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Hewett-Dale Inclusion Centre

Inclusion Centre – Shared Vision

At the Inclusion Centre, we work in partnership with children, families, schools and our wider community to ensure that every young person—regardless of circumstance—has the opportunity to grow into a safe, confident, happy and independent adult. As part of The Flying Bull Academy and The University of Chichester Academy Trust, we are unwavering in our commitment to inclusive, aspirational and life‑enhancing education.

This means:

  • We hold high expectations for ourselves, our pupils, and all those who work alongside us, believing deeply in every young person’s potential.
  • We collaborate closely with young people, families, academy staff, and external professionals to remove barriers to learning and secure the best possible outcomes.
  • We take the time to understand each young person’s unique profile, including their strengths, needs, experiences, and ambitions.
  • We provide bespoke, specialist teaching and support, tailored to ensure that every learner can succeed academically, socially, and emotionally.
  • We are proud to contribute to our local community, nurturing positive relationships and celebrating the diverse identities and backgrounds of the pupils we serve.
  • We foster belonging, encouraging each young person to recognise their value, celebrate who they are, and feel secure and supported within our centre, academy and trust.
Shared Values

At the Hewett‑Dale Inclusion Centre, our shared values guide everything we do. They shape the relationships we build, the way we learn together, and the kind of future we want for every child. These values help our pupils grow into confident, kind and resilient learners who feel proud of who they are and what they can achieve.

Aspiration

We believe every child can succeed.
At the inclusion centre, we encourage pupils to aim high, try new things and take pride in their progress. We celebrate effort as much as achievement, helping children to see their potential and believe in a positive future. No dream is too small, and no step forward goes unnoticed.

Co‑operation

We learn best when we learn together.
Children are supported to work with others, solve problems as a team and build positive relationships. Co‑operation helps pupils feel part of our community, knowing they belong, are valued, and can rely on the adults and friends around them.

Respect

We treat ourselves and others with kindness and fairness.
Respect is at the heart of how we behave. We teach children to listen to one another, look after their environment and understand the feelings of others. This helps create a calm, welcoming space where everyone feels safe and included.

Resilience

We keep going, even when things feel difficult.
Many of our pupils have faced challenges, and resilience is a skill we help them grow every day. We support children to manage their emotions, bounce back from setbacks and feel proud of their efforts. Resilience builds confidence and prepares them for future learning.

about Our Students

About Our Students

Students join the Inclusion Centre for a wide range of reasons – but they all have one important thing in common: for a period of time, they are unable to access regular mainstream schooling in a way that meets their needs. Many arrive feeling anxious, demoralised, frustrated or disconnected from learning. Some have lost confidence in themselves or feel uncertain about their future.

Our role is to help them rediscover belief in themselves.

Through a trauma‑informed approach, specialist support and, where appropriate, therapeutic intervention, we work with students to understand what has happened in the past, recognise the emotions and experiences that influence their behaviour, and begin building a more positive, hopeful future.

 

Who Attends the Inclusion Centre?

Who Attends the Inclusion Centre?

Students who may benefit from joining us include those who:

  • Would thrive in smaller class groups with increased levels of individual attention and high staff‑to‑student ratios.
  • Require a practical topic-based or personalised curriculum that better reflects their learning style and aspirations.
  • Are awaiting a place in another mainstream school or specialist setting.
  • Have been out of education for an extended period.
  • Are currently unable to access learning in their mainstream setting due to behavioural needs, SEND, emotional difficulties, or personal circumstances.

School Uniform

Uniform Expectations

At the Inclusion Centre, we aim to create a calm, consistent and professional learning environment. Wearing a uniform helps students feel a sense of belonging, reduces social pressures, and supports our inclusive ethos. We expect students to wear their uniform smartly and with pride.

Students are expected to wear:

  • Plain white polo shirt, T-shirt or blouse
  • Plain black or grey trousers or a plain A‑line, knee‑length black or grey skirt
  • Black, white or grey socks or plain black or grey tights
  • Plain black flat shoes with no visible logos or coloured markings
  • Flying Bull Academy jumper or plain navy blue jumper or cardigan 

Equipment

Equipment

Mobile phones or other electronic equipment are not to be used in school. Mobile phones and electronic equipment will be placed in the office on arrival at school and returned at the end of the school day. The school does not accept any responsibility for any loss or damage.  All equipment that the children need to access their learning is provided by the inclusion centre. 

Teaching and Learning

Teaching and Learning

At the Inclusion Centre, our curriculum is carefully designed to meet the individual needs of primary-aged pupils in Years 1–4. We recognise that many of our children have experienced challenges that make it difficult for them to access learning in a mainstream classroom. Our curriculum aims to rebuild confidence, nurture curiosity and provide the foundations every child needs for future success.

We focus on creating a safe, structured and engaging learning environment where children can reconnect with education at a pace that suits them. Our approach ensures that every pupil has opportunities to:

  • Bridge gaps in their early learning.
  • Strengthen essential literacy, numeracy and communication skills.
  • Develop social and emotional resilience.
  • Experience a wide range of positive, hands-on learning opportunities.
  • Build trust in themselves and in the adults working with them.
Personalised Learning

All pupils are assessed on entry so that we can understand their starting points, strengths and barriers to learning. Using this information, we create a highly personalised learning plan that may include:

  • Targeted phonics and reading intervention.
  • Early number and mathematical understanding.
  • Language development and communication support.
  • Social, emotional and mental health provision.
  • Sensory and therapeutic activities.
  • Structured routines and predictable learning sequences.

Our curriculum blends core learning, enquiry-based activities, creative subjects, and interventions, always tailored to the developmental stage of each child.

Preparing Children for Their Next Steps

Preparing Children for Their Next Steps

Our aim is to support pupils to re-engage with learning so they are well-prepared for their next stage of education, whether that is a successful return to mainstream schooling, moving to a new setting, or continuing within a specialist provision.

We help children to:

  • Develop secure early learning skills
  • Make measurable progress from their individual starting points
  • Build confidence, resilience and independence
  • Experience success and recognise their strengths
  • Form positive relationships with adults and peers

We are proud that some of our pupils go on to thrive back in their mainstream classes or move forward with a stronger foundation for future learning in a specialist setting.

Further Information for parents

Further Information for Parents
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