Inclusion

The approach to inclusion at Riverside School is based on the principle of individual entitlement according to individual capacity and need, and is negotiated through various forums of communication with Woodside overseen by the Riverside deputy headteacher responsible for inclusion and her counterpart on the Woodside senior team.

For some students some engagement with the Woodside community through shared lunchtime activities, for example, may be appropriate. For others a variety of regular engagement activities may be suitable, such as joining in break-time activities and assemblies. Class groups may join their Woodside classes for targeted modules in some subjects, or joint drama productions.

For students who have the potential to approach national expectations in their work in some subjects, timetabled engagement in Woodside lessons is arranged, leading, whenever possible, to GCSE examinations. (In the past, at Moselle students have studied maths, music and art in this way).

Some ‘reverse inclusion’ is offered, whereby Woodside students are able to join in certain lessons delivered at Riverside, in which the curriculum content and teaching methods may suit their individual needs, (we anticipate that this model will grow over the years with substantially higher numbers of students involved from the second year of the school’s life onwards).

There is governor cross- representation in both governing bodies, and staff groups from both schools regularly meet to set up and monitor joint projects and activities.