We are a fully inclusive school and our environment is skilfully designed to meet the needs of all children regardless of where they are on the learning continuum. We work closely with professionals from outside agencies to help support with the provision for children when appropriate. These professionals include the Educational Psychologist, Behaviour Support staff, Speech and Language Therapists, Community Consultant Paediatricians, Occupational Therapists, Teachers for the Deaf, Teachers for the Sight Impaired and Teachers for Physical Impairment.
All children are celebrated and valued for being unique individuals with their own exceptional qualities.
Inclusion and behaviour
Inclusion in our school is built on an understanding of equity – every child has the right to love, respect and dignity and an understanding of their individual life experience. Instead of treating all children the same, we treat all children as unique. We accept and embrace everyone for their own uniqueness, adapting our approach to meet individual needs. We believe that a child’s behaviour is a form of communication and that understanding behaviour and the reasons behind it, is a highly productive way of encouraging prosocial behaviour and nurturing high self-esteem and resilience in all children.
Rewards
We do not give stickers to reward behaviour in school. Mental health and well-being is supported by nurturing a child’s sense of personal pride and attachment to those they love and respect. Loving relationships is the key to every child’s ability to regulate their emotions and feel empathy for others. External rewards, like stickers, can provide very short term recognition for positive behaviour. However, celebratory words, dedicated time to praise, a smile and a hug, along with shared joy, is a long lasting and highly effective motivator for compassionate behaviour and a love for learning.
We focus on enabling children to feel their own sense of pride in their achievements and nurture peer support and kindness. Children can become reliant on stickers to judge their own performance and if they are not given regularly, their motivation and well-being can suffer. Instead of working hard to learn new things or behave with compassion and kindness to take care of friends, children can become motivated solely to achieve a sticker. This does not nurture positive social awareness or personal resilience. Our school aims to nurture emotionally secure, vibrant and self-confident learners, who recognise their own uniqueness and value what others have to offer.
SEND Information Report
SEND Policy
Inclusion Quality Mark
At the heart of every child is a unique genius and personality. What we should be doing is allowing the spark of that genius to catch fire, to burn brightly and shine
Michael Morpurgo
British children’s author
