Through specialist teaching and support, IPaSS promotes greater inclusion, increased independence, equal access to the curriculum and improved educational outcomes.

Quality First Teaching

Staff knowledge and understanding is a key factor in Quality First Teaching. Expectations for parents from this level of support will include:
    Various tiled Physical Difficulties pictures
  • Liaison with medical professionals to inform staff of some of the issues involved
  • Staff awareness of disability issues, e.g. The Equality Act
  • Staff awareness that a child or young person may need more time to complete tasks and may complete tasks differently
  • A school policy relating to equality / inclusion
  • The school buildings are audited for accessibility
  • School trips / visits are carefully planned for accessibility
  • PE lessons are carefully planned for accessibility
  • Different arrangements are available at break times
  • Support is provided for taking medication

Additional Support

This is support available that is 'in addition to' what is provided for all children and young people. The Special Needs Coordinator (or equivalent) is responsible for this support and works closely with teachers to develop, apply and evaluate individualised plans / strategies. Expectations for parents from this level of support will include:
  • Close liaison with families and medical professionals to ensure that staff are aware of any changes / new advice relating to the child or young person's medical condition
  • The views of the child or young person are taken into account
  • Equipment is made available to assist with the completion of work recording or other tasks, e.g. specialist scissors, writing slopes, pencil grips
  • ICT equipment is available to assist with work recording if deemed appropriate
  • Appropriate rest periods are provided
  • Planning ensures that support is available to assist with organisation and movement both in and out of the classroom
  • Staff support is available for practical subjects and personal care needs as required
  • The School Nurse is involved if appropriate, e.g. to provide staff training on the administration of medication
  • An Individual Health Care Plan is developed through liaison with parents and medical professionals and followed by all relevant staff. This plan is regularly reviewed Staff are trained to carry out physical management programmes
  • Staff are trained to carry out safe moving and handling procedures
  • Planning ensures that the additional time taken for toileting and/or physical management programmes has a reduced impact on socialising and learning
  • Curriculum changes may be required to take account of physical disabilities, learning difficulties and medical absences