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REACHING POTENTIAL In St Faith’s Discovery Zone, specialist teachers can support pupils with a particular aspect of their learning or wellbeing
An estimated one in seven pupils have some form of learning difference
locally. We are a small, friendly and inclusive community, often chosen by parents whose children have previously found traditional school environments challenging.” The school’s classes are mixed in age and intentionally small, with around 12 children in each. “We’ve seen the benefits of this approach,” says Daniel. “Younger pupils gain inspiration and support from older classmates, while older children develop confidence and leadership skills.” The school has introduced a project- based learning approach, linking different subjects, ranging from science to art and design, through shared topics with engaging titles like ‘Mission to Mars’. “The result is a positive, collaborative atmosphere where
pupils who may sail through their schoolwork yet struggle with other aspects of school life, such as navigating friendships. This is where schools, working together with families, can step in and make a huge difference. A culture of inclusivity Increasingly, an inclusive approach is seen as the key to helping every child flourish and progress at school. That requires a supportive, understanding culture and, fortunately, it’s something our area boasts. Cambridge International School, for example, welcomes what its deputy headteacher Daniel Orwin describes as “a diverse range of students, from those who join us from overseas to children living
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