School Policy

Our full policy can be found by clicking the link here

The aims of the Inclusion Policy are:

•    To promote an inclusive ethos throughout the school;

•    To enable pupils with SEND to have their needs met;

•    To take into account the views of the pupils with SEND;

•    To encourage good communication with parents of children with SEND;

•  To facilitate full access to a broad, balanced and relevant education, including an appropriate curriculum for the foundation stage and the National Curriculum, for pupils with SEND.

To attain this, members of staff at Jesmond Gardens Primary School will:

•    Recognise the needs of the individual;

•    Differentiate teaching methods to suit individual needs;

•    Differentiate the curriculum content so that it is attainable by all;

•    Take consideration of the SEND Code of Practice;

•    Acquire appropriate specialist support whenever possible;

•    Provide a stimulating and positive environment;

•    Develop working partnerships with parents;

•    Provide suitable and adequate resources;

•    Pass information and expertise through SEND procedures and meetings.

Jesmond Gardens Primary School is committed to inclusion and is respected in the community for being a highly inclusive school.

Part of the school’s strategic planning for improvement is to develop cultures, policies and practices that include all learners. The school aims to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties.

This does not mean that staff will treat all learners in the same way, but that the school will respond to learners in ways which take account of their varied life experiences and needs.

Educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background. 

The Inclusion Policy outlines the way the school meets the need of children who experience barriers to their learning, which may relate to sensory or physical impairment, learning difficulties or emotional or social development, or may relate to factors in their environment, including the learning environment they experience in school.

The school recognises that pupils learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. 

The school is particularly aware of the needs of children in the Early Years Foundation Stage and Key Stage 1, for whom maturity is a crucial factor in terms of readiness to learn.

The school believes that many pupils, at some time in their school career, may experience difficulties which affect their learning, and the school recognises that these may be long or short term.

Jesmond Gardens aims to identify these needs as they arise and provide teaching and learning contexts, which enable every child to achieve to his or her full potential.