Whole School Inclusion

Our All-Through Commitment to Inclusion

From First Steps to GCSE Success: Every Child, Every Step

At Prendergast Vale School, we are proud to be an inclusive all-through school. Our mission is to remove the barriers to learning so that every pupil—regardless of their starting point, background, or Special Educational Needs and Disabilities (SEND)—can flourish within our community from the age of 3 to 16.

Inclusion here is not about "integration" (expecting a child to fit a pre-existing mold). It is about System Adaptation: evolving our environment, our curriculum, and our culture to ensure every child belongs.

The Four Pillars of Our Inclusive Framework

1. Belonging & Acceptance (EYFS to Year 11)

In an all-through setting, we have the unique advantage of knowing our pupils deeply over many years. We foster a culture where diversity is celebrated as a strength. From our Primary "Circle Time" to our Secondary "Student Voice" councils, we ensure every child feels safe, valued, and represented.

2. Equal Access & Removing Barriers

We are fully committed to the Equality Act 2010 and the SEND Code of Practice. This means:

Physical Access: Constant review of our campus to ensure it is accessible to those with physical disabilities.
Curriculum Access: Using Quality First Teaching to ensure that the curriculum is accessible to all, including those with EAL (English as an Additional Language) or neurodivergent profiles.

3. System Adaptation (The School Fits the Child)

We proactively adapt our environment to meet the needs of our learners:

Adaptive Teaching: Our teachers use "scaffolding" rather than just "simplifying," ensuring all pupils are challenged at the right level.
Sensory Awareness: We provide "calm zones" and sensory-aware classrooms across both primary and secondary phases to support self-regulation.

4. Diverse & Specialist Support

Our Inclusion Hub works across all key stages to provide:

Assistive Technology: Including 1:1 devices, speech-to-text software, and visual timetables.
Specialist Staff: Targeted support from TAs, ELSA (Emotional Literacy Support Assistant), Thrive Practitioner, Place 2Be team and our SENCo team who provide continuity as pupils move from the primary to secondary phase.

The All-Through Advantage: Transition Without the Gap

The move from Year 6 to Year 7 is often a hurdle in inclusive education. At an all-through school, we eliminate this "transition gap." Because our staff work together across phases, a child’s support plan travels with them seamlessly.

Phase	How Inclusion Looks
Primary (EYFS - KS2)	Early identification of needs, play-based social skills groups, and foundational literacy/numeracy support in a nurturing environment.
Secondary (KS3 - KS4)	Targeted interventions for GCSEs, formal Access Arrangements for exams, and fostering the independence needed for life after Year 11.

Working Together: Parents & Partners

Inclusion is a partnership. We work closely with:

Parents and Carers: Opportunities to meet the SENCO or member of the Inclusion team termly SEND reviews, and open-door communication.
Local Authorities: Ensuring EHCP (Education, Health and Care Plans) are robust, ambitious, and delivered with precision.
External Specialists: Collaborating with Speech and Language Therapists, Drumbeat Autism Service,Educational Psychologists, Outreach Inclusion Service and Occupational Health.

"Our goal is for every pupil to leave Year 11 not just with the best possible grades, but with the confidence and self-belief that comes from being part of a community that truly values them."

1. Our Inclusion Leadership Team

Our leadership ensures that the "Prendergast Vale Way" of support remains consistent as pupils move between key stages.

Ms E. Long – Head of School (Primary) & Head of Whole School Inclusion
Ms N. Doku – SENCo (Special Educational Needs Coordinator)
Ms R. Heeps – Assistant SENCo (Primary Phase)

2. Our Specialist Support Network

We provide a "wrap-around" service by housing mental health specialists, language experts, and emotional practitioners on-site.

Partner	Role & Name	Focus & Impact
	Place2Be Manager: Ms J. Scott	Mental Health: Professional therapeutic support and the Place2Talk drop-in service.
	Thrive Practitioner: Ms J. Mighty	Resilience: Using neuroscience-based play and art to build social and emotional "readiness to learn."
	ELSA: Ms J. Gardiner	Emotional Literacy: Targeted 1-to-1 sessions for anxiety, social skills, and self-esteem.
	EAL Specialist: Ms L. Ellis	Language: Ensuring pupils who speak English as an Additional Language can access the full curriculum.

3. Dedicated Classroom Support

Our Inclusion Teaching Assistants are the "engine room" of our classrooms, providing the scaffolding and interventions that allow pupils to learn alongside their peers.

Mrs L Carter, Mrs D Kasap, Mr G Cadge, Ms J Henry-Lowe, Ms J Mighty, Ms J Gardiner,

Mr M Lezama, Mrs L Mew, Ms N Roshni, Ms T Seoane, Ms D Le Moignan.

4. A Day in the Life: Support in Action

What does inclusion look like on a typical Tuesday at Prendergast Vale?

8:45 AM | The Nurturing Start: A pupil finding the morning difficult meets Ms J. Gardiner (ELSA) for a "check-in" to regulate before lessons begin.
10:30 AM | Thrive Sessions: Ms J. Mighty works with a small group using creative arts to build social confidence and neural pathways for resilience.
11:30 AM | Classroom Scaffolding: In a Science lab, Mr M. Lezama or Mrs L. Mew works with a group to break down complex instructions into manageable steps.
12:30 PM | Place2Talk: Pupils visit Ms J. Scott at lunch for a 15-minute chat about any worries, ensuring they return to class with a clear mind.
2:00 PM | EAL Bridging: Ms L. Ellis helps a pupil master the specific "academic vocabulary" needed for their upcoming History essay.

5. Communication Pathway: How to Get Help

We use a tiered approach to ensure your concerns are handled by the right expert.

Step 1: Class Teacher/Form Tutor – Your first point of contact for daily classroom adjustments.
Step 2: Specialist Consultation – The teacher consults our specialist team (Ms J. Scott, Ms J. Mighty, Ms J. Gardiner, or Ms L. Ellis).
Step 3: Collaborative Plan – We meet with you to create a targeted Learning Support Plan or review an EHCP.
Step 4: Senior Oversight – Ms E. Long and Ms N. Doku oversee complex cases to ensure resources are used effectively.

6. Glossary of Terms for Parents

SENCo: The lead responsible for the school's SEND policy and EHCP management.
Place2Be: A national charity providing professional mental health support directly in our school.
Thrive: A developmental approach helping pupils who need extra support with their social and emotional wellbeing.
ELSA: A programme where staff use psychological principles to help pupils with emotional literacy.
EAL: English as an Additional Language; support for pupils who are multilingual or new to the UK.

7. Parent & Carer Resource Hub

Place2Be Parenting Smart: https://parentingsmart.place2be.org.uk/ . – Practical advice for mental health at home.
Thrive at Home: –https://www.thriveapproach.com/resources?category=parent-and-carers. - Activities to build resilience through connection.
The Bell Foundation: – https://www.bell-foundation.org.uk/our-work/with-schools/. - Resources for EAL families.
Lewisham Local Offer: https://lewisham.gov.uk/myservices/children-and-young-people-service/local -offer. - Services for SEND across the borough.

A Final Word from our Head of Inclusion

"At Prendergast Vale, we don't just teach subjects; we teach children. Our team—from our specialists to our Teaching Assistants—is here to ensure that every pupil feels seen, heard, and empowered. We are a community, and our door is always open."

— Ms E. Long, Head of School (Primary) & Head of Whole School Inclusion