Inclusion

NAG 1: CURRICULUM

TRENTHAM SCHOOL STATEMENT OF INTENT

INCLUSION

Reviewed by Staff – November 2021

Reviewed by Board – December 2021

Ratified by BOT – December 2021

Next review date – November 2024

PURPOSES

1. To ensure that all students receive the same opportunity to participate and achieve, regardless of their individual needs or differences.
   

2. All students, including those with special education needs, are engaged and achieving through being present, participating and learning.
   

3. Students and families feel welcome and have a sense of belonging.
   

4. Differences will be accepted and celebrated.

GUIDELINES

1. Transition into the school is smooth and well planned. A ‘Mihi Whakatau’ or ‘Pōwhiri’ is held at the start of each term to welcome new students and their families into the school.
   

2. The language, identity and culture of all students is recognised and celebrated.
   

3. A safe and respectful environment is created in classrooms and in the playground. Equal opportunities for all learners is provided, whatever their age, gender, ethnicity, special needs, attainment and background.
   

4. Leaders and teachers take collective responsibility for students within the school.
   

5. The deficit model is not accepted at Trentham School (we do not use external factors as reasons for student non-achievement).
   

6. Clear processes for identifying students with special needs are in place and services and supports are coordinated when necessary. Education needs are monitored and teaching practice is evaluated to ensure student needs are being met.
   

7. Connections with families and whānau are valued and respected. Strong relationships are fostered so school and home are working together for all students.
   

8. Teaching as Inquiry is an integral component of the school appraisal process. Teachers continually inquire into the impact of their teaching on students, particularly target students.
   

9. Teachers hold high expectations for all students to achieve and provide support and challenges for individuals depending on their need. Positive, caring relationships are fostered with all students.
   

10. Various programmes are in place for students requiring extra learning support. These are monitored and evaluated to determine effectiveness.
    

REFERENCES:

What an inclusive school looks like – Ministry of Education (2012)

Effective Governance Building Inclusive Schools – Ministry of Education (2013)

https://www.education.govt.nz/school/student-support/inclusive-education/