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Inclusion Policy |
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| 1.0 |
Introduction |
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What is Academy inclusion? |
| 1.1 |
London Academy has an inclusive
CULTURE. This means that we aim to create a safe
and supportive environment which offers every
individual student a meaningful, purposeful and
academically rigorous education. The work we
do will be collaborative and stimulating and
will help create a community in which everybody
is valued and in which all staff work hard to
remove all barriers to learning and to participation
of all students. We aim for the highest achievements
of all our students. We develop inclusive values,
shared between all students, staff, governors
and parents/carers. These values include: a sense
of responsibility for one’s own learning:
respect for others and ourselves: compassion
for, and understanding of, the values of the
local, national and international community:
the freedom to be creative: a belief in the value
of learning that is both challenging and rewarding.
These are conveyed to all new members of our
Academy. These values guide our decisions about
our policies and our day to day practices so
that the learning of all is supported through
a continuous process of Academy development. |
| 1.2 |
Inclusion is at the heart of all
our POLICIES. They increase the capacity of our
Academy to respond to the diversity of all our
students and are based on their needs and the
high expectations we have of them. Our policies
are not administrative systems convenient for
teachers. The policies foster respect among students
for themselves and for others. |
| 1.3 |
Our daily PRACTICES reflect the
inclusive culture and policies of London Academy.
Classroom and extra curricular activities encourage
the participation of all students and draw upon
the knowledge and experiences they have gained
from outside Academy. Teaching and Learning Support
are integrated together in the orchestration
of learning. Staff mobilise resources within
the Academy to build strong links with the business
community locally, nationally and internationally,
and with those distinctive communities which
make up our catchment area. In this way active
learning is sustained for all. |
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Why is inclusion important
for us? |
| 1.4 |
London Academy has a kaleidoscopic
student body. Our roll is 1113 of whom 669 are
boys and 444 are girls. Of this number 617 identify
themselves as White (UK heritage and Other),
234 as Black (Caribbean, African and Other) and
156 as Indian, Pakistani and Bangladeshi. In
addition there are many other significant ethnic
minorities such as Chinese. There are 51 different
languages spoken by our students and 484 of them
have English as an additional language. Just
under 10% of our students are refugees. Our catchment
area shows a similar wide range, from leafy affluent
suburbs in the north to very challenging overspill
housing estates in the south. 427 on roll are
eligible for free Academy meals, 37 have a SEN
statement and 402 have special needs. For our
Academy to guarantee that each individual is
given a full opportunity to achieve his or her
potential we are mindful of this diversity in
all our planning. |
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| 2.0 |
Creating an Inclusive Culture |
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How are we creating an
inclusive culture? |
| 2.1 |
The following is a checklist that
colleagues should use to identify whether their
day to day practice is inclusive. A position
statement is available that describes successful
strategies used by London Academy in respect
of this checklist. See senior staff for copies. |
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By building a community |
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Everyone is made to feel
welcome. |
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Students support each other. |
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Staff collaborate with each
other. |
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Staff and students treat
one another with respect. |
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There is a partnership between
staff and parents/carers/carers. |
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Staff and governors work
well together. |
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All local communities are
involved in the Academy. |
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By establishing inclusive
values |
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There are high expectations
for all students. |
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Students, staff, governors
and parents/carers share an understanding
of inclusion. |
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Students are equally valued. |
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Staff and students are respected
as individuals regardless of their role. |
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Staff seek to remove all
barriers to learning and participation
in Academy. |
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Our Academy strives to eliminate
discriminatory practices. |
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How are we producing inclusive
policies? |
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By developing an
Academy for all |
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Staff appointment and promotions
are fair. |
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All new staff are helped
to settle into Academy. |
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We seek to admit all students
from our wider community. |
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Our Academy tries to make
its buildings physically accessible to
all. |
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All students, new to the
Academy, are helped to feel settled. |
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Our Academy arranges teaching
groups so that all students are valued. |
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By organising support
for diversity |
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All forms of support are
co-ordinated. (Support is defined as all
those activities which increase our capacity
to respond to student diversity). |
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Staff development activities
help staff to respond to student diversity. |
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'Special needs' policies
are inclusion policies. |
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The Code of Practice’ is
used to reduce the barriers to learning
and participation of all students. |
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Support for those learning
English as an additional language is co-ordinated
with learning support. |
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Pastoral and behaviour support
policies are linked to curriculum development
and learning support policies. |
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Pressures for disciplinary
exclusion are decreased. |
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Barriers to attendance are
reduced. |
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Bullying is minimised. |
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How are we producing inclusive
practices? |
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By orchestrating
learning |
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Lessons are responsive to
student diversity. |
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Lessons are made accessible
to all students. |
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Lessons develop an understanding
of difference. |
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Students are actively involved
in their own learning. |
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Students learn collaboratively. |
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Assessment monitors and
encourages the achievements of all students. |
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Classroom discipline is
based on mutual respect and respect for
each other’s right to learn. |
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Teachers plan, review and
teach in partnership. |
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Teachers are concerned to
support the learning and participation
of all students. |
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Learning support assistants
work with teachers to support the learning
and participation of all students. |
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Homework is for everyone
and contributes to the learning of all. |
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All students take part in
activities outside the classroom. |
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By mobilising resources |
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Academy resources are distributed
fairly to support inclusion. |
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Community resources are
well known and drawn upon. |
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Staff expertise is fully
utilised. |
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Student difference is used
as a resource for teaching and learning. |
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Staff develop resources
to support learning and participation by
everyone. |
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| 3.0 |
The importance of lesson planning
to inclusion |
| 3.1 |
At London Academy we expect lessons
to be planned so that every individual student
can take part and be valued. We expect the following
checklist to apply to each student in the lesson.
Full participation in lessons is an important
part of our inclusion policy. |
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Participation means
students are |
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being taken seriously as
learners |
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being motivated to learn |
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being represented |
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being recognised |
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developing skills |
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benefiting from consistent
application of Academy policies |
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having a part to play |
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having a stake |
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seeing the relevance of
what the curriculum has to offer |
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