Kingsley Primary School

This section examines the evidence collected from the case study. It is set out according to the main headings from the Framework for Participation. 

The school s prospectus describes Kingsley as a fully inclusive school . This was reiterated by the headteacher We would admit anyone. .. although currently not [physically] accessible to aU. .. we would have found a way . However, he had reservations about including those children from outside Kingsley s catchment area who had been permanently excluded from other schools. The most difficult to integrate are those with behaviour problems. .. Not just that individual child s needs but... [the school] has a responsibihty to aU children . Because there are spare places at Kingsley, he argued that the LA put pressure on him to accept such children. 

Staff emphasised the safe and welcoming nature of the school. Indeed, being safe is built into the school s behaviour policy, where its relationship to successftil learning is emphasised  

It is every child s right to grow up and learn in an educational enviromnent where they feel safe and happy and which will enable them to learn without being threatened, bullied, or badly treated. 

Cahn and ordered behaviour from the children and consistency in how that behaviour is managed by staff were presented as prerequisites for learning to take place. The headteacher described this as his main priority when joining the school. A teacher who came to Kingsley shortly before him remarked When I first started we had some children climbing on the school roof and swearing. .. We don t see that extreme behaviour any more . 

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