InclUSION

Bolsover Infant and Nursery Inclusion Charter

Creating a sense of Belonging and Individual Voice, an inclusive school is not just a place—it’s a culture.

Here at Bolsover Infant and Nursery we practice a staged approach to inclusion, Nurture → Connect → Empower, this reflects a developmental arc that aligns with emotional, social, and academic growth. It’s not just a model for inclusion; it’s a blueprint for Belonging.

We believe getting inclusion right depends on:

High expectations of everyone
Suitable, safe and adaptive environments
Positive relationships and effective communication
Getting the right culture
Early identification
Effective support – specialist advice
Working with parents
Appropriate Policies and procedure including Equality, SEN, Child Protection, Pupil Premium
Inclusive Curriculum
Adaptive teaching and learning
Staff training
Listening to the voice of the child
Zero tolerance on any discrimination

Respect and Dignity
Every child and family is treated with respect and dignity, without discrimination.

Equal Access to Learning
All pupils have access to high-quality teaching and resources that meet their individual needs.

Celebrating Diversity
We embrace cultural, linguistic, and individual differences as strengths that enrich our community.

Early Intervention and Support
We identify and address barriers to learning promptly and effectively. Inclusion starts early. Infant schools are often a child’s first experience of structured education, so setting clear expectations for inclusion helps build positive attitudes toward diversity from the start.

Collaboration
We work in partnership with families, professionals, and the wider community to support inclusion.

We believe:

Routines create emotional certainty - Predictable routines reduce anxiety and create a sense of control.
Expectations create Emotional Security - Clear expectations help individuals feel safe and confident in relationships
Boundaries create Emotional safety - Healthy boundaries protect emotional well-being and prevent burnout, but also show a child where they stand.
Language create emotional support - Supportive communication fosters trust and validation.
Rewards create clarity - Positive reinforcement clarifies desired behaviours and builds confidence
Effect create emotional stability- Consistent cause-and-effect relationships help people predict outcomes and feel grounded.
Attachments create emotional consistency - Secure attachments provide a stable emotional base for resilience

Early Identification

Socio-economically disadvantaged pupils (those eligible for the pupil premium)

Building positive relationships with parents can be helpful in identifying disadvantaged children.

The school works hard in Autumn 1 every year to ensure all parents are registered for free school meals.

The school tracks change in circumstances for children and signposts when needed.

Pupils who are known (or previously known) to children’s social care, such as children in need and looked-after children

The school has a robust Pastoral and Early Helps system in place which tracks changes in a child, missing milestones, attendance, change in appearance, mood or relationships are some of the indicators more support may be needed.

The school is good at building effective relationships with families and works on an early intervention plan.

Key indicators are monitored and challenged and these close relationships with both child, families and outside agencies are supportive in stopping children going into care when they can, but also supporting the child and family through the process when necessary.

Safeguarding arrangements in school are strong and tested daily.

Pupils who may face other barriers to their learning and/or well-being, which may include pupils who share a protected characteristic

The school has strong PSHE and SRE policy and this is supportive of those children who may need additional support due to other factors.

The school works with a range of mental Health workers including compass changing lives, action for children, Elm foundation and Community Mental Health workers.

The school has a positive 4 All Mental Health plan.

Pupils with SEND; this means pupils receiving special educational needs (SEN) support, and those with an education, health and care (EHC) plan

Communication and Interaction – children who have difficulty communication with others

Ø Speech, language and communication needs (SLCN)

Ø Autism Spectrum Disorder – difficulties with social interaction

Cognition and Learning – children learn at a slower pace than their peers, even with appropriate differentiation

Ø Moderate Learning Difficulties (MLD)

Ø Severe Learning Difficulties (SLD – pupils likely to need support in all areas of the curriculum and associated difficulties with mobility and communication)

Ø Profound and Multiple Learning Difficulties (PMLD – children likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment )

Ø Specific Learning Difficulties (SpLD – affecting one or more specific aspects of learning e.g. dyslexia, dyspraxia, dyscalculia)

Social, Emotional and Mental Health Difficulties – wide range of difficulties that manifest themselves in many ways e.g. withdrawal, challenging, disruptive behaviour, anxiety, depression, self-harm, substance misuse, eating disorders or other physical symptoms

Ø Attention Deficit Disorder (ADD)

Ø Attention Deficit Hyperactive Disorder (ADHD)

Ø Attachment Disorder