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friendships and learning both flourish,” Daniel enthuses. At Kimbolton School, too, the curriculum is designed to reflect and celebrate a range of cultures, histories and perspectives, including Black History Month and Pride Month. It’s a focus with tangible benefits, preparing students for the real world and developing enduring values such as collaboration, empathy and an understanding of diverse perspectives. “An inclusive culture encourages critical thinking, which is a central strand of our learning DNA,” says Kate Latham, Kimbolton School’s assistant head with a special focus on teaching and learning. “We believe that, when people with varied experiences collaborate, this challenges assumptions and fosters reflection.” A place to thrive Producing outstanding work in a caring environment also strikes a chord at St Faith’s School. “We are committed to making sure every child receives the support that they require to thrive – academically, socially and emotionally. With our tailored education and dedicated team, we create a nurturing environment where all pupils are encouraged to reach
CLASSROOM READY Gretton (above) and St Faith’s (below) have learning support systems in place
in small group or one-to-one sessions. “Our approach is therapeutically and trauma-informed so behaviour becomes a dialogue rather than a matter of management,” says Beth. It also involves extensive liaison and collaboration with education and care staff, learners, their families and other professionals. “The whole school is set up to help young people succeed. Each learner has their own protected work station, as well as the opportunity to join others at a central table in the classroom. All classrooms have a quiet space – we do not believe in isolation rooms. These are often a place of trauma for children; when they are dysregulated, isolation is the last thing they need. Connection is the key,” Beth concludes. mainstream school, we know that every child’s needs – whether social, emotional or academic – deserve to be understood and met with care. Inclusion isn’t just a bolt-on or label. It’s a way of teaching, thinking and designing environments so that all children can thrive.” It’s all linked to an inclusive philosophy where the focus is on helping every pupil experience success, and that continues all the way through the school. Specialist academic support is delivered by experienced learning support teachers and teaching assistants, and is guided by regularly reviewed Individual
make to learning. It is about looking at the pupil holistically. “We also base everything on the development of emotional literacy and regulation. We look at the whole individual. We know that every person is different, but we also know more than that; that every autistic person is different.” Expert staff who are part of the school’s multidisciplinary team identify learners’ special interests, skills and abilities, and harness these to help the pupils. At the heart of this approach is relational practice, putting relationships front and centre. Holistic support helps learners grow and develop with input from a team of therapists who are integrated both in the curriculum and classroom life, and Special support with the school’s youngest pupils, explains Louise Wakefield, St Faith’s Pre Prep head. Go into any Pre Prep classroom and the environment will be calm and purposeful. “There’s a quiet confidence in the air: every child knows they belong here,” she says. Such a sense of belonging lies at the heart of inclusion. “While we are a their full potential,” says Sophie Buchanan, head of learning support at the school. To support any pupils who might have a diagnosis of, say, dyslexia, dyscalculia, ADHD, autism or speech and language delays, comprehensive support is in place. That positive, affirming approach starts
Gretton School is seeing an increase in applications every year. The school supports pupils with Education, Health and Care Plans funded by their local authorities, who simply can’t cope with the overwhelming size and scale of a mainstream environment. “A number of our children have been excluded for displaying autistic behaviour,” explains headteacher, Beth Elkins. That doesn’t mean those pupils can’t achieve academically – far from it. “We have students who can learn at or above their peers but can’t do so in mainstream settings,” Beth adds. The school offers a broad, balanced mainstream curriculum delivered by highly trained staff who understand autism and the difference that it can
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