“God is our refuge and strength, an ever-present help in trouble.”
Psalm 46:1
The personal development and well-being of children remains a priority. Many children, for
an array of reasons need some form of intervention and support, above and beyond what is provided by teachers in the classroom, to overcome barriers to learning and barriers
to their personal development and well-being. Our Inclusion team works tirelessly to identify
these children and obstacles, and by working with them, their families and other agencies
attempt to address the challenges our young people face in achieving their potential.
Inclusion team aims
1. To develop resilience and encourage independence in our pupils.
2. To develop key skills for pupils’ future lives.
3. To empower young people to be individuals within the Edward Peake Community.
4. To provide an integrated approach to supporting barriers to learning.
5. To accelerate progress being made to establish an environment where all pupils are
supported and respected.
6. To appropriately challenge learners in order that they thrive academically and personally.
The Inclusion team is divided into two main areas: Social Inclusion and Learning Support.
Therapeutic Thinking
Edward Peake C of E (VC) School strives to create a school community which is supportive and nurturing. We have developed a behaviour policy which places connections and relationships at the heart. This will allow pupils to thrive both socially and academically. Our
expectations focus on the Christian values of forgiveness and reconciliation.
A therapeutic approach focuses on understanding the behaviour and providing scaffolding to support the young person in resolving areas of concern.
Where areas of concern remain unresolved despite using a therapeutic approach, the graduated response can provide a framework for a graduated response.
All children deserve the right to an education, including those with social, emotional and behavioural difficulties.
Any child at any time could experience trauma which has an impact on them – we understand this and provide support to help children find new ways to manage how they feel
Nothing is ignored—where disruption occurs, steps are taken to reduce the risk of this happening again.
Our behaviour policy is structured to incorporate support for the child and family.
We know that behaviour changes when children are provided with certainty, not severity.