Understanding Our Inclusive Approach to Supporting Children

Telford Junior School strives to be an inclusive setting, creating an environment where every child feels valued and supported, regardless of their abilities, needs, or challenges. Inclusivity is about celebrating differences and ensuring that all children have the opportunity to learn, grow, and succeed.

Supporting Children with Specific Learning Needs

Children with specific learning needs, such as Autism Spectrum Condition (ASC) or Attention Deficit Hyperactivity Disorder (ADHD), may face unique challenges in a mainstream school environment. We take a proactive approach to support these children in the following ways:

1. Personalised Learning Approaches:
   Teachers adapt their methods to suit the learning styles of children with diverse needs. For example, a child with ADHD might benefit from shorter, structured tasks, while a child with ASC might thrive with visual schedules or a quiet workspace.
2. Individualised Plans:
   We will create Individual Education Plans (IEPs) or Behaviour Support Plans (BSPs), which outline tailored strategies to help children succeed. These plans focus on strengths and challenges, setting clear goals and providing guidance for staff.
3. Specialist Support:
   Our staff are trained in supporting children with specific needs. We work with external professionals, such as educational psychologists or occupational therapists, according to the needs of individual pupils.

Inclusivity benefits everyone. It teaches empathy, patience, and the value of diversity. However, parents/carers of other children might notice that children with ASC or ADHD sometimes behave in ways that seem unusual or disruptive. This is often not a reflection of poor discipline, but an expression of unmet needs.

Why Schools Take a Different Approach to Behaviour

When a child’s behaviour stems from underlying needs linked to ASC or ADHD, traditional sanctions, such as detentions or suspensions, are often ineffective and inappropriate. Instead, schools focus on understanding and addressing the root cause of the behaviour. This approach ensures fairness, while promoting a positive school culture.

Strategies Used to Address Behaviour

1. De-escalation Techniques:
   Staff are trained to recognise triggers and intervene early to prevent situations from escalating. This might involve removing a child from a stressful environment or providing a calming activity.
2. Teaching Self-Regulation:
   Staff help children develop skills to manage their emotions and behaviour. For example, a child with ADHD might learn to use fidget tools, or take movement breaks to stay focused.
3. Positive Reinforcement:
   Praising good behaviour and setting achievable goals can motivate children to make better choices. For instance, a reward system might be used to encourage participation or cooperation.
4. Support Plans:
   Behaviour Support Plans are tailored to the child and include strategies like sensory breaks, alternative communication methods, or specific calming techniques.
5. Restorative Practices:
   When conflicts occur, staff use restorative conversations to repair relationships, rather than punish. This approach helps children understand the impact of their actions and make amends.

Why This Matters for the Whole School Community

An inclusive approach creates a supportive environment for all children. It also helps reduce misunderstandings and stigmas. By working together, parents, carers and the school can ensure that every child – whether they have additional needs or not – learns the values of acceptance, kindness, and respect.

If you have questions or concerns about inclusivity or behaviour management, we welcome conversations to ensure clarity and collaboration.