Inclusion & SEN Support
Inclusion at Malorees
We believe in participation for all.
We want all children and adults to participate in learning and we celebrate all members of our community.
We aim to create an inclusive culture in our school where we are responsive to the diversity of children's backgrounds, interests, experiences, knowledge and skills.
Our dedicated staff team in both schools work hard in partnership with parents and governors to provide a supportive, inclusive and nurturing environment in which every child is able to achieve their very best. Recognising that every child is unique underpins our approach to teaching and learning, our approach to pastoral care and personal development.
We value high quality teaching for all learners and actively monitor teaching and learning in the school to ensure we are providing this for all pupils. We aim to create a learning environment which is flexible enough to meet the needs of all members of our school community.
We follow the principles of inclusion as outlined in the Equality Act 2010 and Code of Practice for Special Education Needs 2014.
We aspire to be sensitive to the needs of every child, reducing barriers to learning and making the curriculum as accessible as possible. At Malorees, it is our aim:
- To ensure all pupils are offered full access to a broad and balanced curriculum.
- For all pupils to be given the opportunity to reach their full potential educationally, emotionally and physically.
- For all teachers to provide quality first teaching to all pupils regardless of their needs.
- For all pupils’ views to be sought and considered.
- To work in partnership with Parents/Carers to ensure all pupils’ needs are met.
The Inclusion team:
Mrs Monika Das
Assistant Headteacher for Inclusion strategic overview of the Inclusion Team with a focus on pupil achievement and family intervention.
Miss Luma Abdulla - Special Educational Needs and Disability Co-ordinator (SENDCO) The SENDCO, with the support of the Leadership Team and Governing Body, takes responsibility for the day to day operation of provision made by the school for pupils with SEN and provides professional guidance in the area of SEN in order to secure high quality teaching and learning.
If you are a parent and require a specialist conversation, please contact the Inclusion team using the below details.
0208 459 3038
Unlocking Potential work collaboratively with communities to enable children and young people with social, emotional, and mental health needs to unlock their full potential
UP do this through their strategic goals:
- Deliver high performing therapeutic programmes and education provision for children and young people with social, emotional and mental health needs (SEMH).
- Work in collaboration with families, communities, and other partners to ensure that children and young people access the interventions they need in order to thrive.
- Work in a trauma-informed way that is child centric and attachment based, with a total commitment to excellent safeguarding practice.
- Cultivate a work force of knowledgeable and skilled staff who are passionate about supporting children and young people to make positive changes in their lives.
Local Authorities and schools are required to publish and keep under review information about services they expect to be available for the children and young people with Special Educational Needs and/or disabilities (SEND) aged 0-25. This is known as the ‘Local Offer’.
The intention of the Local Offer is to improve choice and transparency for families. It will also be an important resource for parents in understanding the range of services and provision in the local area. Information is published as part of the SEND reforms under the Children and Families Act 2014.
For further information, please click on the link below:
SEND Code of Practice
The SEND Code of Practice is statutory guidance for organisations that work with and support children and young people with special educational needs and disabilities.
It is a set of guidelines that the DfE say local authorities and schools should follow and is used by Malorees.