Inclusive education means supporting all pupils to learn, contribute and participate in all aspects of school life alongside their peers. Our curriculum includes, not only the formal requirements of the Early Years Foundation Stage Curriculum / National Curriculum, but also a range of additional opportunities to enrich the experiences of all pupils.
The Curriculum also included the social aspects that are essential for lifelong learning, personal growth and development of independence.
At Cockton Hill Infants’ School we strive to adopt inclusive practices to support all children, regardless of their level of need. We want all pupils to be able to learn and participate in all aspects of school life. We work in partnership with parents and outside agencies to plan and teach children’s individual needs, adapting the curriculum as is needed.
All pupils follow the Early Years Foundation Stage Curriculum/National Curriculum at a level and pace that is appropriate to their needs and abilities. This may involve individualised learning plans, differentiated work, small group or 1:1 support or additional resources. We use a range of different teaching styles to suit individual learning styles. All staff are aware of the needs of the children so they can be sensitive to these and teach in a way to meet them. We ensure that all children have access to the school curriculum and all school activities through a graduated response of quality first teaching to more individualised learning and support. We aim to identify any additional needs at the earliest opportunity, so that relevant support can be provided to meet these.
We use a range of strategies to encourage independence at all ages and ability levels. This comes through quality first teaching, support in small groups, interventions, 1:1 support, resources, adapted technology or other strategies. We differentiate work and support so that pupils are able to be independent.
We challenge children and give them opportunities to achieve at their level so that they gain confidence and self-esteem. We celebrate success at all levels, however small, and place this at the heart of the curriculum. We use a range of teaching styles and activities including STEM and thinking hat approaches so that these meet the needs of a range of learners. We have strong relationships with pupils and get to know their interests well so we can adapt these into our teaching to promote enthusiasm and involvement.
We regularly review the policy and practice in order to achieve best practice.
