Our approach to inclusion
Inclusion is a shared responsibility that involves all of us – staff, parents, pupils and the wider community.
We strive to create a culture of collaboration, where everyone plays a role in supporting each other. We know that when people do not feel a sense of belonging within their community, barriers can build up. As a Trust, we are committed to developing strong links and providing support wherever it is needed. Our goal is to create communities where everyone can thrive and reach their full potential, and inclusion is achieved for all.
Belonging
Belonging is a fundamental human need which can be traced back to our ancestors.
Our Belonging Framework supports our school staff, parents, external agencies and students to understand their collective roles and responsibilities in supporting a successful educational journey, and to prepare our students for adulthood.
By focusing on five key characteristics–attendance, behaviour as communication, learning, mental health and wellbeing, and physical and psychological safety–we can identify students at risk of losing their sense of belonging.
This enables our schools to provide appropriate and timely support, while also ensuring that students comprehend their personal responsibilities throughout their educational journey and broader life experiences.
Attendance
Factors such as learning barriers, poor support systems, safeguarding issues, and mental health and wellbeing can impact a child’s school attendance. Evidence shows that poor attendance not only affects academic progress but also reduces their sense of community and belonging.
Regular attendance is crucial to ensure every child receives the best possible opportunities. Our schools collaborate with all stakeholders to identify and address these barriers, implementing support plans to improve attendance.
Behaviour as communication
We share a vision for positive behaviour across our schools and ensure this is underpinned by relational approaches informed by evidence-based practice such as emotion coaching, the work of Dr Bruce Perry and trauma-informed practice.
On occasions, the behaviour presenting externally can be an indicator of an unmet need. By remaining curious around a student’s outward behaviour, we can seek to understand the reason for any changes and implement support whilst providing healthy challenge to help a student be the best version of themselves.
Learning
If a student experiences barriers within their learning journey, they may struggle to find a sense of belonging. These barriers might be through a particular educational need or divergence.
It is our duty as a Trust to ensure our schools follow a graduated approach to ensure adaptive strategies and provisions are in place to enable the barriers to be broken down.
Mental health and wellbeing
Inclusion, with regards to health and wellbeing, means recognising and addressing the diverse needs of every child with empathy and understanding. It involves creating safe and nurturing environments where each child feels valued and supported, regardless of their background or experiences. By providing equitable access to resources, mental health support, and developing positive relationships, we help children build resilience and a strong sense of self.
This compassionate approach ensures that every child can overcome challenges and thrive, knowing they are an integral part of a caring community dedicated to their wider development and happiness.
Safeguarding – Physical and psychological safety
A student’s security, in and out of school, significantly influences their sense of belonging. Data shows that children with Adverse Childhood Experiences (ACES) are more likely to face health issues and poor attendance, affecting their learning and identity.
As a Trust, we work closely with our schools to provide support to all students and their families, ensuring protective factors are present through internal safeguarding practices and links with external agencies.
Early Help
Early Help is a term used to describe support provided to children, young people and their families as soon as any difficulties start to emerge, rather than waiting until issues become more serious. At The 3-18 Education Trust, we believe that every interaction can support early intervention and that all our staff play their part in creating supportive and nurturing environments both for our students and their families.
Early Help is voluntary, meaning that families can choose to participate if they feel support would be beneficial. This may be through parenting support, coffee mornings, emotional health and wellbeing support, and signposting to local initiatives, charities and organisations.
As part of our commitment to helping young people and their families, each of our schools tailor their Early Help offer to meet the needs of their community. Please see individual school websites for school-specific details on how to request support.
We collaborate with local authorities and services to ensure that our Early Help offer is meeting the needs of our students and their families.