Belonging Before Achievement
Inclusion at COA is not about labels — it is about understanding individual strengths, needs and aspirations. We believe that when children feel genuinely known and understood, they are better positioned to learn, grow and flourish.
Our inclusive approach ensures that every child receives the support, challenge and encouragement they need to participate fully in school life, academically and socially.
Inclusion at Victory Heights Primary is rooted in the belief that every child deserves to feel known, understood and capable of success. Across both of our schools, our approach is intentional and carefully structured — ensuring that support is thoughtful, proportionate and focused on long-term progress.
We work closely with teachers and families to remove barriers to learning while maintaining high expectations for every pupil. Inclusion is not about lowering standards; it is about ensuring that each child has the access, strategies and confidence required to meet them.
Our aim is to develop independent, resilient learners who understand their strengths and are empowered to thrive.
Tailored Support, Shared Expectations
We provide high-quality provision that supports both access and ambition. This includes differentiated learning in class, targeted small-group support and personalised plans where appropriate — all underpinned by ongoing diagnostic assessment and teacher professional judgement.
Inclusion at COA is not a separate system; it is woven into everyday teaching, learning and community practice.
Partnership With Parents and Carers
We know that inclusion is most effective when it is a partnership. Our teachers and inclusion team work collaboratively with families to understand each child’s needs, progress and aspirations — and to ensure consistency between home and school.
We communicate regularly, plan together and review progress thoughtfully, so that parents feel informed, listened to and supported.
Focus on Growth and Confidence
At COA, inclusion is about removing barriers to learning, not defining them. We focus on what pupils can do — and how we can help them do more. Success is measured by progress over time, confidence in the classroom, and the degree to which children are enabled to participate, contribute and succeed.
Our inclusion practices build independence and resilience, ensuring that pupils are ready for future learning experiences with confidence and agency.
A Culture of Respect and Support
Inclusion at COA is reflected in every corridor, lesson and gathering. We celebrate diversity, encourage empathy and teach pupils to understand and respect differences.
From classroom routines to social-emotional learning initiatives and wellbeing provision, inclusion is part of who we are — not what we add on.
As an Educational Psychologist, I have seen the impact of thoughtful inclusion in many settings. What stands out at City of Arabia is the consistency with which support is embedded into everyday teaching, rather than treated as an add-on.
The focus on understanding each child as an individual — while maintaining high expectations — creates an environment where pupils feel secure, capable and ready to progress.
Frequently Asked Questions
Yes, we are known for being highly inclusive and welcome children with diverse abilities. We even accept students who may have been turned away elsewhere, and our FAIR approach ensures equitable support for every learner.
Yes, we have an in-house Speech and Language Therapist for Foundation Stage children, with specialised sessions available for older students.
Approximately 8-10% of students are identified with special educational needs or disabilities.