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Our inclusion policy

United World Schools is committed to providing quality inclusive primary education to all children within the communities it serves while reducing barriers to and within education for those most at risk of marginalisation, exclusion and underachievement.

We recognise that the hardest to reach children often face multiple layers of exclusion due to factors such as gender, disability, poverty, ethnicity, religion and language.

We work with students, schools and communities to provide targeted support and to ensure all children have the chance to participate and learn in a safe and stimulating environment.

GUIDING PRINCIPLES FOR INCLUSION

We are guided by the core principles of inclusion within our programmes, communications and school practices to ensure the presence, participation and achievement of all students. We believe that inclusion is an ongoing process that benefits all.

PRESENCE

  • We believe that all children have the right to a quality education and should have equal opportunity to access it.
  • We recognise and try to reduce the barriers that exclude some children from attending.
  • We work with families and local communities to improve enrollment, attendance and retention.
  • We monitor children’s attendance and seek ways to support those at risk of dropping out.

PARTICIPATION

  • We work actively towards eradicating all forms of discrimination in our schools to ensure all children are treated equally in every aspect of school life.
  • We ensure the safety of all children and empower them to speak out.
  • We promote a positive ethos in schools, where differences between students are seen as opportunities to enrich learning, rather than as problems to be fixed.
  • We support the wellbeing and personal development of all students and staff.
  • We value the views and opinions of children, creating opportunities to promote student leadership and voice.
  • We ensure the curriculum is accessible to staff and students, providing support to access the language of instruction.
  • We monitor and support the progress of children who are not participating fully.

ACHIEVEMENT

  • We create a school environment that supports all students’ learning, developing foundational skills (we teach children to read, write and count).
  • We equip students with lifelong skills, focusing on transferable life skills and social-emotional learning.
  • We make learning engaging and interactive, promoting new ways of teaching that encourage student collaboration and choice.
  • We adapt teaching and learning to meet the different needs of students.
  • We have high expectations for all, nurturing individual skills and talents and encouraging students to continue their education after primary school
  • We design assessments to support the progress and achievement of all students.
  • We monitor and support children who are underachieving.