The aim of this policy is to develop the practice of inclusive education by providing all children with the greatest possible access to a broad and balanced curriculum.


  • Setting suitable learning challenges.
  • Responding to pupils’ diverse learning needs.
  • Overcoming potential barriers to learning and assessment for individuals and groups of pupils.

Our school believes that an inclusive education is where every pupil’s needs are addressed through effective planning and teaching.  It requires a flexible approach that takes into account issues of gender, special educational need, disability or medical needs, culture, ethnicity and social background.  Teachers need to be aware of different learning styles and abilities and plan their teaching so that all pupils can take part in learning.  This can be achieved through differentiation, targeted support and multi-sensory approaches, including the use of ICT.


    • The headteacher will monitor lesson plans and pupils’ books to ensure that all staff are providing suitable learning opportunities for a diverse range of learning needs.
    • Subject co-ordinators should carry out lesson observations to monitor inclusive practices in the classroom.  They should also plan their budgets accordingly to ensure that the subject is adequately resourced to address a wide range of learning needs.
    • Class teachers should use a variety of teaching styles and methods of differentiation to ensure access for all pupils.
    • The Governing Body will ensure that the school abides by its Admissions Policy and embraces all pupils regardless of their learning needs.

Support and Training
The school is committed to ensuring that each class has a teaching assistant for at least part of every day.  Their knowledge of individual pupils or groups is of great value and their opinions should be sought to inform planning and assessment.

Training is provided in specialist areas such as dyslexia, downs syndrome, dyspraxia and ASD (autistic spectrum disorder), as well as in enhancing general classroom practice.  This may be delivered to individual staff members by attending courses out of school – their knowledge can then be shared through Inset.  Teaching assistants are invited to attend relevant Inset, and are kept informed of courses, which will enhance their professional development. Regular ‘surgeries’ are held to discuss any difficulties or training with lunchtime staff and teaching assistants.

Contact with the Exceptional Needs team, Educational Psychology Service and Behaviour Support may be necessary for some pupils.  St. Edmund Campion is also a designated school for Speech and Language Therapy.  Frequent liaison between the SENCo and representatives from these agencies ensures that advice is sought, so that learning needs are identified and addressed as early as possible.  Links have also been made with the local Special School, who can provide advice and recommend resources.

Facilities and Resources
The Accessibility Plan and Disability Equality Scheme set out the ways in which the school aims to ensure access for all.

Where necessary, specific equipment is provided for pupils – for example, a signs and symbols word processing package, or a learning support assistant may be allocated to an individual pupil.

Teachers aim to use visual, auditory and kinaesthetic methods of teaching and learning, and have been supplied with a laptop and digital projector and interactive whiteboards to provide stimulating material.  In addition DVD resources are used throughout the school.

Arrangements for Inclusion

  • Other policy documents provide information about monitoring: Equal Opportunities, Gifted and Talented and Special Educational Needs.  Staff and governors review these policies regularly and they are available to parents on request.
  • The school uses a number of behaviour management strategies, including reward systems as well as time out.
  • Circle Time and P4C (Philosophy for Children) provides pupils with the opportunity to express their opinions and discuss difficulties, such as friendship issues.
  • The school endeavours to adapt/fund activities and trips so that no child is excluded.
  • Differences in culture and belief are celebrated through a number of curriculum areas, such as Geography, History, Art, Religious Education, Literacy and PSHE.

The Role of the Parents
Parents are kept informed of their child’s progress through annual reports and open evenings.  Many parents take the opportunity to contact the class teacher if there is a concern at any time.  Parents are notified by letter or telephone if there is a concern about the pupil in school.  This partnership between the school and parents is further enhanced by invitations to information evenings about curriculum issues, class assemblies, performances or Masses.

If there is a concern that the school is not meeting the needs of a child, the parents can make an appointment with the class teacher or SENCo to discuss the issue.  In more serious circumstances, a formal complaint can be made in line with the school’s Complaints Procedure.

The Role of the Governors
The governors are responsible for evaluating the success of this policy, which depends on the enthusiasm of all staff working with the principle and the practice of inclusion.

Reviewing the Policy
The policy will be reviewed every two years by the staff and governors.

The School Development Plan will reflect any changes or improvements that need to put in place to ensure that we are adhering to the National Curriculum Framework Section 4 (July 2013).

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