Richmond School
Policy | Policy List | Inclusion Statement
All students are educable and they should be equally valued whether or not they have special or additional needs. At Richmond School we seek to ensure there is an agreed understanding within the School of the broader meaning of inclusion: that it is a quality issue that concerns the entire process of education and not simply where students are placed. Inclusion at Richmond School means:
◊ Valuing all students and staff equally.
◊ Increasing the participation of students in learning alongside others and collaborating with them in shared learning experiences.
◊ Restructuring our cultures, policies and practices to respond to the diversity of all students.
◊ Reducing barriers to learning and participation for all students, not only those with impairments or those with ‘Special Educational Needs’.
◊ This involves effective identification methods and using our resources efficiently.
View the difference between students as resources to support learning, rather than problems to be overcome.
◊ Recognise inclusion as part of the School’s Equal Opportunities’ Policy and that there needs to be clear arrangements for implementation, funding and monitoring.
◊ Recognise that inclusion is the responsibility of all school staff.
◊ Ensure that staff have access to suitable professional development opportunities which will support the development of inclusive practice.
Work collaboratively with Local Authority officers and other external agencies to identify any existing barriers to inclusion and consider how these may best be overcome.
Continue to foster good relationships with the local community and recognise that inclusion in education is one aspect of inclusion in society.
In creating an inclusive culture at Richmond School, we strive to create a secure, accepting, collaborative and stimulating community, in which everyone is valued as the foundation for high achievement. School policies and plans reflect this culture as the school response to student diversity. This is evident in lessons where students are encouraged to be actively involved in all aspects of their education, which draws on their knowledge and experience outside school.
To be reviewed: April 2007
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