Inclusive Education

We make individualised adjustments based on the specific needs of each neurodivergent student. These can include: 

• Flexible seating arrangements, sensory-friendly areas, and quiet zones for calming and focus 
• Access to a range of assistive technologies, such as audio-visual aids, speech-to-text software, and digital organisers 
• Adjusted instruction pacing and personalised support, whether through small group sessions or additional one-on-one time 
• Visual aids, step-by-step task breakdowns, and clear routines to support comprehension and engagement. 

We believe all students want to succeed and behave in ways that make sense to them, based on their individual experiences, strengths, and needs. We foster a strengths-based approach, respecting each student’s unique learning style and potential. Our staff participate in ongoing training to develop understanding of neurodivergent behaviours and to practice empathy, remaining aware that different behaviours often signal underlying needs or communication attempts rather than defiance or disinterest. 

We build an inclusive school culture by: 

• Implementing regular, school-wide social-emotional learning activities that celebrate diversity and inclusivity run by Houses or our Social Justice leaders. 
• Offering peer education sessions to foster understanding of neurodivergence, which can reduce stigma through our wellbeing program. 
• Organising mentors or buddies for all students to help them feel connected within the school community through our PC vertical grouping. 
• Ensuring positive reinforcement and recognising each student's contributions in ways that highlight their strengths. 

We implement structured support frameworks, such as: 

• Personalised Learning Plans (PLPs) with clearly defined goals, regular reviews, and adjustments as needed 
• Monitoring of academic progress and early intervention by a multi-disciplinary team 
• Regular collaboration with families and specialists to keep pace with each student’s development 
• Consistent training for staff in evidence-based approaches to support neurodivergent and neurotypical students. 

Each student is provided with the support they need in a way that allows them to participate as fully as possible in the regular classroom environment. This means we adapt lessons, materials, and classroom activities to ensure students can learn alongside their peers without unnecessary barriers or restrictions. We use the following: 

• Adapted learning materials, varied assessment methods, and flexible assignment deadlines 
• A support network, including ESOs and specialist educators, as needed 
• Small group work or resource rooms to enhance comprehension of challenging material 
• Social skills groups and role-playing scenarios to practice and build comfort with peer interactions. 

Our staff receive regular training in areas including: 

• Understanding Autism Spectrum Disorder, ADHD, dyslexia, and other neurodivergent conditions 
• Differentiated instruction techniques, universal design for learning (UDL), and sensory integration 
• De-escalation and behaviour support strategies to manage stress and provide a safe learning environment 
• Professional development in collaboration with occupational therapists, speech pathologists, and psychologists for targeted skill-building strategies. 

We work closely with therapists to ensure seamless support by: 

• Allowing access to therapy sessions during school hours, where appropriate 
• Collaborating with visiting occupational therapists, speech pathologists, or behavioural consultants, providing space and time for sessions where appropriate 
• Facilitating joint meetings between teachers, families, and therapists to align strategies 
• Providing therapy-informed support within the classroom, with staff trained in basic therapy techniques 

We have dedicated Directors of Wellbeing and Inclusive Education Coordinators who can be reached for immediate support. Additionally, Heads of House, pastoral care teachers, classroom teachers, the school counsellors and ESOs are all available to assist with both learning and social-emotional development. Regularly scheduled check-ins help ensure open lines of communication. 

Teachers and support staff monitor each student’s progress on a daily basis, noting any emerging concerns with learning or social interactions. We communicate with parents at least once per term through formal meetings, and as needed through phone or email updates. Additionally, our teachers provide written progress reports and engage in parent-teacher conferences to discuss progress and collaboratively address any challenges.