School Offer

Definition of 'inclusive education'
Inclusion means we include all children within the setting of Redcourt - St Anselm's. The school recognises that all children are unique and have different requirements. It is the role of practitioners to support each individual child to ensure that their needs are met. For different reasons some pupils may be described as having Special Educational Needs or Additional Needs. Such identified needs could include one or more of the following areas:


Communications and Interaction
Cognition and Learning
Behavioural, Social and Emotional
Sensory Impairment


The Equality Act 2010 and 0-25 Code of Practice 2014 prohibits all schools from discriminating against disabled children in their admissions arrangements.


In order to be inclusive the development of inclusive practice at Redcourt - St Anselm's must therefore involve:

  • Actively working with parents/guardians/carers.
  • All children and their families being made to feel welcome.
  • Compliance with the 0-25 SEN Code of Practice 2014 and Keeping Children Safe in Education Act 2016.
  • Promoting an environment where Every Child Matters.
  • Staff supporting each other when dealing with challenging situations.
  • Each child being entitled to take part in everything that Redcourt St Anselm's offer.
  • SEN-LDD Inclusion, Equal Opportunities, Behaviour and SEN-LDD Inclusion and Welfare Confidentiality and Information Sharing Policies which are in place.
  • Ensuring planning identifies differentiated activities to meet the needs of each child.
  • Deployment of staff to ensure that children with Special Educational Needs, Learning Difficulties and Disabilities (SEN-LDD) are able to access a broad and balanced curriculum.
  • The clear recognition that staff at Redcourt St Anselm's have clear and realistic expectations and that children understand this.
  • The commitment that the learning environment promotes inclusion by its organisation, labelling, resources, books and use of pictures/symbols to communicate meaning.
  • Where possible that the Inclusion Co-ordinator (SENCO/EYSENCO) accesses training/support through the LEA Early Years Intervention Officer/Worker. That all relevant information is then relayed to other members of staff in order to promote in-house professional development.
  • The Inclusion Co-ordinator (SENCO / EYSENCO) actively promoting links with outside agencies.
  • A balance of child initiated and adult directed activities in accordance with the principles of EYFS.