At West Wycombe, inclusion sits at the heart of our curriculum design, teaching practice and school culture.  We recognise that inclusion is not an additional strand of provision, but a core responsibility that underpins high-quality education for all pupils.

Our curriculum is ambitious, coherent and carefully sequenced to ensure that every pupil can access rich learning opportunities, build secure knowledge and develop the skills they need to succeed.  We hold high expectations for all learners, including pupils with SEND, those who are disadvantaged, pupils who speak English as an additional language, are known to social care and any others who may experience barriers to learning at different points in their education.

We design our curriculum so that it is:

• Accessible and adaptable, with clear learning goals and flexible pathways that allow pupils to engage meaningfully with learning;
• Inclusive by design;
• Relevant and representative, reflecting a diverse range of experiences, perspectives and contributions.

Teachers plan lessons that anticipate potential barriers and include appropriate scaffolding, modelling and challenge.  Reasonable adjustments and adaptive teaching strategies ensure pupils can participate fully while still being challenged to achieve their best.  We prioritise early identification of need and respond quickly to ensure pupils receive the right support at the right time.  Assessment information is used thoughtfully to understand pupils’ strengths, gaps and progress, enabling staff to:

• Adapt teaching effectively;
• Provide targeted interventions where needed;
• Monitor the impact of support and adjust provision accordingly.

Inclusion within our curriculum extends beyond lessons.  Strong relationships, consistent expectations and a supportive pastoral system help pupils develop confidence, resilience and a sense of belonging.  We ensure all pupils can access:

• Enrichment activities and educational visits;
• Wider curriculum experiences, including the arts, sport and personal development opportunities;
• A positive learning environment where pupils feel safe, valued and respected.

Every pupil within our school should expect the highest standards of teaching and learning leading to good outcomes for all.  All of our pupils have the responsibility to be active and engaged learners, showing excellent behaviour at all times whilst showing respect and tolerance for their peers and the staff that work with them.

We are committed to the implementation of equal opportunities principles and the monitoring and active promotion of equality in all aspects of staffing and employment. All staff appointments and promotions are made on the basis of merit and ability and in compliance with the law. We are also concerned to ensure wherever possible that the staffing of the school reflects the diversity of our community. As an employer we strive to ensure that we eliminate discrimination and harassment in our employment practice and actively promote equality across all groups within our workforce.

Schools are required to publish information which is updated annually showing how they comply with the Public Sector Equality Duty and to set at least one equality objective every 4 years. The need to advance equality of opportunity is defined in the Equality Act 2010 as having due regard to the need to:

1. Remove or minimise disadvantages
2. Take steps to meet different needs
3. Encourage participation when it is disproportionately low

Please see our Equalities Objectives and Accessibility Plan on our policies page.