Leadership of EAL and MEG: There is a clear strategic approach to enhanced provision for EAL and MEG learners. The named lead is Mrs. Bratcher. CPD and performance management are crucial for improving outcomes for EAL and MEG learners. high quality teaching and targeted, Teaching and Learning which encourages risk taking: appropriate intervention enthuses and engages, actively promoting a safe environment where risk taking is encouraged to enhance independence. Tracking and Monitoring Progress: Robust tracking and monitoring processes, ensure levels of achievement and attainment are substantial and sustained, based on individual starting points, where all learners and all languages are equally valued and respected. Active learning shared with parents: Provision for EAL and MEG learners includes opportunities for personalisation and flexibility. A curriculum offer, which capitalises on opportunities for active and practical learning experiences and which secures effective partnership working for all involved, is important. This actively includes parents / carers so that they feel confident that their home and community language, and the narratives and culture in which their language is embedded, is respected by the school. Language to develop identity and belonging: At Edenthorpe Hall appropriate and accurate identification of specific to EAL and MEG learners is crucial. We promote an ethos of Respect for All and where all languages are equally valued and central to the development of identity and belonging in contemporary British society. 10. Disapplication and modification 10.1 In exceptional circumstances we may decide that modification or disapplication is correct procedure to follow. We only do this after detailed consultation with parents and the Local Education Authority. The school’s governor with responsibility for special educational needs would also be closely involved in this process. We would ensure that every effort had been made to provide the necessary support from within the school’s resources before considering such action. 10.2 Should we go ahead with modification or disapplication, we would go through: Section 364 of the Education Act 1996. This allows modification or disapplication of the National Curriculum, or elements of it, through a statement of special education needs;
Leadership of EAL and MEG: There is a clear strategic approach to enhanced provision for EAL and MEG learners. The named lead is Mrs. Bratcher. CPD and performance management are crucial for improving outcomes for EAL and MEG learners. Teaching and Learning which encourages risk taking: high quality teaching and targeted, appropriate intervention enthuses and engages, actively promoting a safe environment where risk taking is encouraged to enhance independence. Tracking and Monitoring Progress: Robust tracking and monitoring processes, ensure levels of achievement and attainment are substantial and sustained, based on individual starting points, where all learners and all languages are equally valued and respected. Active learning shared with parents: Provision for EAL and MEG learners includes opportunities for personalisation and flexibility. A curriculum offer, which capitalises on opportunities for active and practical learning experiences and which secures effective partnership working for all involved, is important. This actively includes parents / carers so that they feel confident that their home and community language, and the narratives and culture in which their language is embedded, is respected by the school. Language to develop identity and belonging: At Edenthorpe Hall appropriate and accurate identification of specific to EAL and MEG learners is crucial. We promote an ethos of Respect for All and where all languages are equally valued and central to the development of identity and belonging in contemporary British society. 10. Disapplication and modification 10.1 In exceptional circumstances we may decide that modification or disapplication is correct procedure to follow. We only do this after detailed consultation with parents and the Local Education Authority. The school’s governor with responsibility for special educational needs would also be closely involved in this process. We would ensure that every effort had been made to provide the necessary support from within the school’s resources before considering such action. 10.2 Should we go ahead with modification or disapplication, we would go through: Section 364 of the Education Act 1996. This allows modification or disapplication of the National Curriculum, or elements of it, through a statement of special education needs;
Inclusion-Policy-2017531.docx