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Inclusion Policy

1 Introduction

1.1 At Primary PPA Cover Ltd we value the individuality of all of the children we teach. We are committed to giving all children every opportunity to achieve the highest of standards. We do this by taking account of children’s’ varied life experiences and needs. We offer a broad range of activities and have high expectations for all children. The achievements, attitudes and well-being of all our children matter. This policy helps to ensure that Primary PPA Cover Ltd promotes the individuality of all our children, irrespective of ethnicity, attainment, age, disability, gender or background.

2 Aims and objectives

2.1 Primary PPA Cover Ltd aims to be an inclusive PPA Provider. We actively seek to remove the barriers to learning and participation that can hinder or exclude individual children, or groups of children. This means that equality of opportunity must be a reality for children who attend our clubs. We make this a reality through the attention we pay to the different groups of children who may be present during our lessons:

  • girls and boys;
  • minority ethnic and faith groups;
  • children who need support to learn English as an additional language;
  • children who do not speak Spanish or English;
  • children with special educational needs;
  • able, gifted and talented children;
  • children who are at risk of disaffection or exclusion;
  • travelers;
  • asylum seekers;

2.2 We offer a wide range of activities which meet the specific needs of individuals and groups of children. We meet these needs through:

  • setting suitable learning challenges;
  • responding to children’s diverse learning needs;
  • overcoming potential barriers to learning or participation of individuals and groups of children

2.3 We achieve educational inclusion by continually reviewing what we do, through asking ourselves these key questions:

  • Are all children happy during our lessons?
  • What are we doing for those children who we know are not achieving their best?
  • Are our actions effective?
  • Are we successful in promoting racial harmony and preparing children to live in a diverse society?

3 Teaching and learning style

3.1 We aim to give all children the opportunity to succeed and reach the highest level of personal achievement. When our specialists plan their lessons, they take into account that the abilities of the children may vary.

3.2 Our staff are familiar with the equal opportunities legislation covering race, gender and disability which is outlined in our equal opportunities policy.

3.4 Our staff ensure that all children:

  • Feel secure and know that their contributions are valued;
  • Appreciate and value the differences they see in others;
  • Take responsibility for their own actions;
  • Participate safely in clothing that is appropriate to their religious beliefs
  • Use materials that reflect a range of social and cultural backgrounds
  • Participate fully, regardless of disabilities or medical needs.

4. Children with disabilities or special educational needs

4.1 Some children present in our lessons have disabilities and/or special educational needs. We are committed to meeting the needs of these children, as we are to meeting the needs of all groups of children who attend. All reasonable steps are taken to ensure that these children are not placed at any kind of disadvantage compared to non-disabled children.

4.2 Staff modify teaching and learning expectations as appropriate for children with disabilities and/or additional needs. For example, they may give additional time to complete certain activities, or they may modify materials used in the session. In their planning, staff ensure that they give children with disabilities/additional needs the opportunity to develop their skills in all activities provided.

5 Inclusion and racism

5.1 The diversity of our society is addressed through our lessons. We welcome children from all social and ethnic backgrounds. Our teachers are flexible in their planning and offer appropriate challenges to all pupils, regardless of ethnic or social background. All racist incidents are recorded and reported to a senior member of staff (for more information regarding this please see our Equal Opportunities policy).

6 Summary

6.1 At Primary PPA Cover Ltd, we value each child as a unique individual. We will strive to meet the needs of all children who are present during our lessons and seek to ensure that we meet all statutory requirements related to matters of inclusion.

7 Monitoring and review

7.1 This policy is monitored by management and will be reviewed annually. Last reviewed 5.12.17

Thursday, June 20, 2019

Why is the system changing?

