INCLUSION
Schools, parents and learners all working together
The way the school is organized has been done to maximize the level of inclusion. Indeed, from the Home-Teacher concept to the Electronic personalized development plan, everything is done to make sure that the pupils have all the help they needs to enjoy and achieve.
In order to guarantee a high level of attainment regardless of the pupils' backgrounds and educational needs, an inclusion unit made of cross-subject teachers will be available to supervise and cater for them. The unit will grow alongside the number of pupils and has the task to work closely with the teachers, the parents and Reading Children's Action Teams. It is common sense to some extents, but the involvement of parents is a pre-requisite to the pupils' success. As a consequence, parents, just like teachers and pupils, will be requested to sign a tri-party agreement which goes further than a regular home-school agreement since it put a higher emphasis on the pupils' responsibility in their own learning. Just like a home-school agreement, it aims to improve home-school communication, facilitate parents and teachers working together, support parents helping their children working from home more effectively and help identify any issues that need to be addressed through the School Development Plan. |
More specifically:
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Gifted and talented pupils will thrive in RSF. A school where phase is more important than aged is bound always challenge G&T students and keep their thirst for knowledge going. They will have a greater say in the evolution of their electronic personalised development plan which will lead to an even more effective set of learning and teaching strategies. The strong partnership with companies such as Berskhire Maestros will ensure that talented students can make the best out their aptitude. The greater freedom offered to teachers in the organisation of their sessions will give them opportunities to enable curriculum entitlement and choice for his or her G&T children and follow the whole school provision.
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Pupils with SEN and disabilities will benefit from the size of the class and the ethos of the school which promotes a strong cohesion between the learners and encourage them to support each other’s learning. The school will also make sure to have a procurement policy that caters as much as possible for all students without exception. The school, under the supervision of the SENCO, will make sure that it complies with the Disability Equality Duty (DED).
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Pupils from a deprived background will find in the warm and welcoming atmosphere a secure environment in which they will feel secure enough to focus on their learning and unleash their potential. The importance given to discipline and respect in the school will provide them the structure they need to ensure a high academic success.
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Children who are in care and learners with social, emotional and behavioural difficulties will welcome the emphasis of Emotional Well Being in the school. The use of drama will allow those learners in particular to express themselves and to share their emotions
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.Pupils who are learning English as an additional language will use the pre-prepared self-study session and Rosetta Stone to rapidly improve their level of understanding of English.
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