St Austin's Primary is a school with 107 children on the special educational needs register, accounting for a quarter of the school population. The inclusion manager's roles include identifying children with special needs, accessing interventions and resources, supporting teachers, managing support staff, and liaising with outside agencies. Interventions provided include speech and language support, phonics, reading, handwriting, and social/emotional programs. Individual education plans outline specific targets and support for children with special needs. Learning support staff are trained to deliver interventions and work as part of the learning team. The school monitors and evaluates interventions, IEP targets, and inclusion support through regular assessments and observations.

1. St Austin’s Primary,
Liverpool.
 Photo
Context of our school.
We are a 2 form entry school with 14 class
teachers and 11.5 full time equivalent
learning support staff.
Head teacher and Deputy/ Inclusion Lead
who teach specific year groups to release
teachers.
We have a range of particular needs in
school, with 107 children on the SEND /
intervention register. This is quarter of the
school population.
46 children in ks2 ( 7-11years)
32 children in Ks1 ( 4-7 years)
29 Additional children receiving
interventions to support other needs.
Totally Inclusive

2. Role of the Inclusion Manager
• To support teachers in identifying
children with special needs
• To access interventions and resources
• To support teachers with individual
education plans
• To line manage the support staff
• To develop CPD for all staff
• To monitor attendance with EWO
• To meet with our school nurse to
develop HCP, asthma plans, etc
• To liaise with outside support agencies
• To make referrals to all professionals
• To develop transition plans for nursery
children and Y6 children
• To track and analysis progress data

3. Role of the Inclusion Manager cont…
• To evaluate the intervention and SEND
register to ensure fluidity and capacity
• To write SEND policy
• To write the Accessibility policy
• To write the Medical Policy
• To write the SEND information report
• To meet with parents regularly
• To work with foster children, social
workers
• To organise case conferences for children
with complex needs
 Photo of children in Emma class

4.  Hayley –Elklan
Process of identifying the needs of
SEND children
• Baseline assessment in EYFS
• Class observations
• Questioning
• Meet with parents
• End of unit tests
• Social interaction observations
• Behaviour logs
• Data analysis
• ASSESS – PLAN – DO - REVIEW
• Individual education plans that
teachers and support staff deliver next
step targets

5. Types of Interventions at St Austin’s
school
LSOs are sent on training to enable them
to deliver these intervention – feedback to
other LSOs.
• Speech and Language
• Phonics
• Reading
• Handwriting
• Numicon maths
• Socially Speaking
• A Quiet Place
• Lego Therapy
• Nurture Group
• Mindfulness
•

6. Provision Mapping
• Not all interventions can happen at
one time due to the staff numbers
• Priorities are reading interventions-
underpin the whole curriculum
• Mental Health support
• Social interventions
• Roll out the interventions over the 3
terms and across the year groups.
• The EYFS children - ELKLAN
• Year 1 – reading /phonics
• Year 2 – reading/ writing
• Year 3 – reading / AQP/ Lego
• Year4 – spelling/ AQP/Lego
• Year 5- spelling/ AQP/ Socially
speaking
• Year 6- spelling/ AQP/ Socially
speaking

7.  Joan – lovely wall behind her
Learning Support staff
• Learning support staff are
timetabled to carry out interventions
• LSS are trained to deliver certain
types of interventions
• LSS complete a daily record of
objectives taught and the child’s
learning
• LSS feedback to teachers
• LSS are first aid trained
• LSS are included in staff meetings
and INSET days
• LSS are part of the learning team
• LSS are involved in the weekly
planning sessions
• LSS have planning time to prepare
for their interventions

8. Individual Education Plan
• This is an IEP
• It shows 5 targets that are specific to
this child.
• It shows what the child has to know
• Resources the child needs to reach her
targets
• Ideas and activities for the child to try
independently
• Activities for support staff to do with
the child.
• Outcome section
• Parents contribution to support child
• Parents sign to agree
• Inclusion manager and teacher
signatures

9. Monitoring and Evaluations
• The teachers monitor and evaluate the
IEP targets
• The child makes comments on their
targets completed ( pupil voice)
• The Inclusion manager monitors the
targets achieved by all chiklren on SEND
register
• This monitoring x 3 year .
• All interventions and resources monitored
– LSO monitoring sheets.
• Classroom managements monitored
through observations
• Through monitoring and evaluating
SEND - recent CPD included ;
ADHD awareness
ASD workshops
Sensory awareness
Dyslexia awareness
Defibrillator training

10. Outside Agencies for children
These are all the outside agencies
that schools can access by making a
referral - once schools have
gathered enough evidence.
All evidence and academic results
are sent with the referral.
There is a cost to schools for these
agencies to support children, parents
and staff.
The cost can be for assessments,
diagnosis, advice and training.

11. Any
Questions
?