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Inclusion (and SEND)

At Peartree Primary School we welcome all children and their families. This is regardless of any challenges they may face or have faced. We recognise the importance of working closely with parents, carers and other consultant professionals in order to ensure that children and their parents/ carers feel they are successfully included within our school.


Successful inclusion at Peartree Primary School results in:

 

  • every child feeling safe and confident at school;
  • every child making very good progress with their learning;
  • every child enjoying their time at school - be that in lessons, during their play or lunchtimes or when involved in any of our extended school activities;
  • every child believing in him/her as a successful learner and valued member of our school community;
  • every child developing a growth mindset, a determination to succeed and resilience to cope with disappointment.

 

Successful inclusive provision at Peartree Primary School is seen as the responsibility of the whole school community, embedded in all aspects of school life and applicable to all of our pupils.

If you have any concerns about your child's learning then please contact their class teacher.  If you have any further questions or concerns, then please do not hesitate to come and see Mrs Clare Bellwood, who is our Inclusion Leader. She can be contacted on 01707 881 033.

Click the link below to read our Equality and Diversity Policy

We employ a number of adults who are able to work collaboratively to form a team around the child. This includes:

  • Clare Bellwood (SENCo)
  • Caroline O'Flaherty (Family Support Worker)
  • Vicki Morgan-Thompson (Learning Mentor)
  • Mel Waldeck (Safeguarding and Welfare Officer)
  • Hannah Steward (EAL Mentor)
  • Laura Pond (Speech and Language Support)
  • Rosemary Proud (Nurture Teacher)
  • Wendy O'Donogue (Nurture Learning Assistant)
  • Claire McGary (Early Years Practitioner)
  • Debbie Phillips (Intervention Teacher)
Links to other pages about inclusion
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