The SRS inclusion statement and its supporting policies reflects our mission and values statement.
At the heart of our policies is a commitment to improving the life chances and maximising the potential of all students. The aims for students with any additional educational needs, including gifted and talented children, are the same as those for all children.All students are valued equally, irrespective of additional educational needs, age, ability, ethnicity, religion, gender, background and community.

They have an equal entitlement to a broad, balanced, relevant and differentiated curriculum.

The breadth of the curriculum provided recognises and provides for the varied profiles and capabilities of all the students, and allows the widest range of opportunities for realising their potential.

Every teacher has a responsibility to recognise individual needs, and then to ensure that appropriate teaching and learning situations are provided for the whole range of ability within the class.

Parents should be given opportunities to share in decisions relating to a child’s education and to develop close and complementary working relationships with the school.

The physical environment of the school should promote access to the curriculum for all children.

The Board of Governors and the principal have responsibility for the management of all aspects of the school’s work, including provision for children with additional or special educational needs. The Inclusion/SEN Deputy Head will work closely with the Principal, staff, parents and children to ensure that all are fully aware of the school’s procedures for identifying, assessing and making provision for children with additional educational needs.
The key responsibilities are:

  • To oversee the day-to-day operation of the inclusion policies.
  • To liaise with and advise fellow teachers.
  • To co-ordinate provision for students with additional or special educational needs.
  • To oversee the records on all students with additional and or special educational needs.
  • To liaise with external agencies.

Students should be actively involved at an appropriate level in discussions about their individual action plans (IEPs), target setting and review arrangements.

All teachers are teachers of additional educational needs. Teaching children with additional educational needs or SEN is therefore a whole school responsibility. Teachers need to use a variety of strategies to meet the needs of all students so that children with different learning styles and abilities are able to access the curriculum. The majority of students will learn and progress within these arrangements. If a class teacher feels that a child requires help over and above that which is normally available within the particular class or subject, consideration should then be given to helping the child through school action/s and policy.


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