Cynhwysiant / Inclusion

Sicrha’r ysgol fod pob plentyn yn cael eu cynnwys fel aelodau llawn o gymuned yr ysgol ac yn sgil hyn yn cael darpariaeth addysgol briodol o safon uchel a mynediad i gwricwlwm eang, cytbwys a pherthnasol. Ceisir adnabod disgyblion sy’n cael anawsterau’n gynnar gan dargedu cymorth perthnasol. Trafodir unrhyw anghenion gyda’r CADY a’r Pennaeth a chedwir gofnodion o unrhyw gonsyrn. Cyn rhoi plentyn ar gam priodol y gofrestr addysg arbennig byddwn bob amser yn gofyn caniatâd y rhieni, a lle bo’n briodol, gofyn barn y plentyn.

Ymdrechir i gadw mewn cysylltiad â’r rhieni ac fe’u gwahoddir i gyfrannu sylwadau ar Gynllun Addysg Unigol (CAU) eu plentyn. Danfonir copi o GAU adref er gwybodaeth. Mae pob athro yn yr ysgol yn ymwybodol o bwysigrwydd gwahaniaethu er mwyn darparu addysg gyflawn a pherthnasol i’r disgyblion. Yn dibynnu ar y dasg, mae gwahaniaethu yn digwydd o ran lefel y gwaith, marcio a chanmoliaeth, disgwyliadau a threfniadaeth dosbarth, h.y. gweithio mewn pâr, grŵp neu’n unigol. Ceir mynediad i adnoddau penodol ar adegau hefyd.

Mae’r ysgol yn darparu ar gyfer disgyblion ag anghenion addysgol arbennig drwy’r dulliau canlynol:

·       Defnyddio cynorthwywyr i ddarparu cymorth ac ymyraethau i ddisgyblion ag anghenion arbennig.

·       Cawn wasanaeth cynorthwywyr sy’n gweithio gyda grwpiau bychain o blant sydd angen sylw ychwanegol/Grwpiau Ymyrraeth.

·       Defnyddio cynlluniau gwaith gwahaniaethol tu mewn i grwpiau gallu cymysg.

·       Mae aelod penodedig o fewn yr Ysgol yn gyfrifol am drefniant addysg plant ag Anghenion Addysgol Arbennig.

·       Mae un aelod o’r Corff Llywodraethol â chyfrifoldeb dros Anghenion Addysgol Arbennig.

·       Ymgynghori a chydweithio gydag Ymgynghorwyr Addysg Arbennig ac asiantaethau allanol.

The school aims to ensure that every pupil with additional needs receives a high standard of educational provision and has access to a curriculum that has breadth, balance and relevance. Children who are having difficulties are identified as early as possible and support is then targeted. When a teacher believes that a pupil requires additional support he/she will make a note of any difficulties and discuss the matter with the SENCO and the Head-teacher. Parental permission will always be sought before placing a child on the special educational needs register and, where appropriate, the child’s view will also be taken into account.

The school aims to keep parents well informed and they are invited to discuss progress and to comment on their child’s Individual Education Plan. Copies of additional IEP’s during the year are sent home for parents’ information. Every teacher is aware of the importance of differentiation in order to provide a full and relevant education to his or her pupils. Depending on the nature of the task, differentiation will focus on the level of the work, marking and praise, expectations and class management, i.e. working in pairs, groups or individually. Additional resources are provided as and when needed.

Children with Special Educational Needs are provided for in the following ways:

·   The use of  learning support assistants in the class to give support to pupils with special needs as well as to run intervention groups.

·   The withdrawal of pupils from their classes for a short period of time with our teaching assistants.

·   The use of differentiated schemes of work in mixed ability teaching groups.

·   There is one teacher within the school with specific responsibility for Special Educational Needs  

·   The Governing Body has a designated person with responsibility for Special Educational Needs.

·   Consultation and liaison with SEN Advisors and outside agencies.