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Inclusion is far more than just about the location of a childs school placement. Inclusion is about
generating a sense of community and belonging and encouraging mainstream and special schools and
others to come together to support each other and pupils with special educational needs.
Birchfield is an inclusive school with:
a. An inclusive ethos
b. A broad and balanced curriculum for all pupils
We are committed to offering an inclusive curriculum to ensure the best possible progress for all of our
pupils whatever their needs or abilities. Every child is equally valued and we strive to develop an environment
where all children can flourish and feel safe.
The SEN Code of Practice outlines that children have special educational needs if:
they have a learning difficulty which calls for special educational provision to be made for them.
(DfE Special Needs Code of Practice, November 2001)
This includes children who:
have a significantly greater difficulty in learning than the majority of the children of the same age;
have a disability which prevents or hinders them from making use of educational facilities of a kind gener-
ally provided for children of the same age in school within the area of the local education authority;
have significant problems (physical, emotional, psychological, medical, etc.) that hinder/prevent him/her
from learning or benefiting from the normal education or educational facilities provided for the majority of
his/her peers.
We firmly believe that in order to ensure that all children receive the best possible care and education the
school must work in collaboration with parents. The views of parents and children are actively sought so that
the school can make the best provision possible. We believe that it is vital for children, parents and the school
to work in partnership together in the development, planning and support of each childs education.
Some of the aims and objectives from our SEN Policy & SEN: Parents Policy
To identify pupils with special educational needs and disabilities as early as possible and ensure that their
needs are met.
To ensure the SEN and Disability Act and relevant Codes of Practice and guidance are implemented
effectively across the school.
To ensure equality of opportunity for, and to eliminate prejudice and discrimination against, children with
Special Education Needs, ensuring that children with SEN are perceived positively by all members of the
school community, and that SEN and inclusive provision is positively valued and accessed by all staff and
parent/carers.
To continually monitor the progress of all learners, to identify needs as they arise and to provide support as
early as possible, including referring to outside agencies as appropriate.
To ensure that children with special educational needs and disabilities take a full and active part in school
life.
To provide full access for pupils with Special Educational Needs to high quality education within a broad and
balanced curriculum including extra-curricular activities where appropriate and full access to the National
Curriculum and Foundation Stage Curriculum.
Through differentiated planning by class teachers, the SENCO, the Head of SEN and support staff as
appropriate, enable all pupils to reach their full potential, make effective progress and experience success
leading to the enhancement of their self-esteem.
To ensure that the school curriculum is balanced and allows for differentiation according to individual
needs.
To enable children to move on from Birchfield well equipped in the basic skills of literacy, numeracy and
social independence to meet the demands of secondary school life and learning.

This year the government has reviewed the Special Educational Needs provision, policy and
requirements. We have included our current offer, the updates and the changes we will introduce from
September 2014.
5. Summary of Special Educational Needs / Inclusion Code of Practice/Update 2014