Inclusion and Wellbeing

Arbor 8

The Arbor 8 encapsulate the personal characteristics we feel are integral to building a successful community of learners. We believe that these are universal values that can be shared by all, thereby becoming the heart of the school’s effort in creating a well-balanced community which demonstrates ethical understanding, academic achievement and a sense of global environmental justice:

  • Serene
  • Positive
  • Purposeful
  • Compassionate
  • Principled
  • Innovative
  • Inquisitive
  • Resilient

Inclusive Approach

At the Arbor School, we passionately believe that all students deserve a personalized education and everyone has a right to be nurtured academically, socially and emotionally.

The Arbor School is committed to offering an inclusive curriculum, to ensure the best possible progress for all our students. We aim to give every single student the opportunity to experience success in learning, to achieve their full potential and to be respected for the contributions they make. We intend to raise the aspirations and expectations for all our community, focusing on outcomes for our children and young people that lead them towards a successful future.

Inclusion at Arbor

To match our inclusive approach, the Arbor School will provide the following:

  • A whole student, whole school approach to the management and provision of support for all of our students, and acknowledge that each and every child are worthy of a personalized education;
  • A Director of Inclusion who ensures that all children at the Arbor School are given the attention they deserve and are never overlooked;
  • Opportunities for all students to meet with a team of dedicated staff who plan and monitor goals and the development of meta-cognition;
  • A focus upon supporting students where they have need, whilst also stretching students to go beyond standard expectations;
  • A committed partnership with parents to ensure that they are kept fully informed of their child’s progress and what can be done to help them achieve their potential.


As per the expectations of the Inclusion Quality Mark, Education for All and good educational practice, students with additional needs will be supported at the Arbor School, through a supportive induction process and the development of Individual Education Plans (IEPs). This service will be developed by the appropriate educational professionals in the Teaching and Learning unit and will define in class support, group work with specialist support in the teaching and learning unit, and one to one support.


We believe that childhood and adolescence are important formative developmental stages that lay the groundwork for well-being and mental health in adulthood. We also believe that children who are centered, purposeful and happy make for better learners. We are therefore committed to providing all our community with the tools and opportunities to be more mindful, creating a school environment that truly cares about the wellbeing of all our students and staff.

Sports and Co-Curricular Programme

It is a core belief at the Arbor School, that not only is sport of benefit to physical health, but that it is a vital component of mental well-being. The Arbor School shall therefore fully utilize our excellent sporting facilities to encourage regular participation in sports. We also feel that an inclusive school should seek opportunities for students to shine in many different ways. We will create diverse opportunities for children to engage in team sports in order to build character through camaraderie, team-work and a healthy spirit of competition.

The Arbor School shall operate an extensive co-curricular programme for students, which is a compulsory part of the school day. Activities are themed to ensure that a range of skills and interests are covered. These themes include Sports, Creativity, School Enrichment, Service, Community and Culture.