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Inclusion Policy

ACCRINGTON BENJAMIN HARGREAVES CE (VA) PRIMARY SCHOOL

INCLUSION POLICY

May 2017

Mission Statement

 

We, at Benjamin Hargreaves, strive for excellence and enjoyment in education by providing a safe, secure, caring family environment, where all are valued and respected as individuals, we will enable our pupils to reach their full potential, whilst growing in their love and understanding of the Christian Faith.

 

Philosophy of Inclusion

 

The aim of Inclusion is to provide opportunities for learning to enable the full and effective participation of all pupils in the process of learning. It is about valuing all individuals, giving equal access and opportunity to all and removing discrimination and other barriers to involvement and promoting inclusion.

 

Principles of an Inclusive Education Service

 

Inclusion is a process by which schools, local authorities and others develop their policies, culture and practices to include all pupils.

  • With the correct training, strategies and support many children with special educational needs can be successfully included in mainstream education.
  • An inclusive education service offers excellence and choice, and incorporates the views of parents and children.
  • The interests of all children should be safeguarded.
  • Schools, local authorities and others should actively seek to remove barriers to learning and participation.
  • All children should have access to appropriate education that affords them the opportunity to achieve their personal potential.
  • Mainstream education will not always be appropriate for every child. Equally even though mainstream education may not be right at a particular stage it does not prevent the child being included successfully at an earlier or later stage.

 

Developing Effective Inclusion

 

Schools should actively seek to remove barriers to learning. Schools that are successful at including children with SEN and disabilities meet those needs in a positive and proactive way. They also approach inclusion as part of their overall strategy. Inclusion is far more than just the location of the child’s school placement.

Benjamin Hargreaves School recognises the principle of an inclusive education service as outlined above. We work continually to make the education we offer inclusive.

 

Inclusiveness at Benjamin Hargreaves CE (VA) Primary School

 

Within our School Community

 

  • Everyone is made to feel welcome.
  • Children help each other.
  • Staff collaborate with each other.
  • Staff and children treat one another with respect.
  • There is a partnership between staff and parents/carers.
  • Staff and governors work well together.
  • All local communities are involved in the School.

 

Establishing inclusive values

 

  • There are high expectations for all children.
  • Staff, governors, children and parents/carers share a philosophy of inclusion.
  • Children are valued equally.
  • Staff and children are treated as human beings as well as occupants of a ‘role’.
  • Staff seek to remove all barriers to learning and participation in School.
  • The School strives to minimise discriminatory practices.

 

Inclusive policies within our School

 

  • Staff appointments and promotions are fair. (Appointments Policy)
  • All new staff are helped to settle into School through an induction programme that is reviewed annually.
  • Our School seeks to admit children from the local community (Admissions Policy)
  • Our School is physically accessible to our current pupils and responds to the needs of individual children as they arise.
  • All children, new to School, are helped to settle and feel comfortable in School.
  • The School arranges teaching groups so that all children are valued.

 

Organising staff for diversity

 

  • All forms of support are coordinated by the class teacher, SENDCO, Headteacher and governors.
  • Staff development activities help staff to respond to children’s diversity.
  • The Special Educational Needs and Disability Code of Practice is used to reduce the barriers to learning and encourage participation of all children.
  • Support for children learning English as an additional language is coordinated with learning support advice from relevant agencies. The School has a bi-lingual teaching assistant to support these children and their families.
  • The School has a parent friendly Single Equalities Policy.
  • Pastoral, anti-bullying and behaviour policies are linked to curriculum development and learning support policies.
  • Pressures for disciplinary exclusion are decreased through our School support systems.
  • Barriers to attendance are reduced by good home/School communication.

 

Inclusive Practices within our School

 

We remember at all times that the key issue is to provide an inclusive curriculum which:

  • allows the teacher and pupil to respond positively to each other.
  • is differentiated to meet the needs of all pupils.
  • gives prominence to high expectations and quality for all.

Note: our Home-School Agreement was drawn up by parents, governors and staff.

 

Orchestrating learning:

 

  • Lessons reflect children’s diversity.
  • Lessons are made accessible to all children through differentiation.
  • Lessons develop an understanding of difference.
  • Children are actively involved in their own learning and the assessment of it.
  • Children learn collaboratively.
  • Assessment procedures encourage the achievements of all children.
  • Discipline in School is based on mutual respect.
  • Teachers plan, review and teach in partnership.
  • Teachers support the learning and participation of all children.
  • Teaching Assistants support the learning and participation of all children under the direction of the School or appropriate professional.
  • Homework contributes to the learning of all.
  • All children are encouraged and have the opportunity, to take part in activities outside the classroom.
  • All classes are represented in the Pupil Parliament and the children know their views are valued in School.
  • British Values which reflect our Christian values are reinforced in collective worship, assemblies and through the Curriculum.

 

Resources for Inclusion

 

  • School resources are distributed fairly to support inclusion.
  • Community resources are known and drawn upon.
  • Staff expertise is fully utilised.
  • Children’s differences are used as a resource for teaching and learning.
  • Staff develop resources to support learning and participation.

 

To be reviewed: Summer 2020


  • Benjamin Hargreaves C.E. Primary School Voluntary Aided,
  • Barnfield Street, Accrington,
  • Lancashire BB5 2AQ
  • | Phone: 01254 232130