The definition of Inclusion is to secure the appropriate opportunities for learning,  assessment and qualifications to enable the full and effective participation of all pupils in  the process of learning.  

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 right training, strategies and support nearly all 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, LA’s 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 right for every child all of the time. Equally just  because mainstream education may not be right at a particular stage it does not prevent  the child being included successfully at a later stage.  

Developing Effective Inclusion  

Schools should actively seek to remove barriers to learning. Schools that are successful  at including children with SEN 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. 

All staff and Governors at Carleton Endowed School recognise the principle of an  inclusive education service as outlined above. We are continually working at making our  education inclusive and being aware of being effective as we do so.  

Aims to create inclusive cultures at Carleton Endowed 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.  

We try to involve all local communities within 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 equally valued.  

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.  

All new staff are helped to settle into the school through an informal Induction  Programme that is regularly reviewed.  

The school seeks to admit all children from the locality.  

The school makes its building physically accessible to all people. 

All children, new to the school, are helped to feel settled.  

The school arranges teaching groups so that all children are valued. 

Organising staff for diversity  

All forms of support are co-ordinated by the Class teacher, SENCO, Headteacher and  Governors.  

Staff development activities help staff respond to children’s diversity.  The Special Needs 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 co-ordinated with  learning support advice from relevant agencies. 

Pastoral 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 home/school communication.  Bullying is minimised.  

Inclusive Practices within our school  

We remember at all times 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 expectation and quality for all.  

The Home School Agreement.  

Orchestrating learning  

Lessons are responsive to 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.  

Children learn collaboratively.  

Assessment encourages the achievements of all children.  

School discipline is based on mutual respect.  

Teachers plan, review and teach in partnership.  

Teachers support the learning and participation of all children.  

T.A’s support the learning and participation of all children under the direction of the  relevant body.  

Homework contributes to the learning of all.  

All children have the opportunity and are encouraged to take part in activities outside the  classroom.  

A School Council was set up in 2009 and all classes have representatives on the  Council so that children’s views are inclusive and important in our school.  

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.  

Reviewed summer 2019  

To be reviewed summer 2021