Inclusion

We are experts in dealing with some of the most challenging behaviours and attitudes to learning and do not shy away from such a challenge. Our belief is that we must do whatever it takes to provide an education for all children and if this is not succeeding then it is us who must adapt and try harder. The pupil and is, and must always be, at the centre of everything we do. Being adaptable is one of the reasons the Trust is so successful at alternative or parallel provision. Educating a child is a team effort; if quality first teaching is not enough the Trust has the capability of providing targeted support and specialist services and training. As this is already well established, we believe this is one of our strengths. 

Upon joining the Trust, we would undertake a risk assessment which is included in our due diligence processes. The impact of the provision on pupil outcomes and whether it meets the needs of learners would be included in this. In our experience, common themes in effective inclusion provision are:

  • Few but well trained and valued teaching assistants who are often specialists in a particular area of need.
  • Children who remain in the classroom for as much of their learning as possible so they experience every subject and every skill
  • Highly skilled teachers who work closely with any teaching assistants and outside agencies to ensure the learning is as accessible as possible for individuals and provides them with the right level of challenge.
  • Effective and systematic review of the impact of interventions on pupil outcomes – the provision is needs led and well co-ordinated by an appropriate person.

Where the risk assessments reveal concerns around the impact of provision for all learners, we would work within the principle of ‘earned autonomy’ – if it can be demonstrated and evidenced that different approaches are have an impact on pupil outcomes then schools can forge their own approach.

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