“Since every person of whatever race, condition and age is endowed with human dignity he or she has an inalienable right to education corresponding to his or her proper destiny and suited to his or her talents.” – Gravissimum Educationis
The fundamental principles of the SEN Code are:
 The needs of all pupils who may have Special Educational Needs (SEN) either throughout, or at any time during their academic years, must be addressed.
The Code recognises that there is a continuum of provision, which must be made in a wide variety of different forms.
 Children with Special Educational Needs (SEN) require the greatest possibility of access to a broad and balanced education, including the
National Curriculum.
I NTRODUCTION
The term Special Educational Needs (SEN) has a legal definition. A child has special educational needs if he/she has a learning difficulty which calls for special educational provision to be made for him/her. Children with SEN all have learning difficulties that make it harder for them to learn than most children of the same age. These children may need extra or different help from that given to other children of the same age.
So Special Educational Needs (SEN) could mean that a child has difficulties with:
 All of the work in school.
 Reading, writing, number work or understanding information.
 Expressing themselves or understanding what others are saying.
 Making friends or relating to adults.
 Behaving appropriately in school.
 Organising themselves.

Star International School Inclusion Policy for SEN
 Some kind of sensory or physical or emotional needs which may affect them in school.
Children are not considered to have a learning difficulty solely because the language spoken at home is not English. Advice on te4aching children with English as a second language may be sought from the EAL Coordinator.
Children may have a long or short term special needs and this will be reflected in the activities and arrangements made for them.
O UR A IMS
Our Mission Statement, “Together We Learn”, steers us:
1.
To provide a caring environment where every child is valued despite his or her difficulties.
2.
To think positively. Children respond to teachers who expect them to succeed.
3.
To plan carefully and match tasks to capabilities and interests.
4.
To observe closely.
5.
To record progress systematically.
6.
To involve parents, all teaching and non-teaching staff and the Principal when it is necessary.
SEN S TRUCTURE AT S TAR
Special Education Needs Coordinator (SENCO)
Our Special Education Needs Coordinator is responsible for coordinating, overseeing and developing the SEN department in the school. The SENCO once a month discusses the case of each pupil with the Principal and the Class Teacher to provide the best possible help according to the learning needs of the pupil.
Meetings with parents are also set up from time to time in order to discuss the progress of their child. The SENCO in consultation with the Principal, can suggest a psychological assessment of a child suspected of having learning/social/emotional difficulty. All assessment reports are filed and kept strictly confidential.

Star International School Inclusion Policy for SEN
Medical Records
The school nurse is responsible for keeping a record of any medical conditions shown by the pupils. The school nurse may be consulted, with the parents’ permission, when a new problem arises or an existing one deteriorates.
Teachers must be aware of any medical problems of pupils in their classes. The information on records can be used for this purpose.
Primary and Secondary Departments
In an inclusive environment, pupils who have been detected as having SEN are put in a group where their abilities match to the other pupils in the same group.
Classroom observations and tests will be used by the class teacher to assess the development for each child in Literacy, Numeracy and Behaviour. In certain circumstances they might be placed in younger year groups if considered appropriate. This is only under the advice of the Educational Psychologist and with the necessary support programme set in pace for that particular child.
Differentiated Activities are set at the child’s own level, taking into account individual strengths and weaknesses, the level of ability, the nature of disability and the child’s own motivation and attitude. Consideration and practical healp such as the position in the classroom is always given to children with sight, hearing, speech and learning difficulties.
Additional Support Assistant
The Management of the school will endeavour to recruit and train an Additional
Support Assistant if the pupil requires extra assistance in the class. The Support
Assistant will be provided specifically for the child on a one on one basis or can be shared by several pupils. The process will be in consultation with the Principal,
SENCO, class Teacher and the parents. The parents will then be required to take the financial commitment of the Support Assistant and sign a Learning Support
Agreement with the school.

Star International School Inclusion Policy for SEN
Resources
The Management of the school is committed to providing the best possible level of researching for SEN, within the context of the whole school budget. A budget for
SEN resources will be set by the School Management to ensure we continue to meet the educational needs of most pupils. The school will endeavour to make available resources as required and to continually update equipment.
Use of Information Technology
If a child has a barrier to learning; physical, intellectual, emotional, or sensory, IT can help to provide access and support. Using IT, pupils can be encouraged and enabled to express themselves more effectively by providing tools that help them overcome their difficulties. It should also stimulate interest and enhance problem-solving skills. The school will secure access to it where applicable and it will be used across the curriculum as a medium for differentiated activities.
Record Keeping
The Class Teacher and SENCO keep profiles, including samples of work, and regular details of progression. Test results throughout the year and at the end of the year are kept as records as this is essential for the continuity between year groups.
External Intervention
If necessary, the school might require the use of Outside Support Services.
Parents will be responsible for any cost involved.
1.
Educational/Clinical Psychologist
2.
Speech and Language Therapist
3.
Advisory Service for children with hearing impairments
4.
Service for children with Visual Impairments
5.
Physiotherapists
6.
Occupational Therapist

