Core Purpose of the Inclusion Team

In essence, the core purpose of this team is simply to help those most vulnerable to build self-esteem, develop tolerance of others and provide a safe space in which they can grow both emotionally and academically.

All negative behaviours are essentially expressions of unmet needs. It is hoped that, through proactive intervention, we can avoid both confrontation and reactive sanctions that otherwise build negativity and further exasperate things.

Strategy Leaders

Headteacher: Adrian Hayes

Safeguarding Lead: Jane Abbott

SENDCO: Lauren Brown

Inclusion Team

Safeguarding Lead: Jane Abbott

Inclusion Mentor: Samantha Swallow

Inclusion Mentor: Chloe Stansfield

Attendance Lead: Karen Charles

 

Inclusion Team Typical Daily Overview 

 

Time	Activity
8:30	Early Identification Inclusion Team are present on the yard and picking up any issues that may arise, able to prevent any escalation that may come into the classroom and overspill if not addressed.
8:45	Proactive Engagement Support class teachers with any challenging children who are reluctant to engage and identify any persistent late arrivals to target later in partnership with the Attendance Lead - Karen Charles.
9:00	Sensory Activity Physical engagement for key individuals identified as needing additional support to access the daily learning.
9:30	Supporting Core Learning Supporting key children to access core curricular learning in class or leading delegated learning activities under the direction of class teachers. This could be on a timetable basis where different children are supported across the week or could be based in a class with significant levels of need.
	Positive Playtimes Targeting key children to make positive contact and promote positive play through specific activities which encourage socialisation, empathy and help to develop positive relationships between peers and adults
11:30	Inclusion Team Lunch Break
12:00	Lunchtime Engagement Planned activities to engage the most vulnerable children in positive and confidence building activities. These could be broken down into formal activities such as an Aerobic Session or an Adult Led Game or activity such as parachute games. Wherever possible, key individuals should be actively engaged in positive activity to avoid any negativity spreading. Lunchtime Emotional Check-In  Targeted support or wellbeing conversations with key individuals through Support Groups as outlined later in this document.
1:00	Intervention Timetable Activities and Interventions planned to target support to those with the greatest level of need. Within these sessions we help them develop self-esteem, recognise their place in the school and a feeling of belonging and self-worth. This is also a safe time to explore key concepts of empathy, tolerance and resilience when faced with challenges. These sessions will help the children develop coping strategies when faced with challenging situations, so they can better regulate their emotional responses and as such avoid spiralling negative situations.
3:00	Handover Time This could be to pass on key information to parents or have low level conversations. This would also be a time when a physical presence on the yard is felt. Finally, the opportunity can be taken to feed back or liaise with class teachers or line managers about concerns etc.
3:15	Close Down Any loose ends or communication needed including recording/updating of CPOMS or other related systems.

Operational Procedures and Activities

Emotional Check-In

Key Vulnerable Children for base touch and positive review on school and home life. This could be done on an individual basis but would probably have the best impact with a small group of children for a set period of time where they visit a regular schedule of support and nurture. An example of this might be 4 children perhaps from different classes who are struggling to engage or recognise something positive about themselves. During these sessions, the adult would facilitate conversation around sharing something that they have struggled with this week or last week and make possible suggestions as to how to overcome some of the challenges they are facing. There should also be celebration of something positive either from a previous week's target or something positive that has been noticed. These groups could be supported by Wellbeing Ambassadors who are effectively coaches who look out for positives during the week to share in these sessions or also support the children when they think they might be about to fall off the wagon. The frequency of these check-ins and who does them could be varied based on need. During these group meets, there should always be an element of fun or some sort of hook that encourages and rewards engagement.

Celebration Events

When a child or group is experiencing success and we are seeing positive engagement in learning and socialisation etc, a reward activity can be organised, low cost low stress options that help to reward and build positivity. Mentions in Friday Assembly can be undertaken and celebration calls home to parents should form part of this to build stronger links and facilitate a more positive home environment.

Identification of Need

Identification of children with need should be a fluid transaction that is based in part on existing intelligence but also as a proactive move when children are showing signs of stress or experiencing challenging circumstances outside of school. All actions and interventions will be on a 'needs' basis, case by case - some may need little while others need often. It will often be required for a member of the inclusion team to observe individuals in situ to best identify what support to offer and to give context to any issues that may arise. 

Intervention Timetable Allocation

This can be established in blocks of time that best suit the needs of the planned activities and the individuals involved. These activities will predominantly take place outside the classroom and may make use of any available learning spaces or resources including the woodland area etc. Sessions may be a short and focussed 15 mins or could be an extended hour-long session. This will be dictated by the needs of the children first and the intended outcomes but at times of high demand, durations and activities may become more restricted to allow wider needs to be met. To support overflow or when staffing absence occurs, wider members of the team such as the Inclusion Support Staff may step up to the role of Inclusion Mentor.

Wider Scope of the Inclusion Team 

Safeguarding Work

Due to the nature of the work, the inclusion team will play a significant role in the identification and reporting of Safeguarding Concerns. As the team will be closest to the issues and the families, it is intended that Inclusion Mentors will attend low level meetings such as TAF work and feed directly into other agencies in similar meetings.

The Inclusion Lead will attend Case Conference Meetings and support with any scoring or assessment in meetings attended by Inclusion Mentors. Inclusion Mentors can liaise with Class Teachers to compile academic information on children for key reports. 

Attendance Monitoring

Work in partnership with the Attendance Lead to identify and address poor attendance, lateness or persistent Absence. This could involve phone calls or meeting with parents either impromptu or targeted to identify challenges that the family face and attempt to find positive resolutions. We should not become a free taxi service and any collection of a child should be one off and in exceptional circumstances only, not because a child is late or refusing to come to school.

Community Work

Be aware of other agencies and support networks available to themselves and to others in the locality so they can signpost effectively when required and make use of these resources to support their own roles and responsibilities. Develop positive relationships with struggling parents and help them to access what they need including supporting paperwork or process.

Transition Liaison

Supporting the transition of pupils into and out of RJS at key points in the year, liaising with feeder school staff, establishing best approaches and assessing needs for a successful transition. Liaising with class teachers and identifying proactive work to enable individuals with the greatest need to thrive.

SEND Support

While the bulk of SEND work will be the responsibility of the SENDco and the Class teacher, the Inclusion Team can and inevitably will support work related to IEP’s and Class/School Action work to be undertaken with children as these targets will likely mirror the work being undertaken with the individuals supported.

Wellbeing Ambassadors

Identifying and utilising role models across school to impact positively on children who need support through coaching or positive engagement. Facilitating the leadership of ambassadors to lead positive activities and structured play which proactively fosters positive engagement.