Supportive Education

Inclusion is often seen as an issue about special educational needs, about race, or about gender. But inclusion is much more about making schools more humane and pleasant places to work and learn – for everyone. It is about improving schools from both an academic and social point of view and there is a growing body of evidence to show that making schools more inclusive, more responsive to diverse needs, actually drives up examination results.

The inclusive school is one in which continuing emphasis on valuing individual differences leads all pupils, irrespective of social or cultural background, disability or difficulty in learning, to succeed in terms of the fulfillment of academic and social goals, and in the development of positive attitudes to self and others.

Inclusion at Lampton is built around the following key principles:

  • at Lampton School all our pupils may require support at some time in their school career, whatever their background or ability. The support they need may be academic, social or emotional.
  • outstanding inclusion provision should be able to respond quickly and appropriately, and communicate the needs of children with SEN effectively to the relevant staff.
  • all children are educable and should be equally valued whether or not they have SEN. Inclusion is most likely to be achieved when their diversity is recognised and regarded positively.
  • children are entitled to receive a broad, balanced and relevant curriculum. We recognise that appropriate advice, support and resources are required to achieve this for some pupils in the mainstream curriculum.
  • all children and their parents are entitled to be treated with respect and have their views taken into account. All arrangements should protect and enhance the dignity of those involved.
  • all teachers are teachers of pupils with SEN. SEN is therefore a whole school responsibility requiring a whole school response.

As staff we have a responsibility to:

  • be committed to maximising inclusion and minimising exclusion
  • plan for diversity
  • work to develop appropriate environments for all children
  • have appropriate teaching methods and approaches
  • take care to have appropriate pupil groupings
  • support all pupils with identified needs