Educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnic origin, religious belief, care status, impairment, sexuality, attainment or social or economic background. It involves adapting policies and practices to remove barriers, taking positive action, targeting resources and creating a learning environment to ensure that all young people have their rights upheld. As an inclusive school we display an ethos and willingness to offer new opportunities to young people who may have experienced previous difficulties. We constantly monitor and evaluate the progress of all learners and identify any who may be missing out, difficult to engage, or feeling in some way apart from what the school seeks to provide. We take practical steps, in the classroom and beyond, to meet students' needs effectively and provide tolerance and understanding in a diverse society.
In practice the inclusive ethos of the school is delivered through the combination of a strong pastoral system supported by a well established inclusion team. This team consists of an Inclusion Manager and three Senior Inclusion Workers as well as a 6th Form Counsellor. Transition from Yr6 into Yr7 is the starting point with a clear emphasis on providing appropriate support to the most vulnerable students. There are very strong links with our catchment primary schools who also have developed early intervention support systems. Support can either be provided on a one-to-one basis, or students can be placed in group situations. 'The Bridge' also provides a support to students who find it difficult to cope with the demands of a full time curriculum. This includes medical needs provision. We have also developed a close working relationship with outside agencies and in particular with the St Ives Locality Team.
Learning Support Needs
St Ivo School believes that all students should have full access to the curriculum, whatever their ability. Students entering St Ivo in September with particular learning needs are first identified by close liaison with primary schools. The Learning Support Department spends considerable time during Year 6 working with future students. On admission to the school, new Year 7 students are given Cognitive Ability Tests. The results of these tests are then passed on to the relevant subject staff, pastoral staff and Deputy Head. In addition, a register of all students with additional needs throughout the school is circulated to all teaching staff in early September.
Some students require additional support to ensure their access to the school's curriculum. In practice, no curriculum area is denied support. This may take the form of teacher, teaching assistant and sixth form support. The management of special needs emphasises integration rather than segregation, with access to both formal and informal opportunities for learning support.
Withdrawal from mainstream lessons is only operated on a very limited basis, in line with County policy. The aim is to provide a flexible system which can respond and adapt to the changing needs of staff and students. In order to achieve this, each department has a named contact person who is the link with a named member of the Learning Support Department. This flexibility is extended to all areas of student support, whether special needs, welfare or behaviour.
In some circumstances it may be necessary to work with a student on an individual basis, while in other situations a group may be seen as the most appropriate format.
Parents/carers may wish to access the Dolch List, which represents the most frequently used words in the English language. It is essential that all children are able to spell these words correctly.
Click here to access this list (PDF document).
More detailed information can be found in the SEN policy.
The aim of our school is to provide students with an outstanding education that enables them to fulfil their potential. This includes our highest achievers. Research makes clear that school needs to make special provision, of different kinds, for their highest achievers, so that these students fulfil their potential.
For each year group, by highest achievers we mean the 10% (approximately) highest performing students across the "Progress 8" subjects. Year 7 - 11 groups are updated twice a year.
Highest Achievers in Years 7 - 11 meet for a weekly registration period. Within this registration period there are opportunities for students to meet, develop skills, challenge themselves and reflect upon their goals and targets for the future. There is also a range of extra-curricular activities specifically for the Highest Achievers.
The EM team, consisting of a teaching coordinator, specialist teaching assistant and a home/school liaison officer work with students, teachers and parents to raise the achievements of ethnic minority students. Interpreters are available at parents/carers evenings and school meetings to ensure that effective communication takes place. An EM teaching assistant is also available at Study Support sessions.
Years 7, 8 and 9 Literacy Support
All students at St Ivo are assessed on their reading ability. Some students, who fall below their chronological age in reading, are offered the opportunity to improve their literacy skills. This includes spelling strategies, study skills, understanding of text and reading confidence. The aim is to enhance learning across all areas of the curriculum.
A range of Reading Development Programmes are offered during Key Stage 3. These include a series of sessions, where students are sometimes withdrawn from lessons over a period of time to enhance their reading comprehension skills.
In addition, a literacy intervention programme is run for 20-30 students based on need. This involves students being withdrawn from all Modern Foreign Language lessons over KS3.
In both cases, parental permission is sought and very much apreciated.
Parents/carers may wish to access the Dolch List, which represents the most frequently used words in the English language. It is essential that all children are able to spell these words correctly. Click here to access this list (PDF document).