The government has defined inclusion as 'a process by which schools, local authorities and others develop their cultures, policies and practices to include pupils' and 'actively seek to remove barriers to learning and participation'.
We believe that all pupils have a right to an educational experience which is suitable to their particular needs and which allows them to develop socially and academically to the highest level they can.
The objective is to make sure that the principles of inclusion are firmly established as an integral part of the work to improve the quality of education and raise standards for all groups of pupils in our schools.
The inclusion agenda will be driven by the inclusion strategy group and will be informed by our inclusion plan.
The core principles are:
All children are of equal worth and have the right to equal access to a broad and balanced curriculum
All children have the right to be valued equally, regardless of their ability, disability, gender, culture, race, ethnicity, religion, linguistic, social or care circumstances
The interests of all pupils are best served when each pupil is able to access and focus on the education on offer
In line with these principles, we are committed to encompassing the full range of needs of pupils with special educational needs (SEN), vulnerable and looked after children, pupils for whom English is an additional laguage, travellers, asylum seekers and refugees and pupils from minority ethnic communities in an inclusion plan, which will enable us to monitor, check and look at our performance in developing a fully inclusive education service for all.
The procedures and practices needed to ensure successful inclusion require the cooperation and commitment of all schools, governors, parents, community groups and other services and agencies in order to be effective. Therefore, the development and strengthening of partnership working is a key focus of our strategy.
We recognise the need to ensure that provision is differentiated and structured in such a way as to enable all pupils to access appropriate education successfully and that a range of provision is required to meet the increasing complexity of children and young people's needs.
Therefore, a flexible and responsive approach is essential if true inclusion is to be achieved.