“An inclusive school means that all students are welcomed – regardless of gender, ethnicity, socio-economic background or educational need”

The disability rights campaign saw the introduction of legislation such as the Disability Discrimination Act 1995, the Special Educational Needs and Disability Act 2001 and the Equality Act 2006. These laws sought to address institutional inequalities by making it illegal to discriminate unfairly against individuals because of a disability. In the education system, schools and educators have to ensure that reasonable provisions are in place to provide disabled students and students with special educational needs with the same opportunities as those without a disability. 

Section 13(1)(a) of the Special Educational Needs and Disability Act stipulates that ‘disabled pupils are not placed at a substantial disadvantage in comparison with pupils who are not disabled’ in relation to ‘education and associated services provided for, or offered to, pupils at the school’. This calls for the education system to take a proactive approach towards enabling inclusivity and equality for all students and this is what IWS is dedicated to achieving!

Therefore, at the heart of IWE’s principles we pride ourselves on a holistic approach, reaching out to all students’ needs; from gifted & talented to SEND and everyone in-between. Through means of carefully designed personalised, and differentiated learning plans, and incorporating various learning styles, we ensure every student reaches their potential.

Upon enrolment you will meet with the school SENDCo to discuss informally about any concerns you may have and to give information about relevant past history regarding medical and/or learning needs. 

Effective provision is implemented to support students who are at risk of underachieving. This will be led by the SENDCo. Depending upon the outcome and need of the student, there may be a need for further clinical/educational testing by a specialist however this will be an additional fee to an external company.

Students with particular needs requiring educational/clinical assessments will be referred to our specialist who is registered to The British Psychological Society

Below is an example of just some of the needs tested for:

• Intellectual disabilities, behavioural problems, sensory or motor disabilities, as well as normative development.
• Social and emotional developmental difficulties, aiding and planning for an individual’s ongoing positive growth and development
• Examining aspects of a child’s strength, such as interpersonal strengths, functioning in and at school, affective strength, intrapersonal strength, family involvement and career strength.
• Identifying children and young people with limited behavioural and emotional strengths.
• Identifying a child’s strengths and weaknesses for intervention, target goals for IEPs and/or treatment plans.
• Offering a more thorough assessment of ADHD and comorbid disorders such as Oppositional Defiant Disorder and Conduct Disorder.
• Identifying young people who require immediate attention and intervention.
• Ability to screen for both anxiety and depression.
• Identifying & determining symptoms, behaviours and associated features of Autism Spectrum Disorders (ASDs) in children and adolescents aged 2 to 18. 
• Observing specific behaviours in the child or adolescent in areas such as socialisation, communication, unusual behaviours, behavioural rigidity, sensitivity and self-regulation.
• Interpret & integrate diagnostic decisions, design targeted intervention, treatment planning, ongoing monitoring of response to intervention, and evaluating the effectiveness of a treatment program for a child or young person with an ASD.

Once our school is aware of your child’s specialised needs , teachers will talk to specialists and study students’ previous assessments, inside and outside the classroom so they can properly construct a profile for each student that will be distributed amongst teachers to ensure that we are all implementing the same techniques. We will also liaise with parents to ensure that they can also be a part of their child’s learning process and can support where needed.