The Brigg Infant School

The Brigg Infant School

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Inclusion Statement 2018

The Brigg Infant School aims to:

  • prevent exclusion of pupils
  • support the local community and national issues
  • encourage successful citizenship
  • reduce crime rate

The Brigg Infant School aims to provide an inclusive educational community which takes account of the needs of individuals and where individuals are valued, feel secure and have a sense of belonging. We strive to promote this process and reduce exclusion at all levels. We will reduce barriers to learning and participation to ensure that all learners can succeed.

 Our Objectives

The Brigg Infant School aims to be an inclusive school. We make sure equal opportunities really do exist by considering our provision for the different groups of children at our school:

  • girls and boys
  • minority ethnic and faith groups
  • children who need support to learn English as an additional language
  • children with special educational needs or disabilities
  • gifted and talented children
  • any children who are at risk of disaffection or exclusion.

 How will we achieve equal opportunities?

We begin with planning from The National Curriculum, ensuring that our own planning meets the specific needs of individuals and groups of children. We do this through:

  • Setting appropriate learning challenges for all
  • Teaching knowledge, skills and understanding in ways that suit pupils’ abilities
  • Extending the depth of study for very able pupils
  • Responding to children’s diverse learning needs and interests
  • Teachers’ planning should ensure that all pupils take part in lessons fully and effectively, taking account of their different experiences, interests and strengths. Teachers should be aware of the requirements of the equal opportunities legislation that covers race, gender and disability. Staff will provide equality of opportunity through varied teaching approaches, including;
  • Creating effective learning environments.
  • Developing motivation and concentration.
  • Using appropriate assessment approaches.
  • Setting targets for learning.
  • Overcoming potential barriers to learning and assessment for individuals and groups of pupils listed above.
  • Taking account of pupils’ special educational needs or disabilities to ensure effective participation in curriculum and assessment activities.

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