Inclusion at South Axholme Academy
Inclusion is not a department at South Axholme Academy; it is a whole school responsibility. Every member of staff has a role in ensuring that every student feels they belong, can access high-quality teaching and is supported to achieve their full potential.
At the heart of our academy are our core values of being Ready, Resilient and Respectful. These values underpin everything we do and shape a culture where every student is encouraged to thrive. We are fully committed to ensuring that all students are given the opportunity to become the very best version of themselves and to achieve the highest possible standards. This is realised through a broad and balanced curriculum, consistently high expectations, and a reflective, evaluative approach to both outcomes and progress. We believe that every child can succeed, and we work tirelessly to create an environment where this is possible.
We are proactive in identifying and removing barriers to learning and participation that may limit individuals or groups of students. Our Belonging Framework ensures that every student receives the right support, at the right time, from universal classroom practice through to highly personalised specialist provision. This graduated approach allows us to remove barriers before they become entrenched and ensures every student can flourish academically, socially and emotionally.
Belonging Framework for South Axholme Academy
This promotes equality, inclusion and a strong sense of community, ensuring that every student feels safe, valued and supported. We place particular emphasis on key groups, recognising that different students may require different support to succeed. These groups include:
- Girls and boys
- Minority ethnic groups
- Students with Special Educational Needs (SEND)
- Disadvantaged students / those eligible for Pupil Premium
- Students with disabilities
- Travellers
- Mid-year admissions
- Students who are Looked-After
- Students with English as an Additional Language
We actively monitor the experiences, progress and engagement of these groups to ensure equity across all aspects of school life, adapting our provision wherever necessary to meet their needs. These checks form part of our extensive quality assurance checks.
Our approach to Teaching and Learning is rooted in Rosenshine’s principles, providing a structured, research-informed framework that supports all learners to succeed. Lessons are carefully planned to build knowledge over time, with a focus on clarity, modelling, practice and regular review. We use a range of assessment points throughout the year to monitor and evaluate both progress and attainment for individual students and identified groups. This information is used to inform responsive curriculum planning and high-quality teaching. Targets are set to be both realistic and aspirational, ensuring that all students are challenged and supported to reach their full potential. Where attainment or progress falls below expectations, teachers act swiftly to implement targeted, evidence-based strategies and interventions.
In addition to high-quality classroom provision for all learners, the academy invests significantly in enhanced support for students with Special Educational Needs and Disabilities (SEND). Funding is carefully allocated to ensure that support is both effective and sustainable. This includes the deployment of Assistant Teachers (ATs) to provide in-class and small-group support, access to external specialist agencies, and a strong focus on emotional wellbeing and pastoral care. We also provide tailored resources and interventions designed to meet individual needs, ensuring that every student is equipped with the tools and support required to succeed both academically and personally.