Inclusive whole school approaches (supporting all children to thrive)
Inclusive whole school approaches (supporting all children to thrive)
Inclusive whole school approaches (supporting all children to thrive)
A range of activities, opportunities and support should be available to all children and young people as part of ‘Ordinarily Available Provision’, to support everyone’s inclusion and progress.
Schools and colleges use a range of approaches and initiatives to support children and young people to thrive and achieve their potential. "Whole school/setting approaches" includes all the things that a school or college does with and for their community, including children and young people, staff and parents/carers. It refers to approaches that are available to all. This includes, for example, a broad and balanced curriculum delivered through effective teaching for all learners, as well as things such as the setting's behaviour or relationship policy and its welcoming, friendly ethos.
There are several whole-setting programmes and accreditations available in Bury to support the inclusion of all children and young people in education, such as:
Bury Inclusion Quality Mark
The Bury IQM supports settings to develop and evidence inclusive practice across different areas and at different levels. Accreditation explores whole school approaches, teaching and learning, emotional health and wellbeing, and participation and involvement.
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Bury Dyslexia Friendly Schools Award
The Bury Dyslexia Aware Quality Mark is a whole-school award for primary and secondary schools focused on dyslexia-friendly good practice. The award focuses on leadership and management, quality of learning, the learning environment, and partnerships.
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Emotionally Friendly Settings
EFS is a whole-setting approach to supporting the emotional health and wellbeing of children and young people, staff and parents/carers. The EFS programme is available to Early Years, school and college settings. Further information can be on the EFS website by clicking here
If you are interested in finding out more about the whole-setting approaches at your child's school or college, you could take a look at their website or contact your child's teacher, tutor, or Special Educational Needs Coordinator (SENCo).
Getting involved
Lots of Bury schools and colleges run events for parents/carers, such as regular coffee mornings, workshops on different topics and parent/carer groups. This is a great way to get to know your child's school or college and meet key staff and other parent/carers.
Some settings work very closely with parents/carers when designing or reviewing their whole-setting approach. For example, when designing the school behaviour policy or planning a project. At St Joseph's RC Primary School, as part of the Parent Voice Group, parents, staff, governors and pupils were asked for feedback on the school's behaviour policy. This has become a regular process to involve the wider school community in contributing to the whole school approach, with parents and carers often offering their own skills to help create events or develop calm areas within the school. Please see St Joseph's website to find out more by clicking on this link: https://www.stjosephs-primary.co.uk/children-s-well-being if you are interested to find out more about what your child’s school is doing, visit the school website ask staff within school what they have planned..
Ordinarily Available Provision and the Graduated Approach
A range of activities, opportunities and support should be available to all children and young people as part of ‘Ordinarily Available Provision’, to support everyone’s inclusion and progress.
For children and young people identified as having Special Educational Needs and Disabilities (SEND), where it is recognised that more targeted or specialist support is needed, a graduated approach should be put in place. This uses a process of Assess-Plan-Do-Review-Learn cycles, to develop a growing understanding of an individual’s strengths and the support they need to make good progress and achieve positive outcomes.
Please see SEND and the Graduated Approach for more information