Our Vision for Inclusion

The Stour Federation is committed to transforming education by creating a culture of inclusion, where every child, regardless of their special educational needs or disabilities (SEND), is not just valued but celebrated as an integral part of our learning community. We believe that all children, regardless of their unique abilities, are complete humans.  They possess the potential to achieve astonishing things. Our unwavering mission is to provide a flourishing educational experience that empowers every child to embrace life in all its fullness.

4 Principles for Inclusion:

1. Dignity and respect: We view differences and disability as normal aspects of humanity.  Our approach to education for all children is characterised by dignity, respect and high expectations.
2. Empowerment and success for all: We strive to create model learning environments and a curriculum where diversity is celebrated and all children feel valued and empowered to embrace their unique strengths.  Success takes many forms - we should notice, value and celebrate a wide range of achievements in school and in society.
3. Expertise and innovation: Providing an ethic of excellence for children with SEND requires specialised and strategic expertise, high quality teaching and support.  We are committed to pioneering and evidence-informed approaches that break down barriers to learning, ensuring every child can flourish.
4. Action at all levels: Change happens from the bottom-up as well as top-down.  Everyone working with children has the power and agency to advance inclusion and improve the educational experience and outcomes of children with SEND.

Our Inclusion Strategy:

1. Provide an excellent education for all children in the communities we serve, ensuring they build character, make good individual progress, achieve their goals, and develop a strong sense of belonging.
2. Foster a culture of trust and belonging where every child feels safe, respected, and celebrated for their unique strengths and abilities.
3. Deliver an engaging curriculum that is accessible (built-in, not bolt on) and fully considers the needs of all learners to be responsible global citizens who are equipped to make a positive impact on the world.
4. Build relationships and communicate effectively with parents, carers, and external agencies to develop a strong sense of belonging and personalised support and provision that addresses the specific needs of each child with SEND.
5. Continuously improve our practices to ensure that our provision is aligned with the latest research, innovation and best ethical practices in SEND education.
6. Empower all children to become confident, independent learners who are creative and critical thinkers and are well-prepared for the next stage of their education and life.
7. Attract and train educators who are passionate about supporting students with SEND.
8. Celebrate difference and promote the idea that diversity is a normal part of human experience.
9. Recognise success in various forms, including academic achievements, social participation, and personal growth.
10. Create a network of expertise across the Trust, creating collaborative environments to communicate, connect and conduct activities that enrich communities.

An Inclusive Leader will:

• Hold and maintain the highest educational standards for all children.
• Welcome all children and staff to our schools equally.
• Make reasonable adjustments to enable/ensure all pupils to have equitable access to an enriching, broad and balanced curriculum.
• Adhere to the principles of the SEND Code of Practice.
• Ensure that their school is an accessible educational environment for all pupils, staff, governors, parents and visitors alike.
• Foster a culture where all stakeholders feel comfortable contributing their ideas and opinions, ensuring that all voices are heard and valued.
• Upload and champion British values and protective characteristics, creating a culture of respect, equality and diversity.

Key Questions

• How do we know how inclusive our schools are?
• How do we temperature check the inclusiveness of our trust?
• Who are the key people in our organisation helping to gauge this?
• Do pupils with SEND need extra scaffolding for this lesson?
• Does our entire curriculum framework consider different learning needs from the start?

Reading List

• Newmark, B. and Rees, T. (2022) A good life: towards greater dignity for people with learning disability
• Newmark, B. and Rees, T. (2023) Five principles for inclusion
• EEF (2020) Special Educational Needs in mainstream schools: guidance report
• EEF (2022) ‘Five-a-day- to improve SEND outcomes
• CEFEL (2023) Our Hope for a Flourishing Schools System: Deeply Christian, Serving the Common Good