Star International School Inclusion Policy for SEN
P RACTICES AND A CCOMMODATION IN AN I NCLUSIVE C LASSROOM
The teacher being a role model needs to ensure that the SEN pupil is integrated in the class and other pupils appreciate and have the sensitivity and awareness that each of us is born unique and has the potential to succeed in life.
Best Practices and Accommodations to be followed by the teacher in an Inclusive
Classroom are:
1.
Accept the child. A teacher’s acceptance leads to peer acceptance.
2.
Provide a safe environment for the child. Make sure the child knows you are their friend and you are there to help them. Treat them with respect.
3.
Seating the child in close proximity.
4.
Keep instructions and speech simple and given them time to respond.
Repeat instructions.
5.
Give lots of praise and encouragement for any achievement. Catch the child doing something great and praise him/her.
6.
Identify stressors – peers/noise/smells/distractions. close contact/interaction with
7.
In group discussions, help to key them in by using their name.
8.
Pre-warn them of any changes, and give warning prompts if you want them to finish a task – auditory and visual (timetables for whole class).
9.
Use Peer Support – it helps to build rapport and a sense of belonging and community among students.
10.
Beware of bullying and teasing.
11.
Increase one to one time: Students at risk will require more of your time.
12.
Give clear and appropriate assignments. Teacher or buddy can ensure that the homework has been recorded in the homework diary.
13.
Allow extra time in tests. Provide repeated explanations. Assess orally if required.
14.
Modify/simplify worksheets – multiple choice.
15.
Listen to the child. They want to be heard too.
16.
Be alert on how much movement they may need.
17.
Know the difference between big things and little things, and don’t confront the child on each little thing.
18.
Help the child find his areas of strength so that he can build his self esteem.

Star International School Inclusion Policy for SEN
19.
Avoid negative labels, e.g. “You are a bad boy” – Target the behavior more than the person.
20.
Provide opportunities for the child to reiterate expectations, e.g. “What always needs to be done before we line up?”
21.
Encourage the child to participate and monitor their own behavior, e.g.
“What is terrific about what you’re doing right now?”
22.
Always be objective and understanding. Do not lose patience even though you are tempted to. Remain calm and aware of your body language when addressing the student.
A DMISSION A RRANGEMENTS
At the time of admission, parents are required to handover a completed admission form – a part of which is especially designed to try and identify any SEN applicant.
Parents are required to have total transparency in this matter and provide the school with detailed reports of the child. A decision is then made by the
Management Committee as to whether the school can cater for the needs of the child, upon the recommendation of the SEN coordinator.
If severe physical, mental/behavioural disabilities are detected and adequate support cannot be provided to do justice to the child, the school holds the right to reject the application. If a SEN is detected, and the school believes that the needs of the child can be met under specific conditions, the pupil will be offered a provisional place and the parents will be asked to sign a “Conditional Offer” form, where the conditions of registration are clearly defined, i.e. use of a support teacher/assistant in the school, follow-up by a psychologist, pupil’s progress at the end of the year etc.
P ROCEDURE F OR SEN
Children with Additional Needs are usually identified by parents or by the Class
Teacher. A record of such pupils is kept by the SEN Coordinator, copies of which are also kept by the Principal. The SENCO is also responsible for the filing of all correspondence and confidential information of the pupil.

Star International School Inclusion Policy for SEN
If a problem becomes apparent after the admissions; and the teacher has any concerns about the pupil and identifies them as having special educational needs, then this is discussed with the SENCO. In consultation with the parents, specific measures can be put in place, like some extra assistance in class by an additional support teacher. If necessary, the school might ask for external intervention e.g. services of an educational/clinical psychologist etc.
The SENCO, in consultation with the class teacher, develops an Individualised
Education Plan (IEP) for the SEN pupil that states targets to be met and strategies to be followed. The IEP is reviewed and updated each term. A copy of the IEP is also sent home to be followed up by parents.
P ARENTAL I NVOLVEMENT
Parental involvement is crucial as strategies and techniques implemented in school must be followed at home in order to make a difference in the child’s development.
The involvement of parents is seen as an integral part of any special needs programme for individual children. All parents are encouraged to take an active interest in the progress of their child and to support and help with any activities recommended by the teachers or SENCO.
Parents need to be consulted at every stage and before any action is taken by the school.
S TAFF D EVELOPMENT
The Special Needs Coordinator (SENCO) will be sent on appropriate courses to update her knowledge in this field.

Star International School Inclusion Policy for SEN
If Parent(s) raises concerns for learning
Parent consultation form to be completed by
SENCO and shared with class teacher
Staff to complete Record of concerns for
learning form and initial discussion with
SENCO within 7 days of referral being made
Student closely monitored by the teachers and Additional
Support teacher. Teachers to complete Observational
checklist/Areas of learning Records to try and identify the concern
Meeting held between Teacher, Class T.A., Arabic Teacher and SENCO to discuss observations. Communication with
Teachers form to be completed by SENCO
If Intervention/
Assessment from outside agency is required parents will be asked to get their child assessed.
Student will be placed on
SEN register and an IEP will be drawn up according to class teachers, parents and outside agencies identifications
Parents/Guardians contacted. Meeting arranged with SENCO, Principle Class
Teacher. Communication with Parents form to be completed
Student is placed on SEN register. IEP is written by SENCO and signed. A copy is sent home to parents with letter.
IEP is discussed with student, specialist staff and class teacher
IEP and student progress reviewed with parents, class teachers and support teachers before the end of each term
New IEP written and signed ready for the start of the new term
SENCO to arrange with parents if it is felt by all that a support teacher is needed.
Parents to sign Learning
Support Agreement before the start of each new term
Targets reviewed and new ones set if student has achieved them. Strategies changed if student has not progressed