Inclusion Policy


Loughton Manor First School values the abilities and achievements of all its pupils, and is committed to providing, for each pupil, the best possible environment for learning.

We acknowledge that some of our pupils may have Special Educational Needs and Disabilities (SEND) and that we must monitor those needs, employ strategies to meet them and fulfil the requirements of the National Curriculum.

This policy is a means of supporting the children with SEND and the teaching staff who have concerns about their pupils.

It offers guidance about the identification and monitoring of SEND and provides a framework to work from.

The school pays due regard to the SEND Code of Practice and Education Act 2011 with reference to Special Needs.


We believe that all children have individual needs and that, regardless of age, ability, gender, disability, social/ethnic background, they have a right to a broad and balanced curriculum, which enables them to work towards their full potential.  Please refer to the Equal Opportunities Policy for further information.

We understand that a special need arises when a child is experiencing significant difficulty in their learning and/or behaviour and we share the responsibility for teaching these children.

The children receive appropriate support, alongside their peers where possible, encouraging them to feel happy, secure and positive about themselves and their achievements.

Teaching staff deliver a differentiated curriculum.

Teaching strategies are responsive to different learning styles to facilitate meaningful and effective learning for all pupils.

Whilst we believe that responsibility for meeting a child’s special needs belongs to mainstream staff, we recognise the skills and expertise of outside agencies and call upon them when necessary.

We actively encourage parental partnership and involve parents at each stage of the SEND process.

To ensure the SEND Code of Practice, Equal Opportunities, Equality Act and relevant Codes of Practice and guidance both local and nationally are implemented effectively across the school. This policy will incorporate:

Special Education Needs

More Able Pupils

Multicultural Education Policy (English as an Additional Language)

Equal Opportunities

British Values

Equality Act Guidance for Schools

Milton Keynes Dyslexia Policy

Definition of Inclusion

Inclusion is the process of removing barriers to participation and learning so that everyone benefits fully from educational opportunities.

Definition of Special Educational Needs

A child has special educational needs if he or she has learning difficulties that call for special educational provision to be made.

A child has learning difficulties if he or she:

Has a significantly greater difficulty in learning than the majority of children of the same age

Has a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority

Is under compulsory school age and falls within the definitions made above or would do so if special educational provision was not made for the child.

Special educational provision means:

High quality teaching that is differentiated and personalised will meet the individual needs of the majority or children and young people. Some children and young people will need educational provision that is additional to or different from this. This is a special educational provision under Section 21 of the Children and Families Act 2014. Schools and colleges must use their best endeavours to ensure that such provision is made for those who need it. Special Educational Provision is underpinned by high quality teaching and is compromised by nothing less.

(Section 1.24, SEND Code of Practice 2014)

Emotional and Behavioural Difficulties:

If a child’s learning difficulty is due to them having emotional or behavioural needs, we do act upon this as part of our SEND provision.

English as an additional language (EAL)

Identifying and assessing SEN for young children whose first language is not English requires particular care. Early Years practitioners should look carefully at all aspects of a child’s learning and development to establish whether any delay is related to learning English as an additional language or if it arises from SEND. Difficulties related solely to learning English as an additional language are not SEND.

See 5:30 Code of Practice 2014

See Appendix 1 for Multicultural Education Policy.

More Able Pupils

Children and young people with one or more abilities developed to a level significantly ahead of their year group or within their potential to develop those abilities. Department for Education.

See Appendix 2 for More Able Policy.


Many children and young people who have SEND may have a disability under the Equality Act 2010 – that is ‘…a physical or mental impairment that has a long term and substantial adverse effect on their ability to carry out normal day to day activities’. This definition provides a relatively low threshold and includes more children than many realise: ‘long-term’ is defined as ‘a year or more’ and ‘substantial’ is defined as ‘more than minor or trivial’. This definition includes sensory impairments, such as though affecting sight or hearing and long term health conditions, such as asthma, diabetes, epilepsy and cancer. Children and young people with such conditions do not necessarily have SEND but there is a significant overlap between disabled children and young people and those with SEND. Where a disabled child or young person requires a special educational provision they will also be covered by the SEND definition.   

(SEND Code of Practice

See Appendix 3 for Disability Equality Scheme.

British Values

Working towards a society in which there is a common vision and sense of belonging by all communities; a society in which the diversity of people’s backgrounds and circumstances is appreciated and valued; a society in which similar opportunities are available to all; and a society in which strong and positive relationships exist and continue to be developed in the workplace, in schools and in the wider community.

Department for Education.

See Appendix 4 for British Values Policy

Local Offer

Loughton Manor First School is a member of the Denbigh Liaison Group within the Central Locality of Milton Keynes. We work in collaboration with our partner Infant, Junior and Secondary Schools to ensure our philosophy and approach to meeting the needs of children and young people with Special Educational Needs and Disability is similar.

We are committed to the principles of inclusion and strive for our provision to meet the needs of children and young people within a mainstream setting wherever possible and appropriate.

As members of the Denbigh Liaison Group our commitment extends to working in partnership with Milton Keynes Local Authority to ensure that all pupils, regardless of their specific needs, make the best possible progress in school.

