The Inclusion Department has been created out of the former Learning-Behaviour and Language Support departments, with the aim of providing a more ‘joined up’ approach to support which reflects the diverse nature of our school community and helps all staff to be able to address the often multiple reasons for a particular child’s underachievement.

Inclusion staff work alongside subject teachers in the classroom with the aim of helping to build up resources and practices that will assist the learning, language development and socialization of all pupils. Whilst the focus is on enabling all children to access the whole curriculum and be assessed fairly on their work, it may sometimes be appropriate for a child to come out of a particular subject for an agreed period in order to attend a Literacy or Social Skills group.

Support for pupils who are experiencing learning or behavioural difficulties is called School Action. For those with more complex needs, we will consult an external agency such as the Schools Psychology Service. If the child’s difficulties require significant intervention, the educational psychologist may recommend a Statement of Educational Need which allows for a fixed amount of support, with an annual review meeting.

As a school we monitor closely pupils who progress is causing concern or whose English and Reading scores are significantly lower than Mathematics and non-verbal reasoning levels. Some of these children speak another language at home and may still be developing fluency in English. If so, they are given support in lessons, especially with their writing.

The school also gives a high priority to supporting and extending children’s reading skills. Daily classes are held during morning registration and the PSE period for a range of pupils. For those with specific difficulties there is an early morning programme – “Toe by Toe” which reinforces phonic skills. The Department also runs homework and other clubs during the lunch hour.

Progress is closely monitored and individual education plans (IEPs) are drawn up and then reviewed twice yearly.

We actively promote equal opportunities and good race relations and we try to keep staff informed of multicultural issues. We encourage all pupils to take pride in their cultural identities, and the school will make arrangements for pupils who wish to take examinations in their home languages.

We are always happy to meet parents or carers and discuss their child’s progress and suggest ways they can help at home.