Inclusion
Inclusion at Foxfield: Excellence, Belonging, and Ambition for All
Inclusion is our defining principle and the moral foundation for everything we do. We believe that every single child deserves an education defined by both deep care and uncompromising ambition. Our commitment is to remove barriers and create a culture of unconditional belonging where every child is seen, valued and empowered to excel.
At our school, inclusion is at the heart of everything we do. We are dedicated to creating an environment designed from the ground up where every child feels valued, supported and empowered to reach their full potential. Our commitment to inclusive design is built upon the following core principles:
- Delivering high-quality education that enables success in learning and life, irrespective of background, need or prior attainment.
- Establishing strong foundations for each stage of education, independent living, and fulfilling participation in society.
- Creating high-quality provision where barriers to engagement are identified and removed by design, ensuring the environment works for everyone.
- Fostering an environment where ‘something different’ is provided as a standard, ensuring those who need extra support to reach the same goal receive it without hesitation.
- Offering a broad and rich curriculum that fosters cultural capital and provides a wide breadth of life experiences.
- Tackling potential barriers at the earliest possible stage through observant, responsive teaching.
- Engaging in collaborative working that actively seeks, respects, and values the unique expertise of parents, carers, and the children themselves.
- Cultivating a culture where special educational needs are viewed as neurodivergence or difference—a unique way of experiencing the world—rather than a deficit or weakness.
- Providing the freedom and support to build, negotiate, and maintain meaningful, authentic relationships within our school community.
We are delighted to have featured as a case study for our inclusive practice for TEP. Do take a read:
