Inclusive Learning

Beam County Primary School is a fully inclusive primary school in the London Borough of Barking and Dagenham and follows the inclusive policy of all Barking and Dagenham schools.

Inclusion looks at the needs of all pupils; children with learning disabilities such as dyslexia, children who are ‘More Able’, children who have English as an additional language, children who have issues with their behaviour and children with social and emotional needs.

Beam also has its own in-house provision for pupils with additional needs – Atlantis, Apollo and Altiora Quaerite.

Principles

At Beam we adopt the following principles regarding successful inclusive education.

• To ensure all pupils are offered full access to a broad, balanced and relevant curriculum.
• All pupils will be given the opportunity to reach their full potential educationally, emotionally and physically.
• All teachers view themselves as teachers of pupils with special educational needs, teaching such pupils is a whole school responsibility.
• Pupil’s Special Educational Needs will normally be met in the mainstream classroom.
• Pupils’ views should be sought and taken into account.
• Parents/carers have a vital role to play in supporting their child’s education and therefore good home/school links are established.

Special Educational Needs

Children who are seen to have Special Educational Needs are monitored carefully and are given appropriate interventions according to their specific needs.

More Able

Beam is keen to promote the learning and skills of children deemed as being Gifted and Talented whether it be on the academic side or the arts and sports.

The More Able coordinator works closely with teachers and the Senior Leadership Team  to monitor these pupils and ensure that challenge is provided in their area of skill.

Beam children are always encouraged to promote their specialist areas and become involved in projects that can complement this. We  promote opportunity with after school clubs, links within the community and local secondary schools as well as extending the learning of the children within the mainstream classroom.

Children with English as an Additional Language

Beam is a diverse school and promoting equality is one of our highest priorities throughout the whole school – indeed the strands of Equality, equity and justice are tracked through some of our curriculum.  We have high expectations of all our pupils and they should have the opportunities to achieve the highest possible standards as well as helping all children to develop a sense of personal and cultural identity that is confident, open to change, receptive and respectful towards other people. The teaching takes into account pupils’ cultural and religious backgrounds, linguistic needs and varying learning styles. We create an environment where pupils feel safe and feel they can contribute fully, and where all feel respected and valued. Staff are assisted in the classroom to support pupils development of their language and learning needs, through termly targets and liaison time with the Inclusion and Senior Leadership Teams.

Behaviour, Social and Emotional Needs

Inclusion takes into account all the needs of the children and these include how a child behaves. Beam promotes an ethos towards positive behaviour management and the children and staff are encouraged to use Ready, Respectful and Safe.   Children’s social and emotional needs also need to be considered carefully if a child is to reach their full potential. To help us in this Beam has  Play Leaders, Learning Support Assistants and therapists who supports children across the school in a variety of ways. A major role of the Learning Support Assistants is to run Nurture and Self-esteem groups to support the children. They are given the opportunity to speak about how they feel and to support each other.  In addition to this, each class has a Wellbeing Ambassador peer.