Inclusion is concerned with the learning, participation and equal opportunities
of all young people, all of whom have a right of access to the school curriculum.
It was wider implications than the identification of young people with special education
needs but should apply to any or all of the following:
girls or boys where there
are gender issues;
minority ethnic and faith groups, travellers, asylum seekers
and refugees;
children who need support to learn English as an additional language
(EAL);
children with special educational needs including those considered to have
emotional, behavioural or social difficulties;
children with physical disabilities;
children who may be gifted and talented;
children in need including those in
public care;
other children, such as sick children not in school; young carers;
children from families under stress; pregnant school girls and teenage mothers;
and children who are at risk of disaffection and exclusion from school;
children
whose families may be seriously disadvantaged by poverty and/or rural isolation.
Promoting inclusion will help all students to realise their potential in terms
of their achievement. Inclusion is a process in which students, parents or carers,
teachers and other agencies or departments work together in partnership to develop
the application of these principles.
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The school will seek to:
promote a wider understanding of disability equality issues
promote definitions of achievement to which all learners can realistically aspire
ensure that the language and images used to describe disaffected and/or disabled
children and young people and/or those with other learning difficulties provide
positive role models
ensuring that all progress towards inclusive education is identified and reported
regularly to parents, partner agencies and the governors
collect and disseminate information on best practice.
Enable all education settings and activities whether formal or informal to be fully
accessible to all
 continue to implement the planned programme of site and building
alterations
ensure accessible and appropriately presented information as required
by the individual
make transport available, to and from school in line with the
County Council’s policies
ensure that all settings provide appropriate teaching
methods which recognise a range of learning styles, providing training and support
where necessary
ensure a full range of curricular and extra-curricular activities
is accessible to all
keep the admissions policy under regular review to ensure
that a disability experienced by a child or young person is not grounds for refusing
admission
Ensure early identification, assessment, support and review of the needs
of all students
 ensure flexible and prompt arrangements for identifying, reviewing
and providing for all students’ needs — whether temporary difficulties or setbacks,
long term needs or serious incident or illness
empower students by developing
their communication skills so that their views and feeling may be heard
ensure
effective implementation of government policies in line with Every Child Matters
ensure safe, reliable and effective practices for communicating up-to-date information
about students’ needs
ensure access and smooth transition between Key Stages for
all students
Promote partnerships with students, parents/carers and other stakeholders
encourage partnership with parents
seek to improve communication between the
school and parents/carers; schools and other agencies and departments so that there
is a child-centred approach
seek to contribute to and help promote effective multi-agency
working
actively develop students’ self esteem to create a culture of mutual respect
and shared responsibility for student achievement
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