Teacher.
The Group Manager for Inclusion will report annually to Senior Management within the Children’s Directorate on the effectiveness of the current working arrangements.
The Schools’ Headteachers will report annually to their Governing Bodies on the effectiveness of the current working arrangements.
It will be the responsibility of the LA to ensure that it has adequate insurance against actions, claims or demands which may be brought or made against it by any person injured or suffering damage or loss in connection with its activities in carrying out this agreement.
Standard of service
This service level agreement between the schools and Bridgend Local Authority (LA) seeks to define the respective roles and responsibilities of the School and the LA in the delivery of the Inclusion Strategy across each locality/cluster of schools. The ‘Team Around the Pupil Parent And School’ (TAPPAS) model and the ‘Planning and Reviewing in Partnership’ (PRIP) process will ensure standards of service at both school and local authority level are maintained.
The specialist provision will be planned, implemented, monitored and evaluated in a manner which enables Schools and the LA to work in collaboration in maintaining quality provision.
The specialist provision will be organised and managed in a manner consistent with the Inclusion Strategy defined through the ‘Planning and Reviewing in Partnership’ process.
The Service will:
- carry out regular self-evaluation of its working practices and how it supports schools in enhancing inclusive education through the planning and reviewing in partnership process;
- support schools in the early identification of pupils with ALN, the implementation of intervention programmes and tracking of pupils;
- support schools in carrying out self-evaluation for ALN including the impact on pupil outcomes in relation to school provision;
- work in partnership with schools to identify training and development of staff through the PRIP process and supporting schools in implementing a training and development programme;
- work in partnership with schools to identify training and development of staff by carrying out a Learning Needs Analysis and supporting schools in implementing a training and development programme;
- support schools in the transition of pupils with ALN ensuring the appropriate support is put in place to meet the needs of the pupil;
- provide specialised outreach support for individual pupils with complex additional needs;
- provide specialised placements for pupils with complex additional needs;
The Schools will:
Carry out regular self-evaluation of their working practices in providing inclusive education to ensure:
- good pupil outcomes academically, socially and emotionally;
- an appropriate learning experience;
- appropriate teaching is in place to meet pupils' needs;
- appropriate care, support and guidance;
- an appropriate learning environment;
- good leadership;
- evidence of improving quality;
- good partnership working;
- well managed resources.
The 'Planning and Reviewing in Partnership (PRIP)' process is a central part of the Quality Assurance structure for ALN provision in Bridgend. The senior management of the Inclusion Service will liaise with Challenge Advisor and a discussion held with the Headteacher and ALNCO of the school.
The purpose is to:
- monitor the data collected by both the school and from the Local Authority central database by the Inclusion Service;
- discuss the results of both the school and service self-evaluations; and
- set an agenda for school improvement.
The focus is upon:
- details of learners with ALN - according to primary needs (including those considered to be more able and talented; being from ethnic minority backgrounds with English as an additional language; and being from gypsy or traveler families). The data used records numbers and percentages of the school population - as well as comparative cluster and county borough wide figures;
- details of learners with ALN - according to the tier and type of ALN provision;
- the processes used for tracking individual vulnerable learners and the impact of the ALN provision;
- the learners identified and receiving early intervention support and the impact of the various interventions being used on learner outcomes;
- details of learners with ALN due for school transition and what planning is in place;
- the use of specialist provision (eg Learning Resource Centres) both within the school (if applicable) and within the cluster;
- membership of the current cluster TAPPAS team and how Inclusion specialist staff have been used;
- the current range of special support provided for individual learners or groups of learners and how this is being used;
- the provision being made for vulnerable learners such as those requiring alternative learning pathways;
- the current provision map in terms of how staff are being used to support learners with ALN on various initiatives;
- school exclusions (both permanent and fixed term) and attendance levels for pupils with ALN;
- a review of the impact of training and professional development programmes implemented across schools.
- TAPPAS and School Actions to be integrated in the School Improvement Plan.
We welcome your queries, comments and ideas for developing our service.
Telephone 01656 815230
Fax 01656 815245
Minicom 01656 815246
Group Manager, Inclusion: Michelle Hatcher