  • A lack of expertise and knowledge of MFL has been found across the board
  • Curriculum is being confused with assessment and qualifications
  • Curriculum narrowing (a focus on English and Maths and therefore neglect for MFL)
  • MFL being missed out in Year 6 due to prepration of SATs
  • Social justice issues
  • Lack of teaching expertise n Inspectors found that, in over half of the schools in the sample, the lack of confidence, subject knowledge and need for training was the biggest challenge to improving the quality of their foreign language provision.  This lack of expertise was also highlighted in the questionnaire for language specialists or teachers as a particular concern for primary schools in meeting the requirements of the national curriculum
  • Confidence and subject expertise was the main concern for just under half of respondents.
  • Transition arrangements:  In half of the schools, inspectors reported that the primary schools were not working well with secondary schools to ensure that there is effective transition in foreign language learning from primary to secondary.

 Figure 2.jpg

What will be changing?

  • Children and students first – avoiding curriculum narrowing, even in upper KS2
  • Solid evidence for MFL
  • Quality of education – outcomes, assessment and curriculum delivery
  • Work scrutiny for MFL
  • Work should be demanding and coherently planned
  • Children to remember what they have been taught long term
  • Teachers must have good knowledge of the subjects

 

“During an inspection, if Ofsted are to “dig deep” in MFL, what can I expect?”

 

  • Discussions with senior leaders about the MFL provision and their curriculum
  • Discussions with curriculum leaders and language teachers about the depth of the curriculum and how it progresses – what should children be able to do by the time they reach Year 6?
  • Observations of lessons
  • Book scrutiny
  • Discussions between the inspector and inidivdual children about what they remember and why they are learning what they are learning
  • A look into pronunciation of teachers and children
  • A look into evidence of progression across the curriculum

Note: if MFL is not delivered on the day of inspection, all of the above will still happen other than lesson observations – book scrutiny

 

“What questions might I be asked as MFL Lead or MFL teacher in my primary school?”

 

  • How do you structure your support for non-specialist teachers?
  • How do you ensure you cover the programme of study?
  • Do all children have access?
  • How secondary and primary ?
  • What are the needs of your cohort and how has this affected your curriculum?
  • Why did you choose that scheme of work?
  • How do you ensure it builds on prior knowledge?
  • How do you ensure your progress is not just adding more vocabulary but grammatical structure?
  • How does this lesson fit within your scheme of work?
  • Can children manipulate a basic sentence by end of year 6?
  • Pronunciation of teachers and children
  • Evidence of progression across the curriculum
  • If your school is doing a carousel with 3 languages, for example: “What is the rationale behind that? What is the progress in each language? Have you thought about the phonological structure of each language? Are the languages being compared?

If MFL is evidently not a priority, Ofsted will want to see a plan of how the school will achieve the above.

 

 

 

Ofsted are asking the question: “Who is leading primary languages in primary schools?”

 

What are Ofsted looking for in primary languages?

  • Ofsted definition of curriculum: intent, implementation, impact (framework, support, progress) i.e. having clear intnetions of where the curriculum is going to achieve the desired progress
  • A curriculum with depth - developing knowledge and understanding, not memorising disconnected facts
  • Knowledge and vocabulary is at the heart of what Ofsted are looking for
  • A curriculum with clear progression: there are serious consequences for pupils when a curriculum is not sequenced or designed effectively. Gaps in pupils’ knowledge accumulate as they become layered on top of one another in a curriculum sequence.
  • Pupils learning the knowledge they need to avoid knowledge deficit (Fisher, Hnadbook kf applied behaviour)

“12 years of education should give children a solid foundation for languages” Ofsted, January 2019

 

“What if my school is an Academy?”

 

  • All pupils in maintained schools are expected to study the national curriculum. Academies must offer all pupils a curriculum of a similar breadth and ambition as the national curriculum (Ofsted school inspection update)

 

If we provide your MFL provision, what will we be changing over the summer to ensure we meet the guidelines for the new framework?

  • Assessment criteria from Y3-6 in line with the new inspection framework
  • A NEW childrens “quiz” area on our TeachTool platform to enable children to track their progress in the language
  • End of unit comments area to be emailed to our liason at your school at the end of each unit, complete with childrens progress
  • Restructure of annual reports for MFL in line with the new inspection framework

If you have any questions about your MFL provision or if you need to arrange your MFL provision for September, please get in touch with us.