Inclusive education means that students can access and fully participate in learning, alongside their similar aged peers, supported by reasonable adjustments and teaching strategies tailored to meet their individual needs. Our whole college approach ensures a cohesive response to diverse learning needs and a consistent practice in a culture of ongoing improvement which sets high expectations, monitors student progress and supports student learning with quality teaching focused on every student achieving success. Inclusion is embedded in all aspects of school life, and is supported by culture, policies and every day practices.
Our whole school approach to differentiated teaching and learning recognises diversity and promotes a shared commitment to quality teaching and our vision of every student achieving success. We believe that every student has the ability to learn and should be able to demonstrate progress in their learning. The diverse learning needs of our school community, cohorts, classes, groups and individuals are identified through the School Data Profile and our assessment and reporting data.
When planning to meet diverse learning needs, our teachers:
- Establish what students are capable of;
- Consider levels of readiness, interests and motivation;
- Plan for differentiated teaching and learning;
- Closely monitor the progress of individual students and continually adjust teaching in response;
- Tailor early or sustained intervention for all students; and
- Use flexible grouping to cater for individual needs of students and enable differing levels of support.