Inclusion at Broughton High School
Broughton High School has always been, and will continue to be, an inclusive school. At Broughton High School, inclusion means every pupil belongs, participates and succeeds. It is the shared commitment that all pupils ‘Achieve Together’, regardless of their background, starting point or need. Inclusion is not a separate programme or a specialist intervention; it is an everyday culture and expectation woven through our curriculum, our relationships and our high aspirations for every young person.
We define inclusion simply as: High expectations and success for all
We believe that every pupil can achieve well and experience success. We set ambitious goals for:
- Socioeconomically disadvantaged pupils
- Pupils with SEND
- Pupils known or previously known to Children’s Social Care
- Pupils who may face other barriers, including those with protected characteristics
It is a requirement for all staff to set high expectations for all pupils and to ensure these pupils are not limited by assumptions or reduced ambition.
Early, accurate identification of need
We identify emerging needs quickly and accurately, using high-quality assessment and staff insight. We view assessment as the first step in reducing barriers, not in labelling pupils. This reflects the school's expectation that inclusion begins with everyday high-quality teaching and early identification.
Our Core Inclusion Principles
RESPONSIVE – so that all pupils receive the right support at the right time.
RECOGNITION – so that all pupils participate and can experience success no matter how small.
CLARITY – so that all pupils can engage with learning opportunities.
BELONGING – so that all pupils feel part of the Broughton team and ‘Achieve Together’.
PROFICIENCY – so that all pupils can receive appropriate and expert support when they need it.
Weekly Inclusion Meeting
We hold a weekly Inclusion Meeting to coordinate support, track and measure the impact of our interventions for our pupils. This is led by our Inclusion Lead (Deputy Head) and attended by our Headteacher, Pastoral Deputy, DSL team and Pastoral Team and our Attendance team.
Partnership with pupils and families
We know our pupils best when we listen to them. Their views, aspirations and lived experiences shape our decisions. We work openly with families and recognise that inclusion is strongest when home and school work together.
Equity, belonging and respect
Inclusion at Broughton means every pupil feels safe, known and valued. We nurture a culture where diversity is respected and difference is celebrated. We challenge discrimination, low expectations and stereotype wherever they appear. Inclusion is therefore not only about access—it is about belonging.
Removing barriers through adaptive teaching and support
Our teachers adapt the curriculum thoughtfully so that all pupils can access, engage with and master key knowledge. We use a graduated approach (assess–plan–do–review) to ensure support is meaningful, targeted and effective. Where specialist expertise is needed, we seek it promptly and work collaboratively with families and professionals.
Targeted use of resources to accelerate progress
We use the pupil premium, SEND funding and wider resources strategically to ensure the pupils who most need support receive it. Decisions are rooted in evidence of what works and evaluated for impact over time.
Collective responsibility
Every member of staff contributes to inclusion. It is not the responsibility of a department or an individual but a whole-school approach that enables all pupils to thrive. Inclusion is a measure of our whole culture—how we teach, talk, plan, intervene and support one another.
In summary
Inclusion at Broughton High School means creating the conditions where every pupil can learn well, feel they belong, and achieve ambitious outcomes alongside their peers. It is the embodiment of our ethos: All pupils “Achieving Together”.
