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IncludEd is an Independent School that provides learning opportunities for young people aged between 11-14 years. Weare an alternative to mainstream education and work with young people who have struggled. Our curriculum covers the core subjects as well as providing a range of interesting opportunities for all our pupils. Much of our work revolves around developing young people's confidence and self-esteem through our 'Emotional Confidence and Well-Being Programme.' We aim to provide a nurturing and safe environment, our ethos is to make pupils feel part of a school community that respects one another's differences and diverse backgrounds. Pupils can express themselves freely and make positive contributions to the day-to-day running of the school. As safeguarding our pupils is paramount to all the staff at IncludEd all pupils must remain on the IncludEd site throughout the day. Pupils are not permitted to leave the school unaccompanied, this will give you the confidence of your child's whereabouts during the working day. If there is a very good reason why your child needs to go home during the school day please contact us so that we can first discuss the situation and, where appropriate, grant permission to leave the site. We anticipate these circumstances to be rare but acknowledge there may be individual situations where such permission is appropriate. Many pupils have had traumatic experiences, trauma can impact learning, behavior, and relationships at school. Trauma can arise from a variety of sources, bullying, pressures of social media, domestic factors, environmental factors, discrimination, and other significant life events. Having the tools to manage traumatic stress empowers the members of the school community to be part of an environment where they feel safe to learn. In a trauma-informed school, the adults in the school community are prepared to recognize and respond to those pupils who have been impacted by traumatic stress and relate in ways that enhance their self-esteem, confidence and develop their capacity to reflect and resolve. The goal is not to only provide tools to cope with extreme situations but to create an underlying culture of respect and support. Our dedicated team undergoes continuous development and training to better understand the impact trauma has on learning. Our team helps pupils to stay safe physically, socially, emotionally, and academically. We work towards meeting our pupils' needs by taking into account their relationships, self-regulation, academic competence, physical and emotional well-being. Our school community aims to provide pupils with multiple opportunities to practice newly developing skills. We embrace and practice an ethos of shared responsibility for all pupils. Our team is trained to anticipate and adapt to the ever-changing needs of our pupils. We aim to work with our pupils in ways that alleviate their suffering, support their learning and make them feel cared for and appreciated. Our Positive Behaviour Policy is central to the way IncludEd operates. It helps all members of the IncludEd community feel secure because we are clear about what behavior is unacceptable and what the consequences will be. It makes everyone feel valued because it is a way of making sure pupils are rewarded for good behavior. The Positive Behaviour Policy exists to allow teachers to teach and all pupils to learn. Our policy is a consistent, fair, and positive system that is applied in all lessons across all subjects. Consequences of Behaviour means that positive behavior is praised and everyone is clear about the consequences for negative behavior. Praise is the most important aspect of Consequences of Behaviour. Pupils should try hard to gain praise in all lessons and staff will always aim to award more praises than consequences. Pupils will always receive a warning about their behavior before any consequences are issued to them. Negative behavior will be recorded and sanctions will be implemented. Children have special educational needs if they have a learning difficulty which calls for special educational provisions to be made for them. All admissions to the IncludEd are based upon the school’s Admissions Policy. There is no differentiation made between pupils with or without Special Educational Needs. Children experiencing difficulties will be supported within the classroom by their Class Teacher and Mentors and maybe occasionally be withdrawn for Specialist Support or One to One tuition. Pupil programs and progress are monitored by testing e.g. reading and spelling age tests, and/or by consultation with support staff, pupils, and parents. Consultation is carried out both informally on an ongoing basis and formally at staff meetings and pupil review meetings. All children in the PRU will have an IEP which will specify long-term aims based on the objectives set out by the schools on the referral forms. I.E.P.’s will have 3 or 4 achievable targets and teachers will use these targets to inform the weekly targets set for each child. The I.E.P. will be reviewed midway through the child’s time at the P.R.U. and on their exit. includes recognize that pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical activities. Some children with medical conditions may be disabled and where this is the case IncludEd will comply with its duties under the equality Act 2010. Some pupils may also have special educational needs (SEND) and may have an Educational Health Care Plan (EHCP which brings together health and social care needs, as well as their educational provision, and the SEND Code of Practice is followed. View full school