Glenealy School provides for students with Individual Needs in line with The English Schools Foundation (ESF) Special Education Needs (SEN) Policy (2007). We recognise that many students whose Individual Needs require minimal teaching and learning adjustments are catered for within mainstream classes. These students are able to access the curriculum in these settings with minimal adjustment or support. Some students may have difficulties in maintaining attention, delayed language and/or literacy development or self-regulation. In these settings students may be supported by specialist teachers or by educational assistants.
Students whose Individual Needs require more extensive teaching and learning adjustments are supported by the Individual Needs Team who provide an option of small group teaching as well as support within the mainstream classes where appropriate. For further information about this provision, refer to the Learning Support Centre. Students in these settings may have more significant intellectual disabilities or autism spectrum disorders. These students require significant adjustments to the school curriculum in order to access it successfully. Entry to this type of Individual Needs provision is through ESF Central Admission procedures.
Glenealy School Individual Needs Provision
Glenealy School practice is based on an inclusive philosophy. Being an IB World School, our practise reflects the IBO statement of inclusion (August 2010):
“Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers.”
At Glenealy School our practice of inclusive education:
- Embraces all aspects of diversity- cultural, intellectual, physical and social & emotional needs.
- Values all student needs and individuality.
- Respects all learners’ rights.
Aims and Objectives
The aims and objectives of the Individual Needs department at Glenealy School are to:
Provide clear procedures for identifying, monitoring and teaching children with Individual Needs, in line with the ESF policy and practice.
Support the staff and students within the mainstream classroom to ensure suitable and effective adaptation is taking place.
Enhance the teaching and learning experiences to ensure that all students have access to a significant and engaging curriculum that matches their needs.
Promote positive approaches and support for students who require social and communication development.
Maintain detailed and up-to-date records of all individual needs to ensure smooth transition within and between schools.
Work in partnership with colleagues, families, ESF staff and outside agencies.