Inclusion Overview

Our school welcomes and celebrates inclusion and diversity, supporting the needs of children and their families from a wide range of backgrounds and those with a range of needs.

We support every child with their social, emotional and mental wellbeing development by providing targeted support from; in-class support with teachers considering and catering for all in the education provision and curriculum to specific intervention on a one-to-one basis or groups of children.

Targeted preventative and intervention support from our wellbeing coaches includes:

  • Play Therapy
  • Lego Therapy
  • Social Skills groups
  • Individualised support plans for identified children and families
  • Pastoral Support Plans
  • Sand Tray Therapy
  • Talk and Draw
  • Bereavement support
  • Nurture Group provision
  • Wellbeing Dog provision

In addition, our school provides specific support for the following groups of children:

  • Children with special educational needs and disabilities (SEND)
  • Children with medical conditions
  • Children with English as an additional language (EAL)
  • Children in receipt of Pupil Premium (PPG)
  • Children who are looked after or previously looked after (LAC)

Our school works alongside a number of external professionals and specialist teachers/therapists in order to extend our Inclusion offer so that all needs can be provided for:

  • SEMH specialist teacher
  • Educational Psychologist
  • Education Welfare Officer
  • Speech and Language Therapists
  • Counsellor
  • Play Therapists
  • School Nurse

Our school curriculum includes a bespoke Personal Development curriculum which incorporates Relationships, Sex and Health Education (RSHE) as well as Character and British Values. The development of this curriculum ensures that children are well supported in their social, emotional and wellbeing development. We recognise that all children need to feel nurtured and safe in their school environment so that they can be happy, engaged, motivated learners who are able to have successful relationships with their peers and adults around the school.

Our school approach to relationships and behaviour is restorative and relational; we strive to ensure that behaviour is of the highest standard, supported by positive relationships between all stakeholders. Our relationships and behaviour guidance/policy was developed in conjunction with our work alongside Paul Dix from ‘When the Adults Change’ and his team. The focus for our work is to ensure that children benefit from a positive experience where praise is a key strategy whilst supporting children to regulate their own behaviour choices, distinguish between right and wrong and make informed choices. 

We believe that good attendance and punctuality is the foundation on which a secure education is built.   Our school has rigorous tracking processes in place so that identification for support can be swiftly put in place. We work alongside the Bexley Education Welfare Service (BEWS) which also provides support, advice and guidance to our school and parents/carers to ensure children attend school in line with government guidance. We recognise that the success of intervention and securing good attendance are dependent on successful partnership working to address all the needs of the child/ren and family.

Our school takes safeguarding children seriously; providing a safe and secure culture where all voices are heard and listened to. Our safeguarding systems are rigorous for identification and following up when concerns are evident. Our staff have access to annual safeguarding training (e.g. child protection, extremism and radicalisation, mental health, attachment and trauma) which contributes to the wellbeing of all.

Our school celebrates the rich and diverse community that we serve. For more information, please take a look at our Equality Information and Objectives document which can be found in the policies section on our website.

You can view our inclusion policies here.