Inclusion

Vision of the Inclusion at Felixstowe Academy

The Inclusion Department believes that every child matters and that the fundamental purpose of education is to prepare students to lead fulfilled, productive, responsible, happy and successful adult lives; we seek to do this by enabling each person to discover and develop their full potential through learning. 

A career for life is already a thing of the past. Transferable skills are already as important as an excellent academic education. In the information rich society of the future it will be vital to have the intellectual, learning and practical skills to access, assess and use information effectively to flourish.

The need for high self esteem, individual self-confidence and the capability to manage personal change will be just as important; this will be achieved through a well balanced and rounded education, where the needs of the whole person are considered. 

The Inclusion Department offers support and expertise to help resolve difficulties and promote positive solutions for students experiencing barriers to their learning. At times students need reinforcement and confidence-boosting in certain areas.  Some students who are academically sound need structured tuition to enable them to organise their learning and to show their academic ability.  Some have learning difficulties which hamper their assimilation of certain skills, particularly in relation to reading or spelling. Others have English as their second language and need support to improve their command, both written and orally, of the English language

Within the department there are 2 specialist teachers, Mrs Adkins and Mrs Patten who are able to identify, assess and support students with specific learning difficulties. They work hard to support identified students with Specific Learning Difficulties (SpLD) such as dyslexia and dyscalculia across all Key Stages.

Three other teachers also work within the department, Mrs Wysocki as SENCO, Mrs Bennett as Lead teacher for the Able, Gifted and Talented and Mrs Macpherson who is responsible for the government funded 1-1 provision.

In addition to this, we work closely with a wide range of outside agencies such as educational psychologists, speech and language therapists, outreach support services and occupational therapists. Early identification is often the key to success.

Each student receiving learning support follows a programme which focuses on specific areas of development. This is regularly updated and reviewed at the end of the academic year. Support is given in small groups as well as on a one-to-one basis. In addition to this, there are 8 teaching assistants who are able to support students within the classroom and a trained school counsellor to help with issues such as bereavement, stress, attitude and approach to learning and other concerns. 

Able, gifted and talented students are identified using nationally recognised criteria and teacher recommendations. We are aware of the importance of giving students with specific learning difficulties opportunities which will enable their talents to be identified and nurtured. A number of our students will have ability and potential in many areas whilst others may be specific to an area. We acknowledge that people change and that a particular talent or ability may emerge as a student matures. 

In providing for our able, gifted and talented students we aim to:

1. Create an ethos where academic aspiration is celebrated as the norm, wherein those who are gifted and talented feel comfortable and secure.
2. Provide an  environment within the classroom for the gifted and talented to be challenged, to test their limits and be able to accommodate both success and failure in a climate of support.
3. Encourage all students to become independent learners.
4. Be aware of the effects of ethnicity, bilingualism, gender and social circumstance on learning and achievement.

1. Within each subject. Opportunities for extension and enrichment are included in all subjects’ planning. Where students are identified as having ability in a subject they will be encouraged to explore the subject beyond the core curriculum. There are a growing number of subject-based societies for all ages.
2. Across the whole school and also using outside bodies such as Cambridge University and Aim Higher, cross-curricular projects and discussion groups are set up which give students opportunities to investigate areas of interest in depth. Students of different ages are encouraged to engage in ‘problem-solving’ activities.  We take part in regional and national competitions devised by outside firms and business such as BT.

1.  Opportunities exist for students to take up leadership roles in many areas of School life.
2. Membership of The National Academy for Gifted and Talented Youth (NAGTY) is available to those who are eligible.

The departmental aims are firmly based around the School’s philosophy of bringing out the full potential of every student. We believe that with the right support and encouragement students can, in many cases, overcome their difficulties and reach their potential.