About Us
IncludEd Learning is an Independent Specialist School. We are an alternative to mainstream education and work with secondary aged young people who have struggled to manage in a mainstream environment and for young people with very high Social Emotional Mental Health (SEMH) needs. IncludEd aims to provide a safe, stimulating and comfortable environment for students to increase their opportunities, as well as exploring new and interesting activities.
We work with students as a whole and build on their educational attainment as well as their social and emotional well-being. IncludEd offers students advice on Careers, Information, Advice and Guidance, as well as offering individual advice on future choices and opportunities.
We recognise that our pupils have experienced difficulties in responding to the day-to-day challenges of a mainstream school and that they require personalised support in extending their range of emotional, social and behavioural skills and achieving appropriate learning outcomes.
Our Ethos
IncludEd is a Trauma Informed School and builds on its success by working in close partnership with referrers, multi agencies and parents/carers. We deliver a holistic approach to cater for the educational and emotional well-being of every young person in our care using the ‘Thrive Approach.’
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 education.
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 Approach
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 are encouraged to make positive contributions to the day-to-day running of the school.
We believe that all young people have a right to high quality education whatever their needs. Some young people need more individual support than others and 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.
Frequently Asked Questions
IncludEd Learning caters for students with Complex Needs including those with learning difficulties, mental health difficulties and those with sensory Impairments.
Age range: 11-16
The head of centre has responsibility to oversee and plan the educational programme for your child, however this responsibility is delegated to the class teacher. Teachers and support staff work in partnership with parents and carers and the other professionals who support your child. EHC Plans detail the personalised specific educational and care arrangements in place to support your child’s needs. Teachers liaise with parents and carers, through meetings, telephone contact, annual reviews, EHCP documentation and reports regarding the feedback of progress.
The class teacher will work with your child on a daily basis to ensure progress is achieved. Teachers work as part of a team in class with Educational Teaching Assistants, Activity Support Assistants. The team who support your child within class will be made known to you.
We value productive partnerships with parents and carers and work hard to build close relationships with you. Teachers and class staff ensure parents and carers are fully informed. This is a chance for you to discuss in detail the progress and plans for your child. Regular contact ensures that parents are kept up to date with what is happening in school on a day to day basis. Teachers and support staff share any significant progress. This is also the opportunity for you to inform school of what is taking place at home or any concerns you may have. Regular meetings take place each term for parents and carers.
We have an Advisory Panel that take a keen interest in all aspects of school. Regular, termly meetings ensure that members are up to date with all educational approaches, strategies and events that are happening in school.
Your child will be based in a pastoral class group suitable to their ability. This class group can change throughout the academic year if there is a need. Your child will also have the opportunity to work with a wide variety of staff and students in school through pathway activities enrichment events.
We target set and measure all of our students’ progress using a variety of specifically designed assessment tools.
Once a year, your child will have an annual review of their Education Health and Care Plan. This brings together your views along with those of school and everyone who helps your child to look at progress and to ensure that the provision remains appropriate.
There is a parent/carer meeting twice a year to discuss your child’s achievements and progress and to plan for the next steps. Teachers write a detailed report at the end of the school year outlining the child’s progress, achievements and next steps.
We also ensure that contact between home and school is constant.
We want to work very closely with you and for you to be involved in planning your child or young person’s education. We welcome ongoing dialogue and discussion between home and school.
At IncludEd Learning we believe it is important that all our pupils are encouraged and supported to deal with any needs and issues they may be experiencing. Being mentally healthy means that children feel good about themselves, have positive relationships with others and are able to develop these. Promoting positive mental health supports children with life’s challenges to feel in control and to ask for help from other as and when they need support. The school has 3 trained mental health First Aiders to further support in this. Where appropriate, staff support the social and emotional development of students through wellbeing and 1:1 opportunities. Students are also encouraged to voice their opinions through Student Voice meetings.
In addition to the ongoing support from your child’s class and school staff, we have therapy services. We also work in partnership with children's social care and other partner agencies to ensure appropriate ongoing support. Details of the overall arrangements are outlined in your child’s Education and Health Care Plan.
The school a positive behaviour approach which is supported by a comprehensive Behaviour and Communication Policy and individual pupil plans, where required. We also have members of staff trained in restorative approaches that can be available to offer support in this area as required.
We believe strongly that all of children have a voice and should be enabled to make choices. We ensure that every child’s preferred communication strategies are clearly identified and outlined in their Education and Health Care Plan and Pupil Personalised Portrait. This may be through sign, use of symbols, vocalisation, gesture or augmentative and alternative technologies. All pupils are encouraged to indicate how they feel and action is taken if a child is unhappy. Pupils are encouraged to take an active role in many decisions made in school.
Safeguarding
Sexual Harmful Behaviours
ELKLAN
Speech & Language Therapy (SALT)
Trauma Informed School
Autism
Behaviour
Safer Handling
Mental Health & Well Being
Emotional School Based Anxiety
A variety of funding streams can be identified depending on the equipment needed.
Preparation may include some of the following: tour of the school, meeting with your class and class teacher, phased induction and multi-agency placement meetings dependant on needs and requirements.
Upon leaving our students move on to a variety of service providers and/or college. This process is completed in partnership with; parents, Careers Connect, The SEN Team, The Learning Disability Team and service provider representatives to ensure a smooth transition.
Transition meetings also support the process.
Decisions about support are driven by each child’s Statement and/or Education, Health and Care Plan. This process is managed by Manchester Special Educational Needs and Disability Assessment and Commissioning Team. (SENDACT)
Continual assessment ensures progress is evidenced and built upon. This formation is shared with parents on an ongoing basis through telephone conversations, parental meetings and through the school review process. Parental input is welcomed and encouraged.
Our Partners
IncludEd Learning Independent Specialist Education
8 Alexandra Rd South, Whalley Range, Manchester, M16 8ER
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