The NSW Association of Independent Schools has highlighted Claremont College as a ‘champion school’ providing a model of excellence and best practice in catering for students with diverse and special needs.
Creating a school environment that values diversity and inclusivity requires the skilful weaving together of many threads of practice. Just as weaving a complex damask can result in an ornate and beautiful rug, weaving in practices that build a respectful and inclusive learning environment ensures students feel safe and supported at school. Schools in the independent sector are reimagining processes and systems which strengthen whole school inclusive practices where diversity is welcomed and respected. College Principal, Doug Thomas, communicates this message regularly to the College community. The design of the learning spaces is just one way the school promotes their strong sense of inclusion.
“One of the things I felt very strongly about was kids being withdrawn from classes. So, our learning spaces were designed with areas where students can find a place to concentrate or have time out. But the key was to have one space that promoted a sense of inclusion and equity,” Doug comments.
He also notes that a core value of the College is collaboration. This is reflected by all staff working in teams bringing their strengths and perspectives to approaches in supporting the diverse needs of the students in the classroom.
“Our teams consist of a myriad of roles across the College: teachers, counsellor, the school nurse, learning enrichment staff, the deputies and myself. We all collaborate and plan programs as a team. We all work together in the learning spaces where students feel safe and supported.”
Doug talks about the College philosophy of *open to learning,* which begins at the enrolment process with families.
“We begin an open to learning conversation from the outset, particularly if the student will need adjustments. It is about getting alongside parents to listen and learn about their child. We invite parents to develop a collaborative partnership by meeting the teaching team as part of the process. It can take time, but it's important and the outcomes are better.”
Doug comments that the transition process into school is just as important, and having the child involved in the planning is key. Doug says he is "always surprised by how well students can talk about themselves as a learner and what they are worried about.”
