Inclusion at St Robert Bellarmine

“We are God’s work of art.”

Our inclusive approach at St Robert Bellarmine is rooted in ensuring every pupil feels seen, understood and safe. This sense of belonging underpins engagement, behaviour and attendance, particularly for vulnerable pupils.

Inclusive by design

Inclusion is embedded across the whole school through shared language, consistent routines and inclusive practices in classrooms, corridors and outdoor spaces. Positive relationships between staff and pupils are central to effective teaching and learning, and all staff take responsibility for the development and success of every child.

Positive relationships and engagement for all

Staff attitudes towards inclusion directly affect the quality of interactions with pupils, especially those with SEND. Where teachers see themselves as responsible for all learners, pupils experience longer, more meaningful interactions and are better supported to participate fully. Inclusive practice benefits all pupils, supporting both academic outcomes and school culture.

Positive and proactive behaviour for learning

A calm, supportive behaviour culture helps pupils build strong relationships and feel that they belong. Behaviour is addressed through encouragement, modelling, and reinforcement of positive behaviours, alongside understanding and addressing underlying causes. Teaching learning behaviours, self-regulation and coping strategies is prioritised, recognising that managing behaviour alone does not guarantee engagement or learning.

Overall, our inclusive approach promotes high expectations, positive relationships, and the explicit teaching of social, emotional and learning behaviours, enabling all pupils to thrive academically, socially and emotionally.