Inclusion and Learning Support


At The Aquila School our teachers work tirelessly to ensure all children make as much progress as possible and that the activities the children take part in are matched to their ability level. Our teachers personalise the curriculum for the needs of the individual children in their class.

Our teachers are all very experienced at teaching the English National Curriculum and personalising the curriculum to meet the needs of all of the learners in their class. We know that some children require extra support and interventions to meet their individual targets. At The Aquila School we have skilled staff who work with these children to help them meet their targets – this could be in class or on a withdrawal basis. We welcome applications from students of determination and ensure equity of access to appropriate provision, resources and curricular options.

For children who excel in a particular subject or area our teachers ensure they are challenged and have access to a variety of provisions so they can continue with their passion.

We work closely with the HEMAM Center, who are based in our school, to provide specialist care for children with complex needs. For further information please visit

For children who may require specialist support, for example occupational therapy or speech therapy, we are keen to work with families and other agencies so children can receive this therapy during the school day. This provision will incur additional charges and is provided by the Hemam Center.

At The Aquila School, the Inclusion Team work collaboratively to ensure the development and implementation of inclusive school policy and related practices. The Head of Inclusion in our school is Mrs Moore. She can be contacted on Mrs Moore is responsible for ensuring that the school meets the needs of all pupils and complies with the local guidelines. The school policy on inclusion can be found here and the admissions policy can be found here.

The school’s objectives for improving the quality of inclusive education are:

  • To ensure that provision is sufficiently robust in all classrooms and all contexts
  • To ensure that teachers and learning support assistants effectively use assessment, differentiation and personalisation to meet the needs of all pupils
  • To work closely with the school’s Inclusion Governor in order to ensure appropriate accountability and monitoring