Gad's Hill School

At Gad’s Hill School we see diversity as a strength and are committed to the equality of access to quality educational opportunities for all. We recognise that all pupils have individual and unique gifts, abilities, talents, needs and backgrounds, and we are committed to ensuring that every pupil has the support and challenge required to flourish and reach their full potential.

The inclusion department at Gad’s Hill focuses on realising the school’s mission; ensuring that all pupils, including those with special educational needs or disability (SEND), English as an additional language (EAL), and students who are able, gifted and talented (AGT), and other significant factors impacting learning, such as those who are vulnerable, or those with mental health needs, can achieve through a holistic approach, underpinned by our school values of excellence, enthusiasm, friendship and success. 

We aim to: -Ensure that all pupils have opportunities to be confident, flourish, celebrate their talents and reach their individual potential. -Ensure that all pupils can access a broad and balanced education. -Identify pupils’ additional needs in an evidence-based, holistic and timely manner. -Ensure all inclusion support is targeted to a specific need and enables pupils to improve and make progress, achieving age expected standards or higher. -Liaise with, and advise, teaching staff to ensure the curriculum and learning environment is accessible to all pupils and challenges AGT pupils.

All pupils require different support and challenge to fully realise their potential. Pupils of all ability levels receive Quality First Teaching, being supported and challenged through a rich curriculum with diverse enhancement opportunities, including those aimed specifically at AGT pupils. Following termly assessment meetings, provision maps are used to ensure that, where required, pupils receive targeted intervention to ensure good progress. Where appropriate, the inclusion department provides a range of specialist provision, either small group or one-to-one, that is flexible and reactive to the individual’s needs; please see school fees information for relevant costs. 

In line with NASEN (National Association of Special Educational Needs) best practice, the school follows a graduated approach to inclusion provision, through which earlier decisions and actions are revisited, refined and revised, leading to a growing understanding of a pupil’s needs and of what supports them in making good progress and securing good outcomes.