Inclusion Policy

Mulberry School for Girls

Inclusion Policy



Mulberry School is committed to providing a broad and balanced curriculum for all pupils. All pupils are entitled to a full, rich educational experience regardless of need. We recognise that the needs of individuals and groups of pupils are many and varied and can be met through planning to provide opportunities for all pupils to be challenged and included. For these reasons, we have developed a comprehensive set of systems for early intervention at the first sign that pupils might be experiencing problems and we ensure that there is ongoing support. First referrals for pupils that require specific support to ensure that they are fully included may come from subject teachers, form tutors or other support staff. Concerns are usually raised with the appropriate Head of Year or to the Head of Support for Learning so that a needs analysis can be carried out.

Accurate, informed communication is essential and appropriate confidentiality is important. Therefore, the Director of Inclusion and Heads of Year oversee all referrals for inclusion support other than those whose provision is directly supervised by the Support for Learning Faculty, when the Head of Year will liaise with the Head of Faculty and appropriate staff. It is our policy to involve parents and carers in our work with pupils and to ensure that all parties with responsibility for a pupil’s progress are kept updated and informed. The systems for communication and support that sit alongside those of the Support for Learning Faculty are detailed below. For policy relating specifically to pupils with Special Educational Needs, please refer to the SEN policy.


Mulberry School for Girls believes that education is a life-chance for its pupils. All pupils are entitled to a rich, educational experience in which they are fully included. The School makes sure that teachers and support staff are aware of the principles of inclusion. Mulberry School expects that staff will modify programmes of study and systems as appropriate to allow each pupil to achieve as high a standard as possible. The School aims to ensure that its provision will:

  • Set      suitable learning challenges
  • Respond      to pupils’ diverse learning needs
  • Overcome      potential barriers to learning

Inclusion Strategies

Set suitable learning challenges

  • Knowledge,      skills and understanding should be taught in ways that suit pupils’      abilities
  • Teachers      should be flexible in differentiated lesson planning to accommodate all      learning needs
  • Pupils      should be given a range of opportunities so that all are able to show what      they can achieve

Respond to pupils’ diverse learning needs

  • Teachers      should be aware of the learning needs and possible barriers to learning of      all theirpupils
  • Teachers      should also be aware of the diverse experiences, interest and strengths      that their pupils bring to school which will affect their learning

We expect teachers to take account of pupils’ different needs and learning styles by:

  • Engaging      in short, medium and long-term planning with Teaching Assistants and      support staff on a regular basis as school policy
  • Creating supportive and effective learning environments
  • Ensuring pupils are motivated and attentive
  • Using a range of teaching styles to ensure equality of opportunity within differentiated lessons
  • Using assessment strategies that promote individual pupils’ progress
  • Setting SMART targets for learning

Overcome potential barriers to learning

Teachers will:

  • Have      regard for the SEN, EAL and Confidentiality school policies
  • Access      the Support for Learning Faculty’s SEN and EAL information regarding      pupils’ needs and any advice on learning styles and classroom management,      including IEPs and IBLPs
  • Plan      differentiated work
  • Follow      the Behaviour Policy to help pupils manage their behaviour and emotions
  • Plan      and direct appropriate classroom support with relevant staff
  • Make      referrals to the HOY, Director of Inclusion or SENCo as appropriate where      they feel concerned that despite their efforts, a pupil is in danger of      not being fully included


Heads of Faculty and Heads of Year will monitor by:

  • Checking      termly data
  • Conducting      lesson observations and Learning Walks according to the SEF cycle
  • Profiles,      exam results and data analysis
  • Faculty      and Year Team meetings including      tutor feedback


Referrals for Inclusion support are made to any of the following as appropriate:

  • The      Head of Year
  • The      Head of the Support for Learning Faculty
  • The      Director of Inclusion

Structures for Supporting Inclusion

The Director of Inclusion takes responsibility for all aspects of support for Inclusion. The Director of Inclusion line manages the Inclusion work of the following groups of people:

