The Inclusion Room
It is the right of all members of a school community to be in a secure environment where they feel free and safe to teach and learn.
In our schools, we have children, who for a variety of reasons have additional needs, particularly linked to behaviour. These children are very vulnerable and due to their behaviour could be at risk of exclusion. As a MAT, we strongly believe they are our children and belong in our schools. In order to achieve this we have set up many systems and procedures that support the inclusion of all children and wherever possible avoid the fixed term or permanent exclusion.
Our Inclusion Rooms, recently developed, are part of these systems and procedures. All children who use the Inclusion Room have Consistent Management Behaviour Plans, which include the Room as one of the strategies taught to support behaviour.
The Inclusion Rooms are led by experienced member of staff who work effectively with the children, supporting their needs. The Senior Leaders in each school also have involvement with the Room.
The Inclusion Room is effectively divided into three zones:
- A Sensory Zone
It is an area where children can come to calm down if they have become distressed in class and need respite outside of their classroom. A variety of sensory resources are available. Once they are calm and ready to return to class they complete a short activity in the Work Zone.
Pupils also use this area to take their ‘brain breaks’ and reward time. Activities such as Lego and other construction resources are available. In some schools there are bicycles for the children to use. They have a specific amount of time for this and then return to class.
- A Work Zone
This area is set up with tables and chairs for the children to complete tasks, as a preliminary step to returning to class, or if they have needed to use the Sensory area or Calm down Zone.
The tasks they children complete are age and ability appropriate. There is support on hand if the children need this.
- A Calm Down Zone
This area enables those children whose behaviour has led to unsafe situations for themselves, other children or adults. It gives the opportunity for the children to calm down and self-regulate their behaviour in a private space, without restraint. Children also choose to use the zone for reflection and thinking time after a behavioural incident.
Once the children are calm they can access the Sensory Zone, use the resources available before completing a task in the Work Zone.
There are times when children need to work outside the classroom and The Inclusion Room will facilitate this. They will work with an adult on class tasks whilst in the room. They will have access to the other zones if this is required, or for a reward or brain break.
Detailed logs will be kept of all children using the room and how their needs have been addressed and Consistent Management plans are shared with parents, and have regular updates.