Christchurch Primary School – Sample 1

Inclusion policy

• We will create an environment where “no child is left behind” (MacKay). Where staff are empowered to identify learning preferences, celebrate them and teach to those preferences as opposed to viewing them as learning disabilities, deficiencies or deficits.
• We recognise that good inclusion teaching practice is good teaching practice and creates an environment where all children will learn in optimum conditions.
• A key role of the Teacher will be one of changing or adapting the environment to suit the learning preference of the children. It will not be one size fits all. Our aim is to ‘maximise the match between the child’s need and the instructional environment’ (Moore, et al 1999, p.15).  An environment where difference is celebrated and children are secure that they are in an inclusive environment where their learning preference is explicitly factored into their learning.
• Problem solving and collaboration will ensure the curriculum is made available to all students by removing barriers and ensuring an inclusive environment for all. We will be unified in our endeavour. Parent, child and teacher will have a close relationship where goals are explicit and shared. A collaborative partnership is valued, fostered and trust forms a cornerstone of the partnership.
• When necessary identified children will undergo additional assessment using specialised screening programmes to ascertain future goals or specific direction, within school. As a result of this fine grain assessment it may be advantageous for the child to take advantage of specialist programmes within the school to facilitate breaking down identified barriers if the results of the assessment ascertain there are barriers which prevent the child learning in the regular classroom environment.
• In some instances the child may be referred to outside agencies for further assessment. This will always be done with appropriate Parent/Teacher consultation and there must be a very clear reason why this additional information is required.
• “Senior Staff Member” will be the key staff member which oversees Learning Preferences/Support. In the first instance a staff member will discuss their concerns with their Team Leader. Once the team leader has an understanding of the Teachers concerns they may consider it necessary to follow up with “Senior Staff Member”  to establish next steps.

Summary of where to?

• Continue to raise awareness and up skill staff in being ‘Difference aware’ and catering for learning preferences.
• Continue to move away from working in a deficit model.
• Identify children early.
• Up -skill staff in recognising different learning preferences
• Ensure that time spent by children in withdrawal is time well spent.
• Provide in-class support from Learning assistants as time allows
• Builds consistency on vocabulary and practice across the school bearing in mind age appropriate.
• Ensure new staff are bought on board.
• Adapt and adopt future plan that fits into “School Name” Primary culture.
• Tip of the week? Spread the word of good practice coming from classrooms