INCLUSION POLICY
Approved
July 2015
Review Date
Summer Term 2017
Signed (Principal)
Signed (Chair of
Local
Governing
Body)
Signed
(Company
Secretary)
BPS Inclusion Policy
Name
Name
Name
1 of 5
Statement Of Intent As An Inclusive School
The learning and well being of every child in our school matters. This is reflected through our
teaching and learning policy, distinctive moral code; Chapel St ethos of Grace, Love and
Fellowship and respect for all children as individuals.
We actively promote the achievement of all groups of pupils and ensure through regular
monitoring, evaluation and support that our children make progress towards their individual
goals.
Aim
Our school aims to be an inclusive school. This means that equality of opportunity must be a
reality for all our children. We achieve this reality through actively seeking to remove barriers
to learning and participation than can hinder or exclude individual pupils, or groups of pupils
within our school:

Girls and Boys

Black and Minority Ethnic groups

Different faith and religious groups.

Children with Special Educational Needs

Children with physical and/or health based needs

Children who need support to learn English as an additional language

Gifted and Talented children

Looked After children

Children who are at risk of disaffection or are vulnerable

Travellers and Asylum Seekers

Children from all families (eg those with one parent; two parents; step families
and families where both parents are of the same gender)
Objectives
In order to meet the need of individuals and groups of children we use the Early Years
Foundation Stage and National Curriculum as a starting point and:

Set suitable targets and goals for learning

Respond to children’s diverse learning needs

Work to overcome potential barriers to learning and assessment for individuals
and groups of pupils

Provide other curricular opportunities to support learning-this includes working
with external support teachers eg Speech and Language Therapy; Behaviour Support;
Mobility Support and Specialist Learning Support and providing opportunities to
develop positive attitudes to learning through a supportive approach to learning to
think and thinking to learn.
How we achieve these aims and objectives ?
We achieve educational inclusion by continually reviewing what we do within a class, year
group and at whole school level through asking ourselves these key questions:

Do all our children achieve as much as they can ?

Are there differences in the achievement of different groups of children ?

What are we doing for those children who are not achieving their best ?
BPS Inclusion Policy
2 of 5




What provision can we provide to support individual learning needs ?
Is what we are providing successful ?
Do we make successful links to children’s personal, social and emotional
development and do our action impact on learning ?
Are we successful in preparing children for the next steps in their learning and
preparing them to live in our diverse society ?
Approaches to Teaching and Learning
We aim to give all our children the opportunity to succeed and reach the highest level of
personal achievement. When planning work, teachers take into account the abilities of all of
their children. For some children we use learning goals from earlier key stages or from
individual education plans and for others with a higher aptitude we accelerate their learning
as and when appropriate. This enables children to achieve their very best –to be the best
they can be and encourages positive self esteem. In addition teaching staff use different
assessment tools to ascertain children’s preferred learning styles and to build them into their
daily planning, alongside using a range of structured thinking tools and higher order
questioning to scaffold and model learning. Throughout their planning teachers ensure equal
opportunities for all children and are aware of national, local and school based legislation and
policies covering race, gender and disability.
Teachers ensure that they encourage children to have positive views of themselves as
learners and as a school we are committed to a foundation of thinking for lifelong learning.
To achieve this teachers ensure that children:

feel secure and all contributions are valued

appreciate and value the differences they see in others

take responsibility for their own actions

develop skills as independent learners

develop skills to become independent thinkers

develop skills to become emotionally intelligent

understand the importance of appropriate behaviour for learning success

are taught in groupings that allow them to experience success

use materials and resources that reflect a range of social and cultural
backgrounds, without stereotyping

have curriculum experiences that allow for a range of different learning styles to
be experienced

are encouraged to participate fully, regardless of disabilities or medical needs.
Children with Disabilities
Some children in our school may have disabilities and consequently need additional
resources to support their mobility and/or learning. The school is committed to providing an
environment that allows all children full access to their learning. Although the nature of our
building is difficult for ease of access, the governing body is committed to providing premises
accessibility in line with the Disability Discrimination Act (2001). In response to this the
governing body regularly reviews its accessibility plan and works in partnership with the
Local Education Authority to plan strategically for improvements over the short term and
longer term.
Where necessary teachers modify teaching and learning so that the work for these children:

takes account of their pace of learning and the equipment that they use

takes account of the effort and concentration needed in oral work, or when
BPS Inclusion Policy
3 of 5





using visual aids
takes account of physical support needs in order that mobility and freedom of
access to the curriculum is ‘the norm’.
is adapted or offers alternative activities in those subjects where children are
unable to manipulate tools, equipment or use certain types of materials
allows equal opportunities for participation in educational visits
includes approaches to learning that allow success (eg approaches that allow
hearing impaired children to learn about sound in science and music and visually
impaired children to learn about light in Science)
uses assessment techniques that reflect their individual needs and abilities
Looked After Children
In line with local and national requirements for safeguarding children and looked after
children the school will:

Ensure all Looked After Children have equal access to all areas of the
curriculum

Ensure tracking of Looked After Children’s progress and target setting are
completed half termly and reported to the Designated Teacher.

Allow access to additional intervention and support programmes as and when
necessary including 1:1 tuition.

Use assessment techniques that can inform PEP target setting and reviews

Ensure access to all extended school activities in line with disadvantaged fund
and LAC subsidies.

Liaise with all professionals in a timely and inclusive manner for the benefit of
all children ensuring a multi disciplinary approach to achieving PEP targets and Child
Protection Plan targets.

Attend all meetings and reviews for Looked After Children.
Disapplication and Modification
The school can, where necessary, modify or disapply the National Curriculum and its
assessment arrangements. Our school policy is to this only in exceptional circumstances or
in line with a child’s statement of Special Educational Needs. The school makes every effort
to meet the learning needs of all children without recourse to disapplication or modification.
We achieve this through greater differentiation of the child’s work, or through the provision of
additional learning resources or support. When necessary, we also support learning through
appropriate external specialists. In these cases, teachers work closely with these agencies
to support the child.
In exceptional circumstances we may decide that modification or disapplication is the correct
procedure to follow. We would only do this after detailed consultation with parents and
external specialists.
Should we go ahead with modification or disapplication, we would do so through:
Section 364 of the Education Act 1996. This allows modification or disappliaction of the
National Curriculum, or elements of it through a Statement of Special Educational Need.
Racism and Inclusion
The school recognises the importance of reflecting the diversity of our society within
schemes of work and activities that are additional curricular and extra curricular
opportunities. Teachers are flexible in their planning and offer appropriate challenges to
children through regular assessment for learning regardless of ethnic or social background.
BPS Inclusion Policy
4 of 5
The school has implemented the recommendations of the Stephen Lawrence Inquiry (1999)
and plans learning in line with its equal opportunities and diversity policy.
All racist incidents are recorded and reported to the governing body by the Headteacher.
The school contacts parents of those pupils involved in racist incidents and takes a proactive
approach to children understanding and respecting each others similarities and differences.
Conclusion
At Benedict Primary School the teaching and learning, achievements, attitudes and well
being of every child matters. We ensure that we take the needs of individual children into
account when planning for learning to reflect success and enjoyment for all.
This policy should be read in conjunction with the following policies:
Teaching and Learning
Assessment/Feedback and Marking
Special Educational Needs
Able, Gifted and Talented
English as an Additional Language
Equal Opportunities
Child Protection/Safeguarding
Looked After Children
Continuing Professional Development
BPS Inclusion Policy
5 of 5