We are committed to inclusion and all stakeholders have a shared vision and responsibility.
We endeavour to make every effort to achieve maximum inclusion for all pupils whilst meeting their individual needs. We aim to engender a sense of community and belonging, and to offer new opportunities for learners who may have experienced previous difficulties. This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways which take account of their varied life experiences and needs. We assess, plan, do and review the needs of all children throughout the year.
We believe that every child has a right to ‘be the best they can be’. Outstanding "quality first" teaching, together with highly individualised learning for some children, mean that every child is able to access learning at whatever level they might be. Class teachers are fully aware of their responsibility and accountability for all the learners in their class. They are proactive in planning for children that need additional intervention. Provision plans are used for this. Over the last two years, teachers and teaching assistants have attended training, both in-house and elsewhere to expand on their knowledge and understanding of SLCN, SpLD and ASD. We are in the process of ‘up-skilling’ our teaching assistants to take on particular areas of need and we are already using teaching assistants in a more creative way across the school.
With SEN changes over the last two years, we have made sure that as a school we embrace these inclusive values, reflect the changes, and are adhering to the New Code of Practice.