Rationale

At St Anselm’s Catholic Primary School, every member of the school community is regarded as being of equal worth and importance. Inclusion recognises differences; meeting the needs of individuals and taking positive action, so that everyone has equal access to the educational opportunities offered by the school

Inclusive Education

We aim to achieve this through:

• all children learning together;
• adapting systems and structures to meet the needs of children whatever their disability, learning difficulty or personal circumstances;
• fully involving all children in the learning process;
• enabling children to participate in the life and work of this school to the best of their abilities, whatever their needs;
• recognising and valuing the diversity of cultures, languages, religions, opinions and beliefs in society as a rich resource to support everyone's’ learning;
• fostering and sustaining relationships between our school and the local community;
• setting and monitoring achievable targets that challenge the learning capabilities of all children.

We will work towards this by

Creating inclusive cultures through building a community ensuring that:

• everyone is made to feel welcome to the school;
• children help each other;
• staff work together to include everybody;
• staff and children treat each other with respect;
• staff work in partnership with parents;
• staff and governors work together to include everybody;
• all local communities are involved with the school.

Establishing inclusive values ensuring that:

• there are high expectations for all children;
• staff, governors, children and parents share a belief in inclusion;
• children are equally valued;
• staff and children are seen as individuals;
• staff seek to remove all barriers to learning and participation in school;
• the school strives to remove all discriminatory practices;
• supportive friendships are actively encouraged.

Producing inclusive policies through developing a school for all will ensure that:

• staff appointments and promotions are fair;
• all new staff are helped to settle into the school;
• the school seeks to admit and retain all children from its community;
• the school seeks to make its buildings physically accessible to all people;
• all new children are helped to feel settled;
• parents are encouraged to participate in the life of the school.

Organising support for diversity ensures that:

• all children have access to appropriate support;
• all forms of support are coordinated;
• staff development activities help staff to respond positively to diversity amongst children;
• the Special Educational Needs and Disability (SEND) policy is an inclusive policy (See SEND Policy);
• the SEN Code of Practice (2014) is used to reduce barriers to learning and participation for all children;
• pastoral and behaviour support policies are linked to curriculum development and learning support policies;
• barriers to attendance will be reduced;
• the school actively works to eliminate bullying;
• support for those learning English as an additional language (EAL) will be co-ordinated with learning support.

Evolving inclusive practices through orchestrating learning ensuring that:

• learning is responsive to diversity amongst children;
• learning is accessible to all children;
• learning develops an understanding of difference;
• children are actively involved in their own learning;
• children are encouraged to learn collaboratively;
• assessment encourages and recognises the achievement of all children;
• classroom rules are based on mutual respect;
• practitioners plan, review and teach in partnership with their colleagues, pupils and parents;
• practitioners support the learning and participation of all children;
• Teaching Assistants support the learning and participation of all children;
• parents are encouraged to work in partnership with the school to support the learning and participation of all children;
• homework contributes to the learning of all;
• all children have access to all learning activities outside the classroom as well as access to extracurricular activities;
• all children are given access to an assessment system that is able to demonstrate their progress and achievements.