Inclusion
Inclusion and inclusive practice can be defined as attitudes and methods that ensure all pupils can access mainstream education that is well-balanced and challenging, irrespective of age, ability, gender, ethnicity, language, social and economic background. Our practice celebrates and respects all children and is aimed at overcoming barriers that pupils face, ensuring that every child is empowered to achieve their best. Where appropriate, children may take part in interventions to support them in achieving their best and ensuring that they keep up; we believe that children should keep up and not catch up. We strive to create an inclusive environment where every child feels valued and supported, considering the needs of the pupils within the class. Children with special educational needs are catered for within their own class - inclusion means different things for different children.
What do we offer at Cheddington Combined School?
Bella, the school dog
Bella is the school dog at Cheddington Combined School. She is Mrs Brown’s family dog who comes into school and provides support to pupils who may be dysregulated. It may be that the child sits with Bella, talks to Bella or takes them on a walk to help regulate, allowing them to be ready to continue their learning.
Children are also able to earn dojo points and buy a ‘golden ticket’ to take Bella for a walk with a friend. Not only do the pupils enjoy this, but Bella also enjoys it!
Drawing and Talking
A safe and gentle approach, which provides an effective way for children to process their emotions and some difficulties that they might be experiencing. It consists of 12 sessions that take place once a week at the same time each week. It is not intended to be used as a tool to ‘find out’ what is wrong or why the person behaves in the way they do. It is to provide children with a safe place to talk about their experiences and emotions.
ELSA
ELSA (Emotional Literacy Support Assistant) supports children in their emotional well-being, helping them to develop skills in areas like emotional regulation, social skills, and self-esteem. Children initially take part in a 6-week programme, which may be extended if needed, and either takes place 1:1 or in a small group.
Brick Therapy
Children work collaboratively to enhance social interaction, communication, and emotional wellbeing in children. It involves structured activities where children work together to build models and develop their social and emotional skills.
Sensory Circuits
Sensory Circuits use sensory-based movement activities which prepare children and young people for the day’s learning and help them to achieve the ‘just right’ level of alertness they need to concentrate. They are made up of around 15–20 minutes of activities to help with sensory regulation. The aim of setting up sensory circuits is to provide a way for children and young people to regularly receive controlled sensory input.
Sensory boxes
These boxes provide a variety of sensory based resources for children to use when they feel dysregulated. The children are able to access these resources when needed and allow them to have sensory security, resulting in them being ready to access the day’s learning.
Phonics
Phonics interventions take place daily and build on the children’s knowledge of the previous lessons as well as the lesson that took place that day. Children are exposed to graphemes that have been taught and are supported in decoding and blending these graphemes when reading, as well as using these graphemes to segment and spell words and write sentences.
SHINE
SHINE interventions are based on the assessments that children take three times a year. It is a targeted intervention group intervention that takes place 1/2 a week for around 30 minutes.
Zones of Regulation
Throughout school, all children have been taught about Zones of Regulation. Some children may require these lessons to be taught again to ensure that they have a good understanding of emotions and the tools that they can use if they are feeling dysregulated.
If you wish to discuss any aspect of inclusion, please contact our SENDCo, Miss Bateman, by email - sendco@cheddington.bucks.sch.uk