Inclusion
Our Inclusion Statement
Inclusion is paramount, and here at Barkisland we want all children to succeed. To ensure this, we actively praise and nurture all of our children to ensure that they have the inner belief to succeed. Success is celebrated at all levels, which includes children, staff, families and the wider community. We provide opportunities for all children to realise their potential, we ensure each child is challenged at a level accessible to them, whilst developing their resilience to be effective members of our community and wider world. Every classroom is an inclusive environment which is vital in ensuring that all children feel nurtured and included.
It is our aim to provide an education for children of all abilities. We believe children deserve an education that encourages and motivates them to achieve their full potential. The way the curriculum is delivered allows each pupil to learn at a pace that is appropriate for them.
Children identified as being neurodivergent (having Special Educational Needs) will, after discussion with parents, be entered on the Special Educational Needs Register. Work is set according to a child's ability by the class teacher and children are able to access a broad curriculum through quality first teaching. The Inclusion Manager will advise and work with the class teacher and draw up a programme of work, with specific targets to help children who are experiencing difficulties. The Inclusion Manager also liaises with other specialists, if appropriate. The progress of children on the Special Educational Needs Register is reviewed termly by teachers, alongside pupils and parents.
Below are links to our Inclusion documents. If you have any questions regarding inclusion please do not hesitate to speak with your child's class teacher in the first instance or Miss Walsh, our School Inclusion Manager at admin@barkisland.calderdale.sch.uk.
*PLEASE NOTE: Our policies and statements are monitored, updated and reviewed regularly by Miss Walsh alongside appropriate bodies.
