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Inclusive Provision

Cleves School is a fully inclusive primary school in the London Borough of Newham and follows the inclusive policy of all Newham schools.

Inclusion looks at the needs of all pupils; children with learning disabilities such as dyslexia, children who are Gifted and Talented, children who have English as an additional language, children who have issues with their behaviour and children with social and emotional needs.
Cleves also has provision for children with High level needs

The Assistant Headteacher overseeing inclusion at Cleves is Sab Ubhoo.


At Cleves we adopt the following principles regarding successful inclusive education, taken from the Code of Practice for Special Educational Needs 2001 and fully endorsed by the London Borough of Newham.

  • To ensure all pupils are offered full access to a broad, balanced and relevant curriculum.
  • All pupils will be given the opportunity to reach their full potential educationally, emotionally and physically.
  • All teachers view themselves as teachers of pupils with special educational needs, teaching such pupils is a whole school responsibility.
  • All pupils with Special Educational Needs should have their needs met.
  • Pupil's Special Educational Needs will normally be met in the mainstream classroom.
  • Pupils' views should be sought and taken into account.
  • Parents/carers have a vital role to play in supporting their child's education and therefore good home/school links are established.


Special Educational Needs

Children who are seen to have Special Educational Needs will be put on the Code of Practice after an initial concern form has been completed with the consent of the parents. The child will then have an Individual Education Plan, which will give them specific targets to work towards. These targets are reviewed every term and a new Individual Education Plan written. Parents will be informed of their child's targets and the teachers or the Inclusion Manager will always be available to talk them through the targets. The targets are also shared with the children, and they are encouraged to work towards them.

More Able

Cleves is keen to promote the learning and skills of children deemed as being More Able whether it be on the academic side or the arts and sports.

Cleves is currently developing links with local universities through partnership with Into University.  This is an area that Cleves is keen to develop and promote with after school clubs, links within the community and local secondary schools as well as extending the learning of the children within the mainstream classroom.

Children with English as an Additional Language.

Cleves is a multi-ethnic school and promoting equality is one of our highest priorities throughout the whole school. We have high expectations of all our pupils and they should have the opportunities to achieve the highest possible standards as well as helping all children to develop a sense of personal and cultural identity that is confident, open to change, receptive and respectful towards other people. The teaching takes into account pupils' cultural and religious backgrounds, linguistic needs and varying learning styles. We create an environment where pupils feel safe and feel they can contribute fully, and where all feel respected and valued. Staff are assisted in the classroom to support pupils' development of their language and learning needs, through termly targets and liaison time with the Inclusion Team.

Behaviour, Social and Emotional Needs

Inclusion takes into account all the needs of the children and these include how a child behaves. Cleves promotes an ethos towards positive behaviour management and the children and staff are encouraged to use the 5Cs courtesy, co-operation, commitment, consideration and care. Children's social and emotional needs also need to be considered carefully if a child is to reach their full potential. To help us in this Cleves has a Learning Mentor who supports children across the school in a variety of ways. A major role of the Learning Mentors is to run Nurture and Self-esteem groups to support the children. Children are given the opportunity to speak about how they feel and to support each other. The Learning Mentor will also support in the classroom where required and is available to those in need, including parents.