Inclusion

Inclusion at The Netherhall School and Oakes College

At The Netherhall School and Oakes College, inclusion is at the core of our ethos, ensuring that every student has access to a high-quality education that enables them to reach their full potential. We celebrate the individuality of each learner and are committed to fostering an environment where all students can achieve the highest possible standards. By recognising and responding to the diverse life experiences and needs of our students, we provide a broad and balanced curriculum with high expectations for all. The achievements, attitudes, and well-being of every student are of paramount importance to us.

As an inclusive school, we proactively remove barriers to learning and participation that may hinder or exclude individuals or groups. We are dedicated to making equality of opportunity a reality for all learners, ensuring that students receive thoughtful and tailored support, regardless of their background or circumstances. This includes, but is not limited to:

• Girls, boys, non-binary and transgender students
• Students from minority faiths, ethnic backgrounds, traveller communities, asylum-seeking or refugee families
• Students who require support to learn English as an additional language (EAL)
• Students with additional learning needs
• Gifted and talented students
• Students with Special Educational Needs (SEN) or Disabilities
• Students subject to Child Protection or Child in Need plans
• Students at risk of disaffection or exclusion, including young carers, children with medical needs, and those from families experiencing stress
• Students with emotional and behavioural difficulties

Inclusion at Netherhall

Our commitment to inclusion ensures that all students, regardless of their individual needs, have access to a diverse range of educational opportunities that enable them to reach their full potential. Inclusion is a dynamic and evolving concept within both society and education. Schools are required to promote an inclusive educational philosophy in line with national legislation.

The Equality Act (2010) and the SEN Code of Practice (2014) outline the responsibilities of schools in meeting the needs of students with Special Educational Needs and Disabilities (SEND). This legislation reinforces the right of students with SEND to be educated in mainstream settings, requiring schools to make reasonable adjustments to ensure equitable access to education. The Act defines disability as a ‘substantial and long-term impairment that affects normal day-to-day activities.’

All staff are expected to take responsibility for identifying and supporting students with SEND. High-quality, differentiated teaching is the first and most essential step in meeting the needs of all learners. The SEN Code of Practice (2014) states:

“All teachers are teachers of pupils with special educational needs. High-quality teaching, differentiated for individual students, is the first step in responding to students who have or may have SEND. Additional intervention & support cannot compensate for a lack of good-quality teaching.”

Inclusion Faculty Facilities

The Inclusion Faculty at Netherhall benefits from excellent resources and facilities, including:

• A suite of classrooms
• Withdrawal and meeting rooms
• A Sensory Suite
• The Courtyard
• The Hub – a multi-use facility
• The Crow’s Nest – a quiet, safe space for reflection and regulation

Inclusion Faculty Support Services

Classroom Support

Our dedicated team of experienced Teaching Assistants (TAs) play a pivotal role in supporting both teachers and students with SEND across all curriculum areas. Our TAs have expertise in assisting students with a range of needs, including hearing and visual impairments, speech and language difficulties, and social, emotional, and mental health challenges.

Whole Cohort Testing

Upon entry to Netherhall, all Year 7 students undertake the MidYis and New Group Reading Test (NGRT) assessments.

• MidYis: An adaptive baseline assessment measuring aptitude and ability, helping identify students who may require additional support.
• NGRT: A standardised reading test that benchmarks students’ reading skills against national averages, ensuring early identification of any difficulties.

Targeted Interventions

Our Deputy SENDCos identify students who would benefit from evidence-based interventions designed to enhance literacy, numeracy, and other key skills. This is achieved through thorough screening using assessments such as MidYis, LASS, NGRT, BPVS, CTOP, and DASH.

Our intervention programmes include Lexia, Lexonik, LEAP, Toe by Toe, SNIP, Read and Write Interventions, delivered in progressive ‘Waves’ to address different areas of need. These interventions take place during structured study support sessions or student’s Form Time to minimise disruption to the timetabled curriculum.

I3nnovate Pathway

The I3nnovate Pathway is a specialist curriculum designed for students in Years 9-11 whose learning profile indicates they would benefit from small-group provision with an increased focus on vocational pathways. This provision is reviewed each year.

Foundation Learning

Some students in Years 10 and 11 follow our Foundation Learning programme alongside their other GCSE courses. This includes small group learning towards ASDAN qualifications, Home Cooking Skills, and visits to Cambridge Regional College.

Bespoke Provision: The Hub

The Hub is an internal, bespoke provision within the Inclusion Faculty, offering an alternative education space for students who struggle to access mainstream learning. It provides a structured and personalised approach to education, supporting students with SEND and/or medical needs in a secure and inclusive environment. The Hub also facilitates reintegration into mainstream lessons where appropriate.

Support During Break and Lunch

The Hub is open during break and lunch times for students requiring additional social support. Supervised by staff, this space provides a safe environment where students can eat, read, or engage in structured activities such as board games.

Examination Access Arrangements

Our Deputy SENDCo is trained in exam access arrangements and oversees the provision of reasonable adjustments for students. They are qualified to administer psychometric assessments to identify and support students with Specific Learning Difficulties (SpLD), such as dyslexia.

Contacting the Inclusion Department

For any enquiries regarding SEND support at Netherhall, please contact us via:

• School Office: 01223 242931
• Email: inclusionadmin@netherhallschool.org
• Direct Line: 01223 868314

Our Acting SENDCo is Karim Marsaoui, supported by Deputy SENDCos Laura Beadling and Rachel Davenport.