Inclusion and Wellbeing
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.
At the Arbor School, we passionately believe that all students deserve a personalised education and that 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 give every single student, including those of determination, gifted and talented, the opportunity to experience success in learning, to achieve their full potential and to be respected for the contributions they make.
Our whole school works to make this a reality for all students. Inclusive education is one of the mainstays of our philosophy at Arbor. We believe that every child should be able to achieve his or her potential to the fullest. At Arbor, we have a dedicated Director of Inclusion who ensures that every student has an educational pathway outlined for him or her, taking into account each child’s particular strengths and weaknesses.
Inclusion Assistants constantly monitor children in classroom and play contexts, and ensure that communication and action are especially effective.
Inclusion at Arbor
To match our inclusive approach, the Arbor School provides the following:
• A whole-student, whole-school approach to the management and provision of support for all of our students, with the understanding that each and every child is worthy of a personalised education;
• Opportunities for all students to meet with a team of dedicated staff who plan and monitor goals and the development of meta-cognition;
• A Director of Personalised Learning who ensures that all students at the Arbor School are given the attention they deserve and are never overlooked;
• 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.
In addition, the school comprises breakout zones outside of the classroom, giving children the opportunity to work in smaller, collaborative groups or indeed, as individuals. The Arbor School is particularly proud of the learning environment that is available to our students, and the furnishings are bespoke, providing a unique learning experience for our students.
As per the expectations of the Inclusion Quality Mark, Education for All and good educational practice, students with additional needs are supported at the Arbor School, through a supportive induction process and the development of Individual Education Plans (IEPs). This service will be developed by our Director of Inclusion 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.
Through an ethos entirely based on environmental mindfulness, the Arbor School aims to foster a positive, caring and compassionate school environment, in which learners can shine in many different ways. Arbor students are equipped to become innovative and capable leaders, with a strong set of ethical values, anchored by a deep sense of ecoliteracy, sustainability and environmental justice.
Our reflection garden is one of several learning gardens on campus, and has been entirely dedicated to mindfulness. It is an essential part of our school and will be used by students for quiet time, mindfulness, reading and still life art.
We also have an assigned Mindfulness Coordinator whose role is to ensure the rollout of various opportunities for mindfulness throughout the school day. These include sessions at the end of every break and lunchtime. Reflection time is also part of the end of each day.
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. We 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 operates 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.
Co-curricular activities are given great importance at the Arbor School, where every child is given opportunity to take part in five activities per week. All children are expected to participate every day, as we believe that co-curricular activities enhance a child’s education and play a vital role in holistic development and the broadening of emotional and academic skills. The activities are tracked, assessed and reported upon and are focused upon specific learning areas, namely sports; creativity; school enrichment, community service and culture.