Our Inclusive School

Inclusive Teaching and Learning 

Excellent teaching is inclusive teaching. 

We embed inclusive principles in our Teaching and Learning Strategy, ensuring that every classroom is a place where students experience belonging, ambition, and challenge. 

Inclusion is the thread that runs through everything we do, including: 

• Our relationships and routines strategy 

• Pupil passports and stretch and challenge plans 

• The work of academic leaders and pastoral and inclusion teams 

• Access arrangements and targeted support 

• Staff development and training 

 

The Five Principles of Inclusive Teaching 

Our inclusive classroom practice is guided by five key principles: 

1.Consistency in core classroom practice makes learning accessible for all. 

2.Those who find learning especially challenging benefit most from explicit, structured teaching. 

3.Lesson accessibility should be the norm.

4. Adaptations to high-quality teaching should be the minimum necessary for inclusion. 

5.Inclusive teaching begins with understanding the learner, not relying solely on formal diagnoses. 

 

Knowing the student, not the behaviour  

We believe in knowing the student, not the behaviour. 

This trauma-informed, neurodiversity-aware approach ensures staff: 

• Connect before they connect;
• Look beneath the surface of behaviour; 
• Reframe trauma or neurodiversity as regulation challenges; 
• Use a brain-aware perspective to understand how experiences shape behaviour and learning. 

This aligns with Ofsted’s focus on Behaviour and Attitudes and promoting a calm, respectful, and emotionally safe environment. 

 

Personal Development and Wellbeing 

Our Personal Development (PD) and Wellbeing Curriculum is at the heart of inclusion. It supports social, emotional, and moral growth, ensuring students are confident, compassionate, and ready for life beyond school. 

We deliver Excellence in Personal Development through: 

• Promoting PD’s value and relevance to life and future aspirations 

• Embedding British Values, CEIAG, and Protected Characteristics 

• Encouraging leadership and student voice 

• Providing adaptive scaffolds to enable access for all 

• Building connections between learning, wellbeing, and the wider world 

• Maintaining high expectations through respect, resilience, and routine 

 

Our PD and Wellbeing programme empowers students to be academically, socially, and emotionally fulfilled, reflecting our Vision to create confident citizens who make a positive difference. 

 

Leadership, Data and Professional Growth 

Inclusion is strategically led by our Assistant Headteacher for Inclusion and Attendance Mrs Oldale and our Assistant Headteacher for Safeguarding and Behaviour Ms Nisar ensure that inclusion remains at the heart of school improvement for all learners including our most vulnerable learners such as young carers, looked after children, students known to social care. Our Deputy head Mrs Duffield is the Senior Strategic Lead on Breaking Barriers and Inclusive Education and regularly reviews how we can make our school inclusive for all. 

Staff have regular training on inclusive pedagogy and strategies which is evidence based to support all learners. 

Our Governors actively champion inclusive practice and regularly review progress. 

We use Provision Maps and Power BI to track impact and evaluate outcomes, ensuring interventions are targeted and evidence based. 

Our Professional Studies Programme for new and early career teachers embeds inclusive pedagogy and trauma-informed practice from the outset—ensuring all staff are equipped to deliver an exceptional education for all. 

Our Alternative Pathways

Belle Vue Girls' Academy - Alternative Pathways

Our Interventions

Belle Vue Girls' Academy - Intervention

Our inclusive subjects

Belle Vue Girls' Academy - Subjects

 

Our Vision in Action 

At Belle Vue Girls’ Academy, inclusion isn’t a department, it’s our identity. Words used to describe our school in a recent staff voice survey include “welcoming", "diverse” “multi-cultural” and “inclusive”. 

It lives through our: 

• Vision and Values – “An exceptional education for all” 

• Commitment to Our Learners – “Making the Biggest Difference: Breaking Barriers, Securing Success” 

• Daily Practice – where every interaction, lesson, and relationship reflects our belief that every student matters. 

 

We are proud to deliver an exceptional education for all, where inclusion truly is the thread that runs through everything we do. 

Inclusion, Attendance and Belonging 

At BVGA, attendance is inclusion. Every absence represents a missed opportunity to learn and connect, so we prioritise building a sense of belonging and safety for every student. Our Tiered Attendance Model, powered by Power BI, ensures that patterns are identified early, and support is swift and targeted. 

This approach strengthens collaboration between Academic Leaders and Pastoral Managers, who work together to address both academic and emotional barriers to attendance. 

• Pastoral Managers lead attendance conversations, Golden Hour calls, and pastoral interventions to remove social or safeguarding barriers. 

• Academic Leaders focus on learning-related issues such as punctuality or lesson engagement. 

• Both teams log actions on Class Charts and CPOMS for transparency and consistency. 

 

Regular Collaboration and Communication (C&C) meetings allow teams to review attendance data, share best practice, and undertake bitesize training on safeguarding, behaviour, and inclusion. 

This ensures our attendance strategy remains consistent, compassionate, and effective. 

 

Safeguarding, Wellbeing and Support 

Our Safeguarding and Wellbeing Framework underpins inclusion at every level. 

All staff receive annual training aligned with Keeping Children Safe in Education (KCSIE) updates and are committed to safer working practices embedded throughout our school culture. 

We are proactive in signposting students and adults to appropriate support, ensuring that help is always accessible and timely. 

Our Safeguarding Team collaborates closely with Early Help, Children’s Social Services, and CAMHS to protect and support vulnerable learners. 

Families of neurodiverse students are supported through the Right to Choose process to ensure access to specialist assessments and interventions. 

Our School Nurse ensures medical plans are in place, while our Safer Schools Officer works directly with students to raise awareness of safety, risk, and responsibility.  

The Role of the SENDCo in Promoting Inclusion 

When it comes to inclusion, that is, ensuring every pupil, including those with special educational needs and disabilities (SEND), is meaningfully involved in all aspects of school life, both academically and socially, our SENDCo Miss Wilde holds a pivotal role: 

• Embedding inclusive values across the school: The SENDCo works to develop a shared understanding among staff that inclusion goes beyond physical presence in mainstream classrooms. It encompasses active participation, progress, and a sense of belonging for all learners. 

• Shaping strategic leadership and resource use: By collaborating with senior leaders, the SENDCo helps to ensure the school’s inclusion strategy is strong and well-resourced. This includes managing how specialist support, staffing, and assistive technologies are deployed so that interventions promote integration rather than segregation. 

• Overseeing pupil progress and provision quality: The SENDCo regularly monitors the achievement of pupils with SEND and other vulnerable groups, identifying and addressing barriers such as inadequate differentiation or limited curriculum flexibility. In this way, the SENDCo acts as a safeguard to ensure that inclusive practices are effective and impactful. 

• Supporting smooth transitions: The SENDCo coordinates transition planning for pupils with SEND across key stages and educational settings, ensuring that their needs are understood, shared, and met consistently to prevent disengagement or disruption. 

• Championing pupil voice and partnership: Acting as an advocate, the SENDCo liaises closely with parents, carers, and external professionals to address concerns and enhance support. This advocacy is central to fostering inclusion, ensuring that pupils with SEND are not simply accommodated but are empowered to thrive within the school community.