At BSL we endeavour to achieve maximum inclusion of all students whilst meeting their individual needs. 

  • Teachers provide differentiated learning opportunities for all the students within the school and provide materials appropriate to students’ interests and abilities. This ensures that all students have full access to the school curriculum. 
  • A Learning Support Need might be an explanation for delayed or slower progress but is not an excuse. We make every effort to narrow the gap in attainment between vulnerable groups of learners and others. 
  • English as an Additional Language (EAL) is not considered a Learning Support Need. Differentiated work and individual learning opportunities are provided for students who are learning EAL. 
  • We focus on individual progress as the main indicator of success. 
  • We strive to make a clear distinction between “underachievement” often caused by a poor early experience of learning and teacher understanding of learning needs. 
  • Some students in our school may be underachieving but will not necessarily have a Learning Support need. It is our responsibility to spot this quickly and ensure that appropriate interventions are put in place to help these students catch up. 
  • Other students will genuinely have Learning Support needs and this may lead to lower- attainment (though not necessarily to under-achievement). It is our responsibility to ensure that students with Learning Support needs have the maximum opportunity to attain and achieve in line with their peers. 
  • We will follow direction from the Code of Practice (2015) which places whole class teaching and high quality experiences as the most inclusive and the first avenue of striving to meet needs of all learners (with a learning need or not) at BSL. 
  • BSL embraces the idea that individual students will have a direct say in their own desired outcomes. To this end specific targets to meet those outcomes will be negotiated and involve the student, school and parent/carers.
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