IncludEd is an Independent School that provides learning opportunities for young people aged between 11 - 14 years. We are an alternative to mainstream education and work with young people who have struggled to manage in a mainstream environment.
All of our pupils have a common need for a sensitive and nurturing approach to their education so that they can begin to address some of the issues that have created difficulties for them in mainstream school.
We offer a fresh start for all pupils. We aim to provide an environment where all views are valued and where young people feel enabled to make positive choices regarding their
learning and their interactions with others.
Our core values of Enjoyment of learning, Progress, Responsibility, Respect and Tolerance are at the heart of what we do, ensuring we promote a nurturing, learning community with the welfare of our pupils, staff and community at its centre.
Our curriculum covers the core subjects as
well as providing a range of interesting opportunities for all our pupils. Much of
our work revolves around developing
young peoples confidence and self-esteem through our 'Emotional Confidence and
IncludEd runs like a school, with some differences. We operate on a first name basis and place a high emphasis on pastoral support. We also run a wide range of enrichment activities, designed to promote to our pupils a greater understanding of the wider world and their place within it. Our aim is for all of our pupils to lead successful, independent lives, both in the workplace and in their relationships with others.
We aim to give every young person the opportunity to experience success in
learning and to achieve as high a
standard as possible.
We will assist pupils to develop skills in speaking, listening, reading and writing
which will enable them to express
themselves creatively, imaginatively and to
communicate with others effectively.
We aim to provide a nurturing and safe environment, our ethos is to make pupils feel part of a school community that respects one another's differences and diverse backgrounds.
Pupils are able to express themselves freely and make positive contributions to the
day-to-day running of the school.
We believe that all children and young
people have a right to high quality
education whatever their needs.
Some children and young people need
more individual support than others.
Fundamental to this principle is the right
of teachers to teach and the right of
children and young people to learn.
Our aim is to help remove barriers to
learning through using individualised responses to our pupil’s needs.
We passionately believe in giving young people every opportunity to learn and succeed in our friendly, supportive school.
Every pupil admitted to IncludEd has been on a unique educational journey. We are committed to being a positive and stabilising setting that bridges to continued education, whether that be another mainstream school or a specialist setting.
Pupils are with us for varying amounts of time: some individuals will have a very short time with us while others can remain for longer periods.
Our curriculum therefore needs to be flexible, personalised and designed to enable pupils to progress to the next stage on their educational journey.
Our aim is to provide a curriculum that enables each pupil to shine: to nurture their individual talents and raise aspirations.
The curriculum is designed to :
In- depth understanding of attachment theory, child development and neuroscience underpins and informs all aspects of IncludEd. Using this evidenced based research and theory ensures the greatest outcomes for our learners (for both academic and personal development).
The principles that underpin our pedagogy and all curriculum learning are:
• The relationships are key
• Learning is understood developmentally
• IncludEd provides a symbolic secure base creating the
sense of safety to enable pupils to explore and learn
• The importance of containment through attunement and
validation for the development of well being
• All behaviour is communication
• The importance of transition in children’s lives
The PSHE curriculum and embedded SMSC will ensure that IncludEd fulfils all our statutory obligations under equality legislation.
In any one classroom at IncludEd we will have pupils who have experienced very different curriculums before joining us, and who may return or move on to another setting with a different curriculum. We have mixed age classes, many of whom are not working at age related expectations. It is therefore crucially important that our curriculum is flexible enough to enable us to meet a wide range of needs.
A robust induction process ensures prior information is shared involving previous school and parents/carers. Each pupil who enters IncludEd will be assessed on entry. Pupils complete baseline assessments in Maths and English, allowing staff to develop a personalised curriculum that fills any gaps they have in prior learning, and allows them to move at their own pace, whatever their starting point.
Using the National Curriculum as a starting point we operate a two year rolling programme of themes indicating which topic is to be taught each term. Foundation subjects and, where appropriate, core subjects are taught under these themes.
IncludEd Core Curriculum Entitlement
• English, including a phonics programme using RWI
The primary measure of the impact of our curriculum will be pupil achievement and attainment. Our assessment policy contains the detail of how we assess pupils. We will further evaluate the impact of our curriculum in the following ways:
Engage all students in learning;
Enable all students to make progress from their individual starting points, and to have successes in learning;
Support all pupils to lead healthy and safe lifestyles;
Support all pupils to develop the skills, behaviours and attitudes that will enable them to transition to, and be successful in a mainstream school or other educational setting;