What does Inclusion look like at Simon Balle All-through School?

Inclusion is not just a principle; it forms the bedrock of the ethos and culture at Simon Balle All-through School so we ensure an excellent education for every child. It is a collective responsibility, a shared endeavor where every member of our community plays a vital role. We are advocates and champions for inclusion, unashamedly ambitious in our pursuit of a diverse and equitable environment, where nothing is left to chance in ensuring every individual thrives.

At Simon Balle All-through school, we believe that high quality education can change lives. We are committed to being an inclusive and equitable school, welcoming all young people regardless of their starting points, or past experiences. Our school is built upon a set of core moral standards, and as a community, we expect our community to also promote these. We place a great emphasis upon developing positive relationships, working in partnership with parents and accepting all young people for who they are and who they can be.

The co-headteachers’ clear vision for the school is known and shared by everyone. Strong moral values underpin the school’s aims and ethos. Leaders treat all students as individuals, and do not regard students’ background or prior attainment as a barrier to how well they can achieve. Equity is central to our approach, ensuring that each student has the resources, challenge and support they need to succeed. Students come first in this school and equal opportunities are at the forefront of what the school stands for.

We aim to develop a culture of inclusion, equity, equality, and diversity in which success is celebrated and all those connected to the school feel a sense of belonging, proud of their identity and being able to participate fully in school life.

Our Diversity, Equality and Inclusion vision runs through everything we do as a school: 

“All students regardless of their starting points, or past experiences can access a broad and ambitious curriculum, pastoral support, career information and enrichment that increases social and academic opportunities, as well as significantly increasing the likelihood of improved educational outcomes, career opportunities and life chances”.

Simon Balle All-through School Inclusion Framework comprises:

• Promotion of our values throughout the all-through school
• Outstanding teaching and learning 
• Excellent use of learning environments, resources and technology
• Support for personal development and careers at all stages
• Evaluation of student progress and attainment and actions taken to ensure ambition and achievement 
• Partnership between parents/carers and school 
• Accountability structures including leadership at all levels, and our skilled and committed governing body 

Our Inclusion team:

• Rachel Kirk (Co-headteacher) (SEND)
• Lucy Owen (Deputy headteacher) (PP)
• Tom Joyce (Assistant headteacher) (PP+ and CLA)
• Grace Mizon (Assistant headteacher) (Larch inclusion)

• • Alexandra Raven (SENDCo, primary phase focus)
  • Amanda Wood (SENDCo, secondary phase focus)
  • Edward Brown (student lead for inclusive wellbeing)
  • Hayley Castle (Access Arrangements lead)
  • Sarah Gibbons (SEND Administrator)
  • David Harrold (SEND specialist staff – literacy)
  • Andy King (SEND specialist teacher, including CALM)
  • Simon Morgan (PP achievement lead)
  • Tania Noxon (PP coordinator)