  • The      Heads of Year
  • The      SI:PS Panel – a multi-agency group which meets to consider the needs of      each pupil who has been highlighted by the Head of Year as a cause for      concern re Inclusion. Such causes of concern may be emotional,      behavioural, general welfare and well-being, Child Protection concerns,      truancy, attendance or punctuality issues, bullying issues
  • The Extended Inclusion Services as      follows:
  • The      Learning Mentor Team – who each carry a case load of pupils whom they work      with in a variety of ways to ensure their Inclusion
  • The      School Counsellor / Art Therapist
  • The      School Health Adviser
  • The      School Police Liaison Officer
  • The      Attendance and Welfare Advisers
  • The      School Social Worker

The Director of Inclusion ensures that SIPS data is updated regularly and contains accurate information about pupils receiving support for Inclusion. The Director of Inclusion ensures that communication systems are effective and that all parties are updated as appropriate in liaison with the Head of Year.

The Director of Inclusion is also the Child Protection Officer and the member of staff with responsibility for the Inclusion of ‘Looked After Children’.

The Director of Inclusion is actively involved in the process of exclusions and internal exclusions in liaison with the Head teacher and HOY as appropriate and ensures that records are kept accurately. The Director of Inclusion is responsible for reporting racist incidents to the Local Authority and for keeping these records up to date.

Click here for a diagram of the systems of support for Inclusion by the Extended Inclusion Services.






EAL Learners


EAL Co-ordinator: Amra Duherich


Aims of the EAL Department

To ensure that all pupils, at whatever stage of English language development, may exercise their entitlement of access to the whole curriculum by:

• Identifying and targeting pupils who are underachieving as a result of English language development needs

• Ensuring that all staff recognise that the majority of our pupils at Mulberry would benefit will benefit from developing higher order English language skills

• Providing INSET to mainstream colleagues with the aim of raising awareness of linguistic issues and extending practical skills in the delivery of the curriculum

• Working with mainstream colleagues in order to devise teaching strategies and develop materials appropriate for developing higher language skills

• Liaising our work on higher language skills development with the work currently being implemented as a result of the National Literacy Strategy

• Developing the confidence and proficiency in English of bilingual learners and facilitating the acculturation process;

• Expanding our research and experience of EAL practice in this and other educational establishments to ensure an informed and flexible approach to learning for both teachers and pupils.

Read more: EAL Learners

Special Educational Needs and Learning Support

Heads of Faculty: Amra Duherich


Aims of the SEN Department

The SEN department operates a ‘Policy for Including Pupils with Special Educational Needs’ as agreed with the whole staff of Mulberry School.  This policy is concerned with pupils with special educational needs as defined by the Education Act of 1981:

“A child has special educational needs if he or she has a learning difficulty which calls for special educational provision to be made for him or her.  He or she has learning difficulty if he or she has a significantly greater difficulty than the majority of children of his or her age or has a disability which prevents or hinders him or her from making use of educational facilities generally provided in schools within the area”

The SEN department recognises that around 20% of children will have special needs at some point in their school career, but not all these needs are permanent and some may change.  Included in this 20% are pupils with statements of special educational needs (approximately 2%) and the majority of pupils with special needs who do not have a statement of SEN.  The difficulties experienced may be in learning, literacy or numeracy, they may be emotional or behavioural, some are in communication and others relate to physical impairment.

Through the process of producing a whole school policy for ‘Including pupils with Special Educational Needs’, the staff of Mulberry school are committed to facilitating partial or full inclusion of children with a physical disability or learning or behaviour difficulties whenever the school is able to meet their needs.  The process of inclusion relies on the involvements of Specialist School staff, as well as Teaching Assistants together with the SEN teaching team, to be effective.

Pupils with special needs are assessed and identified by the SEN Teaching Team.  Their names are recorded on the SEN register with a code for the nature of difficulty and a stage in accordance with the SEN Code of Practice (October 2000) as appropriate.  The details of the assessment procedures are described in the handbook.

“The goals are the same for all children, but the help they receive in attaining these goals will be different”.

(Klaus Wedell – “The Implications of the National Curriculum” June 1989).

Read more: Special Educational Needs and Learning Support