Inclusion Statement
Inclusion means that every child matters and everyone belongs.
Pound Park Nursery School is committed to providing an appropriate and high-quality combination of education and care to all the children living in our local area.
The Nursery School regards caring for all children living in the catchment area or who move into the area as its moral responsibility.
We believe that all children are entitled to and should have access to a broad and balanced academic and social curriculum, and each child should be fully included in all aspects of nursery life. We recognise that children learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. However, Pound Park is each child’s learning environment, and each is entitled to appropriate support to meet his or her individual needs. We aim to create a sense of community and belonging and create opportunities for all learners. At times this will involve change for and adaptation by the school.
The Nursery School seeks to develop cultures, policies and practices that include all the children and their parents/carers and facilitate change and adaptation where necessary.
In developing Pound Park Nursery School as an Inclusive Centre we consider the development of:
- Positive attitudes
- Suitable teaching and learning styles
- Resources – including equipment, time, staff and outside agencies
- Parental involvement
- The idea that all children have the right to play and learn together
Inclusion means:
Children encounter difficulties when they experience barriers that prevent access to a setting, to learning and participation in that setting. Children and adults may encounter these barriers for a range of reasons that may be related to age, gender, ethnicity, impairment, attainment, or background. Barriers may also be created through the views, expectations, and practices of others. At Pound Park Nursery School, we believe that we should recognise and celebrate differences. It is our responsibility to educate ourselves about varied life experiences and needs.
Policies and procedures are in place to facilitate the inclusion of all children and all groups of learners. These include:
- girls and boys, men and women
- minority ethnic and faith groups, Travellers, asylum seekers and refugees
- those who need support to learn English as an additional language (EAL)
- those with special educational needs
- those who are disabled
- those who are more able
- those who are “looked after” by the local authority
- others such as those who are sick; those who are young carers; those who are in families under stress; pregnant schoolgirls and teenage mothers
- any learners who are at risk of disaffection and exclusion
The development and monitoring of the school and centre work on Inclusion will be undertaken by the SENDCo and the SEN Governor.
- All school and centre policies and planning are guided by the principles within the Inclusion statement.
- Detailed analysis is made of the school’s pupil intake, identifying potential barriers to learning and social inclusion.
- Action plans are put in place at strategic and individual child level to address barriers to inclusion.
The SENDCo is Mira Harder, who also takes the lead role in relation to inclusion, and reports regularly to the group on this area.
The SEN Governor is Lucy Davies