Click here for more details regarding Local Offer at Loughton Manor First School.


Medical Conditions

The school fully complies with the ‘Supporting pupils at school with medical conditions’ guidance (September 2014) in that ‘pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education’. For more information please refer to the ‘Supporting pupils at school with medical conditions’ guidance (September 2014).

Governing bodies should ensure that the school’s policy is explicit about what practice is not acceptable. Although school staff should use their discretion and judge each case on its merits with reference to the child’s individual healthcare plan, it is not generally acceptable practice to:

prevent children from easily accessing their inhalers and medication and administering their medication when and where necessary;

assume that every child with the same condition requires the same treatment;

ignore the views of the child or their parents; or ignore medical evidence or opinion (although this may be challenged);

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;

if the child becomes ill, send them to the school office or medical room unaccompanied or with someone unsuitable;

penalise children for their attendance record if their absences are related to their medical condition, eg hospital appointments;

prevent pupils from drinking, eating or taking toilet or other breaks whenever they need to in order to manage their medical condition effectively;

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

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.


The Governing Body believes that the admissions criteria should be inclusive for all learners, whatever their age, gender, ethnicity, disability, attainment and background.

We promote the admitting of pupils in line with the Code of Practice, in that:

Admission Authorities must:

consider applications from parents of children who have SEND but do not have an EHC plan on the basis of the schools published admissions criteria as part of normal admission procedures.

not refuse to admit a child who has SEND but does not have an EHC plan because they do not feel able to cater for those needs.

not refuse to admit a child on the grounds that they do not have an EHC plan.

(SEND Code of Practice Section 1:27)

Roles and responsibilities

The Governing Body

There should be a member of the governing body or a sub-committee with specific oversight of the school’s arrangements for SEND. School leaders should regularly review how expertise and resources used to address SEND can be used to build the quality of whole-school provision as part of their approach to school improvement.

Sheena Cresswell is the governor appointed with special responsibility for Inclusion.

The ‘Responsible Person’

Every school must have a ‘responsible person’ who makes sure that all those who are likely to teach a pupil with an Education and Health Care Plan are told about the EHC.

From the SEND Code of Practice 2014 (Section 1:19)

At this time the ‘responsible person’ is the head teacher, Lizzie Bancroft.

The Headteacher

The head teacher has responsibility for the day-to-day management of all aspects of the school’s work including provisions for children with additional needs.  The head teacher keeps the governing body informed whilst working closely with the school’s Inclusion Manager.

The Inclusion Manager

The Inclusion Manager has responsibility for day-to-day operation of the Inclusion policy and for co-ordinating provision for pupils with additional needs. The Inclusion Manager is Lucy Lock.  The Inclusion Manager is allocated non-contact time each week to carry out her duties. The Inclusion Manager is in school Monday to Thursday. The head teacher is the Inclusion contact when the Inclusion Manager is not in school.

The Class Teacher

The class teacher has responsibility for identifying, assessing and making provision for pupils with additional needs. The class teacher also meets with parents and outside agencies if involved.

Teaching Assistants

Teaching assistants work with the class teachers and the Inclusion Manager to support the learning needs of the children.

Identification, Assessment and Provision

At Loughton Manor First School we have adopted a whole-school approach to SEND policy and practice. Pupils identified as having SEND are fully integrated into class.  Every effort is made to ensure that they have full access to the National Curriculum and are integrated into all aspects of the school.

All teachers are responsible for identifying pupils with SEND and, in collaboration with the Inclusion Manager, will ensure that those pupils requiring different or additional support are identified at an early stage.  Assessment is the process by which pupils with SEND can be identified.  Whether or not a pupil is making progress is seen as a significant factor in considering the need for SEND provision.

Early identification of special educational need is essential for appropriate provision to be made.  The school uses appropriate screening and assessment tools, and ascertain pupil progress through:

Informal assessment of the child’s response to the curriculum

their progress against the objectives specified in the Literacy and Numeracy frameworks

their performance against The Early Learning Goals, National Curriculum levels or P levels through the LA set criteria

Foundation Stage Profile

Children’s work

Assessment calendar tasks

End of Key Stage One assessments (formerly SATs)

Lucid Rapid Dyslexia Screening software

Concerns expressed by others, e.g. parents and outside agencies

Observations of child’s emotional and social behaviour

Target Tracker

Revised ‘First Assess Communication!’ Tool (FACT)

If required, FACT Plus

The school follows the SEND Code of Practice 2014: 0 to 25 years’ graduated approach with regard to the identification, assessment and review of pupils with special educational needs. The four key actions are:

Assess: the class teacher and Inclusion Manager should clearly analyse a pupil’s needs before identifying a child as needing SEND support.

Plan: parents must be notified whenever it is decided that a pupil is to be provided with SEND support.

Do: the class or subject teacher should remain responsible for working with the child on a daily basis.  Where the interventions involve group or 1:1 teaching away from the main teacher, he/she still retains responsibility for that pupil’s learning.

Review: the effectiveness of the support should be reviewed in line with the agreed date.

