inclusive teaching and learning
Inclusion at Malorees
At Malorees Infant and Junior School 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.
At Malorees Infant and Junior School 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.
Ofsted recognises that 'High aspirations and a focus on enabling children and young people to be as independent as possible leads to the best achievement.' This principle underpins our THRIVING ethos for Inclusion at Malorees Infant and Junior School.
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. Some of the main responsibilities of the Assistant Headteacher for Inclusion include:
- identifying key groups of learners (pupils who have English as additional language, most able pupils, pupil premium, special educational needs/disabilities, vulnerable pupils)
- ensuring all groups of learners have access to the broad and balanced curriculum
- ensuring all pupils are appropriately challenged to help them progress
- building on pupils’ cultural capital
- working with the attendance team
- liaising with parents/carers about their child’s provision
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. Some of the main responsibilities of the SENCO include:
- maintaining the SEN register and relevant records
- consulting with teachers, monitoring provision for children on the SEN register
- liaising with all relevant outside agencies and ensure the completion of required documentation
- ensuring Education and Health Care Plans for pupils are implemented according to recommendations, and that they are reviewed annually
- arranging the SEN provision timetable
- identifying and adopting the most effective teaching and learning approaches for identified pupils
- monitoring teaching and learning interventions for identified pupils
- identifying and teaching strategies that will develop pupils’ ability to work independently
- managing the provision map for all pupils with additional needs
- liaising with other schools to ensure continuity of support and learning when transferring identified pupils from other schools and on to secondary schools
- evaluating the impact of intervention programmes
- liaising with parents on current interventions for their child
- where necessary, providing extra support to pupils with SEN
- ensuring aspirations are high for all learners and that confidence and self-esteem are always maintained and accelerated
At Malorees we aim to ensure all pupils are THRIVING by promoting an inclusive practice and culture across the school. We follow a ‘Needs-led’ model which aims to ensure all pupils, including those with SEND receive the correct provision and support they require to succeed. For example, some pupils will benefit from using extra resources, word banks, interventions or adult support when completing a task or activity.
Following our communication flow chart and our SEND policy, please contact the class teacher initially to discuss what provision is in place to support your child overcome barriers to learning. We believe quality first teaching strategies used in the classroom help the children succeed and achieve their goals and the class teacher is the best person in the school to speak in detail about their learning.
Should a more specialist conversation be required, then please contact the Inclusion team using the below details.
Infant school telephone
0208 459 3038
Junior school telephone
0208 459 5452
At Malorees Infant and Junior School we take a multi-disciplinary approach to support any children with additional needs. Our children, families and staff have regular access to the following professionals:
Educational Psychologists work in schools with children, teachers and parents to try to help children and young people get the best out of their time at school. EPs use psychology to explore and understand all the different factors that might affect a pupil’s learning, behaviour and wellbeing. They use this information gathered to help support the school to provide individualised programmes to ensure pupils continue to achieve in all areas of their development.
For further information, please see:
The Occupational Therapist aims to support pupils at Malorees Infant and Junior School to improve student's functional performance skills in relation to their engagement with learning activities. This may include specific interventions and strategies designed to improve aspects of fine and gross motor skills for the purpose of participating in play and learning activities. They also work with children to carry out essential self-care tasks such as managing to change for P.E lessons, accessing the toileting facilities and using cutlery to feed themselves at lunchtime.
Parents can refer to the Royal College of Occupational Therapists website for further information regarding Occupational Therapy http://www.rcot.co.uk
Further information on specific conditions and current Government advice may also be found at:
Speech and Language Therapy
Speech and Language Therapists work in schools with children, teachers and parents to try to help children and young people make the most of their communication skills and to provide a positive communication environment. Currently we have one Speech and Language Therapists who works with Malorees Infant and Junior School.
Speech and Language Therapists support children at Malorees Infant and Junior School in many different areas, including:
- Attention and listening
- Understanding of language
- Expressive language (vocabulary / grammar / sentence formation)
- Non-verbal language
- Articulation / speech sounds
- Social use of language
The Speech and Language Therapists work with the Malorees team to help support pupils by first carrying out the following tasks:
- Observing in class
- Making assessments
- Meeting with parents, teachers and learning assistants
- Setting up 1:1 or small group interventions
- Providing advice and training
For further information, please have a look at the following links:
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.
Brent Outreach Autism Team (BOAT)
BOAT is based at Brent Civic Centre. The team supports Brent mainstream maintained schools working with children and young people (CYP) up to the age of 16 years who have been diagnosed on the autism spectrum, or up to 19 years if the CYP attends sixth form in a mainstream school.
The service supports all children and young people with a diagnosis of autism who attend Brent mainstream schools and pre-school educational settings. BOAT also supports some out of borough placements where the Brent resident child has an education, health and care (EHC) plan.
BOAT offers a range of support including the following:
- Observations of the child or young person (CYP) in their setting
- Face-to-face discussion with CYP and staff supporting them
- Offering actions and recommendations to settings
- Attendance at annual reviews and multi-disciplinary meetings to support target setting
- Post diagnostic parent training sessions
- Telephone and email support
- Events to celebrate National Autism Awareness Week
For further information, please click on the link below:
Brent’s SEND Local Offer
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.
The 0-25 SEND Code of Practice (2015) identifies 'four broad areas of [special educational] need and support':
- Communication and interaction
- Cognition and learning
- Social, emotional and mental health
- Sensory and/or physical needs
Useful Websites for Special Educational Needs Information and Support
While every attempt has been made to check the sites above for suitability, we cannot guarantee that all sites remain suitable as content can change.
Speech and Language
Social, Emotional and Mental Health
- The Children’s Trust
- Urgent mental heath support
- Early intervention for children with learning disabilities who behaviours challenge
- Young minds
- The Challenging Behaviour Foundation
- Boosting your Child’s Self-confidence and Wellbeing
Cognition and Learning
School Nursing Service
- General advice for Primary Schools
- Fussy eating
- Sleep Hygiene Advice
- Bed wetting
- 12 Top Tips for Teeth
‘I’m so pleased with the new Inclusion team. The new ladies know SEND really well and I trust they will provide my son with the best provision he need.’ (Year 6 Parent)
‘The new SENCO is brilliant and really knows my son well. Her support has been fantastic with transitions.’ (Year 2 Parent)
‘The Inclusion team have gone above and beyond to make sure my daughter is cared for at all times during the day.’ (Year 3 parent)
‘I feel really reassured, knowing that the Inclusion team are working hard alongside Brent to make sure my son is receiving the support he needs.’ (Year 3 Parent)
‘Mrs Das-Mahon and Miss Abdulla are the nicest teachers ever and my son feels so welcomed.’ (Year 6 parent)