Pupils receive a differentiated curriculum and those who fail to make the expected progress are initially identified by class teachers who fill out the Milton Keynes FACT (First Assess Communication Skills)

Results of this are shared with the Inclusion Manager and appropriate intervention/support is put in place. The school has a system whereby any member of staff can raise concerns/issues with the class teacher, Inclusion Manager or Head about a child with a potential SEND or other barrier to learning.

We involve parents/carers and the young person in question as soon as we feel a pupil may have a barrier to learning.

In Loughton Manor First School, we use a range of assessment data e.g. relevant family/medical history, Foundation Stage Profiles, P Scales, Teacher Assessments, Screening Tests, End of Key Stage Tests (formerly SATs), RAISE online, etc. A range of diagnostic tests are used as appropriate.

Pupils who fail to make expected progress on the basis of accumulated evidence are placed on an Additional Needs Register. Parents are consulted before this decision is made.

Education, Health and Care Plans/EHC

From September 2014, Statements of Special Educational Need and Disabilities (SEND) and Learning Difficulty Assessments (LDA’s) were replaced by Education, Health and Care Plans (EHC).

Education, Health and Care Plans are designed to support children and young people with long term and complex needs that are impacting on their ability to access learning and develop independence. A request for an Education, Health and Care Plan will generally only be made once support has already been put in place through the child or young person’s setting and the services available through the Local Offer.

The guidelines for requesting an EHC assessment reflect the four main areas of need, outlined in the 2014 Code of Practice:

Cognition and Learning.

Communication and Interaction.

Social, Emotional and Mental Health.

Sensory and/or physical needs.

External Agencies

The school can request support and advice from outside agencies for any child that a class teacher is concerned about.  Involvement from these agencies, are allocated each term depending on the child’s need. Parents are always informed of involvement with outside agencies as parental consent is required.

The school is supported by the Specialist Teacher Team Psychology Service.  Our attached Educational Psychologist is Robin Scott.

If required the Specialist Teacher Team visit during the term to offer advice, materials or assess children. For children with an EHC, the Specialist Teacher Team remain involved and the attached Educational Psychologist for these children is Robin Scott.

The school can request support directly from the Behaviour Support Team. Our Behaviour support teacher is Jane Sellars.

Speech and Language Therapy Services provide support to children with speech, language or communication difficulties. They can be contacted by the Inclusion Manager if needed, to discuss possible interventions. Our attached Speech and Language teacher is Brioni Langsdale. Children who attend the nursery class are required to attend drop in clinics with parents.

Physiotherapy and Occupational Therapy, are provided by Health Services when supported by an EHC. Parent’s can request assessments through their GP.

Parent and School Partnership

Loughton Manor First School firmly believes in developing a strong partnership with parents and that this will enable children with SEND to achieve their potential.  The school recognises that parents have a unique overview of the child’s needs and how best to support them, and that this gives them a key role in the partnership.

“Parents hold key information and have a critical role to play in their children’s education.  They have unique strengths, knowledge and experience to contribute to the shared view of a child’s needs and the best way of supporting them” (Code of Practice 2.2). 

The school considers parents of SEND pupils as valued partners in the process. Depending on age and appropriateness, SEND pupils will also be encouraged to participate in the decision-making process affecting them.  Parents are involved at the earliest stages when a concern is identified at the parent consultation or before hand.  If and when a child is placed on the SEND register parents are notified and an appointment is made to discuss the child’s need at greater length.  Parents are kept informed at all times of the progress of their child through termly reviews. Parents are also notified if any external agency will be visiting the school to observe or assess their child. The Milton Keynes Special Educational Needs and Disability Information Advice and Support Service (MK SEND IAS)’ offers independent information, advice and support to parents. Information can be obtained from the Inclusion Manager.

Along with the school communicating any involvement within school it is vital that parents communicate regularly with any involvement by agencies outside school, eg doctors, health visitors, other qualified specialists as this can very often give us an insight into a child’s difficulty or even progress.


Loughton Manor First School follows the Milton Keynes Dyslexia Policy. The Inclusion Manager is a specialist teacher in dyslexia, recognised by AMBDA (Associate Member of the British Dyslexia Association).

Transition to New Schools

Loughton Manor First works closely with its feeder schools.  During the summer term meetings are set up with other Inclusion Manager’s to discuss children who are receiving support.

The Inclusion Manager and class teachers also liaise with local pre-schools to flag up any concerns.


When setting the school’s annual budget all monies devolved by the LA for the support of SEND will be allocated to the provision of SEND support assistant hours.  Non-contact time for the Inclusion Manager is budgeted annually. The need for Specialist curriculum support materials and equipment varies. Therefore, funding for this is from within the school’s main curriculum budget. For every child with an EHC, the school is required to fund the first £6000, with the local authority funding the remainder.

Monitoring and Evaluation

The effectiveness of our Inclusion Policy will be informally assessed at our annual September Inset whole school refresher training and policy review. The annual SIP Action Plan will identify aspects for development/improvement that help to support and sustain our culture of inclusiveness across our school community.

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